MetLife Foundation Ambassadors in Education Award
Recipient Profiles by Name

ALEXANDER III, Nash

Principal, Benjamin S. Carson Honors Preparatory School, Atlanta, GA

This educator engaged parents and asked for their input before making a drastic change in the school’s curriculum—it was the first community forum in the school’s history. As a result of his outreach efforts, the curriculum change was approved and school has proceeded to recruit a record number of parent volunteers.

BARNES, Dr. Julia

Teacher, Young Middle Magnet School, Tampa, FL

BAKER, Joyce

Teacher, Applied Learning Academy, Ft. Worth, TX

This educator developed partnerships with local businesses, museums, retirement centers, the YMCA, theatres, nature centers, and historic homes, to create opportunities for students to spend one day a week working in those settings through a service-learning project.

BUTLER, Michelle

Teacher, Central High School, Tulsa, OK
This teacher sought to improve perceptions about her school by championing the capabilities of its students. She and the Student Council cohosted the District 7 convention for Oklahoma and used the opportunity to create positive impressions about Central High. Her hard work paid off and the Student Council State Board asked Central High to host the 63rd annual OASC State Convention for all of Oklahoma. This was a prestigious honor for both Central High and the surrounding community. Mrs. Butler also led a leadership class in which her students credited her for teaching them self-confidence and perseverance.

CAMP, Kim

Teacher, Street School, Tulsa, OK

This educator teaches at the Street School, an alternative high school for at-risk youth. In addition to collecting books and shoes (over 900 pairs) for homeless children, students in her leadership classes have volunteered at the following: Little Lighthouse—a school for children with severe disabilities; Angel Tree—a Christmas project for disadvantaged children; Day Center—a homeless shelter; Dester Shelter—a shelter for children; and Kids World--a multi-cultural festival. Her students have also painted trash barrels for a new acquarium.

Mrs. Camp developed an internship program in which all of her students work in a place of interest for two days a week. She has enlisted the help of Day Schools, Omni Medical Group, Lighhouse Hospice, Williams Companies, Domestic Violence Intervention Services, McGraw Davidson Realtors, E Oklahoma Orthopedic Center, Lamar Advertising and Hi-Corp to provide sites for her students to volunteer as interns.

Mrs. Camp created a performing arts program at her school by soliciting donations of guitars and keyboards. The students have gained confidence through learning to play an instrument and performing for their peers.

CASON, Dr. Thomas

Principal, Soldan International Studies High School, St. Louis, MO

This educator makes home visits to some of the most dangerous neighborhoods in St. Louis on behalf of student concerns.

Principal, Soldan International Studies High School, St. Louis, MO

This educator makes home visits to some of the most dangerous neighborhoods in St. Louis on behalf of student concerns.

“A challenge may sometimes be in establishing a trusting relationship with students who are identified as being at-risk for failure,” Dr. Cason explains. “These students usually exhibit patterns of low attendance, high failure rate, low self-esteem, and often have high incidents of disciplinary problems in and outside the school. Traditionally for most schools, these students constitute a small percentage of the overall student body, yet they may project the greatest negative impact on the school’s climate, culture, and overall performance. For this reason, our school has established a mentoring program for students who need support in achieving academic, social, or personal goals. I work with everyone, but I usually have between 10 and 15 students whom I pay special attention to. Visiting their homes is one way for me to learn more about them and a way to get parents more involved in their child’s education. In the majority of circumstances, I have found home visits to be very helpful and productive when the intent is to improve relationships and show parents and students that I care. One must make sure that parents and students understand that home visits by the principal are not a consequence for negative student behavior but rather a genuine effort to support the student over the long term.”

The school’s computer technology lab has provided resources and computer literacy training for over 150 parents. Computer and Internet training helps the parents track student performance through the school’s website, and gives the parents a better understanding of the work their children complete in school.

“Parents and members of the community have become more connected with the school and now play a greater role in educational and extra-curricular programs. We have many parents and/or guardians who continue to volunteer even though their sons and/or daughters have graduated. For example, parents compile, edit, and publish our student newsletter, parent newsletter, and alumni newsletter. Parents make frequent visits to our school to prepare resumes, prepare reports, access the Internet, assist teachers, etc. They also visit classrooms, interact with staff and students, and assist with supervision of school and school-related activities,” said Dr. Cason.

