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INTRODUCTION

Educators in America's schools are taking strong leadership roles and forging creative partnerships to tackle critical issues in their communities. Parental involvement, conflict and safety, needs of the neighborhood, and organizational cohesion are issues that educators deal with on an everyday basis. It takes outstanding citizens at all levels to confront and deal with such issues. The Ambassadors in Education award was founded to recognize such citizens in our schools.

Every year the MetLife Survey of the American teacher assesses trends, challenges, relationships and atmospheres in America's public schools. A major conclusion of the 2002 Survey indicated that cooperation and collaboration among schools, families, and community organizations could be vastly improved. Educators, families and communities all provide critical support that contributes to the success and growth of any given child.

From this conclusion the Ambassadors in Education award was conceived. MetLife Foundation and the National Civic League created the program in 2003. Its purpose is to recognize public middle and high school educators who work to strengthen their schools and their surrounding communities by building relationships between all stakeholders. By recognizing, rewarding and spotlighting these educators the program encourages others to take similar extraordinary steps for the benefit of their schools and communities.

Each year the honor alternates between teachers and principals. This year principals were recognized. The recipients of the 2006 Ambassadors in Education award display outstanding civic engagement and an ability to meet and surmount challenges with an array of techniques including personal leadership, developing partnerships, encouraging diverse participation, and creating safe, sound learning atmospheres. Teachers, parents, and most importantly students, benefit from the dedicated work of these educators.

This webpage surveys their award-winning practices. We sincerely hope that their actions will inspire you, and others, to follow.

Keys to a Healthy School

Strong school leadership creates an environment that enables everyone in the community to excel at their roles and contribute to the success of students. It sets the stage for partnerships between the school, community businesses, organizations, educators and families. It "galvanizes effort(s) around ambitious goals and…establishes conditions that support teachers and that help students succeed." Strong leadership is visionary and unites the community as a whole to achieve the vision.

Interestingly, this leadership does not come only from school principals. Teachers, students, parents and community members can all perform the functions of leadership. When all members of the community take on the responsibility of pursuing and acquiring quality curricula, generating outstanding vision and goals, and forging productive community partnerships, an environment is created in which students and educators thrive.

School-Community Partnerships
The readiness of the next generation of leaders is a critical component of a healthy community. High school dropouts and graduates unprepared for college or work negatively affect a community's health in several ways, including:

· Increased unemployment rates;
· Reduced business development opportunities;
· Increased costs associated with crime and incarceration;
· Reduced disposable income among residents;
· Reduced tax base for community services; and
· Increased costs for human service agencies.

Despite these negative impacts, many public schools across the United States are struggling with record enrollments that could surpass 54 million students by 2008. While teachers, administrators, and policymakers are largely responsible for the quality of education, no school can single handedly increase student achievement, reduce dropout rates, solve the teacher shortage, or ensure that students are ready to learn.

A successful educational environment integrates family, school, and community efforts. While many schools and communities understand this philosophy, developing successful working relationships among stakeholders is challenging.

"We have found that families and members of the community want to be involved in the school," said Kenneth Hunter, the principal at Prosser Career Academy in Chicago. "The challenge for the school is to develop meaningful and mutually beneficial interactions between the school, families, and the community"

In many cases, it's up to educators to initiate, influence, and manage all of these relationships to make them supportive and productive. Schools that improve the quality of their partnership programs from one year to the next report that fewer students were sent to the principal, received detention, and received in-school suspensions. These findings suggest that schools' overall efforts to improve relationships with families and the community may help improve students' behavior in school. (Sheldon, S. B. & Epstein, J. L. 2001. Improving Student Behavior and Discipline with Family and Community Involvement. Johns Hopkins University: Baltimore, MD. Center for Research on the Education of Students Placed At Risk - CRESPAR).

According to a 2003 study by the Search Institute, there is a clear connection between the developmental assets available to students and their academic achievement. The study found that students with greater developmental assets, including educational support from their families and communities, earned higher grade point averages.

THE 2006 AMBASSADORS IN EDUCATION

All Ambassadors in Education go above and beyond the call of duty to reach out to students, staff, parents, and local businesses and organizations. They all seek creative partnerships and techniques for addressing the toughest issues facing America's schools. Each finds many differing ways to do this. To provide the broadest outline of current practices, we have chosen to focus on a single aspect of each principal's work.

Our recipients' contributions fall into five broad categories this year: parent support and relationship building, conflict and safety, civic engagement and community service, leadership and institutional change, and partnerships with community organizations. All offer insights into the award-winning practices of principals across the nation. They are presented here in question and answer format. (Note: some educators were not available for interview)

Collaborative Partnerships
Building collaborative partnerships that benefit the school, the surrounding community, or both, is one of two main skills possessed by Ambassadors in Education. The following principals have distinguished themselves with just such skill.

Dora Carson : Meadowdale High School : Dayton, Ohio
Many of your nominators cited your support for the creation of smaller learning communities (SLC) as a major reason for nominating you. To do this, you had to include a number of diverse people and organizations. In your experience, what strategies have proved most successful in bringing collaborative partners from the community to the table?

