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The Educational Leadership Policy Studies (ELPS) Program at the Morgridge College of Education (MCE) is a nationally-recognized leader in the field, and is ranked in this year’s Top 20 programs for Educational Administration and Supervision by U.S. News and World Report.

According to Susan Korach, Ed.D.—ELPS department chair—“Our systems of support and coursework embedded in school and district contexts prepares transformative leaders who positively impact the educational outcomes for all students. Institutions of higher education across the country have consulted with ELPS to redesign their programs and to build partnerships with schools and districts.” The infusion of turnaround leadership into coursework and the drive of students, faculty, and alumni to innovate propel program success.

One leading example of the program’s innovative impact lies in Denver Public Schools, which has approved the creation of an Innovation Zone called the Luminary Learning Network where educators have more autonomy to influence student success. Three of the schools in the Network—Denver Green School, Ashley Elementary School, and Cole Arts & Science Academy—have been founded by, or are currently run by, ELPS alumni. Denver Green School, founded by alumni Mimi Diaz (2008), Craig Harrer (2008, current Ed.D. candidate), and Andy Post (2008) and currently co-led by alumni Prudence Daniels (2007), is unique in this group for infusing project-based learning and environmental sustainability into its curriculum.

This story is featured in our 2016 Dean’s Report, which you can read in its entirety here.

December 14th, 2016 – Just about every time I’m in K-12 schools I witness broken-hearted teaching in one form or another from some the best teachers I know. They regularly engage in a form of teaching where their teacher’s heart is broken open at the interface between ideal conceptions of teaching and the real conditions of 21st century education. For instance, a teacher is valiantly trying to connect her passion for subject matter with curriculum that is flat and uninviting. Another teacher is dealing with the tragic death of a student while teaching as if everything is okay so as to reassure her students. A third teacher brings an extra breakfast every day for a student who is homeless and living out of a car. This is broken-hearted teaching as Parker Palmer, educator and social activists calls it, where the teacher teaches knowing that her heart is breaking in two. Teaching in the midst of needs that can never be fixed, only attend to with compassion and empathy that opens the teacher’s heart to imagination instead of closing it to despair or complacency.

In moments of personal or professional despair I’m often drawn to the poem “Wild Geese” by Mary Oliver for meaning making. I’m not looking for sure or quick answers but rather a place of purchase from which my broken-heartedness can become a place of understanding and growth.  In her poem she writes:

“Tell me about despair, yours, and I will tell you mine.
Meanwhile the world goes on.”

I’m drawn to the transition between the two sentences, a mere tiny space between a period and capital letter. Yet at the same time a universe of potential that frames a productive space between the real and tangible moments of suffering I experience and the equally real sense that larger more life-giving energies are ever moving forward. And what might this space of imagination be pointing toward in the midst of broken-heartedness? Her poem continues:
“Whoever you are, no matter how lonely,
the world offers itself to your imagination,
calls to you like the wild geese, harsh and exciting —
over and over announcing your place
in the family of things.”

Even in the midst of despair teachers keep on teaching, it is in their DNA. Mary Oliver’s poem doesn’t attempt to diminish or wave away the heart breaking demands of teaching which would be inappropriate and unwarranted. Instead she invites all educators to remember the wild geese of their teaching (passions, students, colleagues, or content) are always heading home and calling all educators back to the heart of what they do best, teach.

Students from the Child, Family, and School Psychology (CFSP) program—under the mentorship of faculty member Gloria Miller, Ph.D.—have been working with the Colorado African Organization (CAO) to connect with refugee families who have settled in Colorado.

The students and CAO Community Navigators assist refugee families in adapting to and succeeding in the American education system. School-based issues that the families have encountered include religious dietary restrictions conflicting with school lunch menus, expectations about parental involvement, trauma and mental health, language barriers, and education gaps due to prior unstable living situations.

The partnership enables students to obtain experience working with diverse communities and helps them become more well-rounded practitioners while providing newcomer families with tools and resources to thrive. Due to a rising population of refugees and asylum-seekers in the United States and Colorado, services such as those that CAO provide and the involvement of students who are training to serve these populations are becoming increasingly important.

