The 14th Annual Holmes Partnership Conference

Pedro Antonio Noguera, Ph.D.

Biography:

Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. He holds tenured faculty appointments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development and in the Department of Sociology at New York University. He is also the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS). In 2008 Noguera was appointed by New York Governor David Patterson to serve on the State University of New York Board of Trustees. 

Noguera has held tenured faculty appoints at the Harvard Graduate School of Education and at the University of California, Berkeley. He has published over one hundred and fifty research articles, monographs and research reports on topics such as urban school reform, conditions that promote student achievement, youth violence, the potential impact of school choice and vouchers on urban public schools, and race and ethnic relations in American society. His work has appeared in several major research journals and many are available online at inmotionmagazine.com. He is the author of The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada (Peter Lang Publishers, 1997), City Schools and the American Dream (Teachers College Press 2003), Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools (Josey Bass, 2006) City Kids, City Teachers with Bill Ayers and Greg Michie (New Press 2008), and his most recent book is The Trouble With Black Boys…and Other Reflections on Race, Equity and the Future of Public Education (Wiley and Sons, 2008). Noguera has also appeared as a regular commentator on educational issues on CNN, National Public Radio, and other national news outlets.

Title: New Wine in an Old Bottle; Building School-University Partnerships That Make a Difference.

Abstract: Over the years the Holmes partnership has taken the lead in calling on univerisities generally, and schools of education in particular, to develop strategic alliances with schools to further research and teacher training. Some of these have been successful and sustainable but others have not. This presentation will examine new paerships that are being developed in Newark, NJ and Syracuse, NY to make the case for a new wave of partnerships that address the formidable challenges confronting high poverty school districts.

Contact Information:

Professor, Department of Teaching and Learning
Steinhardt School of Culture, Education and Development
Executive Director, Metropolitan Center for Urban Education
New York University
726 Broadway, 5th Floor
New York, NY 10003
212-998-5100 (office)
pedro.noguera@nyu.edu
 

Melissa Watson and Jennifer "Buffy" Murphy

Melissa Watson's Biography:

Melissa W. Watson is currently employed by West Ashley High School in Charleston, SC. She is in her ninth year of teaching. During her teaching career, she has become National Board certified and is currently a doctoral candidate with the University of Phoenix. Mrs. Watson served as a National Board facilitator for her district and was the state team leader for South Carolina for NBPTS Hill Day. She has served in many capacities for her school including Write Traits facilitator, member of the Vertical Articulation Team, coherent curriculum writer for Global Studies I, PAWS advisory committee member, and cooperating teacher for student teachers. During her first year of teaching, Mrs. Watson was nominated as Rookie Teacher of the Year. She was also one of Hunnington’s Teachers of the Year in 2008-2009.

Before entering the teaching profession, Melissa Watson was a member of the United States Army Reserve for six years. She received her undergraduate degree from the College of Charleston, and her graduate degree from the Citadel. Mrs. Watson is very active in her local community and church. She often works with the youth in her church and recently started a mentoring program for boys and girls The mentoring program’s main purpose is to underscore the importance of education by providing real-world experience through job shadowing, field trips, and mentoring. In her spare time, she uses her platform to advocate for stronger public education. Mrs. Watson is married with two children and resides in Goose Creek, SC.


Title: Role of Partnerships in Closing the Achievement Gap: Voices from the Field

Abstract:

Contact Information:

Melissa Watston
BA, MAT, NBCT
WAHS
4060 West Wildcat Blvd.
Charleston, SC 29414
843-573-1201 ext 1427

Terry K. Peterson, Ph.D.

Biography:

Terry is one of only a “handful” of people in America who has ever been the top deputy to an “education” governor for eight years and the top deputy to the United States Secretary of Education for eight years. In those senior executive positions, Terry helped develop and enact numerous education policies and funding streams; for example, at the federal level: the 21st Century Community Learning Centers, E-rate, GEAR-UP, Advanced Placement expansion, and teacher quality and technology programs; and at the state level: early childhood education initiatives; a statewide teacher recruitment center; school, principal and teacher incentive pay programs; innovation funds for teachers and schools; new education accountability systems; and the arts in the basic curriculum. Nationally, he also helped co-found the Arts Education Partnership, the Pathways to College Network, and the Partnership for Family Involvement in Education. Terry now helps local, state and national leaders develop strategies, policies and partnerships, to expand learning opportunities and to increase student and school success. He is a senior fellow at the College of Charleston. Terry chairs the national Afterschool Alliance and serves on leadership committees of the national Alliance for Excellence in Education; the National Association of School Boards; the Coalition for Community Schools, Foundations, Inc, and the National Center for Summer Learning at John Hopkins University. On behalf of low-income students and schools suing their state for more adequate and equitable education resources, he was asked to be the closing expert witness in three statewide school finance trials. He has worked internationally in Argentina, Mongolia, Brazil, Northern Ireland, and Ireland. He has a Bachelor’s in chemistry and education from the University of Wisconsin and a Ph.D. from the University of South Carolina with an emphasis in educational research. He started out his career as a teacher in Wisconsin and South Carolina and as a Peace Corps volunteer in Brazil.

Title: Afterschool Programs and Education Success: The Need and What Works

Abstract: To be successful in school and life today, many young people in American need more learning time, more positive adult and peer connections, and more varied educational settings and opportunities. Quality and comprehensive afterschool and summer learning programs can help meet some of these needs.

A new study released in the fall of 2009 by the Afterschool Alliance also found that millions of children and youth go home alone afterschool with no adult supervision. And almost 18 million parents want more afterschool opportunities in their community.

In addition, Fight Crime Invest in Kids has found that this afterschool time, between 3-7 when many young people are on their own, is the highest time of youth crime in the community in America.

Well designed and implemented afterschool programs can help children and youth improve their educational successes, help working families, and keep kids off the streets.

The afterschool programs that appear to have the most sustainability and breath and depth of programming typically involve school-community partnerships. Higher education can and should be part of that partnership and can and should play a role in offering more and better afterschool and summer learning opportunities and student support.

There is a growing body of knowledge about the types of afterschool programming and opportunities that seem to have the most positive impacts. The presentation will review some of these learning's, too.
 

Contact Information:

Senior Fellow, Afterschool Initiative
College of Charleston
66 George Street
Charleston, SC 29424
843-953-7403 (office)
tkpalexva@aol.com