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4 spotlight on schools ■ EDUCATION UPDATE ■ MAY/JUNE 2011High School Choice System Needs ImprovementBy Grace McCartyImprovement was the key word at the forum“High Stakes Decisions: How NYC Studentshave Fared Under High School Choice” held byInsideschools.org and the Center for New YorkCity Affairs. The forum opened with a presentationby Sean Corcoran, an associate professor atNYU, regarding the high school choice system,implemented in 2004 by Mayor Mike Bloombergand Chancellor Joel Klein. Under this system,eighth-grade students in New York City can applyfor admission to up to 12 public high schools,rather than being obliged to attend their localzoned school. According to Corcoran, the goalsof this change were to create an incentive for highperformance within schools, to offer better opportunitiesto students in economically strugglingneighborhoods, and to respect parents’ freedomto select schools for their children.Corcoran said that his research looked specificallyat “inputs — student choices, and outcomesof the process — where students are ultimatelyplaced.” There are several factors that influencestudents’ “choice sets,” he said, including specificneeds and interests, school size, geographiclocation, achievement rate and socioeconomiccomposition.Surprisingly, he found that 72 percent of NewYork City students who participate in the systemare placed in one of their top three high schoolchoices, and 53 percent are admitted to their firstchoiceschool. While the top-performing studentslist highly selective programs as their first choices,students at the bottom of the academic distributionchoose less competitive, lower-achievingprograms as their first choices, he said.The panel raised several questions: Are studentsbeing provided with the data they need to make aninformed choice? Are there enough high-achievingschools in the city to provide all students withprograms that meet their needs and interests? Andfinally, do students participate in the choice systemat all? The speakers indicated that the answerto all of these questions is a resounding “not yet.”According to Carolyn Sattin-Bajaj, a doctoralcandidate in international education at NYU whoconducted interviews with parents from varioussocioeconomic and racial backgrounds, thechoice system has been especially ineffectiveamong the recent immigrant and non-Englishspeakingpopulation.Carol Boyd, an activist from the New York CityCoalition for Educational Justice agreed, explainingthat these students and their parents often donot have adequate information to make informeddecisions. Boyd said that the Department ofEducation High School Directory, the book usedto research the vast number of options availableto students in the city, is infamously difficult tonavigate.Sattin-Bajaj added that many students and parentsin these populations not only fill out applicationsuninformed, but many neglect to fill out theform at all. In such a case, a guidance counselorfills out the student’s form, placing the neighborhoodzoned school as the No. 1 choice, whichthese students inevitably receive.Arlen Benjamin-Gomez, a staff attorneyat Advocates for Children in the ImmigrantStudents’ Rights Project, said that other studentswho do not fill out an application become “overthe-counterstudents,” meaning they are placedin schools with remaining space. These arelikely to be low performing, large schools thatlack resources. The schools’ over-the-counterstudents, are English-language learners and studentswith special needs, Benjamin-Gomez saidwithout specific programming for these students,the schools’ achievement and graduation ratesplummet even further.Despite the dissatisfaction, it was unanimouslyagreed that the new system is better than the oldsystem, though it remains a work in progress.The DOE plans to increase its outreach to particularcommunities and to continue improvingstudents’ options.“The supply isn’t moving as quickly as thedemand,” Robert Sanft, CEO of the Office ofStudent Enrollment at NYC DOE admitted. “Wedon’t have enough good options to serve all NewYork City students and we need to continue toimprove that,” he said. #Grace McCarty, a student at ColumbiaUniversity, is an intern at Education Update.“An Intimate “An Intimate Place Place to Learn to in the Heart of a Great of a Great City” City“An Intimate Place to Learn in the Heart of Great City”“An Intimate Place to Learn in the Heart of a Great City”Educating Kids,MaKing schools and coMMunitiEs strongErIt’s what we do!Richard C. 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Donahue, Vice PresidentLee Cutler, Secretary-TreasurerRepresenting more than 600,000 professionals in education and health care.www.nysut.org800 Troy-Schenectady Road, Latham, NY 12110-2455518-213-6000 • 800-342-9810Affiliated with AFT / NEA / AFL-CIOYork York Preparatory School SchoolYork Preparatory School40 West 68 th Street – New York, NY 1002340 coeducational West 40 West 68college th Street th preparatory – New NY 10023school York, serving NY students 10023 fromcoeducational college preparatory school serving students fromgrades 6-12.grades 6-12.coeducational college preparatory school serving students fromgrades 6-12.Outstanding AcademicsOutstanding AcademicsOutstanding AcademicsSuperb College GuidanceSuperb College GuidanceChampionship Sports TeamsChampionship Sports TeamsSuperb College GuidanceEndless Extracurricular ActivitiesEndless Extracurricular ActivitiesChampionship Sports TeamsAn Oasis of Learning and CompassionAn Oasis of Learning and CompassionThere IS something for everyone at York Prep!There IS something for everyone at York Prep!Endless Extracurricular ActivitiesFor more information, contact our Admissions Office atFor more information, contact our Admissions Office atadmissions@yorkprep.org or 212-362-0400.www.yorkprep.orgadmissions@yorkprep.org or 212-362-0400.www.yorkprep.orgAn Oasis of Learning and CompassionThere IS something for everyone at York Prep!

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6 spotlight on schools ■ EDUCATION UPDATE ■ MAY/JUNE 2011Why Don’t Schools Improve?The Necessity ofProfessional DevelopmentBy S.G. Grant, Ph.D.Why don’t schools improve? It’s a thorny question,in part, because Americans tend to criticizeschooling in general, but rate their local schoolsquite highly. It’s thorny for a number of otherreasons as well, but perhaps foremost is the ambiguitythat surrounds the idea of improvement.We are now in our third decade of a reformmovement that dates back to the 1983 Nation atRisk report. The authors of that report declaredthat American schools represented a “rising tideof mediocrity that threatens our very future as aNation and a people.” Many more reports havefollowed; none trumpet an improved landscapefor school children and teachers. Why not?There are lots of reasons, but two come immediatelyto mind. One is the issue of definingimprovement; the second is the problem of measuringimprovement.Improving schools seems like a pretty straightforwardproposition — until one asks what thegoal is. Presumably the chief objective wouldbe academic: Schools can and should provide aricher education for all students. But richer inwhat sense? The Bush-era No Child Left Behindlegislation focused on literacy and mathematicswhile giving short shrift to science, social studiesand the arts. Should we judge schools to beimproved if they register gains for less than halfof the curriculum?Moreover, are academics the sole area ofconcern? Two of the most commonly expressedgoals of schooling are to prepare citizens and todevelop a workforce. There is an academic elementto citizenship education, but most observersagree that students need to be actively involvedinside and outside schools if they really are tounderstand the role of citizen. Similarly, thosewho advocate schools as the place to introduceand reinforce good workplace habits and skillspoint to a need for both academic and practicalelements. Given that we are already having difficultygetting the academics right, it is hard toimagine stretching the school day even further toaccommodate real world activities.ANew YorkCityMomentIf one reason that schools have not improved isthe lack of an agreed-upon definition of improvement,a second is an inadequate system of measurement.Standardized tests offer a relativelyfast, efficient, and inexpensive form of evaluatingstudents. But the problems associated with suchtests are well known — they tend to focus onsurface-level rather than deep knowledge andoften emphasize school-based learning ratherthan real-world understandings. Also problematicis the use of the results; a single test score can,in some cases, delay a student from graduating.Standardized testing offers considerable convenienceat a fairly modest cost, but convenienceand cost savings may not be enough. If theassessments fail to measure something real andimportant and do so in a way that penalizes studentsfor a single poor performance, then a keyindicator of whether or not schools are improvingis compromised.Americans pride themselves as action-orientedpeople who can identify a problem, propose asolution and take action. But complex socialorganizations can befuddle the just-get-it-donespirit. The reasons why schooling seems so resistantto reform lend themselves to no simple prescription,no single action plan. That condition isfrustrating, but ignoring the challenges we face isno solution either. If we are serious about improvingthe educational lives of all children, we maybe able to get there by tinkering around the edgesof teaching, learning, and schooling. But it ishard to imagine that we can continue to avoidthe two challenges to school reform — definingwhat constitutes school success and developingmeasures that appropriately assess that success.Until we know where we are going and how wewill know when we get there, all roads lead todisappointment. #S.G. Grant is the dean of the School ofEducation at Binghamton University, StateUniversity of New York. He has written extensivelyon issues related to teaching and learning.Grant’s research in the field of social studies/historyeducation culminated in two books.By John J. Russell, Ed.D.The National Assessment of EducationalProgress consistently finds that approximately35 percent of all fourth graders read at alevel described as “below basic.” Accordingto the International Dyslexia Association’s newKnowledge and Practice Standards for Teachersof Reading (IDA, 2010), between 30 percent and50 percent of students are at risk for inadequatereading and writing development. The report positsthat most of these at-risk students are ineligiblefor special education services and are dependenton the instruction given in mainstream classrooms.While the IDA standards identify professionalcompetencies that are necessary for teaching studentswith reading disabilities and learning differences,it is important to note that these standardsare applicable for all teachers of reading, generaleducators as well as specialists (Spear-Swerling,2010). The IDA standards are built on researchdocumenting that in order to teach effectively,teachers must be knowledgeable of oral andwritten language concepts as well as the mosteffective research-based instructional practices(Budin, Mather, & Cheesman, 2010).Unfortunately, a significant disconnect remainsbetween the preparation teachers need in orderto meet these standards and the preparation theyactually receive in their pre-service and graduateeducation courses. Teacher preparation programssimply do not sufficiently prepare new teachersfor the classroom. In the Journal of LearningDisabilities (2009), Louisa Moats cites researchby Walsh, Glaser, and Dunne-Wilcox (2006) inwhich it was found that “courses provided inteacher licensing programs are often insufficientin content and design to enable the students tolearn the subject matter and apply it to the teachingof reading.”An earlier study (Moats & Lyon, 1996) alsodemonstrated that teachers have “insufficientlydeveloped concepts about language and pervasiveconceptual weaknesses in the very skills that areneeded for direct, systematic, language-focusedreading instruction, such as the abilities to countphonemes and to identify phonic relationships.”Moats and Lyon’s hypothesis has been confirmedby Cheesman et al. (2009) who foundthat only 18 percent of first-year teachers coulddistinguish between phonemic awareness andphonics instruction.The IDA report states that reading difficultiesare the most common cause of academic failureand student underachievement. It goes on todescribe the scope of the problem and clearlystates the reasons why professional developmentis so important in supporting classroom teachersand the at-risk students they teach.“Teaching language, reading, and writing effectively,especially to students experiencing difficulty,requires considerable knowledge and skill.Regrettably, the licensing and professional developmentpractices currently endorsed by manystates are insufficient for the preparation andsupport of teachers and specialists. Researchersare finding that those with reading specialist andspecial education licenses often know no moreabout research-based, effective practices thanthose with general education teaching licenses.The majority of practitioners at all levels have notbeen prepared in sufficient depth to prevent readingproblems, to recognize early signs of risk, orto teach students with dyslexia and related learningdisabilities successfully.” (IDA, 2010)The current difficult economic circumstancesfaced by many schools endanger professionaldevelopment opportunities for faculty. TheAmerican Association of School Administrators(AASA), which represents school superintendentsacross the country, recently published ACliff Hanger: How America’s Public SchoolsContinue to Feel the Impact of the EconomicDownturn (2010). According to the report, 50percent of the superintendents who responded tothe survey that was the basis for the report haveplans to reduce or eliminate funds for professionaldevelopment in the 2010‐2011 school year.Drastic budget cuts in areas that directly impactstudent learning and achievement, such as professionaldevelopment for teachers, are detrimentalto all students and are especially devastatingfor students with learning disabilities. Currentplans to reduce professional development programsfor school faculty stand in stark contrastto the recommendations of the IDA and the largebody of research that documents the necessityof professional development opportunities forAmerica’s teachers.Windward School has long recognized theimportance of professional development in providingthe expertise necessary to effectively teachlanguage, reading and writing. The WindwardTeacher Training Institute (WTTI) offers a comprehensiveprofessional development program tothe entire Windward faculty and to teachers fromthe broader educational community. A significantportion of the WTTI program is focused on closingthe gap between a teacher’s knowledge andthe effective implementation of sound readingand writing instruction.Dedicated, conscientious teachers can addressdeficiencies in their pre-service preparationthrough professional development programs inresearch-based instructional practices, but onlyif school budgets provide the funds to makesuch programs possible. If schools are to reduceacademic failure and underachievement in students,comprehensive professional developmentfor teachers is a vital necessity.John J. Russell, Ed.D., is the Head of theWindward School in White Plains, N.Y.