This story is featured in our 2016 Dean’s Report, which you can read in its entirety here.

Counseling Psychology alumna, Khara Croswaite, M.A,, LPC, has been busy since graduating in 2012. She is a business owner and a Licensed Professional Counselor in private practice in the Lowry neighborhood of Denver, Colorado.  In addition to supporting students, adults and Medicaid clients with anxiety, depression, trauma and life transitions, she also offers clinical supervision as an Approved Clinical Supervisor (ACS) to Masters-level clinicians seeking licensure in Colorado as an LPC.  She even teaches as an Adjunct Faculty at Red Rocks Community College in the Psychology Department!

We had a chance to catch up with Khara to talk a little bit about her work, and how she feels the Counseling Psychology Master’s program here at Morgridge College of Education, University of Denver, prepared her to enter the counseling field. “DU was vital in contributing to my success in the Denver professional community today. It was thanks to DU that I received a competitive, valued degree that allowed me to find the right jobs based on hands-on experience in the program.  DU contributed to my ability to build a solid network of professionals and resources in the metro area to be successful in private practice. I am a proud alum and hope to give back to the University in the future as an educator!”

In addition to her professional work, Khara is currently presenting workshops on self-harm, suicide and safety planning, including the Mental Health Professionals conference at DU, hosted by the Colorado Counseling Association, scheduled for next April. If you would like to see Khara, and other counseling professionals, present at the conference, make sure to register here.

So what are Khara’s future plans? The next item on her to-do list is to get into a Ph.D. program in Counseling Education and Supervision in order to continue teaching, which she loves. She also hopes to write a collaborative book next year with colleagues to support clinicians working in Community-based programs.

As we enter into 2017, it is a good time for a reminder of the values of the Counseling Psychology Department at the Morgridge College of Education. Said concisely, our faculty, staff, and students work to promote social justice and stand against hateful, discriminatory, and divisive language and actions. Although this statement may appear to be an affirmation of common sense, in 2016 we witnessed an alarming increase in hate speech and discriminatory rhetoric, including encouraging for violence towards women, people of color, members of the LGBTQ+ community, and generally other underrepresented populations in our country. Sitting down, remaining silient, and accepting this behavior as the new normal is not an option, at least not for us. For instance, our faculty and students continue to be active in promoting our values (Click here for an example of Dr. Garriott’s examination of power and privilege dynamics in society).

Our department’s recognition of the primacy of social justice translated this year into five students awarded fellowships from the SAMSA and NAADAC’s Minority Fellowship Program. The Fellowship Program’s stated goal is to reduce health disparities and improve behavioral health care outcomes for racially diverse populations including minority and LGBT populations, and transition age youth. Additionally, another student was awarded APA’s Minority Fellowship.

During these times we must try to remind ourselves that ultimately the convictions and dedication of the community to justice and respect for all people, has, and will continue to prevail. Our students, faculty and staff have committed themselves to justice and equity through tangible actions. We have participated in on-campus rallies in support of Native Americans at Standing Rock, advocating for a sanctuary campus, and additional political protests around the city. Our on-going forum, called Campus Conversations, provided a great space to organize our efforts and voice our opinions and feelings about happenings on-campus and around the world, especially as they relate to discrimination and equal rights. Evolving from this group, the Counseling Psychology Department created a CP specific Social Justice Committee. We also started a social justice listserv to provide community members a platform to share events and stories, and to organize grassroots efforts to continue the fight against hate. Our faculty are also engaged with several initiatives focused on promoting social justice locally in our Denver-metro area as well as around the nation (check out their profiles to learn more). Perhaps our most important effort is the one we give to each other every day in seeking to learn and understand concepts and people that are unfamiliar to us, and to honor each other’s unique identities.