In an effort to bring collaborative partners from the community to our plans and implementation of Small Learning Communities, we identified key stakeholders and individuals. Area churches (Maranatha which also serves as an alternate site for our crisis plan), community businesses and organizations were invited to community forums for input. Once involved, they offered assistance such as supportive information, meeting sites, and contributions such as assessment and survey instruments.

In your opinion, what are the detrimental costs associated with avoiding collaboration?

Without collaboration, programs and innovative ideas suffer from a lack of support. Those not consulted may not respond positively for efforts to establish the new programs. Collaboration provides opportunities for buy-in and a sense of ownership. Without the collaborative effort of parents, local businesses, organizations and faith-based groups, especially after the initial grant monies were used, Meadowdale would not have been able to continue to fund many activities and projects.

What benefits has Meadowdale seen as a result of involving its community partners?

With the support of the community partners, probably one of our greatest benefits has been the positive "press" and support of Meadowdale High School and the Dayton Public Schools. Too often, the public hears of negatives and tends to accept them without knowing or experiencing the positive things that happen in our schools. Beyond that intangible are the tangibles like volunteers, food donations for meetings/recognitions, and other in-kind services. Perks/incentives for students and occasionally staffs, are also given. Opportunities for speakers and to visit community businesses and sites enhance the educational experiences of students.

Any last thoughts about leadership, collaboration, and organizational change?

The school setting is no longer just the administration, staff, students, and parents or just leaders, teachers and a building in which to the students are to be taught. Because the students we seek to educate today often come to the schoolhouse with such differing needs, abilities and issues, the schools must have community support to educate students to become viable contributors to our global society.

Reginald Burke : Spingarn High School : Washington, District of Columbia
Your school has numerous partnerships with other organizations. As an example, one of your nominators praised you for supporting students by partnering with the Progressive Life Center. Please describe the partnership between Spingarn and this organization.

Progressive Life Center (PLC) is a national organization with a strong local partnership here in Washington DC. They have been instrumental in changing behaviors and beliefs in our students by teaching them the core principles of ancient African descent. The counselors from PLC provide workshops and counseling sessions for our students weekly during the students lunch period. At the end of the program, the students participate in a "Rites of Passage "ceremony demonstrating their thorough knowledge and understanding of the core beliefs of African culture.

What about the Center interested you?

PLC truly enjoys working with young people. The counselors have a unique way of capturing student's attention by providing a calm nurturing atmosphere during their presentations. The organization's missions and values mirror those of our school in attempting to develop young adults who will be a viable part of their community.

What have been the reactions of staff, students and parents to this partnership?

All stakeholders including students, parents, and staff have given high "kudos" to the organization. "Word of mouth" has been a great recruitment tool. Students in the program have brought their peers to join the sessions. Administrators and teachers have noted marked improvement is student achievement as a result of the program.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I am a person driven by a cause. That cause is to help mold the lives of our young people, to help give them a sense of purpose, and prepare them for postsecondary education and the world of work. I am a firm believer that all children can succeed if given the opportunity and resources to do so.

Leadership & Institutional Change
Ambassadors in Education are also masters of communication, their second major skill. The overall ambience of a school - its attitude, mindset or spirit - are greatly affected by the communication taking place between the principal, students and staff. As the MetLife Survey of the American Teacher (2003) emphasizes, the character and atmosphere of the school are aspects that school leaders can influence, and a positive character and atmosphere is likely to be a key component of satisfaction and success among educators and students.

The ability to relate effectively and constructively with students and staff within the physical school environment, and with stakeholders outside the school environment is perhaps best demonstrated in cases where a school's culture needs maintenance and transformation, or when a difficult and special but temporary effort is needed from the school, the community or both. The following Ambassadors were nominated for their skill in leadership and organizational change and revitalization.

Deborah Hunter-Harvill : McMichael Technology Academy : Detroit, Michigan
As one of your nominators writes, you had "the unenviable task of consolidating two center-city schools, Woodward Elementary and McMichael Middle School." To do this you initiated school culture trainings, character education training, and school-community team building experiences. What were the goals of these programs, and how did you assess outcomes to measure success?

School Culture: Our goal is to make two schools act as one with the flavor of both. The big picture reveals that we will truly become a K-8 Learning Community where scholars are excited to come to learn. The scholars will become extremely confident and help the school gain AYP status and increased student achievement.

School Culture Training: Included a staff workshop on School Consolidation, How To Merge and Become a Family of One and also a Teambuilding activity that centered around True Colors. All of us became able to respect each other. We learned to respect our diversity, our ability to teach and share in different ways and just our ability to learn to get along with each other. We tried to develop leadership in that process so that the Principal did not have to do anything alone.

Character Education Training: We learned the true meaning of respect, perseverance, humility, courage, and other proactive character traits. The staff used the traits with students and each other. As a result, there was less fighting, bullying, outbursts and disrespect. We are now able to open our Character Ed. Center. Students can really feel like they have someone to talk to about their problems and issues as it relates to the student code of conduct.