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New York City • MAY/JUNE 2011 • 10Your Best Defense In A Battle With CancerNo one is ever truly prepared for a cancerdiagnosis. But unfortunately, every year millionsof Americans face the reality of diagnosis andliving with this disease. After the initial emotionsare faced, then comes the challenge of choosingthe best treatment and maintaining the highestlevel of health possible in the face of cancer. Sowhat can be done do stay healthy and strong,and to build the best possible defenses to beatthis disease?Cancer patient Billy Bynum shared some ofhis personal strategies, while his oncologist Dr.Frank Franzese of WellSpring Oncology gaveadvice to those living with cancer.“Good nutrition is important for everyone,” Dr.Franzese said. “However, for those in the midstof chemotherapy or radiation, getting the vitaminsand minerals needed in order to stay strongis more important than ever.”For Bynum, eating well and changing his dietwasn’t only about eating better foods. His cardiologistalso recommended weight loss, and otherdoctors informed him that losing weight wouldhelp him win his battle against cancer.“I became a huge fan of fruits, vegetablesand other healthy foods,” Bynum said. “Notonly did I lose 50 pounds, I also gained moreenergy that has helped me in my journey to beatthis disease.”Exercise can also have a huge effect on boostingenergy and creating an overall better senseof well-being. Physical activity lessens fatigue,creates a better body image, improves fitness andstrength and results in a better quality of life. Itcan also lessen the anxiety, nausea and depressionthat may result from dealing with a seriousdisease like cancer.“Just remember to start slowly and listen toyour body,” Dr. Franzese said. “If it hurts, youmay be overdoing it. You don’t have to pushyourself beyond your limitations in order to reapthe benefits of exercise.”Finding time to rest and relax is also importantfor cancer patients, and is essential in order toprevent serious fatigue. Whether patients simplyspend some quiet time alone or retreat to takea nap, relaxing activities will alleviate some ofthe fatigue.“Not only can a lack of sleep add to fatigue,but stress plays a big role in it as well,” Dr.Franzese said. “In addition to lowering yourenergy levels, stress can also depress the immunesystem and interfere with the body’s natural abilityto heal. Living with cancer isn’t easy, but tomaintain strong levels of both physical and emotionalhealth, managing stress is a must.”Dr. Franzese recommends that cancer patientscreate realistic expectations for themselves, prac-Children’s Heart Rates CanHelp Gauge Heart HealthMiddle school children whose heart ratesremain elevated one minute after peak exerciseare more likely to be obese, have highercholesterol levels and other cardiovascular riskfactors compared to those who get back to theirresting heart rate more quickly, a new studyfinds. This simple test may offer a practical toolto assess cardiovascular fitness in children andidentify those with risk factors for future heartdisease, according to research presented at theAmerican College of Cardiology’s 60th AnnualScientific Session.Heart rate reserve (HRR), the differencebetween a person’s resting and maximum heartrates, is traditionally used during exercise stresstests to evaluate heart function in adults. Previousstudies have shown HRR to be a strong predictorof heart disease and death in adults with andwithout a history of heart disease. Authors of thepresent study investigated whether HRR is alsoassociated with risk factors of heart disease andunhealthy lifestyle behaviors in kids.HRR was determined by measuring children’sheart rates before and one minute after a threeminutestep test. The study included 1,276sixth graders in Project Healthy Schools, aschool-based intervention program in southeastMichigan. In addition to heart rate, Universityof Michigan researchers collected and analyzeddemographic information, physiologic factorssuch as cholesterol and blood sugar levels, bodymass index (BMI), and blood pressure, as wellas standardized health behavior questionnairesto assess diet, physical activity and sedentarybehaviors.On average and compared to the most fitchildren, the less fit group had higher LDL or“bad” cholesterol levels, higher triglycerides,and lower HDL or “good” cholesterol levels.The higher the BMI, the more likely they were tobe less fit as measured by longer HRR. Childrenwho were less fit also reported fewer days ofstrenuous to moderate exercise per week comparedto children in the lowest quartile of HRR.“In general, the higher the heart rate is pushedduring exercise and the longer it takes for theheart to return to a normal resting heart rateafter exercise, the less fit the person is,” saidDr. Elizabeth Jackson, assistant professor of cardiovascularmedicine at University of MichiganSystems in Ann Arbor. “We found this to be trueamong sixth graders, and our data also showedthat heart rate recovery is strongly associatedwith cardiovascular risk factors you would beconcerned about in children. This would indicatethat as parents, teachers and health care providers,we need to start thinking about heart diseaseprevention in children at an earlier age than wemight think.”“Based on these findings, if communities orschool administrators are looking for an easy,low-cost marker for fitness, heart rate recoverycould be considered,” Jackson said. “It can bedone anywhere and this study shows that usingHRR in addition to other screening tools thatare already available, like BMI, can help usfocus on overall cardiovascular fitness insteadof just weight.”The next step for Jackson and her teamis to see whether there are improvements incardiovascular health if students lose weightand exercise more often. As Project HealthSchools expands to other geographic regionsin Michigan, researchers will be able to considerracial, ethnic and economic diversity,which can play a role in risk factors for heartdisease including weight, cholesterol and highblood pressure. #tice relaxation techniques and consider attendinga support group. Staying healthy despite the diseasecan make a big difference both physicallyand emotionally. Just ask Bynum.The Climate is Changing:Current Approaches toBreast Cancer RiskAssessment, Preventionand ScreeningOur understanding of risk factors for breast cancer is evolving, includingthe manner in which individualized risk assessment can be done forindividual patients with new understanding of genetic and personalfactors that impact a woman’s risk for breast cancer. Take advantage ofa unique learning opportunity by joining this course that will providethe materials needed to allow practitioners to apply what they havelearned in their daily clinical practices.Friday, May 13, 20118:00 AM to 3:00 PMNYU Langone Medical Center550 First Avenue (at 31st Street)Alumni Hall BSupported by the Arlene and Arnold Goldstein Breast CancerEducational Programs.This program is open to the general public although the materialpresented is intended for healthcare professionals. This activityhas been approved for AMA PRA Category 1 Credit for physicians.Registration is mandatory.A registration fee of $50includes course materials, breakfast and lunch.For more information, call 212-263-2266 or registerby visiting www.nyulmc.org/cme/cancerriskAn NCI-designated Cancer CenterNow 73, he’s still undergoing therapy to treathis cancer, but is doing quite well.“Call me in a year, and I’ll tell you I’m cured,”he said. #Understanding cancer. And you.www.nyuci.org

MAY/JUNE 2011 ■ For Parents, Educators & Students ■ Education update11Civic Leaders Honored for Service(L-R) David C. Banks, Philip Banks III, Janice C. Banks,Philip Banks, Jr., Terence BanksPeter Yarrow & Charlotte K. Frank, Ph.D.harlotte K. Frank, Ph.D., was presentedwith the Leadership BridgeAward from YouthBridge-NY forher service to the organization as amember of the board and her continued supportof work that promotes diversity in NewYork City.Frank is the senior vice president for researchand development at McGraw-Hill Education. #The Bridging Generation Award went toPhilip Banks Jr., president of One HundredBlack Men, and his three sons, David, PhilipIII and Terence.Peter Yarrow from the musical group Peter,Paul and Mary performed at the event.YouthBridge-NY is devoted to improvingthe atmosphere of respect and diversity in ourcity and the schools and community organizationsin which our youth leaders live andlearn. YouthBridge-NY youth leaders, who are11th and 12th grade students, are proactivelyinvolved in the leadership and diversity landscapeof our city and are dedicated to improvingthe quality of life for all. #Windward School: Dr. KenPugh, Dyslexia AuthorityCollege of New Rochelle HonorsPresident Stephen SweenyBy Jennifer MacGregorKenneth Pugh, Ph.D., the president and directorof research at Haskins Laboratories, delivered theSchwartz Memorial Lecture at Windward Schoolto an eager crowd of parents and educators whowould soon be fascinated by what brain imagescan tell us about how people learn to read.John J. Russell, the head of school at Windward,introduced Pugh enthusiastically. Teachers therepay close attention to the research on dyslexia,he said, which is the basis of their program forstudents with language-based learning disabilities.Pugh’s studies at Haskins Laboratory at YaleUniversity use functional magnetic resonanceimaging, or fMRI. This type of brain study is conductedwhile the patient is conscious and performinga task. The images show where the activity ishappening in the brain.Pugh proceeded with caution when explainingwhat the potential benefits of brain imaging couldbe in the future. He said that imaging could leadto a “much clearer, brain-based approach” to treatmentand diagnoses, but warned that the scienceisn’t there yet. The promise is great, he said, butthe delivery on those promises will take more time.Pugh introduced his topic by saying that he wasgoing to present the parents and teachers in attendancewith an overview of the complex literaturein cognitive neuroscience and where the research isleading in the future.One of the benefits of fMRI imaging is that theimages show researchers how people are biologicallydifferent, when these differences may be difficultto detect from behavioral studies.“Reading is a really fascinating thing to study,”he said. While the human brain is hard-wired forspoken language, permanent language — or readingand writing — developed only 5,000 yearsago. The brain is not specialized for reading, butbecause of what scientists call “brain plasticity,”humans have the ability to re-wire sections of thebrain due to the experiences they have and behaviorsthey learn.In a typical brain, fMRI images show three very(L-R) Head of school Dr. John J. Russell,Windward School & Dr. Kenneth Pughspecific sections on the right hemisphere that arelit up when someone is reading. Pugh describeswhat’s happening as a three-part circuit: Whenreading, the subject sees the letters, encodes theiruse and interprets them as language. As childrenbecome more experienced readers, the circuitspeeds up and less brain energy is needed to completethe task.In the brain of an advanced reader, this circuitgoes from “vision to language as bloody fast aspossible,” he said. The more advanced a reader is,the quicker this brain circuit works.When children are learning to read, areas inthe brain used for perceiving and connecting thecontent to other knowledge are recruited as part ofthis reading circuit, and this “doesn’t go well fora significant number of kids,” Pugh emphasized.In people who have reading disabilities like dyslexia,this streamlined, three-part circuit doesn’tdevelop, and results in what Pugh describes as a“noisy brain.” The imaging studies show that peoplewith dyslexia create their own circuit, which isslow, labored and prone to error. In fMRI images,Trustee Dr. Joan Freilich and CNR graduate Sandra Priest RosePresident Stephen J. Sweeny has been an integralpart of The College of New Rochelle forthe past 35 years, with the last 14 as president,.June 2011 marks his retirement as a belovedleader and mentor to scores of students throughoutthe decades. Throughout his tenure, Dr.Sweeny orchestrated the successful expansionof six city campuses, the advancement of theGraduate School, the tremendous growth of theSchool of Nursing, and the continued commitmentto an all-women undergraduate School ofthese brains show activity all over the place, unlikethe centralized locations that fire in a typicallydeveloping reader.Probably the most important finding from theresearch Pugh presented was that treatment hasbeen shown to re-wire the brain and normalize thecircuit — an exciting prospect for the parents ofchildren with dyslexia. In one longitudinal study,85 percent of the participants responded to treatmentand showed improvement a year after thestudy was completed.Arts & Sciences.“My time at CNR has been a privilege,” Dr.Sweeny said. “History will say what this timeframehas meant for the College, but for me, I’mmost satisfied with the fact that I have remindedall who joined me in this journey to give primacyto our mission. It is what gives unity to the collegecommunity. The great diversity we have asa community is not an obstacle, it is our strength.And in this wonderful diversity, we are heldtogether by our mission.” #Another exciting prospect of brain imaging isearly detection. The sooner problems with this circuitare noticed, the easier it is to implement treatment.Betsy Duffy, the director of language arts atWindward, said that teachers there apply directteaching methods in their classrooms and assiststudents with every step of the learning process.Spelling patterns in English are very predictable,she said. The students are explicitly taught all therules, which apply to 85 percent of words. #