We will continue the to combat against hate, and to promote a more loving world, and we hope that you will too. We leave you with the powerful words of Margaret Mead that ring true, now more than ever: “Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”

November 25th, 2016 – This picture of a blackbird perched on a branch singing over a marsh of cattail reeds in the early morning hours of a new day is one my favorite images of teaching.  I invite you to take some time and look closely.  What are the signs of good teaching evident in this image?  What are the conditions of the environment that allow for the presence of good teaching to present itself for examination?  How would you begin to compare this male blackbird and his song to all the other males singing that day?  How might we use this image of a singing bird to talk about the ineffable or hidden qualities of good teaching?

First let me make an argument for the ineffable, that which we know exists but frequently can’t see; courage, passion and grit for instance.  One way bird lovers make distinctions between birds are their songs, each species has a signature melody.  But a song, like many aspects of good teaching can be heard but not seen, except when the right conditions bring the ineffable forward for examination.  In this image we can actually see the song of the blackbird in the exhaled breath.  Each curl, curve and break makes the unseen elements of the song present for inspection.

An important lesson in this image for anyone interested in the unseen aspects of teaching is the importance of the right conditions for the ineffable to materialize.  Externally, there must be a rising sun that back lights the scene, the temperature must be cold enough for the breath to condense into visible droplets, and the wind must be perfectly still or the notes will be distorted.  Internally, the bird must exhibit a certain confidence in his song, head back and throat full of commitment.  Additionally, without a compelling urge to sing the marsh will be quiet and the song of the blackbird will remain invisible.

What are some of the essential learnings that might help with ways of making the unseen or ineffable elements of teaching more evident and available for examination?  The first learning is that the right conditions, externally and internally, must be present. Only a teacher who is encouraged or supported by colleagues or school leaders will take the risk of singing while perched on an exposed branch.  Only a teacher with strong internal sense of calling to teach will throw her head back and in a full-throated way announce with authenticity her particular teaching style.

What might be at stake if we stop paying attention to the ineffable qualities of teaching?  The  graphic novel “Watchman” by DC Comics (2014) warns of the dangers of becoming too analytic in our studies of nature or teaching.  The narrator, whose superhero persona is an owl, muses on the danger of narrowing the investigative eye to only technical qualities when describing what makes a bird a bird:

“Looking at a hawk, we see the minute differences in width of the shaft lines on the under-feathers where the Egyptians once saw Horus and the burning eye of holy vengeance incarnate. Until we transform our mere sightings into genuine visions; until our ear is mature enough to order a symphony from the shrill pandemonium of the aviary; until then we may have a hobby, but we shall not have a passion.  When I was a boy, my passion was for owls. Somewhere over the years; some-place along the line my passion got lost, unwittingly refined from the original gleaming ore down to a banal and lusterless filing system.”

When it comes to describing good teaching we must look past the external qualities of “best practices” as defined by standards and accountability rubrics.  We must learn to un-see the world of teaching as solely a technical process that has the potential of de-evolving into “a banal and lusterless filing system”.  We must regain the passion and vision to see the mystery and magic of teaching that is only visible, although always present, on certain cold mornings in the face of a rising sun.

November 16, 2016 – The profession of teaching and teacher education seems overly preoccupied with the external qualities and characteristics of effective teaching.  A quick search of an online book seller lists 500 books under the search term “teaching best practices” with several of the titles in 2nd, 3rd and 4th editions.  A similar search for “teacher inner life” yields just over 100 books with only a handful directly related to the daily craft of teaching, instead, themes like meditation, mindfulness, prayer and spiritual awakening dominate the list.  The emphasis on the external and technical domain of teaching makes sense given the increased attention teaching has experienced since A Nation at Risk (1983) arguably spurred the modern day accountability, teaching standards and pay for performance movement. I don’t want to suggest that the technical skills of teaching are unimportant.  They are actually essential to good teaching in the same way that any profession is defined by a discreet set of skills that require regular training, research and professional development to improve and enhance practice.  I wouldn’t go to a surgeon who never learned to handle to scrapple or trust my car to a mechanic who was unaware of the difference between a crescent wrench and a box-end wrench.

