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PARTICIPANTS
Field Study Schools Center for Advanced Research & Technology César Chávez Public Charter High School for Public Policy Henry Ford Academy Indian River Charter High School Intermediate School District (ISD) of Clair County Academies: ISUS Trade and Technology Prep School Textron/Chamber of Commerce Providence Charter School Work and Learning Center
Academic/Vocational Charter Institute Greenville Technical Charter High School Livingston Technical Academy McKeel Academy of Technology Minnesota Transitions Perspectives Charter School 4700 S. McClintock Drive, Suite 140 Tempe, AZ 85282 Tel: 480-755-8222 Fax: 480-755-8111 Web Site: http://www.pin-ed.com/ Presidio High School Prosser Creek Charter School Skills for Tomorrow Charter Friends School Network The Charter Friends National Network is a project of the nonprofit Center for Policy Studies, in cooperation with Hamline University of St. Paul, MN. CFNN’s mission is to promote quality charter schools by connecting and supporting resource centers, charter school associations and other state-level charter support organizations and activities. The Learning Exchange® Charter School Partnership The Learning Exchange Charter School Partnership (CSP) works to help ensure quality of charter schools for the children of Kansas City, Missouri. It offers educational consulting, research and policy education, and resource development to charter school sponsors and operators.
Gregory L. Anderegg Gregg Anderegg is responsible for developing SC Johnson's goals and strategies to support and improve K-12, post-secondary and adult education programs and institutions in the communities in which the company operates worldwide. He also manages the company's engagement in efforts to strengthen community-based family and youth programs. Shannon Clements Shannon Clements initiates and facilitates relationships with community organizations on behalf of the Henry Ford Academy. Working with teachers, students, parents, the Academy’s Board and community partners, she designs and implements senior class activities. Ms. Clements was also involved in early school planning and served as Director of Operations. Kathleen Boyle Dalen Kathleen Boyle Dalen currently directs the efforts of The Learning Exchange Charter School Partnership, working closely with charter school sponsors, operators, businesses and funders. She also provides consulting services designed around developing effective educational systems and processes. Michael Schmidt Mike Schmidt oversees Ford's major national partnerships with public K-12 education. Previously, Mike worked on national education and workforce development issues as a Senior Policy Analyst in President Clinton's Domestic Policy Council in Washington DC. He was also a staff member for the Secretary's Commission on Achieving Necessary Skills (SCANS). Director National Charter Friends Network St. Paul, Minnesota Jon Schroeder is acting Director of the National Charter Friends Network. His involvement in charter schools began with Minnesota's passage of the nation's first charter law in 1991. At that time, he was policy director and senior education advisory to former U.S. Senator Dave Durenberger (R-MN), who introduced what became the federal charter school grant program when Congress enacted it in 1994. David Stern University of California Professor of Education David Stern is an international expert on the relationship between education and work. He is currently Principal Investigator for the Career Academy Support Network (CASN). Based at UC Berkeley, CASN fosters the growth and improvement of career academies. Tess Tiernan Tess Tiernan is the Principal of Skills for Tomorrow High School in Minneapolis. The school is a culturally respectful, outcome-based experiential, school-to-work transition program for high school students. Its vision is achieved through joint ventures and mutual understandings with families, the community, business, and labor, using multifaceted resources, contemporary physical design, and state-of-the-art technology. The Center on Education and Work at the University of Wisconsin-Madison enables educators to engage youth and adults in learning and career development experiences that lead to meaningful and productive careers. The Center undertakes research, development, and capacity-building technical assistance activities to strengthen the connections among educational institutions, workplaces, communities, and families. Ultimately, the Center’s efforts are designed to enhance the quality of career-related learning in schools, colleges, and the workplace for all individuals. Project Staff Jacob Blasczyk, Ed.D. Dr. Blasczyk has extensive experience in educational program evaluation, consulting, providing technical assistance, and developing products such as handbooks and videos to support development of K-12 curriculum. Since joining CEW in 1994, Dr. Blasczyk has focused on employer-linked programs and practices. Prior to that appointment, he was director of the University of Wisconsin, School Evaluation Services where he enacted a regional network to identify promising practices and disseminate the information. While on the staff of a private educational consulting firm in Massachusetts, he provided technical assistance to state special education agencies, parents of children with disabilities, and special education teachers from throughout the New England states and New Jersey. L. Allen Phelps, Ph.D. Over the past 25 years, Dr. Phelps has directed and coordinated some 40 federal and state funded projects focused on improving career and technical education, special education, and School-to-Work systems. At both the University of Wisconsin and the University of Illinois, he has been involved in strengthening policy and practices in education and workforce development. As Director of the Center on Education and Work, Dr. Phelps guides the work of 80 professionals in a variety of education and social science disciplines. In addition, he serves 50% time as a faculty member in the Department of Educational Administration at the UW-Madison. Linda Scholl, Ph.D. Since joining CEW in June 2000, Dr. Scholl has been involved in a several research and evaluation projects, including a federally funded study on the learning experiences of youth with disabilities participating in the Wisconsin Youth Apprenticeship Program. In addition to her research on race/ethnicity, gender, and sexuality in the context of multicultural and adult education, Dr. Scholl has taught English as a Second Language to newly arrived immigrants from Southeast Asia and Latin America. Bradley Carl Bradley Carl has studied various aspects of charter schools since the earliest stages of the movement in the early and mid-1990s. In particular, his work and research interests involve the extent to which charter schools are serving as a means of improving the educational opportunities available to urban, nonwhite, and disadvantaged youth. His other research interests include the history of urban school reform efforts, the educational experiences of students with disabilities, and privatization initiatives within K-12 education.
Elena Tabachnick, Ph.D. Dr. Tabachnick has twenty years experience in educational program development. Her research includes analysis of narrative data, survey data, and large, multivariate data sets. She has extensive communication experience from writing fiction to exhibit design, broadcasting, and Web page design. Interpreting research results to diverse audiences, such as business people, teachers, children and the general public, is a particular interest of hers. She has taught all ages from toddlers to adults in universities, schools, museums, and recreational settings. Carol Chapin-Olson Carol Chapin-Olson holds an M.A. in Library and Information Studies with focuses on special libraries and community/user analysis. Prior to joining CEW, she worked in academic libraries and the private sector conducting research in a wide range of fields and guiding other researchers in their efforts. In addition, she has managed projects for a multimedia publisher and enjoys developing creative ways of sharing information through print and electronic media. Michael Heiser Mike Heiser came to the CEW with eleven years of classroom teaching experience and three years experience editing hard copy and Web-based content. Mike has published several peer-reviewed articles, as well as popular non-fiction and science fiction. He is a Ph.D. candidate at the University of Wisconsin-Madison.
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