12 Special Education ■ EDUCATION UPDATE ■ MAY/JUNE 2011The Child Mind InstituteThe Child Mind Institute celebrated the openingof their new location with a ribbon cuttingceremony and reception on Tuesday, May3, 2011.New York City Council Speaker Christine C.Quinn was in attendance as a special guest andspeaker for the ribbon cutting.The Child Mind Institute is now located at 445Park Avenue in Manhattan and is dedicated totransforming mental health care for the world’schildren to enable them to reach their fullpotential. Founded by Dr. Harold S. Koplewiczand Brooke Garber Neidich, the organization iscommitted to finding more effective treatmentsfor childhood psychiatric and learning disorders,building the science of healthy brain development,and empowering children and their familieswith the information they need to get help,hope and answers. #For more information, visit childmind.org.Adam Jeffrey Katz Memorial LectureTuesday, May 17, 2011Time: 04:00 PM — 06:30 PMThe Kaye Playhouse at Hunter College68th Street between Park and LexingtonAvenuesNew York, NY 10065The Adam Jeffrey Katz Memorial Lecture isa two-part program designed to raise awarenessand educate the public about ADHDand dyslexia. The lecture began in 2003 inmemory of Adam Katz, who struggled withboth disorders. The Katz family created thisliving memorial to raise awareness about psychiatricand learning disorders. The eventattracts hundreds of children and parents, andNew York’s finest clinicians, researchers, andeducators, as well as attention from both localand national media.If you have any questions about the event,please call 646.625.4372.Part I: 4:00pm-5:00pmPanel Discussion: Breakthroughs inADHDThis year, the first session of the programwill be an engaging and informative paneldiscussion with leading experts on ADHD,Dr. Edward “Ned” Hallowell (Founder, TheHallowell Center, and author of Driven toDistraction), and Drs. Xavier Castellanos andRachel Klein of the NYU School of Medicine.Dr. Gail Saltz, the Today show psychiatristand the Health Editor of CMI, will moderatethis panel.Part II: 5:30pm-6:30pmSurprise Celebrity Guest and Harold S.Koplewicz, MDIn the second session Dr. Harold S. Koplewiczwill interview a surprise celebrity guest aboutliving with ADHD or dyslexia. Orlando Bloomwas the featured guest last year, participatingin a moving conversation with Dr. Koplewiczabout growing up with dyslexia. Other pasthonorees have included Ari Emanuel (founder,Endeavor Talent Agency), Chuck Close (artist),and Barbara Corcoran (founder, The CorcoranReal Estate Group).Leader in Field of RetinalDevelopment Wins Vision AwardBy Victoria KellerConstance L. Cepko, Ph.D., an acknowledgedleader in the field of retinal development anddegeneration, has been awarded The JewishGuild for the Blind’s 2011 Alfred W. BresslerPrize in Vision Science. The Bressler Committeechose Dr. Cepko because her discoveries haveled to a new understanding of retinal degenerationand have opened thedoor to potential new therapeuticapproaches.Dr. Cepko is professorof genetics and professor ofophthalmology at HarvardMedical School, where sheheads the Leder Program inHuman Biology and TranslationMedicine. She has also beendesignated as an investigatorfor the Howard Hughes MedicalInstitute, one of the country’s most prestigiousmedical research organizations. At Harvard, Dr.Cepko and her research team focus on the retina,and on ways to keep retinal cells alive whendisease destroys cells that are important to normalvision.Two recent pioneering studies illustrate theimportance of her work. In one study, her labdiscovered that inhibiting the enzyme histonedeacetylase 4 (HDAC 4) prolonged photoreceptorsurvival in mouse models of retinitispigmentosa (RP). This suggests new therapeuticapproaches for RP in humans.In another study, Dr. Cepko focused on mutationsin cone-specific genes that cause photoreceptordegeneration. Dr. Cepko discovered, againConstance L. Cepko, Ph.D.using a mouse model of RP, that cone cell death isprimarily due to a nutritional deficit and that thedeath of cone cells can be significantly delayedthrough stimulation of the insulin/mTOR pathway.Dr. Cepko received her bachelor’s degree fromthe University of Maryland and her doctoratefrom the Massachusetts Institute of Technology,where she made retroviral vectors used to transfergenes in disease studies. Shefollowed that with a postdoctoralresearch fellowship in thelab of Dr. Richard Mulliganof the Whitehead Institute inCambridge, Mass. Dr. Cepkojoined Harvard Medical School’sDepartment of Genetics in 1985,where she established her ownlab and began to apply the toolsshe had acquired in her doctoraland post-doctoral work to thestudy of neuroscience, focusing on the retina. Shewas appointed a full Investigator by the HowardHughes Medical Institute in 1999.The Bressler Committee’s goal is the selectionof an accomplished mid-career vision careprofessional whose leadership, research and servicehave resulted in important advancements inthe treatment of eye disease or rehabilitation ofpersons with vision loss, and whose life’s workportends future excellence. The Bressler Prizewas established in 2001 through a bequest ofAlfred W. Bressler, a New York attorney whoselegal career spanned more than 70 years, most ofthat time with the law firm of Moses & Singer. #Victoria Keller is on the staff of the JewishGuild for the Blind.Windward School Summer ProgramJuly 5 - 29, 2011For Students Entering Grades 3 - 9This exciting and enriching four-week program, taught by Windward faculty, is designed to improve skillsand enrich students’ knowledge in reading, writing, math and science.Courses Include:Improving Skills Through Read Alouds • Book Club for Reluctant ReadersStudy Skills • Organizational Skills for WritingMathematics & Science • Sports, Art & DramaRegister Now! Space is Limited!Contact Christopher Eberhard, Assistant Head of the Middle School & Director of the Summer ProgramPhone: 914.949.6968, ext. 1250 • E-Mail: ceberhard@windwardny.org • Website: www.windwardny.org

Columbia Child Rights’Conference Explores ‘TheRight to an Education’MAY/JUNE 2011 ■ EDUCATION UPDATE ■ Special EducationBy Catherine RolfeIt’s hard to study when the police are beatingpeople next door.That’s what happens sometimes at TankuppaHigh School in Bihar, India since the policemoved into the school building in 2006, as part ofthe ongoing Naxalite-Maoist insurgency.“I feel very bad when they beat them,” one studenttold Human Rights Watch, an internationalhumanitarian organization.The militarization of schools was just one ofthe topics discussed at the annual Columbia ChildRights Conference, this year focusing on “TheRight to an Education.” Human Rights Watchsenior researcher Bede Sheppard told an audienceof students, educators and community membersabout some of the major challenges to educationin conflict areas like eastern India during the conference’s“Protecting Education during Conflict”panel discussion.The four most common types of attacks oneducation worldwide include attacks on schoolbuildings, students and teachers, along with theoccupation of school buildings by military forces,Sheppard said. Since many schools are government-run,insurgents and other rebel forces seethem as prime targets to incite a reaction andsend a powerful message. For example, 344 studentsand 145 teachers died during the NepaleseCivil War between 1996 and 2006, accordingto Global Coalition for Protecting Educationfrom Attack coordinator Melinda Smith, anotherpanelist. In addition, over 40,000 students weredisplaced during the conflict, due to the destructionof their schools, lack of teachers and educationalresources.Dana Burde, an assistant professor at NYU,also spoke about her experiences studying educationin Afghanistan. Almost 2 million school-ageAfghani children do not attend school, she said,most of them girls. Most parents think it’s too dangerousfor their girls to walk to school in northwesternAfghanistan, where Burde did her study,particularly because of cultural values of chastityand Taliban attacks. As part of their strategy organizedto demoralize the opposition and eliminateaccess to basic services, Taliban insurgents oftentarget schools, students and teachers. Burde mentionedthe much-publicized acid attacks on femalestudents walking to school as one example. Andwhile she noted these attacks are rare, she didn’tdismiss their horrific value either.“That’s not the point,” she said. “They don’tneed to be common to scare the girls and to terrorizethe parents.”As a result of these targeted attacks, veryfew Afghani girls ever get a full education. Inhopes of finding a solution to the safety andgender parity problems, Burde studied one nonprofit’sapproach: abandoning the idea of aschool building altogether. Instead, communitybasedschools are housed in other existing structureslike mosques or residences. Creating moreschools in new places increased the proximity ofvillage schools for students, and contributed to a47 percent increase in enrollment in the villagesstudied. For girls’ enrollment, there was an evenbigger increase of 54 percent, accompanied byUC Berkeley Leads Let’s EraseThe Stigma FoundationThe children’s charity Let’s Erase the StigmaEducational Foundation (LETS) have named Dr.Stephen Hinshaw and Dr. Bennett Leventhal theirnew directors of research. Dr. Hinshaw is the chairand professor of the department of psychologyat the University of California, Berkeley, and Dr.Leventhal is a leader of the American Academyof Child and Adolescent Psychiatry, Nathan KlineInstitute. They will study the impact that LETSprograms have on children and communities anduse the data to refine the goals and model LETSuses to erase the stigma of mental illness.LETS Educational Foundation provides earlyopportunities for children, adolescents and youngadults to meet regularly and openly discuss mentalillness through the LETS Club model. LETSestablishes clubs in elementary schools, middleschools, high schools, colleges, universities, andcommunity centers, where participating youth can13learn about mental health, plan and lead their ownstigma-erasing projects, and provide peer-to-peereducation in their communities. The LETS Clubdesign is a powerful yet easy-to-implement modelthat bypasses barriers to fighting stigma becauseit’s “just a club.” As a club, LETS can be integratedinto any school to establish student dialoguearound mental health issues, decrease stigmatizedattitudes, and increase help-seeking behaviors.While there has been great emphasis on educatingcollege students about mental illness and psychologicalhealth, children and adolescents havereceived little attention. LETS addresses the mentalhealth education needs of kids as young as elementaryand middle school through club activities anda toolkit for elementary school teachers. By beginningtheir pilot study with established LETS Clubsand then developing long-term studies, the researchteam will determine the lasting effects of LETS. #another big increase in standardized test scores.When community members invest in the schooland its creation, Burde found, education is lessvulnerable to threats and direct attacks.Human Rights Watch’s Zama Coursen-Neff,deputy director of the children’s rights division,also added some goals for protecting educationon a global scale. Coursen-Neff heads theGlobal Coalition for Protecting Education fromAttack, a group of representatives from multiplenon-profits focused on fostering more researchand action to protect schools in conflict areas.Their objectives include highlighting attacks oneducation, improving monitoring and reportingsystems, creating early monitoring systems andrapid response plans, helping to enforce international,domestic and military laws banning theseattacks, punishing the perpetrators and promotingaccountability worldwide.Columbia Child Rights group co-presidentJorie Dugan hoped that conference attendeeswould walk away inspired by the panelists andtake advantage of the panelists’ collective informationto do something to advance children’sright to an education.“Everyone agrees that education is an importantissue,” Dugan said, “But this movement doesn’tend with the conference. It doesn’t begin at 11and end at 4:30pm — it is what we do when weleave that matters.” #Catherine Rolfe, a student at Barnard College,is an intern at Education Update.Is your child Dyslexicor experiencing school failure?If so, we may be the solution.We strive to help childrennot only have the skills neededto learn, but want to learn.TheSterlingSchoolWe take our commitment seriouslyOrton Gillingham trained staffSmall classes withindividualized attentionArt, music, culinary arts andcomputers for a rich educationContact Elizabeth O’Sheaeoshea@rebeccaschool.orgNOW AcceptING ADmISSIONScall 718-625-3502WWW.SteRLINGScHOOL.cOmRuth Arberman,Director of the Sterling School299 Pacific Street, Brooklyn, New York 11201