“Our National Honor Society students mentor a class of Clark Elementary School students each year. Although the activities focus primarily on reading books and literacy, our students plan other fun and interesting activities for the young students. For example, during Multicultural Week at our high school, the Clark Elementary School students visit to see the Multicultural Dancing, Multicultural Fashion Show, and the Multicultural Artifact Exhibit. Clark students also attend our Christmas Concert that takes place during the school day… students [say] that they are more likely to perform volunteer work as adults because of the mentoring program. Most indicate they feel more valued as a result of their service. This can improve self-esteem and academic performance. A few students actually attribute an improvement in their academic performance through the experiences they gained as a mentor. They were able to realize the value of teaching and learning and this provided the impetus for them to work harder. Some students even mentioned it gave them a valuable opportunity to gain a teacher’s perspective.”

DECHAVEZ, William

Teacher, Ronald McNair Technical Middle School, Detroit, MI

This educator promoted Asian cultural awareness in his school by chairing the First Annual “Splendor of the East” Cultural Show in 2003, which was attended by over 1,000 guests. He initiated and organized the first Asian Rice Festival in 2004, which had upwards of 1,500 guests. Mr. Dechavez persuaded the world-renowned “Contra Gapi” performers from the Phillipines to come to the school for a special performance for the students, which was heralded by the kids as a great success.

This teacher developed the first Parent/Community Resources Center for the school—it is a community based program that provides computers, a fax machine, a telephone, employment resources, research data regarding self improvement and child development. The Resource Center serves as an informal meeting place for parents to discuss community and educational concerns. In an article from The Detroit Teacher, Mr. Dechavez is quoted as saying,

“Having good relations with the parents is crucial. When you have a problem with a child, once you get the parent involved and the parent says you won’t have any more problems, you don’t.”

Mr. Dechavez serves as executive director of the Filipino American Political Association of Michigan and secretary of the Philippine American Culture Center for Michigan. He encourages students to examine other cultures, especially during Asian Pacific Heritage Month, which the school celebrates every year. Additionally, Dechavez established an Asian Resource Center in the school, a mini-museum and an activity center for students that is open to members of the community and which allows patrons to learn, appreciate and have an understanding about Asian culture. Dechavez has bridged the gap between the school and the community at large by inviting members of the Japanese Society of Detroit, the Consul General of Japan, the Asia Pacific Chamber of Commerce, and the Council of Asia Pacific Americans to fund and engage in activities at the school.

Mr. Dechavez also serves as Commissioner of the Macomb County Historic Commission. He is a coordinator of the Local School Community Organization, a member of the City of Sterling Heights Ethnic Community Issues Committee and the City of Southfield Cornerstone Development Authority as an appointee of the City Mayor.

DINELL, Malia

Teacher, Bret Hart Middle School, Oakland, CA

This teacher is also the assistant principal for curriculum and instruction at Bret Hart Middle School. Mrs. Dinell collaborated with Oakland middle school science teachers to develop uniform science standards for the district.

Mrs. Dinell facilitates her student’s involvement in community service via several class projects. Her students organize, collect, pack and distribute Thanksgiving Baskets; they beautify and maintain a California Native Garden on the patio outside the classroom; and they have given presentations for awareness about Tsunami Relief and raised over $6,000 to UNICEF to help.

She oversees her school’s Anti Bullying Program and is highly involved in the school’s Work Day Program, in which students, staff, neighbors and other community members clean, paint and beautify Bret Hart Middle School.

EGGLESTON, Susan

Teacher, Riverside High School, Greenville, SC

This educator established relationships with local nonprofits to offer classes on a variety of issues and offer professional pathways into the human service field.

“I became an advocate for Service Learning about 12 years ago and it changed my entire philosophy of teaching. It was so exciting to see the students become so involved in the community and to realize how much they got out of volunteering and helping others. It added a new spark to teaching.”