Outcomes have been measured by observations of staff, surveys on school culture and other ways. It is most gratifying when you get a letter or note from a parent or staff person saying that the school is just much better than it was when they started.

What advice would you give other educators who want to pursue similar strategies?

Obtain partners and move forward with your team. Seek partners and grants. Remain steadfastly passionate about building school culture for excellence.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I believe in helping community partners better understand the world of students, student achievement and how we build capacity.

I enjoy the challenge of bringing low performing schools and school teams to their maximum potential. Over the years I have encountered research, experienced hands on training, and immersed myself into school reform practices that helped me to become a professional educator. I cannot give up the dream or aspiration of achieving excellence and increased student achievement through capacity building for all involved.

I am currently President-Elect of the National Alliance of Black School Educators. I do this because good leaders aspire to become great leaders. They must have a mechanism or opportunity to share expertise. That is what I do, share best practices to help students achieve.

Any stakeholder that believes in sharing helps children to ultimately achieve.

Melissa Leger : SAISD Night School : San Antonio, Texas
You created the San Antonio Independent School District's Night School (SAISD Night School) to give hundreds of young people outside of the traditional school system a chance to earn a high school degree. What strategies have you used in promoting the program?

The Night School advertises the program on the SAISD website and we also obtain lists of the "no-shows" and "drop-outs" and send color brochures to these students. Next week the Spanish teacher will appear on one of the Spanish television stations advertising the program. The journalism teacher writes "blurbs" for the various community newspapers. And word of mouth is powerful tool. Our students call their friends and bring in their relatives. Professional people in the district such as counselors, assistant principals, and registrars receive all our color brochures. Last year I appeared before the counselors at a meeting advertising our program.

What, programs or events have you employed to reconnect youth to the community?

It is a tradition now that the Night School engages in community services projects on a regular basis: the Diabetes Expo, the Heart Association Health Fair, Bexar County Peer Mediation, and San Fernando Health Fair are some of the many activities that students engaged in. They also participate in the Battle of Flowers Parade during Fiesta Week and are recruited by the Flower's Association to be "super scoopers."

What else can principals do to motivate students who have left school to graduate?

One of the most powerful tools to motivate students to return to school is offer an adult environment where students feel they are treated like adults and not "kids." They study in an environment with older students since we only take juniors and seniors. Flexible schedules are offered: 4:00-8:30, 5:00-9:30 and 6:30-10:30. Students who have families and work all day come to the later shift. Now that dual credit is offered in conjunction with San College older high school students can take college classes on a college campus as well. This gives them an incentive to study what they "want to be" and not get bogged down in the core curriculum.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

So many people believe that education is from 8:30-3:30 and this is simply not the case. Flexible times, schedules, and alternative curriculum must be offered to meet an ethnically diverse society.

Nancy Weisskopf : McLean Middle School : Fort Worth, Texas
The MetLife Foundation Ambassadors In Education Award recognizes educators who have undertaken extraordinary, and voluntary, efforts to connect with their students and to make themselves active members of their students' communities. Recently, you skydived as a way to motivate students to raise money for Hurricane Katrina victims. What motivated you to do this, and how did your students, staff, and community members respond?

The students got very excited at the idea of their principal jumping from the plane. It motivated them the most, which was the whole point. Most adults just asked if I was crazy. I simply reminded them, that the purpose was to do something that would get the kids engaged and excited about helping others. It worked!

Do you think what some may consider unconventional leadership strategies are advantageous, and if yes, how?

I am not sure I would consider what I do unconventional. I believe that as a leader you have to know your staff and community and interact accordingly. As a leader I try to figure out how to best serve my teachers, students and community. It is not about me, my style of leadership, or a book's ideas about leadership. It is all about what is best for the McLean Community.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I learned very early on that you can't expect a stakeholder to care unless you give them a reason to. Every chance I get, I remind everyone involved in the McLean Community that EVERYONE makes a difference. When working with stakeholders and businesses I like to make sure they know not only what specifically I need, but why I need it. If you can be very detailed about what is needed, what it will do for students, and why they should be the ones to do it, you are more likely to get support.

I also keep in mind that everyone remembers both their favorite teacher and their least favorite teacher. If we are going to work together to improve education, we all have to remember our favorite teachers. We have to keep the success of our students in the forefront of our minds. We have to celebrate together the success of our students, and then ask ourselves what else can be done. We can not afford to ever think negatively.

Parent Support & Relationship Building
The MetLife Survey of the American Teacher, 2000, found that four in ten parents felt alienated from their child's school; they felt that their opinions didn't count much and that they were left out of what was going on at their child's school. Three principals this year demonstrated how outreach to parents has helped involve them more fully in their child's school life.

Lynda Schwarz : Monroe High School : North Hills, California
A number of your nominators mentioned the attention given to parents of students through programs at your school. What program(s) for parents have been initiated at the school?

A Parent Center, staffed with a parent liaison, was created to provide a place for Monroe High School to educate parents and guardians regarding pupil expectations and provide support to parents and guardians in their efforts to help their children learn.