14 Outstanding Educators of the Year 2011 www.EducationUpdate.com | MAY/JUNE 2011For the past nine years, Education Update, Dr. Pola Rosen and Adam Sugerman have been recognizing the contributions of outstanding teachers and administratorsin the public schools of New York City. Education Update also awards medals to Distinguished Leaders in Education who have been seminal influences in improvingthe lives of children as well as establishing a paradigm for others around the nation. The awards breakfast is held at the Harvard Club each year.This year we are proud to recognize Geoffrey Canada, CEO, Harlem Children’s Zone; Harold McGraw III, CEO, McGraw-Hill; and Michelle Anderson, Dean, CUNY Law School.Matthew GoldsteinChancellor, The City University of NYatthew Goldstein has served as chancellorof The City University ofNew York (CUNY) since September1999. He is the first CUNY graduate(City College, Class of 1963) to lead thenation’s most prominent urban public university,which comprises 23 colleges and professionalschools throughout the five boroughs ofNew York City.Dr. Goldstein has served in senior academicand administrative positions for more than 30years, including president of Baruch College,president of the Research Foundation, and actingvice chancellor for academic affairs ofCUNY. Prior to being named chancellor, hewas president of Adelphi University. He hasheld faculty positions in mathematics and statisticsat Baruch College, the CUNY GraduateSchool and University Center, PolytechnicUniversity of New York, Cooper Union, EasternConnecticut State University, and the Universityof Connecticut.He is the co-author of three books: DiscreteDiscriminant Analysis, published by John Wiley& Sons in 1978; Intermediate Statistical Methodsand Applications, published by Prentice Hall in1983; and Multivariate Analysis, published byJohn Wiley & Sons in 1984. In addition, he haswritten many articles for leading scholarly publicationsin mathematics and statistics.Currently, Dr. Goldstein is a member of theBoard of Trustees of the JP Morgan Fundsand of the Bronx-Lebanon Hospital Center.He is a director of the Lincoln Center Institutefor the Arts in Education, ex officio, and amember of the Business Advisory Council forColumbia Management. By appointment ofMayor Michael R. Bloomberg, he serves aschair of the 2010 New York City CharterRevision Commission.KEYNOTE SPEAKERDr. Goldstein is a fellow of the AmericanAcademy of Arts & Sciences and a fellow ofthe New York Academy of Sciences. Among hishonors are the 2007 Carnegie Corporation ofNew York’s Academic Leadership Award, the2008 Jewish Community Relations Council ofNew York Communal Leader Award, the 2005John H. Finley Award, the 2005 Medal of Honor“Austrian Cross of Honor for Science and Art,First Class,” the 2004 New York Foundation forArchitecture President’s Award, the 2003 MaxRowe Educational Leadership Award of theAmerican Friends of The Open University ofIsrael, the 2002 Ellis Island Medal of Honor, the2000 Townsend Harris Medal.Dr. Goldstein earned his doctorate from theUniversity of Connecticut in mathematical statistics,and a bachelor’s degree with high honorsin statistics and mathematics from The CityCollege of The City University of New York. #Harold McGraw IIIChairman, President & CEO,The McGraw-Hill Companiesarold (Terry) McGraw III is chairman,president and chief executive officer ofThe McGraw-Hill Companies, a leadingglobal financial information and educationcompany that powers the Knowledge Economy.Its brands include Standard & Poor’s, McGraw-HillEducation, Platts and J.D. Power and Associates,among others.McGraw was elected chairman in December1999; chief executive officer in 1998; and presidentand chief operating officer in 1993. He has been amember of The McGraw-Hill Companies’ Board ofDirectors since 1987.Under his leadership, the Corporation has undergonea complete transformation, building a diverseportfolio of knowledge-based, global businessesdesigned to generate profits throughout a wide varietyof economic cycles and market conditions.McGraw, 62, joined The McGraw-Hill Companiesin 1980 and has held a number of positions withincreasing responsibilities, including vice president,Corporate Planning; publisher, Aviation Week& Space Technology; president, McGraw-HillPublications Company; and president, McGraw-HillFinancial Services Company.He serves on the Boards of Directors of UnitedTechnologies and ConocoPhillips. He is chairmanof the Emergency Committee for AmericanTrade (ECAT), chairman of the U.S.-India BusinessCouncil, chairman of the United States Councilfor International Business, a former chairman ofBusiness Roundtable, and vice chairman of theInternational Chamber of Commerce. He wasappointed in November 2009 by President Obamato the U.S.-India CEO Forum and is a member of theU.S. Trade Representative’s Advisory Committeefor Trade Policy and Negotiations (ACTPN).Consistent with The McGraw-Hill Companies’commitment to supporting community and charitableorganizations, Mr. McGraw is chairman of theCommittee Encouraging Corporate Philanthropy.Additionally, Mr. McGraw serves on the boardsof Asia Society, Carnegie Hall, the Council forEconomic Education, New York Public Library, andNational Organization on Disability.McGraw received an M.B.A. from the WhartonSchool of the University of Pennsylvania in 1976and a B.A. from Tufts University in 1972. #Geoffrey CanadaCEO, Harlem Children’s ZoneMichelle AndersonDean, CUNY School of Lawichelle J. Anderson became Dean ofthe City University of New YorkSchool of Law in 2006. Since thattime, the School has earned the No.1 ranking as the “Best Public Interest LawSchool” in the nation; continued its national,top-five ranking for “Best Clinical Training;”earned national, top ten ranking for “Best LawProfessors;” achieved strong New York State BarExam pass rates; obtained membership in theAssociation of American Law Schools; developedthe Pipeline to Justice Program to enhancestudent body diversity; and implemented theIncubator and LaunchPad programs through theCommunity Legal Resource Network.Dean Anderson is an honors graduate of theUniversity of California, Santa Cruz. She alsograduated from Yale Law School, where she wasNotes Editor of the Yale Law Journal. Followinglaw school, she clerked on the United StatesCourt of Appeals for the Ninth Circuit for JudgeWilliam Norris.Dean Anderson has been a Visiting Scholar atthe University of Cape Town, South Africa, aVisiting Professor at the University of PittsburghSchool of Law, a Visiting Associate Professorat Georgetown University Law Center, and aProfessor at Villanova University School of Law.A leading national scholar on rape law, DeanAnderson teaches Criminal Law at CUNY. #n his 20-plus years with HarlemChildren’s Zone, Inc., GeoffreyCanada has become nationally recognizedfor his pioneering work helpingchildren and families in Harlem and as a passionateadvocate for education reform.Mr. Canada joined Harlem Children’s Zone,Inc. (then called the Rheedlen Foundation) in1983, as Education Director. Prior to that, heworked as Director of the Robert White School,a private day school for troubled inner-city youthin Boston.Since 1990, Mr. Canada has been the Presidentand Chief Executive Officer for Harlem Children’sZone, which The New York Times Magazinecalled “one of the most ambitious social experimentsof our time.”In 1997, the agency launched the HarlemChildren’s Zone Project, which targets a specificgeographic area in Central Harlem with a comprehensiverange of services. The Zone Project todaycovers 100 blocks and aims to serve over 10,000children by 2011.Mr. Canada grew up in the South Bronx in apoor, sometimes-violent neighborhood. Despitehis troubled surroundings, Mr. Canada was ableto succeed academically, receiving a bachelor’sdegree from Bowdoin College and a master’sdegree in education from the Harvard School ofEducation. After graduating from Harvard, Mr.Canada decided to work to help children who,like himself, were disadvantaged by their lives inpoor, embattled neighborhoods.Drawing upon his own childhood experiencesand at the Harlem Children’s Zone, Mr. Canadahas written two books: “Fist Stick Knife Gun: APersonal History of Violence in America,” publishedin 1995 by Beacon Press, and “ReachingUp for Manhood: Transforming the Lives of Boysin America,” published in 1998 by Beacon Press.In 2006, Mr. Canada was selected by New YorkCity Mayor Michael Bloomberg as co-chair ofThe Commission on Economic Opportunity. #

16 Music, art & Dance ■ EDUCATION UPDATE ■ MAY/JUNE 2011News at the College of Staten Island:Art Project Helps English LearnersBy Sybil MaiminHow do you teach Englishlanguagewriting and speakingskills to college-bound immigrants,ages 17 to 55, who beganlife in diverse countries speakinga multitude of languages? Withwarmth, creativity, and innovationif you are Caryn Davis, anaward-winning instructor at The College of StatenIsland’s CUNY Language Immersion Program,also known as CLIP.Offered on a semester basis, CLIP requires25 hours a week of intense classroom work andenrolls approximately 3,000 adult students ateight CUNY campuses. To help them expressthemselves and develop confidence, Davis turnedto art, a universal language, and created the verysuccessful Altered Book Project, incorporating itinto the more traditional curriculum. In the project,students choose discarded books that attractthem and cut out and add sections, paste pagestogether to achieve heft, and cover up, use, orleave as background the original text and illustrations.Paint, paste, glitter, yarn, fabric, glass, photos,decals, lettering, drawings, collage, and otherforms of art materials, as well as vivid memoriesand imaginations go into the books.Divided into three sections to illustrate growingup in the native country, personal impressionsand life in New York City, and the experience oflearning English, the altered volumes are intimatevisual diaries that reveal lives and cultures. Awritten personal essay is included and, dependingon the student’s ingenuity, is embedded or incorporatedinto the volume in a unique way. Poetrysometimes joins the mix. Doors and windowsmay be created on the pages. Sculptural formsmay jump out.Authentic English communication skills aredeveloped as, sitting around large tables, the bookmakersrelax into the project and start exchangingideas, asking for help, and sharing materials. Theybegin to learn about art production and each other’shistory and culture. Davis explains the cooperativeventure leads to new vocabulary around artsupplies and native customs, formal and informalexpression — please pass the glue, pass the glue,and can you pass me the glue, for example —and small talk, or the ability to “chat” Americanstyle over a topic of mutual interest. She notesthat the resulting cooperation, respect, teamwork,and problem solving are applicable to future collegecoursework and jobs. And Davis’ personalBrooklyn Arts Councilcontinued from page 15foundation for all programming, we strive to offerengaging, instructive, and enthusiastic experiencesthat enhance learning and appreciation for thearts for everyone involved — students, teachers,administrators, parents and community members.Our programs can also accommodate gifted andtalented, at-risk and special-needs students.All programs involve a collaborative processthat allow for personalized programming, enrichinghands-on experiences, and enhanced depthof understanding. We instill skills and positiveattitudes about the arts that are designed to beretained for a lifetime.The scope and breadth of programming offeringsare as diverse at New York City. From literaryenhancement to theater arts to the painting of amural depicting a school’s mission, our programsexpand appreciation and knowledge of the artsand enhance the academic experience in all curriculaareas. We are committed to presenting thehighest quality arts programming possible, andwelcome an opportunity to explore how BAC’sArts in Education team can help educators and“sub-theme” for all her classes,“Building Bridges,” is played outin astounding ways, she said.Initially, some students lack confidenceabout their art abilities orare skeptical about the project. Yu,from China, said: “When I started,I felt so childish. After one weekI changed my mind. The alteredbook helped me develop my thinking and Ishared ideas with my classmates.” Mariam, fromSyria said, “at first, I did not take this seriously.However, after we worked together, I learnedlarge words. I learned I can ask for help. I learnedabout a large number of countries.”Another student named Jorge, from Colombia,said, “I felt I was destroying a book...Later Irealized the book was going to be mine...little bylittle my book took form and started to speak byitself.” Hend, who is originally from Jordan, wasso enthusiastic about this, her first art project, sheattached a long gold chain to the cover of her creationand wore it over her shoulder. Pride becomespalpable at the culmination of the course whenthe altered books are displayed in branches of theNew York Public Library.Davis feels special pleasure hearing her studentscommunicate effectively about the project to otherEnglish-language learners who come to see theseart exhibits. In 2009, she and her students presenteda workshop on altered books at the NYUWriting Workshop, which is sponsored by theNYU Literacy Review, a publication of GED andESOL writings. Her students’ work is included inevery edition.In 2010, Davis was honored by The New YorkTimes with the ESOL (English Speakers of OtherLanguages) Award, which “recognizes educatorswho have consistently excelled in helpingadult students learn English and develop skillsthey need to create successful lives in the UnitedStates.” Her boss, Dr. Tomas Morales, president ofthe College of Staten Island, said, “Her exceptionalteaching skills, energy and creativeness ensureour students’ successful assimilation into highereducation, and empower the many diverse communitieswe serve.” In 2010, she also received theOutstanding Literacy Practitioners Award fromThe Literacy Assistance Center in New York,which included a library development grant forher program from The Bookbinders Guild of NewYork. Davis has a Master’s degree in TESOL fromthe New School as well as a lifetime of experiencein teaching, advocacy and practice of the arts. #ARTS IN EDUCATIONcommunity membersto bring their plansto life.Student workshopsare adaptable to specificclassroom curriculargoals; includingEnglish LanguageArts, English as aSecond Language,Social Studies, Math,Carol Sterling Science and/or Health.Career connectionscan also be integrated by any of our teachingartists. The Brooklyn Arts Council’s Arts inEducation team welcomes an opportunity to collaboratewith our colleagues to define a programthat is perfect for each educational and communitysetting.Digital media and Technology offerings includebroadcasting, computer arts, digital photographyand video. Literary Arts offerings include bookarts, story writing, poetry, creating a class and/orschool publication/newspaper and more.Performing Arts offerings include dance, music,theater arts, puppetry, and more.Visual arts offerings include ceramics, drawing,Magician Inspires Studentsto Learn Through IllusionBy Joan Baum, Ph.D.Allan Kronzek lets no grass grow under his feet.And even if he did, he would figure out a way sothat you’d never see it. Kronzek is a professionalmagician, writer and educator. While recentlyupdating his New York Times bestseller, “TheSorcerer’s Companion — A Guide to the MagicalWorld of Harry Potter” (Broadway Books), hewas also putting finishing touches on a soon-tobepublished magic manual for The Hocus PocusProject, an outreach program of the nonprofitConjuring Arts Research Center in New York City.And between sentences, he was likely to be foundpresenting one of his magic-centered enrichmentprograms in a New York-area school.The forthcoming book, “The Book of Powers —Lessons in the Art of Magic,” was commissionedto be given away to participants in the HocusPocus Project. The organization teaches magicto disadvantaged youths and adults, primarilychildren in hospitals, at-risk youth and veterans.“Learning to perform magic can be extraordinarilyempowering,” Kronzek said. “In a shorttime, these kids learn to entertain and baffle theirfriends, their doctors, and their parents. They cando something other people can’t do. It’s a newrole. They experience a sense of mastery and selfworth.”While magic books typically arrange subjectmatter according to type of trick, The Book ofPowers is organized according to the powertaught: mind reading, predicting the future, supermentalpowers (like lightning calculation andphotographic memory), super-physical powers,super senses (including super-sight, super-hearing,and even super-smell), X-ray vision and divination.Each chapter begins with a mystery that isbaffling, yet easy to do. “We then build on thatas we move on to more complex and challengingtricks. Magic requires discipline and work,but if the student gets rewarded early on — byapplause or admiration, or by frying the brains ofa friend — he or she will accept the necessity forhard work. One of our goals is to teach many ofthe core principles of magic so that the student cancreate original routines that fit his or her interestsand personality,” Kronzek said.Kronzek’s school programs are unique in theiruse of magic. Unlike traditional magic showassemblies, which typically use magic to teachanother subject (the “magic of reading,” or firesafety), Kronzek’s programs are about magicand illusion. The Art of Fooling is a history ofmagic as performance art, from ancient Greeceto modern times. The program—which is tied tosixth-grade social studies as well as ninth-gradeglobal studies — features performance, audienceparticipation and historical illustrations (paintings,woodcuts and posters) to show how the performanceand perception of magic changes duringdifferent historical periods.painting, collage and printmaking, fabric arts, folkarts, mixed media, photography, publications,public art (mosaics, murals), puppetry and sculpture,and 3-D design.Brooklyn Arts Council’s Arts in Educationprogram offers assembly programs that educateand entertain through performance, narration,and student/audience participation. We offer over35 different contemporary, historical and folkarts performances.In addition to working with New York City’sstudents, we also strive to make learning in thearts available to other community members, fromclassroom teachers to parents and caregivers aswell as senior citizens. Our programs extend intosenior centers, nursing homes, shelters and communitycenters as individual or ongoing workshopsand assembly programs. From jewelrymaking that creates revenue for the senior artist tothe mosaic installation produced and installed bythe resident of a shelter that inspires pride in their“In Medievaltimes street magicianswere commonlyfearedas sorcerers,”Kronzek said,“whereas after thescientific revolution,they wereperceived asskilled entertainers,and even menof science.”Another program,TheMagician’s Art and Scientific Inquiry, uses magictricks to explore core science skills, such asdeveloping skepticism, forming hypothesis, questioningappearances, testing explanations, anddistinguishing between a scientific and non-scientificworld view. Especially insightful for teachersand psychologists are Kronzek’s discussions (aselaborated in his study guide), about perceptionand memory—topics of increasing attention inthe worlds of forensics, neuroscience and researchinto Alzheimer’s disease. As he has written, “Themind is quick to make inferences and see connections,patterns and cause-and-effect relationshipswhere none may exist.” Magicians draw onperceptual and logical fallacies to create variouskinds of illusions and false appearances.“Kids are fascinated by trickery,” Kronzek said.“They deeply want to know how it’s done, what’sgoing on behind the scenes, what illusions are allabout — which offers a natural tie-in with science.Magicians create illusions and scientists try to seethrough illusions. Both are concerned with thehidden, underlying mechanisms behind appearance.How does it work? How are we fooled?What’s really going on?”His own interest in magic began, he recalls,at the age of 9 when he was a magician at aHanukkah party and was “hooked.” His parentsencouraged him, his mother giving him his firstmagic book. It was an important moment in hislife. A child with a heart murmur, he was notallowed to participate in competitive sports andmagic gave him another way of competing, ofholding his own among his peers. A product of thePittsburgh public schools, Kronzek spent a year atCarnegie Tech as a theater major before switchingto English at Bard College. But magic was alwaysthere and he began to study seriously with mastermagicians shortly after college. His interest showsno sign of waning. #Those interested in finding out more aboutKronzek’s programs (available through BOCESArts-in-Education in Nassau/Suffolk andWestchester Counties) and his forthcoming book,should visit www.allankronzek.com or e-mailakronzek@optonline.net.home, the benefits to the individual participantsand to the community at large are immense.Our wide array of movement and dance programsstimulate physical and mental well-beingas do our programs that teach participants todocument their life stories and present them in oraland written forms to family and friends. All workshopsare taught by caring and gifted teachingartists whose compassion and kindness are onlysurpassed by their expertise and love of workingwith older adults. #We invite you to visit our Web site at www.brooklynartscouncil.org and then click on Arts inEducation to see a comprehensive overview of allprogram offerings. Please feel free to contact usdirectly. Our staff loves to design programs thatuniquely meet the needs of our various constituencies.Carol Sterling, the Arts in Education Director,can be reached at clsterling@brooklynartscouncil.orgor by calling 718-625-0080.