“Students realize they can make a difference in the lives of others. This will hopefully lead them to a life filled with a desire to help others. That is where the real joy comes from and they gain an appreciation for this at an early age. Is it always successful? No, but you cannot really do anything about that. Just focus on all the positive steps they take.”

“Often parents and community members can offer expertise in fields outside the teacher’s scope. I feel that by bringing members of the community into my classes the students get not only what I know, but what the experts know and the students become the true winners,” said Eggleston.

FEARS, Isabel

Teacher, Navarro Academy, San Antonio, TX

This educator assists military family support groups and helps ease the transition for students and families when military personnel are reassigned. Among the volunteer work she has facilitated within the community are: Dies y Sies Parade with the Guadalupe Culture Arts; 16 de Septiembre Parade; El Dia Del Los Ninos & 2004 Festival de Salud Hispano; the Diabetes Expo; Kids Day in the Park for Child Abuse Prevention Month; and the Bexar County Peer Mediation Training. Mrs. Fears initiated the SALSA program at the Navarro Academy for Co-workers; she motivated her students to learn more about nutrition and health; and she organized students to participate at the 10 year Anniversary Celebration for the UHS Southwest Clinic. A volunteer herself with UHS and the Texas Diabetes Institute, Mrs. Fears gives her students the opportunity to participate in these events, and leads by example with her infectious enthusiasm and dedication.

FINESILVER, Steve

Coach and Teacher, George Washington, High School, Denver, CO

This coach established a six-week program, Jobs By George, in cooperation with local businesses that finds summer employment for at-risk students. Participating students earn school credit as well as paychecks for their hard work. The program started with 8 students working over the summer and successfully expanded—since 1999, the community has employed between 80 to 105 students each year and has also provided scholarships for students who put in three or more years of exemplary service.

“The public opinion was that our students were underachieving and lacking discipline, which was offensive to me,” said Steve Finesilver. “I had taught and coached for more than a dozen years. The children that I had worked with were motivated, hardworking, and had pride, loyalty, and respect for others. In late 1992 and early 1993, a colleague and I started Jobs By George.”

The Jobs By George program emphasized punctuality, time management, respectful speech toward adults including the addresses of Mrs., Mister, Sir or Ma’am, student responsibility for bringing their own lunches and an ability to work under adult supervision.

“Other educators who take on this approach need to be persistent and willing to face rejection. People are not automatically willing to give youngsters a chance or an opportunity. It’s essential to communicate and work with parents and community members. Jobs By George involves parents during the application, hiring, and orientation process. Parents are strong advocates of hard work, responsibility, and young people having summer employment. Without parental involvement, it would be impossible for Jobs By George to succeed,” explained Finesilver.

FRENCH, Peter

Teacher, Midtown Academy, Baltimore, MD

This teacher developed partnerships with public middle schools, the Art Institute, the Transportation Authority, corporate sponsors and community foundations to place student poems and artwork on buses, light rail, and in hallways of buildings around town.

FRIEDMAN, Howard

Principal, Manhattan Comprehensive Night & Day School, New York, NY

This educator formed a nonprofit organization at the school to develop and coordinate funding and volunteers to provide social service supports to students and their families. These services include tutoring, medical insurance, housing, and legal assistance. Parents also are encouraged to attend ESL classes to bridge the communication gap.

FULLER, Everett

Principal, Phyllis Wheatley Middle School, San Antonio, TX

This educator provides classes for parents and the younger siblings of students.

He forged relationships between the school and numerous businesses and organizations, including the NAACP, Alamo City Chamber of Commerce, Girl Scouts, Carver Cultural Center, University of Texas, and others. These groups have case managers, mentors, educators, and counselors who are in the school regularly to enrich the educational experience. He grew up just a few blocks from the school.

GILES, Jack

Teacher, Northside College Preparatory School, Chicago, IL

This teacher took his students to numerous community meetings, corresponded with the Northern Illinois Planning Commission, and delved into the community’s past to influence its future. The students sought input from families, businesses, and politicians and used this information to create recommendations for urban development in the area. The students presented their recommendations to residents and leaders in their community.