Partnerships were established with non-profit agencies to bring family support services to Monroe's parents and guardians as well as to our feeder school's parents and guardians aimed at helping parents and guardians handle the many outside issues that could impact their student's chances for success within a school setting such as housing, immigration, and financial needs.

Through the formation of our smaller learning communities at Monroe, we have partnered with community businesses, many of which are owned and operated by Monroe parents, thus creating another avenue of involvement for our parents and our school.

Why did you initiate these programs?

Like many large, urban high schools, Monroe was experiencing a very low level of parent involvement with the school. We felt that by increasing our parent involvement, we would increase the success rate of our students.

Have they been successful? How so?

Our efforts have been successful. Participation in parent meetings, Back-To-School Night activities, and partnership activities has increased. We are in the process of assessing the impact of our efforts on our students' academic performance.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

Monroe High School has a caring, committed faculty dedicated to the success of our students. We have and will continue to work closely with our parents, community members, and feeder schools to improve the academic performance of our students. We realize that without the active participation of our students' parents and guardians, we will not truly succeed. Thus, no matter how successful we have been, we will continue to work diligently to increase the involvement of our parents with our school. After all Monroe High School is a family.

William Smith : Southwest Community High School : Minneapolis, Minnesota
An outstanding feature in your nomination was your regular visitations with parents over coffee. This would seem to go beyond work and into leisure. Why have you chosen to spend time with parents outside of what might be considered normal business hours?

An open door policy makes for good sound bites but does little to meet parents and hear from the community. If you want to know what is going on, you have to get out in the neighborhood and talk with the people on their own turf. In the coffee shops, I meet grandparents, alumni, community members without children in our schools as well as parents and students. Many of these contacts would never happen if I sat in my office an waited for them to come in.

How do these meetings benefit parents?

I think parents feel comfortable in their own environments and believe they can talk more freely than in an official setting. I believe they want to trust the school and the openness of the coffee shop suggests that there are not secrets and we are open to discussion and want to listen. I think it brings credibility to our statements about wanting to hear from parents and community members.

Do you see a change in parental involvement as a result of these meetings? How so?

We work very hard in many ways to promote parent and community involvement. I believe parents and community members trust us and believe what we say in a different way. I know we have more alumni contact and involvement than we would have otherwise. I receive email and telephone calls from community members who do not have children in our school as a result of being seen in the coffee shops.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I believe that we work with the most precious part of any community, the children. If our parents and community members do not believe we feel that way, they will be more cautious and more critical. Parental and community support makes our school stronger and I know that our students feel supported. This becomes a double edge -- they want us to be excellent and we want to be excellent (students and staff). They expect us to provide quality experiences for students and we want to meet their and our expectations. I believe that our work with the community improves our educational program and in the long run increases our student academic attainment. Our community expects the best and we expect to provide them the best.

Bobby Smith : Benito Middle School : Tampa, Florida
One of your nominators praised you for the creation of a life skills workshop for parents held during a school dance for students. What were the purposes and intended outcomes of these concurrent activities?

We began a program that we called "Parent Involvement Dances". The student was allowed to attend a school dance held in the cafetorium, only if their parent brought them and stayed for the parent workshop held in our media center. This allowed parents to attend a school workshop without the concern for providing childcare. These dances help create a feeling that our school is a focal point within our community, serving as an educational resource to all stakeholders. Parents were able to gain information on topics such as curriculum, parenting skills, and safety.

How did you measure success?

We provided every attending parent a satisfaction survey upon exiting the workshop. We then analyzed the data and used this as a barometer for adjustments to the format, content, speakers, etc. The comments of appreciation from both parents and students for hosting these functions is the greatest reward.

What advice would you give to other educators who want to hold a similar function?

Start on a smaller scale and build the program as you grow. Our first dance had just a few dozen attendees. This is a grass roots program that will create a very positive climate for your school. That type of transformation should not be rushed. Also, contact local vendors for donations of snacks, drinks, door prizes, and even to DJ the dance. Many businesses are willing to assist which makes the cost for the event very reasonable.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I believe that a principal is the leader of their school. The vision they create must be one that they can share with all stakeholders and generate excitement in achieving their common goals. The goals must be attainable and universal so that all stakeholders know they will benefit in the accomplishment. This synergy will allow a school to achieve greatness.

Conflict & Safety
The 1999 Survey of the American Teacher revealed that one in 12 public school students (8%) do not feel safe when they are at school. The prior year, the U.S. Department of Education recorded 46,792,000 students enrolled in public Pre-K through 12 schools. That means 3,743,360 students in public schools felt unsafe at school. This year's Ambassadors in Education have come up with creative ways to help kids feel and be safe at school.

Beverly Hides-Moriello : Goethe Elementary : Chicago, Illinois
One of your nominators wrote, "When the community is suffering from crime, Dr. Hides can be counted on to bring community police, politicians and neighbors together in her office to work on solutions". Please share a specific example of bringing community stakeholders together to address crime-related concerns. What plan of action was developed, how was it implemented, and how were outcomes assessed?

Gang violence, unfortunately continues to plague most large city neighborhoods. The Goethe Community is no exception. However, there has been a major decrease in gang activity in the past year due to the "coming together" of various community constituents who are forging relationships and providing a positive presence in the community.