MAY/JUNE 2011 ■ EDUCATION UPDATE ■ Music, art & Dance17Music for the Homeless& ImprisonedBy Joan Baum, Ph.D.Although her resume boasts violin and violaperformances at Carnegie Hall and recitals withfamous chamber music groups and renownedsoloists, among them Pinchas Zukerman andArnold Steinhardt, not to mention numerousawards and international prizes, Helena Bailliedoesn’t readily refer to these achievements whenshe speaks of her “outreach” work, some of itin places most musicians rarely go: prisons andsoup kitchens.A slim, attractive young woman, with a poiseand grace that hardly suggest the extraordinarypower, passion and joy of her playing, she notesthat she brings “the same intensity and attentionto detail” to her preparation and performancesfor prisoners and the homeless, as she does forsophisticated audiences at Carnegie Hall. “To bebeautifully prepared for an untraditional performanceof this kind shows tremendous respect forthe audience and creates a dignified experience.”And what nontraditional populations they are:400 inmates, all men, incarcerated at the ClintonCorrectional Facility at Dannemora in upstateNew York, and homeless individuals and familieswho find shelter at the Music Kitchen in NewYork City. She has, to date, made multiple visitsto both.London-born Helena Baillie, who comes froma musical family (brother Max is a musician andsister Martina has kept playing the piano whilepursuing the law), credits her father, the celebratedcellist Alexander Baillie, with inspiringher to reach out. A professor of cello at BremenHochschule and at the Guildhall School of Musicand Drama in London, he created a music seriesfor youngsters in St. Albans, north of London,and she recalls how he would keep his audiencesspellbound. To judge from the responses of audiencesat youth concerts she presents, it appearsthat Helena has a similar effect.Engaging people who do not have exposureto or experience with chamber music is not totry to wow them but to create a sense of communityfor them, and to engender in them a loveof music that can enlarge their world. “No matterhow humble a space, music can have a deeplyhumanizing effect.” It can encourage reflection,evoke memories, build concentration and ultimatelyhelp develop a more rich inner life andgreater emotional literacy, she explains. It washer long time mentor and friend, Sandy Lewis,who encouraged her to perform at a prison, sheARTS IN EDUCATIONMusic, Madness and Medicinesays. A “charismatic” man who owns an organicfarm upstate and a person deeply committed tocompassionate enterprises, he wanted to offerthe inmates at Dannemora, the largest maximumsecurity prison in New York State, “a profoundconcert experience” and he urged then StateSenator Ronald Stafford to make it happen.At Dannemora, performances are followed byQ & A. At one concert, a prisoner said that if hehad had a chance to play “like that,” he probablywould not be in Dannemora. Another, though,Helena recalls with a laugh, confessed that hewas reminded of having to practice the viola andhating it. Later on, after this particular recital, shewas told that when she had finished playing, oneman stood up and left in tears.Her work at the Music Kitchen proves just asrewarding. She is part of a “Food for the Soul”program that brings “top emerging and establishedprofessional musicians together in order toshare the inspirational, therapeutic, and upliftingpower of music with New York City’s disenfranchisedhomeless shelter population,” and to doso in a “friendly and relaxed setting.” Under thedirection of Kelly Hall-Tompkins, an acclaimedviolinist who performs with musical luminariessuch as Mark O’Connor and Emanuel Ax, MusicKitchen brings high-caliber musicians to playduring lunch hour. The program, says Helena,“is treasured by both performers and audiences.”As if all her professional concertizing and outreachactivities were not enough, Helena is completingthe first half of a two-year residency atBard College as Artist Fellow at the Bard CollegeConservatory of Music, a position that allows herto continue reaching new audiences. At Bard shehas worked with dancer Leah Cox, the EducationDirector of the Bill T. Jones/Arnie Zane DanceCompany. Helena and Leah combined forces topresent an unconventional setting of the BachGoldberg Variations for string trio set to dancein a “dream” space; the Sosnoff Theatre of theRichard B. Fisher Center for the Performing Arts.Helena invited audience members to share thestage with the performers, bringing them “in-theround”.This close proximity fostered a warm,intimate and inviting atmosphere without compromisingthe integrity of Bach’s masterpiece.And soon she’ll be off to perform in Tokyo– and yes, in prisons and places for the disadvantagedthere, as well. And for young people.Baillie Variations on a theme of dedication andexpertise. #By Lloyd Sederer, M.D.Imagine if your psychiatrist played concertpiano, including the works of Beethoven,Tchaikovsky, Schumann, Gershwin and Mozart?Meet Dr. Richard Kogan, a Juilliard-trainedpianist who went on to Harvard College andMedical School, trained in psychiatry at NewYork University Medical School, and now practicespsychiatry as a faculty member of the WeillCornell Medical Center in New York City.I met Dr. Kogan at one of his extraordinaryperformances, which he gives some 50 times ayear around the world. At this one, instead ofsimply playing a piano concerto with orchestra,he told a story about a famous composer who sufferedwith mental problems — frequent amonghighly creative people — while illustrating thecomposer’s work by exquisitely playing excerptsfrom his compositions. That evening, Dr. Kogantold the story of the 19th-century Russian composerPyotr Ilyich Tchaikovsky, whom we knowfor “Swan Lake,” “The Nutcracker,” “The1812 Overture” and “Sleeping Beauty” amongmany other extraordinary creations. Dr. Koganrecounts Tchaikovsky’s story as a chronic, severedepressive and homosexual, both deeply anathemato cultural acceptance in his time. As heplays some of Tchaikovsky’s music, we see howthe composer struggled with his mood disorderand tried to hide his sexuality, succumbing toboth in what possibly was suicide, while stillat a creative peak, at the age of 53. Kogan “sperformances also recount the lives and musicof Gershwin, Schumann, Beethoven, Mozart,Chopin, Rachmaninoff and Leonard Bernstein.Dr. Kogan’s musical and medical career hashad a very unusual trajectory. A gifted youngmusician, he studied at Juilliard, the renownedconservatory in Lincoln Center in New YorkCity, before going to Harvard College, where hemoved between music and premedical studiesand roomed with Yo Yo Ma, the famed cellist,playing as part of a trio with him and violinistLynn Chang. Kogan, Chang and Ma remainfriends today. When it came time to decide wherelife would take him after college, Kogan neverdoubted going to medical school. He remarkedto me that Apollo was the Greek god of medicineand music, and shamans have long had one footin healing and one in the charms of music. Inother words, there’s no need to choose betweenthem, because both can be possible. When itcame time to select what specialty he would trainin after medical school, there, too, he had nodoubt. He smiled and said that the more those inhematology or endocrinology said they offeredwhat medicine was really all about, the more heknew he wanted to be a psychiatrist.About 10 years ago, Dr. Kogan was asked todo a symposium at the American PsychiatricAssociation on mental illness and musical creativity.That launched his career as a raconteur.While some psychiatrists and some musicians“bristled” at his stepping out of each profession’straditional format, with doctors asking, “Whereare your PowerPoint slides?” and musiciansinsisting that he stop talking and just play music,it was a “revelation” for him: he knew he hadfound yet another calling. Now he believes thatexploring the psyches of composers makes him abetter interpreter of their scores, and that understandingthe role of music in our lives makes hima better psychiatrist.There is no piano in Dr. Kogan’s office, nordoes he treat only musicians and artists. Heexplains, “My job is to help people reach theircreative peak, “ which clearly means more thanmusic and the arts. I did not think to ask himwhether he treats any Wall Street hedge fundexecutives.When I asked Dr. Kogan who his musicalheroes are, he said, without hesitation, that theyare Beethoven and Mozart. As he elaborated, Irealized that it was their resilience and endurancethat made them his heroes, not (only) theirmusic. Beethoven became deaf and transcendedthat seemingly unimaginable obstacle to produceethereal music. Mozart, a wunderkind, achild prodigy beyond imagination, stayed on thecreative road and became a mature master ofmusic composition. Dr. Kogan smiled and said,“You can almost make the case for consideringMozart a “late bloomer.” I suppose we see thepsychiatrist in Kogan speaking as his heroes arethose who overcame adversity, who endured andmastered far more than ordinary challenges.When I asked Dr. Kogan what else mattersto him, he said that it is trying to destigmatizemental disorders. If geniuses can have a mentalillness, then maybe mental illness is not shameful,especially if a mental disorder is part of thecreative and inspirational process, he added.Music and medicine remain inseparable for Dr.Kogan — in his concerts and psychiatric practice.In his latest endeavor as Artistic Director of theWeill Cornell Music and Medicine Program, aposition he took on last year, he proudly remarksthat he has the opportunity to enable medical studentsand doctors, much like he has had, to live alife where neither need be left behind.Always aspiring for himself what he wants toachieve with his patients, Dr. Kogan continuesto expand himself, his music and his medicine.“I want to help humanize medicine, to bringmore of the person into medical and psychiatricpractice,” he declared. With all of us concernedabout medicine losing the patient while treatingthe laboratory and imaging results, it is a goodthing we have doctors like Richard Kogan whoopen our ears and eyes to the symphony that ishumanity, in his case played by an ensemble ofmusic and medicine.#Dr. Lloyd Sederer is the medical director of theNYS Office of Mental Health.Visit Education Update Online atwww.EducationUpdate.comtwitter.com/educationupdate facebook.com/educationupdate