GILES, Peter

Teacher, Chelsea Vocational High School, New York, NY

This teacher utilized his community connections to recruit a variety of people from all walks of life to coach or judge student competitions and to convince a nonprofit organization to bring programming into the school.

“As soon as I started my teaching position, I knew that the kids were missing out on a lot in school. It seemed that all in-school resources were being exhausted, so I realized early on the importance of bringing in outside help through the community.”

In his first year at Chelsea Vocational H.S., he connected kids with a community lawyer to help them train for and compete in a NYC Envirothon competition. Mr. Giles played an active role, attending all training sessions and acting as a motivator. He went on to form the Enviro-Adventures club two years later, which allowed children to get out of the city and into the woods for hiking trips that focused on teamwork. Mr. Giles also initiated the CityKids program at Chelsea and worked long hours after school and on weekends, to ensure the program’s success. CityKids is an organization that empowers youth by teaching them leadership skills and encouraging civic engagement and community service.

“Be persistent, be consistent and don’t expect immediate gratification. Give your efforts some time to grow. We started off with after school workshops. It has grown since then to off-site workshops, student jobs and now have CityKids fully incorporated into our school curriculum,” said Giles.

HENDRICKS, Greg

Teacher, South High School, Minneapolis, MN

This educator noticed that his Technical Education classes were disproportionately male, and he strove to include and involve more girls, because research has shown that girls’ completion of high-level math, science and technical courses increases their educational options and earning power.

Mr. Hendricks developed a High Tech Girls’ Society. He organized field trips to four colleges/universities, Minneapolis Public Works, Metropolitan Rail Transit, Northwest Airlines, Flying Cloud Airport and other venues. Participating girls met with supportive adult role models and were able to connect with groups such as the University of Minnesota Institute of Technology Student Board and the Society of Women Engineers.

The High Tech Girls’ Society has expanded to six urban schools, which are connected by established phone networks in the community. The High Tech Girls’ Society attracted over 30 members in its first year, and over 60 the next. Female enrollment in the district’s high tech courses has grown from as low as 0% to as high as 60%. Other results include girls’ increased self-confidence and commitment to post-secondary goals.

HOLLAND, Albert

Principal, Health careers Academy, Boston, MA

This educator initiated and coordinates a jazzfest, where local musicians, community partners, and businesses produce a night of music to raise money for the school. He manages a partnership between Boston Public Schools and Northeastern University, which created the school for students who want to pursue a career in Health Sciences. Has secured funding from companies in the Greater Boston area, including TJX, Blue Cross Blue Shield, Brigham’s and Women’s hospitals, Massachusetts Health Commission, Boston Children’s Hospital, the Massachusetts Bay Transit Authority. Through these partnerships, the school is able to provide after-school programs and scholarships for students. Thanks to these corporate relationships, the school also created a “Dress for Success” program.

“As an educator and as an activist for children it is important that educators involve the community to support the education our children,” said Albert Holland. “The community of a school starts with parents, and then includes the immediate community, and is followed by the extended community—the agencies and institutions that play a role in the educational process of our children. We must come together to educate, nurture, and instill in our students a sense of community. I consider the children I educate as my own children and I want no less for them than I want for my own children. The old African proverb “It Takes A Whole Village To Raise A Child” is so true and real. Education today has become so critical and complex that schools can no longer attempt to educate the children of today in isolation nor just focus on education without focusing on the whole child.”

“Involving and listening to all the stakeholders is important and coming up with an engagement process and plan must be inclusive and you must take the lead. Listening and observing are two key elements,” said Holland.

HUNTER, Kenneth

Principal, Prosser Career Academy, Chicago, IL

This educator meets with parents on Saturdays through the Parent Advisory Council, which sparked further parental engagement through Student Parent Interaction Nights. Parents and community members also are invited to attend English language classes during the evenings.

“Schools are not always seen as the most inviting and welcoming of places. If the school can be warm and open, offering added value to the community, it makes the job of educators much easier. Educators must try to make the school of value to the community. Open the building to the community and parents and build relationships with them. Communication about my school is going to happen whether school staff are in the conversation or not. It’s better to be in the conversation and talking with stakeholders than to be outside the conversation and being talked about,” said Hunter.