To paraphrase the author and educational reformer, Parker Palmer, “technical problems require technical solutions and non-technical problems require non-technical solutions.”  What I hear in Palmer’s analysis is a call to pay attention to the root cause or source of teaching dysfunction or deformation.  Sometimes teachers struggle with external best practices such as lesson planning, culturally responsive pedagogy, seating arrangements or assessing student performance.  But at times the root cause of ineffective performance lies in a different direction, which Palmer variously describes as heart, courage, identity, integrity or calling.  Although speaking from the technical and standards side of the educator effectiveness coin, the Council for the Accreditation of Education Programs (CAEP) also calls for a recognition of and accounting for the “non-academic” aspects of teaching (Standard 3).

What might these non-technical, non-academic, heart-centered elements of teaching look like in practice and how might we recognize them when we see them?  First, let me argue that since teaching as a profession has adopted the language of “best-practices” to define the technical that educators should begin using the term of “deep-practices” to refer to the inner qualities of teaching.  This will perhaps help with placing these attributes on a similar plain of importance while elevating the shared language of practice which differs from the outer to the inner elements of teaching. What might deep-practices look like in teaching?  Based on my reading and synthesis of the literature I would propose the following categories as a way to get the conversation rolling: calling, presence, authenticity, wholeheartedness, and imagination.

Kate Newburgh, a Ph.D. student in the Morgridge College of Education Curriculum and Instruction Program, is working with Eagle Valley Schools to design and implement curricula that reflect the skills needed in today’s world. Newburgh, who joined Eagle Valley Schools earlier this year, supports the district’s middle and high school English and Language Arts departments. Her curriculum development incorporates “performance tasks” supplementing traditional content to develop “global-ready skills,” a concept created by Harvard University professor Tony Wagner.

The performance tasks prompt students to create projects that have a real-life impact in their communities; elementary-school students are working to research and install “buddy benches” on their playground to address bullying. Additionally, a ninth-grade class creates podcasts to tell the story of a local hero. Projects still in the works include one seventh-grade class working on a lesson in identifying and examining stereotypes by studying slam poetry and writing their own, with the intent of sharing their work with the community.

Eagle Valley Schools will measure student engagement in the performance-oriented curriculum to continually assess how to improve and expand upon a system designed to prepare students for a modern, global, and connected society. Her work in the district is particularly important in regards to people development because of the need to support the region’s growing immigrant and refugee population in an area that is isolated from the rest of the state.

The Educational Leadership and Policy Studies Program (ELPS) offers a Mountain cohort option in its Executive Leadership for Successful Schools (ELSS) Certificate program. The cohort expands opportunities for educators and administrators to benefit from the program’s expertise and earn Certification for Colorado Principal Licensure. ELPS—which earned a top 20 ranking in Best Education Administration and Supervision by the U.S. News and World Report in 2016—launched the Mountain cohort in the 2014-15 academic year due to increasing interest from the region’s district superintendents.

Because the communities are far from higher education institutions on the Front Range and Western Slope, options for educators looking to expand their skills can be scarce. The cohort was created to address the unique needs of growing mountain communities and their schools, and to enable them to invest in school leaders who were already part of those communities. According to Assistant Professor of the Practice, Ellen Miller-Brown, Ph.D., the cohort provides a “high-quality, hybrid face-to-face and online program without the need for extensive travelling.” Face-to-face classes are held at locations in the high mountain region where the majority of the students reside.

Members of the 2015-16 cohort had great success; three graduates—Kendra Carpenter, Laura Rupert, and Robin Sutherland of Summit School District—applied for, and were accepted to, principal positions in their districts after completing the ELSS Certificate. Additionally, cohort members Hank Nelson and Clint Wytulka served as interim principals at their Nucla, CO schools during the program and were promoted to full principals after completion, and cohort member Will Harris was appointed the Education Technology Specialist in his Eagle County district school after completing the program.

Faculty member Norma Hafenstein, Ph.D., has been named the Daniel L. Ritchie Endowed Chair in Gifted Education. The Chair reflects the University of Denver’s—and the Morgridge College of Education’s (MCE)—long history of commitment to gifted education through service to gifted children, training of teachers to serve children’s needs, and support of doctoral research around giftedness.