18 Education update ■ For Parents, Educators & Students ■ MAY/JUNE 2011The DEAN’S COLUMNLove and Loss on Mother’s DayFigure 3By Pola Rosen, Ed.D.All Triangles are IsoscelesCBS reporter Magee Hickeyrecently gave a poignant performanceof her mother’s favoriteBy Alfred Posamentier, Ph.D.With the return of the geometry course to the and Figure 4, where CG and GE meet songs in a Cabaret show in NewNew York State curriculum, we owe our students outside the and triangle, Figure but 4, where the perpendiculars meet outside York the City. triangle, For some but the of perpendicularsus, Mother’sthe pleasure of being enriched in the subject GD and GF meet CA and CB outside the triangle. Day is a time to celebrate, exchangell Triangles and not just present are with Isoscelesthe essentials that will the triangle.gifts and enjoy the warmth of achool of be Educationtested. Towards that end, the presentation ofshared dinner. For others, it’s a timeAll Triangles are Isosceles“geometric fallacies” offer a deeper insight intoto recall days past, when music,samentier,rse to the Newthe subject Dean,Yorkthat SchoolStatewill lead to ofcurriculum,a better Educationwe owe our students the pleasureunderstandingadvice and good times were sharedofnotthejustgeometryand present a greater withcourseappreciation. thetoessentialsthe NewthatYorkwillStatebecurriculum,tested. Towardswe owethatourend,students the pleasureand are sadly lost. #acies” George Pólya, one of the great mathematiciansd in theofferof subjecta deeperour time, and said, notinsight“Geometry just presentinto is the withsubjectscience the of essentialsthat willthatleadwilltobeatested.betterTowards that end,tion.of “geometric correct reasoning fallacies” on incorrect offer a figures.” deeper We insight into the subject that will lead to a betterd a greater will demonstrate appreciation. below that making conclusionsathematicians based on of “incorrect” our time, figures said, can “Geometry lead us to is the science of correctimpossible results. Even the statements of theonee willofdemonstratefallacies the great sound mathematiciansbelow that makingabsurd. However, students of ourconclusionswill time, said,based“Geometryon “incorrect”is the science of correctcorrectesults. find figures.”Even the demonstration theWestatementswill of proving demonstrateof something the fallaciesbelow that thatsoundmakingabsurd.conclusionsHowever,based on “incorrect” The pleasures of living on East End Avenueion is absurd to be either frustrating or enchanting,are one among the great real estate secrets inusoftodependingimpossibleproving something theresults.spin Eventhat isteachertheabsurdputsstatementsto beon it.ofeitherthe fallaciesfrustratingsoundorabsurd. However, Figure 4heManhattan. It is a calm and quiet area, closendteacherthe Nevertheless, demonstrationputs on it. Nevertheless,follow of each provingfollowstatement somethingeachof the thatstatementis Figure absurdof the4 to“proof”be either frustrating to parks, or and many are unaware of its uniquee.ndingIt restson “proof” theon something and spin see the if you teacherthat can Euclid detect puts the onin mistake. it.hisNevertheless,Elements wouldfollownot haveeachbeenstatement of the “proof” charms that deserve attention. Families seekingIt rests on something that Euclid in his Elements The “proof” of the fallacy can be done with any a family friendly neighborhood in Manhattan,andefinition.detect the mistake. It rests on something that Euclid in his Elements would not have beenwould not have been able to resolve because of a of these figures. Follow the “proof” on any (or care a great deal about the areas educational andecause lack of a of lack a definition. of a definition.all) of these figures.recreational opportunities for their children. East(a triangleThewithFallacy:threeAnyunequalscalene trianglesides)(aistriangleisoscelesGIVEN:(a triangleDABC is scalene.having twoEnd Avenue offers great schools, Carl Schurzwith three unequal sides) is isosceles (a triangle PROVE: AC = BC (or DABC is isosceles) Park, and several buildings, such as 180 East Endny scalene triangle (a triangle with three unequal sides) is isosceles (a triangle having twoeles, we having must two draw equal sides). a few auxiliary line segments. “Proof”: Draw Since the ∠ACG bisector ≅ ∠BCG of and right Ave, have great outdoor gardens, gyms, communityrooms and other amenities that young fami-To prove that scalene DABC is isosceles, we ∠CDG ≅ right ∠CFG, DCDG ≅ DCFG (SAA).alene of ΔABC must . From draw is isosceles, a their few auxiliary point we line of must segments. intersection, draw Draw a few G, Therefore auxiliary draw DG perpendiculars line = FG segments. and CD = tohe “proof” of the fallacy can be done with any of these figures. Follow the “proof” on any Draw CF. (or Since all) the of AG bisector these lies especially of enjoy. 180 East End Ave also hasigures. the bisector of ∠C and the perpendicular bisector = BG (a point the perpendicular bisector of a rooftop pool with a solarium, a state-of-the-artpendicular D and F, respectively. bisector of . From their point of intersection, G, draw perpendiculars toof AB . From their point of intersection, G, draw a line segment is equidistant from the endpoints gym, and a lounge with pool table.eting IVEN: them ΔABC perpendiculars at is points scalene. to D AC and and F, CB respectively. ,meeting them of the line segment) and ∠ADG and ∠BFG are Carl Schurz Park, always beautiful, has undergonea renaissance during Mayor Bloomberg’sur possibilities at points D and for F, the respectively. above description for right various angles, scalene DDAG ≅ DFBG triangles: (Hypotenuse-Leg.).It should be noted that there are four possibilities Therefore DA = FB.administration, and a visit to Gracie Mansion’sted side ROVE: that the ACfor there triangle. = BC above are (or ΔABC four description possibilities is isosceles)for various for scalene the above It then description follows that for AC = various BC (by addition scalene in triangles: new renovation is a delightful experience.triangles: Figure 1, where CG and GE meet Figures 1 - 3; and by subtraction in Figure 4). Resplendent with an a grove of cherry trees,Proof”: meet inside the triangle.inside Since the ∠ACG triangle. ≅ ∠BCG and right ∠CDG ≅ right ∠CFG, At this ΔCDG point you ≅ ΔCFG may be (SAA). somewhat Therefore disturbed, DG = tulips. pansies and hydrangeas, Carl Schurz ParkFG and CD = CF. Since AG = BG (a point on wondering the perpendicular where the bisector error was of committed a line segment that isa delightful place to bring children, who loveequidistant from the endpoints of the line segment) permitted and ∠ADG this and fallacy ∠BFG to are occur. right By angles, rigorous ΔDAG ≅ΔFBG (Hypotenuse-Leg.). Therefore DA = FB. construction, you will find a subtle error in theIt then follows that AC = BC (by addition in Figures figures: 1 - 3; and by subtraction in Figure 4).a. The point G must be outside the triangle.t this point you may be somewhat disturbed, wondering where b. When the error perpendiculars was committed meet that the permitted sides of thisallacy to occur. By rigorous construction, you will find a subtle the triangle, error in one the will figures: meet a side between thevertices, while the other will not.a. The point G must be outside the triangle.In general terms used by Euclid, this dilemmawould remain an enigma, since the concept ofb. When perpendiculars meet the sides of the triangle, one will meet a side between the vertices,betweenness was not defined in his Elements.while the other will not.In the following discussion we shall prove thaterrors exist in the fallacious proof above. Ourn general terms used by Euclid, this dilemma would remainproofanusesenigma,Euclideansincemethods,the conceptbutofassumesbetweennessaas not defined in his Elements. Figure In 1 the following discussion definition we shall of prove betweenness. that errors exist in the fallaciousroof above. Our proof uses Euclidean methods, but assumes Begin a definition by considering of betweenness. the circumcircle ofFigure 2, where CG and GE meet on AB;egin by considering the circumcircle of ΔABCDABC (See Figure 5).See Figure 5).Figure 1;he bisector of ∠ACB must contain the midpoint G, of;since ∠ACG and ∠BCG are congruent inscribed angles).he perpendicular bisector of must bisect , andherefore pass through G. Thus, the bisector of ∠ACB andhe perpendicular bisector of intersect outside theriangle at G. This eliminates the possibilities illustrated inigures 1 and 2.Figure 5The bisector of ∠ACB must contain2Figure 2the midpoint G, of AB (since ∠ACG andFigure 5∠BCG are congruent inscribed angles). TheFigure Figure 3, where 2 CG and GE meet outside perpendicular bisector of AB must bisect ABthe triangle, but the perpendiculars GD and GF , and therefore pass through G. Thus, the bisectorow considerfall oninscribedAC and CBquadrilateral;ACBG. Since theof ∠ACBoppositeandanglesthe perpendicularof an inscribedbisector of(orABcyclic)uadrilateral are supplementary, m∠CAG + m∠CBG = 180°. intersect If ∠CAG outside the and triangle ∠CBG at are G. This right eliminates angles, thenwould be a diameter and ΔABC would be isosceles. the Therefore, possibilities since illustrated ΔABC in is Figures scalene, 1 and ∠CAG 2. andCBG are not right angles. In this case, one must be acute Now and the consider other inscribed obtuse. Suppose quadrilateral ∠CBG ACBG. is acutend ∠CAG is obtuse. Then in ΔCBG the altitude on must Since be the inside opposite the triangle, angles of while an inscribed obtuse ΔCAG, (orhe altitude on must be outside the triangle. (This is usuallycyclic) quadrilateralreadily acceptedare supplementary,without proof,m∠CAGbut can be+ m∠CBG = 180°. If ∠CAG and ∠CBG areasily proved.) The fact that one and only one of the perpendiculars intersects a side of the triangle betweenright angles, then CG would be a diameterhe vertices destroys the fallacious “proof.”and ∠ABC would be isosceles. Therefore, sinceFigure 3 ΔABC is scalene, ∠CAG and ∠CBG are not rightangles. In this case, one must be acute and theother obtuse. Suppose ∠CBG is acute and ∠CAGcontinued on page 27Figure 3, where meet outside the triangle, but the perpendiculars fall on;Figure 3igure 4, where meet outside the triangle, but the perpendicularsoutside the triangle.Family Livingon the Upper East Sidethe playground and a big dog and a small dog run.Living close to the Asphalt Green, the 91 stStreet ferry stop , the Vinegar Factory, and manywonderful local stores are also benefits. Theexcellent nearby community public schools suchas PS 290 and PS158 and private schools such asChapin and Brearley and others on the upper EastSide make the East End Avenue location a veryattractive neighborhood for families.East End Avenue is a relatively affordable andwell priced place to live with a wide range offamily sized apartments in fine buildings. Sinceboth parents often have careers and want to liveand work near their children, they can do thisand still have their families enjoy nature throughbeing close to Carl Shurz Park, and having a garden,terrace and or roof top terrace. Imagine myown pleasure in having a child of mine who grewup here, purchasing an apartment in the neighborhood,and the joy of being with my granddaughterin the playground at Carl Shurz that her dadloved so much as a child!Sloane Square Residential Real EstateMarsha FrancesExecutive Vice PresidentTel: (212) 327-3112 Cell: (917) 714-3009Fax: (212) 327-2069 Mfrances@SloaneSquareNYC.comSloaneSquareNYC.com1015 Madison Avenue, Suite 301New York, NY 10075180 East End Avenue - Sparkling Mint 3 BedroomThis is a stunning, high floor 3 bedroom, 3 bath plus study / 4th bedroom and sunny corneredbalcony with a beautiful mint renovation and incredible sweeping river views throughout! There isnow a contemporary open floor plan for the gallery, living room, dining room and kitchen for modernliving. The great north-east corner master bedroom suite with dressing area has well designed builtinsand limestone bath. Two other master bedrooms with built-ins and bath including an additionalstudy / 4th bedroom which has access to 3rd travertine and marble guest bath, top-of-the-line kitchenand dining counter complete the space. Included is all new electrical and plumbing, new windows,new HVACs, new kitchen appliances and bath fixtures, Viking and Sub-Zero kitchen appliances, porcelainfarm house sink, copper countertops, Anne Sacks tile, custom woodwork throughout includingmolding and wainscoting, wide plank pine floors, remote control blinds, oil rubbed bronze hardware.180 East End Avenue offers a rooftop pool and sun room, large beautifully landscape garden, state-ofthe-artgym, community room with pool table, bin in basement and garage ($265/monthly). ElectricitySurcharge of $540/month. Top-of-the-line apartment in top-of-the-line fullservice building. It is a must see!180 East End Avenue - ELEGANT ESTATEElegant spacious 5 room plus balcony with beautiful direct park and river views from every room.Enter into a grand gallery leading into an oversized living with balcony, huge formal dining room(could be third bedroom), windowed eat-in-kitchen, 2 large master bedroom suites with baths,powder room and lots of closet space throughout. Flexible layout works well for your own needsand design. 180 East End Avenue is a top of the line building with excellent full services and a terrificstaff. Building has a new very special landscaped garden, rooftop pool and sunroom, state-of-the-artgym, lounge with pool table, garage ($265/month), individual bins in basement. Energy surcharge is$399/month. It’s a great opportunity.