Our school has become a logical meeting ground for this movement. In September, 2004, the school playground became the location of a neighborhood anti-violence picnic sponsored by Alderman Manny Flores and the Community Police (CAPS). Community members (parents, children, neighbors, and even gang members) talked, ate, and even played side-by-side. The message was clear. Our community will not accept anything short of a safe environment for our families and that we must all coexist.

Later that year, the school sponsored Mayor Daley's Anti-Violence rally that, again, brought all factions of the community together to pledge our support for a crime-free neighborhood. Children's hopes and ideas for a safe world filled the halls and walls for all to see. One preschooler's message simply said, "Be nice to everyone. Share your toys. Don't take other people's things."

In maintaining this momentum, the school continues to forge these community ties. Alderman Flores continues to host community meetings at Goethe. CAPS (Chicago's Alternative Policing Strategy) holds community safety meetings here to deal strategically with neighborhood crime. The 14th Police District continues to train our Parent Patrol, who have provided safe passage for students to and from school for many years. State Representative Toni Berrios continues to sponsor an after-school recreation program for children through a state grant to keep students productively engaged and off the street. My role has been easy. I just open my doors to those who have the power and desire to help.

What advice would you give to other educators contending with crime in their communities?

Network! Get people involved. No one can do it alone. But together you can make a difference.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I do what I do because I believe we can all make a difference and when we all get together to make a difference ….. WOW … What a Difference!

Andrew Serrao : Fox Middle School : Hartford, Connecticut
The letters of support from your students reveal a great deal of gratitude for keeping them away from violence. What steps have you taken to do this?

We have done a variety of things in our attempts to keep students away from violence. We have instituted and enforced a Zero Tolerance Policy for fighting or any kind of activity related to gangs and violence. The staff engage in frequent conversations with all students about various ways they can avoid fighting and gangs. During the conversations, various strategies are discussed as to what students can do to avoid gangs and fighting. We provide team building and conflict resolution for students who are affiliated with opposing gangs. We hold meetings with students and their parents who are affiliated with gangs. Finally, we collaborate with various Community Based Organizations that address and work with adolescents who are at risk or known to be involved with gangs and/or violent activities.

Have these efforts been successful? How so?

Our efforts have been quite successful thus far. There has been a significant reduction with verbal and physical conflicts amongst students. In many instances, students have "peaced up" their conflicts, and are cordial to each other. As a result, the climate of the school has changed dramatically. Students now view and treat the school premises as a safe zone. In addition, there is virtually no graffiti seen or written in the school.

What challenges did you face in taking these steps?

Some of the challenges we faced were: convincing parents that their child is involved in gangs and/or violent activities; finding a convenient time for parents to meet and/or attend workshops; keeping the school graffiti free, and; being informed and aware of gang and violent activities in the neighborhoods that could impact the school.

How did you overcome them?

We provided specific examples for parents of their child's activities. We were accommodating and flexible with the times that parents could meet. We have students and custodians remove graffiti as soon as it is seen, and we collaborate with the police and Community Based Organizations regarding violence and gang activities in the neighborhoods.

Thank you for your time, Mr. Serrao.

You are very welcome.

Jamie Marantz : Brewer Middle School : Oakland, California
You have tapped outside resources to provide a violence prevention curriculum to students at Brewer Middle School. What were these resources and how did you access them?

We partnered with Safe Passages. This is a partnership with the county and a mental health agency. They provide Second Step as a violence prevention program. We also trained our teachers in effective behavior management strategies from TRIBES and Salzmann Associates. Both of these help teachers to de-escalate emotional situations and focus on positive behaviors. We also have taken advantage of Measure Y funds to hire a part time conflict mediator to help students run conflict resolutions.

What, if any, changes, have you witnessed in students and school culture since this curriculum began?

We have reduced suspensions by 35%, and increased overall attendance to 95.9% last year.

What advice would you give to other educators looking to implement this kind of curriculum?

There are many other things we have done to increase academic achievement and culture at the school. We have implemented 'families' of 4 core teachers that collaborate together and share the same students. They have a common 'prep' period every day in order to discuss students and curriculum. We have implemented an advisory period every day in order to keep up with kids and contact parents in a timely manner and as an advocate, not just as a disciplinarian. We have a web based grading program that enables parents to check grades regularly. We have trained teachers in Culturally Relevant Pedagogy with Dr. S. Hollie.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I have high standards for students and adults, we work on a consistent classroom climate and expectations/rules/procedures. We believe in a collaborative, learning centered culture where teachers take on leadership and the administration supports data driven decisions that teachers believe will make a difference. We believe in the strength of our diversity and want to teach and model acceptance for all.

Civic Engagement & Community Service
Students learn, achieve, and become productive adults in large part by participating in the world around them and helping others. A number of Ambassadors in Education this year have established partnerships to ensure that their students have the opportunity to participate meaningfully in the surrounding community. Others have done or are doing so themselves, thus creating connections that benefit the school as a whole. Five Ambassadors this year have been outstanding in this final area.