Dr. Hafenstein’s award-winning professional career spans numerous positions in leadership and scholarship. She is a Full Clinical Professor—and former Ricks Endowed Chair for Gifted Education—in the Teaching and Learning Sciences (TLS) department at MCE. She founded the Ricks Center for Gifted Children, a PS-8 school on the DU campus, in 1984. In addition, she founded the Institute for the Development of Gifted Education in 1997, which has moved to a dormant phase. The work of the Institute will be subsumed by the Ritchie Endowed Chair, and the widely respected annual conference on gifted education will continue to be offered.  The cast bronze bell at the entrance of the Ricks Center carrying the inscription, “Dr. Norma Hafenstein, Our Founder”, was a gift from former Chancellor Ritchie, and is tuned with the carillon at the Ritchie Center.

The impact of the gifted programming in MCE extends beyond the DU campus. In 2013, MCE launched an Ed.D. with a Specialization in Gifted Education in the TLS department. Led by Dr. Hafenstein, students work on research and impact projects such as training preschool teachers to understand giftedness, working with principals to implement school gifted programs, and examining social and emotional curricula for gifted learners.

Dr. Hafenstein’s accolades include the Colorado Association for Gifted and Talented Lifetime Achievement Award and DU’s Outstanding Service to the University Award. She is the Co-Principal Investigator on a federally-funded Jacob K. Javits state grant for Right 4 Rural (R4R), a project developed in collaboration with the Colorado Department of Education. R4R focuses on the identification of and service to underrepresented gifted children in rural Colorado. Additional research work includes E-RiDGE, a Bradley Foundation-funded project to measure the impact of doctoral training at the student-service level.

Dr. Hafenstein presents extensively on giftedness at national and international conferences. Upcoming engagements include the National Association for Gifted Children, where she will give three presentations at the 2016 conference titled, Evaluation and Replicability in Doctoral Gifted Education: Impact and Implications; Radical Acceleration: When is it Time to Imagine Early College Attendance; and Giftedness in Rural Poverty: What do we Know? Furthermore, Dr. Hafenstein has presented at the International Dabrowski Congress, Supporting Emotional Needs of the Gifted Annual Conference (SENG), World Council on Gifted and Talented Children Biennial World Conference (WCGTC), and the American Educational Research Association Annual Meeting (AERA).

The Daniel L. Ritchie Endowed Chair of Gifted Education was established in October 2016 by the Considine Family Foundation, making it the fourth endowed chair in the Morgridge College of Education. The College expresses its gratitude to the foundation for this generous gift.

Cecilia Orphan, Ph.D., a Higher Education Assistant Professor at the Morgridge College of Education, has partnered with the Campus Compact of the Mountain West (CCMW) in a yearlong Collective Impact initiative. Dr. Orphan will lead the project—a collaboration with Colorado State University-Pueblo, the University of Colorado Denver, and the University of Northern Colorado—which is focused on assessing the institutions’ contributions to civic health and equity in their regions. The initiative is phase one of a higher education civic health and equity initiative.

The project was made possible through a Public Good grant provided by The University of Denver’s Center for Community Engagement and Service Learning. The Collective Impact project builds on the work of the Colorado Civic Health Network—an initiative founded after the 2014 publication of the Colorado Civic Health Index—which includes increasing volunteerism, voter engagement, civic health in minority communities, and student engagement. Dr. Orphan has focused her career on institutional civic engagement, and has previously served as the National Manager at the American Democracy Project.

With the Collective Impact Project, Dr. Orphan says that institutions are working to foster reciprocal partnerships with organizations in their communities, and that the information collected will be leveraged to create matrices as a framework for additional institutions—on a local, regional, and national scale—to participate in similar projects in the future. In the long term, participant institutions have the goal of translating the data collected from assessment and research into policy briefs for the state legislature, helping policymakers better understand the public impact of higher education and to drive future policy in higher education.