MAY/JUNE 2011 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 19Empowering Innovation in Education: a TEDxNY Education EventBy Vicki CobbAbout 200 educators and other interested peoplemet on for a day of sharing ideas about education.The setting was the New York Academy ofSciences on the 40th floor overlooking groundzero — the perfect place to discuss rebuildingdreams. TED, which stands for Technology,Entertainment, Design (www.TED.com), is anannual event where leading thinkers share whatthey are most passionate about. A TEDx event,such as this one, is independently organized andlicensed by TED, but still exclusive. Attendeeshad to fill out an application with their background,interests, and three conversation startersjust to purchase a ticket.The program was four sessions of speakers(19 in all) with time in between for networking.Alan November, an expert on using technology ineducation, emphasized that the key to joy in workis purpose and this message is not lost on kids.Gary Stager, a constructionist teacher in the moldof long-ago progressive education pioneers, said,“We can have high standards without standardization.”His emphasis: project-based learning.Heidi Hayes Jacobs recommends rethinkingeverything we do in schools, from scheduling tohow we group students to assessments. “We cando dumb things with a smart board,” she quipped.She was particularly adamant about the negativeeffect of the assessment tests on both teachingand learning, symbolically breaking a No. 2pencil at the end of her talk. Patrick Corman, achildren’s fiction author, talked about his multimediaapproach (text plus videos) to storytellingthat gets kids involved with reading.The possibilities for innovation in educationare generated by the newly available power ofthe Web for unlimited access to information andglobal connections. Children no longer wantto wait until they grow up to participate in theworld. They want to do it now and they arealready doing it electronically. Teachers are moreimportant than ever in guiding and shaping thisnew empowerment and must begin focusing ona new set of 21st-century skills to help studentsfind their way and their voice.The event seemed to energize the participantsto effect change in education. Many of theattendees were from independent schools that arealready on the cutting edge of educational innovation.The people who need to hear the messagemost were not in attendance. Policy makers werenot there, nor were the administrators who arefocused on raising test scores. #The sessions are posted online at http://tedxnyed.com/2011.Vicki Cobb is an author and science educator.ReadVicki Cobb’sBlog atEducationUpdate.comMy College — My FutureNYSCASASSOCIATE’S AND BACHELOR’S DEGREES:Business Management and Administration • Human Services • Psychology • Education • BiologySocial Sciences • Computer Science • Desktop and Web Publishing • Liberal Arts and Sciences** also in conjunction with the School of Health Sciencesnot all programs can be completed at all sitesAssociate in Science in PARALEGAL STUDIES877.369.7227 x1043BACHELOR OF SCIENCE/DOCTOR OF OSTEOPATHIC MEDICINESCIENCE HONORS TRACK 212.463.0400 x5440a 7 year track leading to B.S. and D.O. Degrees at NYSCAS divisionof Touro College and Touro College of Osteopathic MedicineCERTIFICATE PROGRAMS:• DMX—Digital Media Arts | 212.463.0400 x5588• Desktop and Web Publishing | 718.336.6471 x30119MANHATTAN: 212.463.0400 x5500 Midtown212.722.1575 x101 UptownBROOKLYN: 718.265.6534 x1003Bensonhurst, Kings Highway, Flatbush,Brighton, Starrett City, Sunset ParkQUEENS: 718.520.5107 Forest Hills718.353.6400 x107 Flushingwww.touro.edu/nyscasOther Professional Opportunities: Pre-Law, Pre-Medical, Pre-DentalTouro College is an equal opportunity institution

20 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ MAY/JUNE 2011FDU Develops Teacher Assessment ToolBy Vicki Cohen, Ed.D.Fairleigh Dickinson University’s School ofEducation in Teaneck, N.J., has been involved ina project that has focused on the assessment ofeffective teaching to ensure that more rigorousprofessional standards for teaching candidatesare being implemented. Nationally accreditedthrough TEAC (Teacher Education AccreditingCouncil), the School of Education has been collectingquantifiable evidence that their teachingcandidates are meeting state and national standards,and that their candidates know the subjectsthey teach and that they teach effectively.As part of a collaborative effort, the Schoolof Education developed a performance-basedassessment instrument, the Clinical CompetencyInventory (CCI), designed to measure key competenciesaligned to the New Jersey ProfessionalStandards for Teachers. After extensive pilotingand validation of this instrument, many teachertrainingprograms in the State of New Jerseyare now using the CCI and collecting dataon teaching effectiveness of their candidates.This is developing articulation and conceptualcohesion within individual teacher trainingprograms, and it is developing consistency inbest practices across programs in New Jersey.The teaching programs involved in implementingthe CCI formed the New Jersey TeacherAssessment Collaborative (NJTAC), whichnow includes Fairleigh Dickinson University,Caldwell College, Centenary College, St. Peter’sCollege, Bloomfield College, Rutgers UniversityCamden, Jersey City State University, Princeton,and Drew University.The School of Education at Fairleigh Dickinsonis currently working with four school districtsin Morris County in northern New Jersey —Florham Park Public Schools, East HanoverTownship Public Schools, Hanover TownshipPublic Schools, and Hanover Park RegionalHigh School — to pilot the use of the CCI withtheir teachers. Two different models were setup: 1) Two districts elected to use it with theirnew teachers as a tool to facilitate peer coachingand self-assessment. In the summer, FDU held atraining session for principals on using the CCI.Faculty members for the School of Educationattended new teacher orientations held in Augustin these districts, and introduced the CCI to thenew teachers. 2) All the districts are using it asa tool for self-assessment. The districts postedthe CCI on the Internet using Survey Monkey,and asked all teachers to self-assess using the75 indicators to determine their strengths andweaknesses. The data was statistically analyzedand it is being used to identify the direction ofprofessional development opportunities withinthese districts.What the districts have found is that the CCIis very beneficial in many different ways: 1)it is reinforcing and oftentimes introducingthe teachers to the 11 New Jersey ProfessionalStandards for Teachers; 2) it is giving teachersand administrators a “common language” inwhich to discuss effective teaching practices;3) it is helping teachers to become more reflectiveby self-assessing on areas of strengthsand weaknesses; 4) it is allowing districts togather quantifiable data to guide their professionaldevelopment initiatives; 5) it is allowingadministrators to address areas of growth in asupportive context without pointing an “I’ve gotyou!” finger at individual teachers; and 6) it isallowing teachers to recognize areas in whichthey need to grow to become more effective.According to one administrator, the CCI has“truly empowered a school-based community”Professor Vicki Cohenas they all have something that they can work onto improve instruction.By establishing a learning community that isin agreement about what “good teaching lookslike,” based on standards and articulated competencies,this collaborative effort has createda mechanism for accountability that assists ininforming practice. The instrument is centerpiecefor a research-based examination of bestpractices at multiple teacher training institutionsand school districts in New Jersey. The primarygoal of this project is to enhance teaching andlearning throughout a continuum of professionalpractice, using the same tool from pre-servicetraining through induction, tenure and professionalgrowth in school districts. #Vicki Cohen is the director of the School ofEducation at Fairleigh Dickinson UniversityNY Botanical GardenBring Nature tothe Classroomwith TeacherEd CoursesImmerse yourself in plants and nature. Discovernew ways to use the outdoors as an extension ofthe classroom and enrich your curriculum withlesson plans, activities, and reproducible resources.In-service credits are available.Teacher Education Courses at The NewYork Botanical GardenPlant Science and EcologySundays, May 1, 8, 15, 22, 29, and June 5, 9a.m.–4 p.m.Seedlings Summer InstituteTeachers, Grades K–2Monday–Saturday, July 11–16 or July 18–23,9 a.m.–4 p.m.SAPLINGS SUMMER INSTITUTETeachers, Grades 3–5Monday–Saturday, July 25–30* or August 1–6,9 a.m.–4 p.m.* Institute taught at NYBG Midtown EducationCenter in ManhattanThree “P” in-service credits from the New YorkCity Department of Education are available foreach institute (additional fees and requirementsapply).COST: $200 (includes curriculum materials,handouts, and plants)For more information and to register, callJudith Hutton at 718.817.8140 or visit nybg.org/edu/institutes#Imagine studying science with a NASA researcher.Fashion design from industry professionals.Or nursing with faculty in the field.You can at Kingsborough.Visiting Professor with an opportunity to becomeAssistant/Associate Professor, EducationTenure-TrackLocated in Staten Island and overlooking the Manhattan skyline, Wagner College is a private, non-sectarian 80%residential college of approximately 1900 traditional-aged undergraduate students and 400 students in graduateprograms. The College has been widely recognized for its innovative curriculum, The Wagner Plan for the PracticalLiberal Arts, which integrates a core curriculum, required learning communities, experiential learning, diversity and civiceducation. The Plan has been recognized by TIME magazine, U.S. News and World Report, the educational mediaand several higher education associations. Further information about the College can be found at www.wagner.edu.The Department of Education invites applications for a Visiting Professor with an opportunity to become a tenure trackAssistant or Associate Professor to begin August 2011. This position requires an earned doctorate in social studies/English/secondary education or multicultural education or a closely related field. The successful candidate must have atleast two years of public school teaching experience at the middle or high school level and have worked successfully inconstructivist inclusive classrooms. The ability to teach a course for undergraduate teacher candidates focused on usingtechnology to enhance K-12 instruction is preferred, The following will also be given serious consideration:• Over 50 programs of study, including new degree program inBiotechnology, Criminal Justice, Culinary Arts, Fashion Design,and Substance Abuse Counseling.• Day, evening & weekend classes• Free career advisement for students• Payment plans offered• Veteran services availableKingsborough Community CollegeCollege that works for you.2001 Oriental Boulevard, Brooklyn, NY 11235 • www.kingsborough.eduB1 or B49 bus to last stop • Less than 10 minutes from the Belt Parkway• ability to work effectively with students from culturally diverse backgrounds• experience with the National Council for Teaching Accreditation (NCATE) and the development ofSpecialized Professional Association (SPA) reports• excellent communication skills• ability to interact successfully with local school districts as a student teacher supervisor evidence ofpotential for establishing a relevant research and publishing agenda• teaching certification at the secondary levelExcellence in teaching, both K-12 and higher education, is essential. Successful candidates should also participate inWagner College’s nationally recognized First Year Program.Review of applications will begin immediately and will continue until the position is filled. Send letter of application,curriculum vitae, and three references with contact information to:Dr. Stephen Preskill, Professor and ChairWagner College, Education DepartmentOne Campus Road, Staten Island, NY 10301Phone: 718-420-4070Wagner College welcomes applications from qualified candidates from underrepresented groups.

MAY/JUNE 2011 ■ For Parents, Educators & Students ■ Education update21Google, Skype Present at McGraw-Hill’s Social Media Week ShowcaseBy Dominique CarsonIn an effort to embrace new technology, textbookcompany McGraw-Hill recently hosted adiscussion with social media companies Googleand Skype to discuss the potential benefits ofcombing social media and higher education.The event kicked off this year’s Social MediaWeek, an annual international conference dedicatedto exploring trends in social and mobile media.Representatives from other educational socialmedia networks attended the discussion, includingcompanies Unigo, Symbaloo Edu, CampusLive, Knewton, Jatched and Grade Guru. Theevent, titled “Innovation Showcase: Social Mediafor Higher Education”, highlighted various newsocial media sites designed to help college students,with the overall goal of improving graduationrates by increasing student engagement viasocial media. The event was hosted by EmilySawtell, founder of Grade Guru, a McGraw-Hilleducation start-up that allows college students toshare their notes from various courses.“From Grade Guru, students work together andshare study material and time-management tips,contribute to ratings and peer review and receivefeedback on study methods,” Sawtell said. “Soit’s sort of like a school community class.”The event also featured social media site Unigo,a site that allows students to submit videos, documentsand photos of their school so prospectivecandidates can decide if a particular university isright for them.“It’s a guideline for students when they areapplying to colleges — especially for seniorswhen they are graduating from high school,” saidThe Writing Center at Hunter College, headedby illustrious author and radio show host LewisFrumkes, held its gala at Doubles, an elegant clubat the Sherry-Netherland Hotel. Among the honoredguests were Mary Higgens Clark, the doyenneof the mystery genre, and President JenniferRaab, Hunter College. The unusual celebratorycake contained all the attendees’ names. #founder and CEO of Unigo, Jordan Goldman.“The applicant will see it from the student pointof view by watching videos, and asking a tourguide questions about the school.” Prospectivestudents are then able to make the decision themselvesif a certain school is the right environmentfor them, instead of listening to what schooladministers have to say.Skype and Google Apps for education were discussed.Skype, a free program, allows everyoneto make voice calls over the Internet. It’s knownfor its popular features such as instant messagingand video conferencing. The software is excellentfor classrooms, study groups, tutoring sessions,interviews for college admissions and connectingwith people who you haven’t seen for a periodof time.Google Apps for Education is also free softwarethat allows schools to have email, calendars,online documents and site sharing for studentsand other users. Other networks affiliated withGoogle such as Gmail.com, Google Docs, andGoogle Video helps the campus to communicatemore effectively.“We bring new potential and productivity toyour campus while improving your students,technological skills, reducing ID cost, and ensuringthe security of school and student data,” saidRonald Ho, a Google representative. “Everyoneis connected to each other, no matter what platformor device you can use and the security is99.9 percent effective. We have phone, email, andcustomer support when you need it.” #Dominique Carson, a student at BrooklynCollege, is an intern at Education Update.The Writing Center atHunter CollegeMary Higgins Clark, mystery writerLewis Frumkes & Pres. Jennifer RaabThe Celebratory Cake containsattendees’ namesDr. Gunter Blobel, Nobel Laureate fromRockefeller University and his wife LauraMaioglio, owner of Barbetta Restaurantin the theater district, wish to celebrateEducation Update’s 15th anniversary by offeringa 15 percent discount when dining at Barbetta.321 W 46th St., New York, NY 10036(212) 246-9171 barbetta100yrs@aol.comFROM THE SUPERINTENDENT’S DESKTeaching Children How to ValueThemselves and OthersBy Dr. Carole G. Hankinwith Deborah FrenchThere’s been a lot of talk about self-esteemin schools in recent years, and indeed, fosteringself-esteem has been part of many schools’character-building programs. But what exactly isself-esteem — and how can it be taught?Here are a few ways you can help yourchild develop intrapersonal intelligence and positiveself-esteem:Actively look for opportunities to show yourchild how valuable he or she is to you, to yourfamily and to the community. Hugs, love notes,and even spending time talking about your child’sinterests are all simple ways to convey his or herworth. Be sure to listen to what your child hasto say. If you can’t always stop to listen at themoment, plan a time to sit down to talk — andkeep your commitment!Offer praise, not only when your child doessomething well, but also when he makes a goodeffort; avoid criticism that might discourage herfrom trying again, or from tackling new challenges.Help your child evaluate inappropriate behavioror words of others. When your child is thetarget of name-calling, bullying or the like, ratherthan encouraging a desire to get even, point outsome of reasons the other child may feel a needto lash out. If your child makes unkind commentsabout others or repeats a critical commentshe’s heard, ask her to consider how she’d feel ifsomeone said the same things about her. Helpingyour child respect others encourages him or herto have self-respect.When your child is overly critical of himselfover a perceived (or real) failure, point out hisstrengths, and encourage him to do his best, butJohns Hopkins University:Everyone GraduatesMore students are staying in school instead ofdropping out before receiving their diplomas,according to a recent report update released byAmerica’s Promise Alliance, Civic Enterprisesand Johns Hopkins University’s EveryoneGraduates Center.“Our data and case studies show that improvementis continuing and even accelerating insome areas,” Everyone Graduates Center seniorresearch scientist Robert Balfanz said. “Thismeans that real progress is possible when schooldistricts and community partners confront thiscrisis strategically and commit themselves tosolving it.”The report, titled “Building a Grad Nation:Progress and Challenge in Ending the HighSchool Dropout Epidemic”, found that the numberof high schools graduating less than 60percent of their students on time decreasedsubstantially between 2008 and 2009. Theseschools—often identified as “lowest performing”or “dropout factories” – totaled 1,634 in2009, down from 1,746 in 2008 and a high of2,007 in 2002. As a result, 183,701 fewer studentsattended dropout factories in 2009 thanin 2008.The report update also included four case studiesalso to recognize that everyone’s talents andskills are different. Likewise, if your child doesexceptionally well at something and respondswith boasting, this is a good opportunity to pointout that while she may be better than others atsome things, everyone has gifts and talents thatshould be recognized. Rather than criticizing, tellyour child how pleased you are that she did sowell, while encouraging her to acknowledge thestrengths of others.Develop and model your own self-esteem.Children mirror their parents’ positive attitudesand behavior, and are very quick to pick up oninconsistencies. When you’re able to demonstrateconfidence in yourself, your child will be muchmore likely to recognize his or her own intrinsicworth, to value others and develop strong relationships,and to become a confident and successfuladult. #highlighting success in Baltimore, HillsboroughCounty, Fla., Cincinnati and Canton, Ohio. Allcommunities shared the themes of strong leadershipwith clear graduation rate goals and acommitment to raising standards, had supportand involvement from many sectors of their geographicarea and relied heavily on data to informdecision-making.The report update also demonstrated significantchanges by region, showing that westernschools experienced a 12.5 percentage-pointdecrease in the number of “dropout factory”schools. Nationally, the study showed that thenumber of students attending dropout factorieshas declined from 2.6 million in 2002 to 2.1 millionin 2009, demonstrating an improvement ofnearly 20 percent.AT&T Services, Inc. sponsored the study aspart of their public affairs and sustainabilityprograms. AT&T Senior Vice President of PublicAffairs and Chief Sustainability Officer CharleneLake described the report as “critical to understandingwhat initiatives are working in the questto lower the number of ‘dropout factories’ andprovide a brighter future for our students” andlauded it as “a great example of how verifiabledata is being used to drive student outcomes.”#Education Update has 100,000 readers and 2 million hitsper month. Come visit our blogs and leave your comments.Tell us an important issue you want us to discuss.www.EducationUpdate.com