Andrew Crowley : Riverside High School : Greenville, South Carolina
According to your nominators, over a third of your 1,400 students are involved in community service. The mayor commented about the importance you place on civic responsibility, and how this has helped several Riverside alumni become successful professionals. Why do you believe community service is important?

Community service helps students learn to help others. My students need to see how others live and work. By performing community service, they are developing responsibility and showing commitment to a goal or a project which goes beyond their world. They learn that volunteering and helping others is a very satisfying and learning experience. The students see that they are building a better place by helping those who cannot help themselves.

What changes do you see in students who are involved, and what changes do they see in themselves, both short-term and long-term?

Over the years I have watched students perform better and more responsibly in the classroom, I have observed that they act more maturely, and I have had them tell me and their teachers that they now have a much better appreciation for their parents, their families, their teachers, and their school. When they see and work with young people and families who have little or no income, food or clothing, they begin to see just how fortunate they are. In the long-term, Riverside students continue to volunteer and lead community service projects wherever they are. Community service simply builds better citizens.

What community partnerships have you forged to allow students to participate in the community?

Riverside High School has a very active and strong bond with both the Greer and the Greenville communities. We have several clubs such as The Key Club, Beta Club, and National Honor Societies which have community service as a major component for student membership. Through these groups we touch every area of the community - Greer United Ministries, Meals on Wheels, Child's Haven, Safe Harbor, Greer Soup Kitchen, Greer Chamber of Commerce - to name a few. Students work on a monthly and weekly basis with these organizations. The Teacher Cadets and the Service Learning students spend countless hours weekly working in our nearby elementary schools as they assist with the development of reading skills as well as serving as mentors for lonely elementary children. The mayor of Greer has chosen our students to work with him on the new redevelopment project he has just received for the downtown Greer area.

Our school is committed to sharing our talents and students with the community in every way we can. We are just beginning the process as a "GREEN" school. Already our environmental science students are involved in landscaping special areas for community events. Through partnerships with the PTA, the Sierra Club, and the S. C. Native Plants Society, we are planting and developing special areas at our school. Riverside High School is a very active community center as well as a very academic place of learning.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

I grew up in eastern Kentucky as one of five children. My parents emphasized and set the example for me that honesty, integrity, and hard work build character. As a young man, I was an active Boy Scout and worked in the tobacco fields with dedicated and hardworking individuals. As a teacher and a principal, I have tried to set the example of the importance of working hard, setting goals, helping others in the community, and maintaining integrity at all times. I myself am active as a member of Leadership Greer, a part of the Chamber of Commerce. Leadership Greer trains and pinpoints prospective young men and women for leadership positions. As a parent, I have worked with the swim team to establish a safe place for young people to compete all summer in swimming. For the past three years, I have worked with M. B. Kahn Construction Company to build a new Riverside High School as a Green School (LEEDS Program). Riverside High School will be available to the entire Greer community for environmental projects and development. The entire Greer community can use our facility for all kinds of events. As part of our partnership with the Sierra Club and the S. C. Native Plants Society, our outdoor gardens will become a welcome place for special outdoor events. I envision that our new school will open its doors even more to the Greer community.

Connie Cook : Meredith Middle School / Hoover High School : Des Moines, Iowa
Prior to becoming a school principal, you served on the Des Moines City Council. What knowledge and skills did you acquire in that position that have proven beneficial in your role as principal?

As a city council member, I was able to promote our excellent public school system and assets as an economic development tool; not only do we have an educated work force, but schools also serve as important magnets for neighborhood retail areas and promote stability in housing patterns. I also worked with residents from all areas of the city and became aware of the issues in a various quadrants. Additionally, I developed an appreciation for the role of board members in drafting policies that are implemented by staff and employees. The role of middle managers in the city is much like that of principals within the school system.

In your view, why is it important for an educator to be involved in community affairs?

Principals understand the community that surrounds their schools just by the daily interaction with students and parents; they can provide valuable input to neighborhood organizations about what is going on in the area. I have found that principals also understand how to work within a bureaucracy and help residents work through the proper channels to solve problems. Visibility is also an important reason for principals to be involved because it increases credibility; parents and citizens are more supportive when they see administrators involved in helping make the community a better place for everyone. They believe that we have their best interests at heart. It makes our job easier at school.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

Principals are the "face" of the school. They have a great deal of influence in a community; citizens respect the opinions of administrators. Most know that our jobs are increasingly difficult and appreciate the complexity of the job. Most large high schools are like a little city in the numbers of students, staff and parents dealt with on a daily basis. We run food service, transportation, maintenance, public relations, security and communication operations in addition to the primary role of educating students. That is a big job and an important one to the overall reputation of the city.

Angelo Milicia : Girard Academic Music Program : Philadelphia, Pennsylvania
You helped implement a community service program for seniors at Girard Academic Music Program. What was this program and why did you start it?

The program was started to foster good community relations with our neighbors. Seniors are required to do and log service hours, nothing like your own back yard! Students maintained the local park that has been neglected by the city, cleaned pavements and debris.