October 21, 2016 – I’ve been thinking about the question of what makes for a great teacher because one of my students recently commented: “The greatest teacher is the one who is present at the moment of your greatest need, not the one with the most golden apples”.  Her observation, offered in the midst of a spontaneous class discussion, captures much of the essence of good teaching.  Greatness is not really something that can be planned or trained for using a rigid series of instructional protocols.  It is not even a quality that can be mastered through the acquisition of external accolades, although it is important for good teaching to be rewarded and lifted up. Greatness, emerges amidst the unpredictable alchemy of a teacher who is “listening” deeply to the needs (intellectual, emotional and spiritual) of her students and a learner who is willing to be vulnerable and open to a teacher/student relationship that goes beyond content and technique.  Parker Palmer, who is a noted author on education, calls this the distinction between teachers who fully show up and are “authentic” and teachers who are just “phoning it in” and playing at the role of educator.

What makes for a great teacher?  How do you know one when you see one?  When you think back across your educational experiences who stands out and why?  Is the greatest teacher the one who knew the most content knowledge?  How about the teacher who spent extra time with you because you were struggling with an assignment?  Maybe it was the teacher who created a classroom climate that allowed you to explore some aspect of your personal life that you always wanted to know more about.  And it might have even been the teacher who pushed you hard because you were capable of more, praised you for your hard work and ability to rise to the challenge, and still gave you the only “B” in your educational career.

My greatest teachers come in many forms and represent several competing ways of understanding the craft of teaching.  I only remember two or three teachers across my K-12 experience, which is often surprising to me given my interest in education.  My high school Chemistry teacher was noteworthy for his daily ritual of walking into class, opening a jar of instant coffee, dumping a good amount into a stained mug and heating it up with hot water from the tap.  I learned or at least retained little knowledge of chemistry but he did teach me, through negative example, the importance of passion, interest and authenticity for the work of teaching.  While in college I had a mentor who took me aside one day and talked to me about the importance of communication and following through on commitments.  Without his thoughtful and challenging feedback I would have continued to perform below my potential as an educator.  His greatness as a teacher was his authenticity and ability to call out my gifts and hold me to standard commensurate with my native skills.  I’m deeply indebted to all my great teachers.  Thanks.

The Morgridge College of Education extends its heartfelt congratulations to Higher Education Ph.D. student Meseret Hailu, who received the Fulbright-Hays Doctoral Dissertation Award. Hailu will use the award to conduct a study examining gender inequality within science and technology in Ethiopia.

Prior to enrolling in the Ph.D. program, Hailu attended the University of Denver and Regis University for her Bachelor’s and Master’s degrees in biological and biomedical sciences. She has served as an affiliate faculty member at Regis University and as an Academic Fellow at College Track, and currently works as a Graduate Research Assistant to supplement her doctoral studies. Hailu’s research interests revolve around international education and gender equality in STEM fields, particularly for Black women.

Congratulations, Meseret!

The Educational Leadership and Policy Studies Department in the Morgridge College of Education at the University of Denver has been selected to participate in The Wallace Foundation’s $47-million initiative to develop models over the next four years for improving university principal preparation programs and to examine state policy to see if it could be strengthened to encourage higher-quality training statewide.

The University Principal Preparation Initiative builds on 15 years of Wallace-supported research and experience about what makes for effective principals and their “pre-service” training at universities. The initiative seeks to explore how university programs can improve their training so it reflects the evidence on how best to prepare effective principals, and then to share these insights to benefit the broader field.

After a selection process that included site visits and assistance from experts in state policy and education, the foundation selected seven universities to redesign their principal preparation programs:  Albany State University (Georgia), Florida Atlantic University, North Carolina State University, San Diego State University, the University of Connecticut, Virginia State University and Western Kentucky University. In addition to working with local schools districts and their states, each university selected a partner program that was known for high-quality training to serve as mentor and support the redesign process.

Florida Atlantic University and North Carolina State University selected the University of Denver’s Educational Leadership and Policy Studies Department in the Morgridge College of Education to serve as their exemplary program partner.