MAY/JUNE 2011 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 23President of ColombiaOffers Insight at OgdenLecture at Brown U.TOURO COLLEGESchool of Health Sciences OffersNew Integrated Health ScienceHonors Program(L-R) Peg Ogden & Colombia PresidentJuan Manuel SantosJuan Manuel Santos, the president ofColombia, delivered the Stephen A. Ogden Jr.Memorial lecture on International Affairs atBrown University. His lecture centered on howhe believes Latin America will play an increasinglyimportant role in global affairs in comingyears. Santos was visiting the U.S. to attendmeetings at the United Nations and to meet withPresident Obama.The lecture is held annually in memory ofOgden, who was killed in a car accident in 1963.Established by his family, the Ogden lectureshipCahn Fellows Program:Outstanding PrincipalsMake a Differenceby Sybil MaiminThe Cahn Fellows Programfor Distinguished Principals atTeachers College, ColumbiaUniversity, is celebrating its tenthanniversary amidst many successes,making this year’s introductionof new Fellows a particularly proudoccasion. Founded in 2002 by successfulentrepreneur and ColumbiaBusiness School MBA Chuck Cahnand his wife, Jane, to help outstandingNYC principals become evenbetter at their jobs, the programhas significantly affected publicschools in all five boroughs, gradespre-K to 12. In welcoming the23 members of the 2011 cohort ofFellows, Cahn admitted to “still notquite getting why we were the firstto recognize you.” His vision hasbeen validated. Since its founding,the program has provided professionaldevelopment and support to168 principals, or more than 18 percentof school heads, and has hadan impact on over 200,000 schoolchildren. Cahn admits his originalexpectations have been surpassed,proudly citing a recent independentevaluation that concludes schoolsheaded by Cahn Fellows have become betterschools. Beaming, he says he “knew theprogram was working, anecdotically, but nowI know for sure.” Adding to the excitement ofthe milestone anniversary was the announcementof outreach to another city, Newark, NJ,where the educational system is going through“tremendous change, from top to bottom.” Twooutstanding Newark school principals havebeen selected as 2011 Fellows.Krista J. Dunbar, program director, explainedthe rigorous selection process for Fellows(L-R) Peg Ogden & Brown UniversityPresident Ruth Simmonscame into being two years later as a means ofadvancing international peace and understanding.The lectures have brought a large numberof U.S. and foreign diplomats as well as manyother observers of the international scene toBrown’s campus. All have given lectures on currentworld topics.Peg Ogden, a Brown graduate and sister ofStephen Ogden has been involved in establishingand attending the lectures for many years.President Ruth Simmons customarily holds adinner at her home for the attendees and guests. #involves 28 people and lasts about six months.Recommended candidates are interviewed, visitedin their classrooms, and required to producerelevant data for scrutiny. Selected principalsparticipate in intensive development activitiesduring fifteen months, while continuing to workin their own schools. Every other month thegroup engages in study sessions with TeachersCollege faculty advisors. A Summer LeadershipInstitute at the College as well as a trip to theGettysburg historic site provide opportunitiesto think about responsibility and decision-Dr. Alan Kadish, president and CEO of TouroCollege, announced the addition of the newIntegrated Health Science Honors Program, whichis being offered in partnership with the School ofHealth Sciences, Lander College for Women-TheAnna Ruth and Mark Hasten School, and LanderCollege for Men. The Integrated Health ScienceHonors Program will be offered for the first timebeginning in the fall of 2011.“Careers in the health sciences are stable,challenging, rewarding, and fulfilling,” said Dr.Kadish. “The new honors program will serve asa mission-inspired collaborative effort betweenTouro’s undergraduate and professional divisionsto offer an integrated and uninterrupted educationalexperience to qualified applicants who wishto pursue their professional health education in anexceptional academic environment.”He added that the program will shepherd andsupport its students from their undergraduatefreshman classes or post-high school year of studyin Israel through their board-qualifying degreesand licensure.“As future health professionals, students in theIntegrated Health Science Honors Program willhave the opportunity to make a difference in people’slives on a daily basis, and will significantlyinfluence the health of their communities,” saidDr. Louis H. Primavera, dean of Touro’s Schoolof Health Sciences and its Graduate School ofPsychology.Interested students must complete an IntegratedHealth Science Honors Program application, aswell as the standard application to either LanderCollege for Women or Lander College for Men.Applicants will be accepted into one of four differentprogram specialties: occupational therapy,physical therapy, physician assistant, and speechlanguagepathology.“This program is designed for students of exceptionalability who have decided on their course ofstudy either while they are in high school or duringthe time that they are studying in Israel,” saidMarian Stoltz-Loike, Ph.D., dean, Lander Collegefor Women-The Anna Ruth and Mark HastenSchool. “To be accepted to this honors program,students must demonstrate a superior degree ofacademic ability and maturity in their decision topursue one of the health science programs.”“Students who ultimately become a part of themaking. The Fellows Challenge Project asksprincipals to identify a problem in their schoolsto be analyzed and solved during the year withthe help of Cahn colleagues. To maintain aculture of leadership excellence, each Fellowchooses an Ally in his or her school to mentorand prepare as a possible future principal. Theinteraction and bonding in all these activitiesproduces sharing of best practices, new ideas,and needed encouragement and support.In a keynote address, Anna Commitante, currentlyDeputy CEO for Instruction, Cluster 2,and a 2003 Cahn Fellow, spoke of her time asa principal in NYC as “the hardest thing I’veever done...You know what I’m talking about.”The Cahn program was the “most dynamic,challenging, and rewarding professional experience...Thegroup had shared values. We allwanted to do good things for our students.”She advised the new Fellows, “Open yourselvesup. You can work out specific issues you havein your schools in an environment where youfeel safe and protected. We had each other’sbacks.” Sana Nasser became a 2006 Fellowwhile in her ninth year as a high school principal,“An isolated kind of job.” The program“opened doors to relationships.” She came toa new respect for elementary school principalsDr. Alan Kadish, President, Touro CollegeIntegrated Health Science Honors Program willreceive an education with the highest academicstandards, enjoy a rigorous and exciting experiencein the health sciences, and go on to becomeexperienced health care practitioners,” said Dr.Moshe Sokol, dean of Lander College for Men.Minimum requirements to apply to theIntegrated Health Science Honors Program are:a high school average of 90 percent or better; inschools where students are ranked, the applicantmust be in the top 15 percent of the high schoolclass; SAT scores of 1250 out of 1600 or 1900out of 2400 with a minimum of 600 in each section;25 volunteer hours in their fields of interest(documentation required) with a three-to-fivepage paper reflecting on their experiences; anda recommendation by the Lander College dean.Touro College was established in 1971. Morethan 18,000 students are currently enrolled in itsvarious schools and divisions. Touro College hasbranch campuses, locations and instructional sitesin the New York area, as well as branch campusesand programs in Berlin, Jerusalem, Moscow,Paris, and Florida. Touro University Californiaand its Nevada branch campus, as well as TouroCollege Los Angeles, are separately accreditedinstitutions governed in common by the sameBoard of Trustees as Touro College.#through those she met, and now requires herteachers to visit elementary schools to learnhow to build class cultures and positive interactionswith students.The 2011 Cahn Fellows come from a varietyof backgrounds as do their students. Severalare founders of schools. Most lead traditionalpublic schools; some head charters. Many principalshave turned around poorly performinginstitutions. High expectations are standard,teamwork a common goal, and parent needsfrequently considered. Franca Conti, principalof PS 217 in Brooklyn, one of the city’s largestand most diverse elementary schools, says, “Weall know you don’t have successful children ifyou don’t have successful families.” In his toastto the new Fellows, Chuck Cahn exclaimed, “Igo out and visit schools of people who wereFellows. It’s unbelievable. You go into one ofthese great schools and you meet a principalwho makes a school a spectacular success.Teachers are fantastic, but it doesn’t happenwithout a principal. They have the stuff, and atthe end of the day, children walk out better forit.” Edith Everett, a founding board member ofthe program, came to celebrate and be proud.“It’s an exciting program that’s had a greatimpact,” she said approvingly. #

1dr61rSree Sreenivasan – Professor of digitalmedia and dean of students affairs at ColumbiaUniversity’s Graduate School of Journalism.For more information and conference registra-45 35 Burma’s Sniffer first prime minister27 Like sailors, at times63 Stat for 63-Across14 15 1646 36 Plow Kidney-related man28 Looked lecherously64 U.K. reference work47 38 With iPad 71-Across, download Justin Bieber 17 29 Hall-of-Famers 1865 Miracle-___39 et Architect al. Ludwig Mies van der 30 Small shot66 Living room extensionMAY/JUNE 2011 ■ For Parents, Educators & Students ■48 Takes ___ care of19Education20 21update31 Hidden shooter67 Fink51 40 Crimson She won her first Oscar in 196122 23 24 25 26 27 2852 44 ___ Brand throatA Year to RememberA YEAR TOfor BowserREMEMBER54 45 Opera’s Burma’s Cesare, first prime noted minister for hisby David J. Kahn29 30 31 32 33 34 35by David J. Kahn 46(Kibbe3@aol.com)DonPlowGiovanni14 15 16manDavid J. 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She is the model of www.EducationUpdate.com options as to how to best present it to a class.71 See 47-Across 22 23 52 24 25 2653 27 28 54 55administrative professionalism, as well as a mas-It must be presented in an entertaining way72 Lid problem29 30 31 32 33 34 35 56 57 58 59 60 61 6273 Soprano from New Jersey1 2 3 4 5 6 7 8 9 10 11 12 1322 23 24 25 26 27 2856 57 58 59 60 61 62FIND THE CROSSWORD ANSWERS ATwww.EducationUpdate.com/puzzle27AJ Jacobs – New York Times bestselling authorHope to see you June 20-23rd at The School atand yet the explanation must betailored to the particular class.Some may require a rigorousexplanation, while otherswill be satisfied with one lessDr. Alfred Posamentier isdean of the School of Education and professorof mathematics education at Mercy College. Heis also author of over 45 Mathematics books,including: Mathematical Amazements andSurprises (Prometheus, 2009) Math Wonders toInspire Teachers and Students (ASCD, 2003), andThe Fabulous Fibonacci Numbers (Prometheus,2007), and member of the New York StateMathematics Standards Committee.

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