Who was necessary to implement the program?

Teacher supervisors, city park commission and the neighborhood civic association.

Was there a prior relation between these organizations? If not, how did you bring them together?

There was a relationship, however not very strong. We called for some community meetings and invited the local resident group and local political figures to inform the community and get their support on building an addition to our existing school.

This was no easy task. There were many who were opposed to the disruption in the neighborhood. We began to brainstorm with the community and accented the positive contributions that the school was making to keep the community stable and thriving. We added some things, thus the community clean up by our seniors, free concerts in the local park by our kids and a future commitment to take good care of the senior members of the community.

The process lead to a majority of support. I did a lot of talking at these meetings. I believe a real trust was developed and people saw the school as a pillar for keeping the community strong. They did not want us to go away. When our senior students appeared on the job, they demonstrated to all that we were serious about what we said and the community respected that.

We are doing the project again this year. Our students are becoming Junior Block Captains and taking on more responsibility in the area.

Who benefits from the program? How?

The entire GAMP community benefited from the project. Students gain a respect for their school surrounding the neighborhood reaction helped view our students as a valuable asset.

Do you have any ideas for the future that will involve the school, city and nonprofits?

Recently the students volunteered on August 24, 2006. They planted flowers and cleaned up the surrounding of the school. All seniors will engage in neighborhood service this year. Activities will focus on the park and street cleaning. The civic association will give us names of senior citizens that may be shut in or need help!
What advice would you give to other educators looking to implement this kind of program?
Access community resources, contact and attend civic association meetings. There is a need to build a strong relationship between the school and the community.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

It is my personal belief that students need to be responsible to schools and communities. We must model and teach this to our students. Our future depends on it. It builds character and provides students with a connection to the real world of citizenship and productivity.

Tom O'Malley : East Central High School : Tulsa, Oklahoma
One of your nominators commended you for being involved with the Tulsa Public Schools Hispanic Advisory Board. What is the board's purpose?

The board was set up by Dr. David Sawyer, the Superintendent of Tulsa Public Schools. It was an attempt by the Superintendent to keep up with the needs of our Hispanic community. We were to advise him as to issues the school district could help with. Dr. Sawyer has moved to the east coast and our new Superintendent is Dr. Michael Zolkoski. It is my hope that he will continue to seek advice from groups such as the Hispanic Advisory Board.

Why did you join this board?

With a large Hispanic population I felt a need to address issues in our school since we were probably a reflection of issues in the district.

Have you gained any special perspective or learning by being on the board? How so?

I have become more understanding of issues and especially challenges that face our Hispanic population as well as other "groups" within our school community and city.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

My purpose in life is to be of service to all of the people that I come in contact with either through my job or contacts outside my job. It seems that the more you give the more you get in return. It is a joy to see students mature and become productive citizens. That maturity comes after sometimes-painful pruning and training…but that grin at graduation is well worth the effort. We all win and that is what we are after…

Andrea Walker : Compton-Drew Middle School : St. Louis, Missouri
Tell us about your efforts to encourage students to volunteer in their community.

A major thrust at Compton-Drew Investigative Learning Center Middle School is to encourage volunteerism. We believe that every child has promise, and that the emerging adolescent benefits greatly by having adults with a variety of expertise to influence their lives. These adults build strong and hopefully lasting relationships beyond the middle school experience. Developing strong ties contributes to the social and academic well being of our students.

One of your nominators praised you for creating a tutoring program that has led to more community-based educational opportunities for students. How did you accomplish this?

For more than ten years as principal of the school, I have engaged in active recruitment of volunteers and the establishment of community partners. The area universities, colleges, high schools, cultural institutions, businesses and organizations have been receptive to my invitations and consistently support the many programs that include a year round tutoring and mentoring component.

Tutoring is scheduled during the school day, after school, and sometimes on weekends at neighborhood libraries. Compton-Drew students not only thrive to accomplish, but make connections for career paths and higher education. Networking with parents, staff, and community afforded myself and other staff members various opportunities to solicit tutors. Often people target one specific agency but we asked and talked in various unique venues and actually received assistance from persons and institutions that are not the norm for academic tutoring. Every opportunity to express our need was done in unusual conversations and places. People who had never volunteered and/or tutored came out because of our assurance that every adult body was valuable and that everyone had strengths to share with our middle schoolers.

What new opportunities are available to students?

Through the University of Missouri- St. Louis, grade 8 students will be involved in the GEAR UP Program. The activities for GEAR UP are incorporated through high school to promote awareness and preparation for college education. Our school has been selected as one of seven schools in Missouri to represent Missouri Schools going Solar. Students will engage in data collection-analysis and come to understand through research in-depth concepts regarding energy.

We are extremely ecstatic that through our Partnership with St. Louis University, our school is slated to have a Dr. Benjamin Carson Reading Room. Reading Rooms support our academic goals, but also encourages a student to consider becoming a Ben Carson Scholar and choose a career path in the field of medicine.

In addition, we have coming on board this year a volunteer for the Gentleman's Club, along with the Macy's Company (new to St. Louis) of volunteers to support our science goals. At Compton-Drew, we continue to explore the many resources that connect students to their community.