­­The Wallace Foundation hopes the initiative can contribute over the long term to the development of a new national approach to preparing effective principals, one focusing on evidence-based policies and practices in three areas:

  • Developing and implementing high-quality courses of study with practical, on-the-job experiences.
  • Putting in place strong university-district partnerships.
  • Developing state policies about program accreditation, principal licensure or certification, and other matters (funded internships, for example) to promote more effective training statewide.

“We know from research that school principals require excellent training with high-quality, practical  experiences to become effective leaders—but most are simply not getting this,” said Will Miller, president of The Wallace Foundation. “Because many school districts don’t have the capacity to train as many principals as they need or to train future principals at all, the best way to reach more aspiring school leaders is through the university programs that typically provide needed certification. We are confident that the selected universities want to raise the bar for their programs, work in partnership with their local school districts and serve as models for other universities.”

The seven states in which the universities are located will receive funding to review their policies pertaining to university-based principal training and determine if changes—such as program accreditation and principal licensure or certification requirements—would encourage the development of more effective preparation programs statewide.

“The more we talk with education leaders no matter at what level of the education system, from state to university to district, the more we hear it is the right time to conduct a university-focused initiative like this,” said Jody Spiro, director of education leadership at Wallace. “We are seeking to learn how these seven universities accomplish their program redesign as an important first step in improving how principals are prepared for the demanding job of leading school improvement across the country.”

RAND Corporation will conduct an independent evaluation of the initiative over four years, with a final report in year five. The study will assess how the participating universities go about trying to implement high-quality courses of study and to form strong partnerships with local, high-needs school districts. A series of public reports will share lessons and insights and describe whatever credible models emerge so that other universities, districts and states can adopt or adapt the initiative work.

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The Wallace Foundation seeks to improve education and enrichment for disadvantaged children and foster the vitality of arts for everyone. The foundation has an unusual approach: funding efforts to test innovative ideas for solving important public problems, conducting research to find out what works and what doesn’t and to fill key knowledge gaps – and then communicating the results to help others. Wallace, which works nationally, has five major initiatives under way:

  • School leadership: Strengthening education leadership to improve student achievement.
  • Afterschool: Helping selected cities make good afterschool programs available to many more children.
  • Building audiences for the arts: Enabling arts organizations to bring the arts to a broader and more diverse group of people.
  • Arts education: Expanding arts learning opportunities for children and teens.
  • Summer and expanded learning: Better understanding the impact of high-quality summer learning programs on disadvantaged children, and enriching and expanding the school day in ways that benefit students.

Find out more at www.wallacefoundation.org.

Curriculum and Instruction alumna Juli Kramer, Ph.D. (‘10), has begun working with the Multicultural Division of the Soong Ching Ling School (SLCS) in Shanghai, China, where she will serve as the Director of Curriculum for grades 6-8 and develop curricula for the new high school, which will open in 2017. Her role supports the middle school as it strives for higher levels of academic excellence and care, and works to facilitate consistency in teacher flow. Furthermore, the high school will allow students to continue their education in the multicultural environment.

SCLS opened in 2008, and devotes its mission to “providing children the opportunity to explore and gain valuable opportunities and experiences in education and life.” The school incorporates Western educational principles into the curriculum, and has an International Division for students from outside of China and a Multicultural Division for Shanghai residents. The school utilizes care theory, or creating a learning environment that adapts to needs and interests. Working at SCLS appealed to Dr. Kramer because she identifies with the mission and its commitment to providing an environment of care.

Dr. Kramer has worked in a wide range of roles supporting curriculum design and implementation. Her most recent positions include supporting the design and implementation of an online educational resource for teachers at the Denver Art Museum; developing a citizen awareness program to give individuals ownership over their security at The Counterterrorism Education Learning Lab; and founding the high-achieving Denver Academy of Torah’s high school, raising it to academic excellence at a national level. Dr. Kramer attributes her professional achievements in part to a strong working relationship with “tremendous mentor” and Morgridge College of Education faculty member Bruce Uhrmacher, Ph.D.


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