SRN LEADS/Stanford University: School Redesign Network — 
washington state institute
Featured Speakers
Harold Begay
Center for Indian Education
Mary Lou Fulton College of Education
Arizona State University
Dr. Begay was raised on the Navajo Nation (AZ, USA) amidst pervasive poverty, welfare, and deep cultural chasm between his traditional Dine’ (Navajo) culture upbringing and mainstream society Western Greco-Roman education. Upon graduation from Tuba City High School on the Navajo reservation, Mr. Begay gained Honors-At-Admission to Arizona State University, Tempe, AZ. He subsequently dropped out of college and completed a tour of duty in Vietnam with the USMC in 1968. He then returned to higher education and in three years graduated with a B.A. in psychology, completed an M.A. in guidance and counseling and secondary education the following year, and completed his Ph.D. in school finance and educational administration from the University of Arizona where he taught and helped direct a Teacher Education Program for four years. Dr. Begay returned to the Navajo reservation and worked in several school districts in different teaching and administrative capacities over a span of twenty-five years. More....
Larry Cuban
Professor Emeritus, Stanford University School of Education
Larry
Cuban is Professor of Education at Stanford University,
teaching courses in the methods of teaching social
studies, the history of school reform, curriculum,
and instruction, and leadership. He has been faculty
sponsor of the Stanford/Schools Collaborative and Stanford's
Teacher Education Program, a district superintendent,
and a high school social studies teacher.
His major research interests focus on the history of
curriculum and instruction, educational leadership, school reform and
the uses of technology in classrooms. His books include: Oversold
and Underused: Reforming Schools through Technology, 1980-2000 (2001); How
Scholars Trumped Teachers: The Paradox of Constancy and Change in University
Curriculum, Research, and Teaching, 1890-1990 (1999); Tinkering
Towards Utopia (with David Tyack), (1995); The Managerial Imperative:
The Practice of Leadership in Schools (1988); Teachers and
Machines: The Use of Classroom Technology Since 1920 (1986); How
Teachers Taught, 1890-1980 (1984); Urban School Chiefs Under
Fire (1976); To Make a Difference: Teaching in the Inner City (1970).
Linda Carstens
Director of Professional Learning, SRN LEADS
Linda Carstens is Director of Professional Learning, a position she was appointed to after serving for a year as LEADS Network Director. Previously she was Senior Research Associate at WestEd. She has 30 years of district-level administrator experience in California, primarily in the areas of standards, assessment, curriculum and instruction as part of systemic reform, and in services for English Language Learners. Carstens served as a Visiting Educator in the Accountability Branch of the California Department of Education. In four years at WestEd, she worked with several California districts in the area of systemic reform and second language, and for two years, co-provided the state's Title III technical assistance obligation to districts. Carstens serves as a peer reviewer for state assessment and accountability systems for the USED, and recently authored a chapter on the impact of NCLB on ELL students for the Center on Education Policy. She earned a Ph.D. in multicultural education from Claremont Graduate University in 1993.
Steve Jubb
Former Executive Director, BayCES
Steve Jubb is recognized as a national leader in systemic reform. In May 2007 he announced his retirement from the position of Executive Director of BayCES (Bay Area Coalition for Equitable Schools), a nonprofit organization assisting schools, school districts, and community groups in the work of creating or redesigning schools to elevate overall achievement.
As BayCES’ Executive Director since 1996, he helped to launch the Bay Area’s first small schools movement, starting up nearly three dozen new small schools over the last ten years. Under his leadership, BayCES has helped schools, communities and districts to make dramatic changes resulting in higher and more equitable student achievement.
As an urban educator, Jubb taught English, Journalism and Creative Writing at De Anza High School, where he earned Richmond Unified School District's 1991 Teacher of the Year award. He helped lead California’s $125 million, five-year “SB 1274” reform initiative, serving as its Director for Regional Support at the California Center for School Restructuring (CCSR).
He was co-leader of Expect Success, an initiative to redesign the Oakland Unified School District into a state-of-the-art educational organization bringing high-quality services to schools. The design constitutes one of the boldest and most innovative reform efforts in the country and has garnered $23 million dollars in public and private grants to support the work.
Ann Lieberman
Professor emeritus, Teachers College, Columbia University
Dr. Ann Lieberman is an emeritus professor from Teachers College, Columbia University. She is now a Senior Scholar at The Carnegie Foundation for the Advancement of Teaching and a Visiting Professor at Stanford University. She received her BA and Ed.D at UCLA. She got her Masters Degree at California State University at Northridge, where she also received an honorary degree.
Dr. Liberman was also the President of the American Educational Research Association (AERA) in 1992. She is widely known for her work in the areas of teacher leadership and development, collaborative research, networks and school-university partnerships, and increasingly, on the problems and prospects for understanding educational change. Her recent books include Teachers: Transforming Their World and Their Work and Teachers Caught in the Action: The Work of Professional Development with Lynne Miller. She has just completed a book with Diane Wood entitled: Inside the National Writing Project: Network Learning and Classroom Teaching, a new synthesis to be published by the Teachers College Press. More....
Roy Rea
Professor of Education and the Learning Sciences and C0-Director, Stanford Center for Innovations in Learning.
Since 1981, Dr. Pea's work has combined the cognitive science of learning with the use of advanced technologies to create effective environments for learning science, programming, and multimedia computing. Dr. Pea is co-principal investigator of the Learning Through Collaborative Visualization (CoVis) Project, which is designing, implementing, and studying uses of high-speed telecommunication networks and scientific visualization tools for fostering collaborative learning and teaching in distributed science learning communities (http://www.covis.nwu.edu), now under study in over 55 schools in 11 states. In 1991, he founded Northwestern's interdisciplinary learning sciences doctoral program, which synthesizes training in computer science, cognitive psychology, and cognition and instruction. Dr. Pea was Dean of the School of Education and Social Policy, and John Evans Professor of Education and the Learning Sciences.
Raymond Pecheone
Co-Executive Director of the School Redesign Network
Director of the Performance Assessment for California Teachers (PACT) program
PACT is a consortium of 31 California teacher preparation programs that have joined together to develop a reliable and valid measure of teacher quality. Formerly, Pecheone was the Connecticut Bureau Chief for Curriculum and Teacher Assessment and developed the first performance-based licensure and inductions system for teachers in the nation. In addition, he co-founded INTASC, the Interstate New Teacher Assessment and Support Consortium, and co-directed the first Assessment Development Laboratory for the National Board for Professional Teaching Standards. Pecheone has helped to develop the design for revamping the New York States Regents Examinations, served as a consultant to the Council of Chief State School Officers and ETS for the development and validation of a performance-based assessment for school administrators which is currently used by 15 states, and consulted with numerous state education departments. Pecheone has published widely in the area of teacher and student assessment.
SRN LEADS writings on Washington state education:
Windows on Conversions: Stories of four schools that have successfully converted from comprehensive high schools to smaller learning communities. One of the four schools featured is Clover Park High School in Lakewood, WA. Read more.
Report on Washington Assessment of Student Learning: In this report, SRN examines the pros and cons of different approaches to alternative assessments in light of Washington state's current assessment policy and context, the lessons that have emerged from other states, and the research on different forms of assessment. (Winter, 2006) Read more.
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