Although funding was suspended for a Read 180 reading teacher, the former teacher trained our Title I teacher and all para-professionals to allow the more than thirty students in a class to have many opportunities to spend a period once or twice a week working on the computer program and reciprocal teaching which is the school's research-based reading intervention program.

What else should we know about what you do, why you do it, and the benefits realized by all stakeholders?

Middle level education is my life-long passion. The adolescent learner is at a critical juncture in their development. It is most imperative that the middle school experience is designed to encourage all talents and gifts of each student. During this developmental stage we move our students from novice to expert learners. With the myriad of resources, students gain the necessary confidence that leads toward competence, and readiness to serve their community or the world.

Staff are given the latitude to be true professionals and each adult brings various attributes to our learning community. By providing our vision, revisiting our expectations frequently, meeting formally with teams monthly, providing monthly content meetings/Teacher Education Advisory Council Meetings/professional development workshops for staff and then allowing staff to express themselves in their own way, we have garnered a variety of programs during school, after school, and on the weekend.

The benefits of empowering parents, staff, and the community have included: Girl Scouts, Gear-Up, Gentlemen's Club, Honorary Queens, Bicycle Club, Golf Club, Basketball Team, Flag Football, Track Club, Tennis Club, Drum and Bugle Drum Line, Cheerleaders, Pom Pom Squad, Junior National Honor Society, Susan B. Kohlmann Breast Cancer Penny King and Queen Coronation and Ball, Duplicate Bridge Education, The Etiquette Club, Chess Club, Trivia Night, Flea Market, Ice Cream Social, tutoring, Missouri Assessment Practice Packets (developed by staff, presented to parents, and shared with other schools), and Saturday/Sunday work/prep days for staff unable to come early or stay late - to name a few.

Other 2006 Ambassadors in Education
All educators, especially principals, are exceedingly busy at the beginning of the school year. Because of the timeline for publication of this website, some recipients were unable to contribute to the Best Practices guide. We honor them here with their names and brief descriptions of their efforts.

Nash Alexander, III : Carson Honors Preparatory Academy : Atlanta, Georgia
For collaborative participation and support of the Community Outreach Partnerships Center, a collaborative seeking affordable housing, vacant property development, academic success, resident empowerment and community capacity-building for Northwest Atlanta. Also for development of tutoring programs for students, parent involvement initiatives, and a series of events to support families of students at the school.

Jeremiah Ford : Horace Mann School for the Deaf and Hard of Hearing : Boston, Massachusetts
For the creation and sustenance of numerous partnerships with community organizations and businesses to benefit both the school and its communtiy. Also for initiating an in-depth review of services and communications to the community, and long-serving commitment to the deaf community.

Mark Nixon : East Mecklenburg High School : Charlotte-Mecklenburg, North Carolina
For invitation and willingness to host a local community task group to discuss and resolve issues in the community affecting the school. Also for personal participation in, and encouraging students and staff to participate in, the local Habitat 4 Humanity program, and hosting political forums to promote student civic education.

Colin Thomas : Bronx Regional High School : Bronx, New York
For initiating the Adopt-A-Student initiative, encouraging school staff to "adopt" one to four students who have poor attendance and make wake-up calls, ensure the students are in class, and make them feel special. Also for partnerships with Montefiore Hospital to provide medical services to students without care, the LYFE daycare program to provide services to young mothers working to improve their lives, and with the New York Yankees to provide free tickets to students who excel at the school.

CONCLUSION

Children thrive when supported by a matrix of richly interwoven connections between the school, families, and local business, organizations and government. Additionally, skillful and frequent communication within this matrix allows all stakeholders to be or become beneficially involved in the welfare of children and the school environment. Educators who are vigorous and concerned citizens are indispensable to the creation of these matrices, which lead to healthy, vibrant schools.

The principals recognized in this year's Ambassadors in Education program demonstrate considerable ability in establishing and promoting collaborative partnerships that benefit not only students, but the community at large. They communicate the crucial role that stakeholders play in supporting student success and achievement, successfully bringing them to the table to build stronger, thriving communities.

MetLife Foundation and the National Civic League enthusiastically embrace and honor these educators - and all educators who work quietly and persistently in schools throughout the nation - for their diligence, patience, and caring. We thank you for all you have done and continue to do for our children, our families, and our neighborhoods.

Additional Background
The interviews in this publication are from educators who have won the MetLife Foundation Ambassadors in Education Award, which is sponsored by MetLife Foundation and administered by the National Civic League. The MetLife Foundation was founded in 1976 by MetLife and supports programs that increase opportunities for young people to succeed, give students and teachers a voice in improving education, develop partnerships between schools and communities and strengthen relationships among parents, teachers and students. The National Civic League is a nonprofit, nonpartisan organization devoted to community building and citizen democracy.

The MetLife Foundation Ambassadors in Education program is active in the following cities:

For more information about this booklet or the MetLife Foundation Ambassadors in Education Award program, visit www.ncl/metlife/index.htm or contact the National Civic League at 303-571-4343.