Mr.Hunter created the Principal for a Day program to give community leaders a greater chance to get to know the school and its students. He also started the School’s Service Learning Advisory Board to bring meaningful service learning opportunities to students. Through this program, the school has built productive relationships with numerous organizations, including the Red Cross, the Northwest Neighborhood Federation, Mather Café, and Hanson Elementary School. The school meets with these community organizations and others regularly. He also recruited the local alderman to serve on the Local School Council in order to help connect the school to the community.

“Our service learning advisory board has made good connections with community service organizations. We are on excellent terms with our community college and we have partnerships with Steppenwolf Theater, Chicago Children’s Choir, and the Museum Campus, including Shedd Aquarium, Field Museum, and Adler Planetarium. Our local politicians/business leaders see our school as a real asset to the community,” said Hunter.

JOHNSON, Emma J.

Teacher, Springarn Senior High School, Washington, DC

This teacher is a sponsor of the Key Club at Spingarn High School in Washington, D.C. She works with her students to provide the community with Thanksgiving baskets and presents for the Toys for Tots program. Ms. Johnson is also involved in the Science Club where she encourages her students to participate in robotics competitions.

KIMBREW, Sadie

Teacher, Gardenia High School, Los Angeles, CA

This educator developed a Parental Involvement Program for the parents of seniors. Meetings are held monthly to discuss issues regarding school, graduation, and post-graduation plans. She also developed a show for community access cable channels called “Images “N” Communication,” which highlights positive images of the school and the students for the community.

KIRKLEY, Claudia M.

Teacher, Preparatory Charter School of Mathematics, Philadelphia, PA

This teacher is also the Dean of Students at Preparatory Charter High School in Philadelphia, Pennsylvania. She started the group “Sister-to-Sister” to help the girls in her school and community and was chosen to speak at the 2000 Republican National Convention regarding the advantages of Charter Schools within a community.

KUMKE, Harold

Teacher, Soldan International Studies High School, St. Louis, MO

This educator is the President for the Greater St. Louis Speech League. He helps the Speech and Debate Team at Soldan prepare to compete in the Urban Debate and Speech League for the city of St. Louis and the Greater St. Louis Speech League. His efforts have successfully helped more than 50 students to be initiated into the NFL (National Forensics League). NFL teams have competed successfully under his guidance for the past 7 years, on the St. Louis County circuit. Many students who otherwise would have no opportunity to travel, are able to do so through the teams they compete on. One student recently attended the Nationals for NFL competition in Philadelphia.

Mr. Kumke is also a Co-Sponsor of the Senior Class and is involved in the School Climate Committee.

LIEBOWITZ, Alan

Principal, George Washington High School, Philadelphia, PA

This educator walks the neighborhood streets and visits with local businesses and listens to their concerns. He also meets regularly with community leaders.

“One of the primary issues affecting our school when I became principal four years ago was a lack of communication and trust between the school and it’s neighbors,” said Alan Liebowitz. “Now neighbors, whether residential or business, call the school if they have questions or to report improper activities. They have confidence that we take their calls seriously and are responsive.”

“Schools do not exist in a vacuum, and have a responsibility to reach out and become good neighbors. Very few people live totally independently, probably none in an urban setting.  Our students learn that they are accountable for their actions beyond the school walls, and that opportunities arise where they may not expect to find them.  Learning doesn’t stop at the school’s physical boundaries,” said Liebowitz.

LONG, Gary Todd

Teacher and Coach, Plant City High School, Tampa, FL

This coach inspires his students and athletes to participate in community activities, such as a coordinating a flea market to raise money to buy turkeys for needy families at Thanksgiving, hosting activities for special needs students from a local elementary school, and selling Christmas cards to raise money for the Children’s Cancer Center.

LYONS, Waid

Teacher, Miami Valley Career Academy, Dayton/Clayton, OH

This educator teaches Agri-Technology at the Miami Valley Career Academy. The relationships he has established in his 29 years of teaching within the business communities have resulted in wonderful opportunities for his students. Local, state and national agri-businesses have provided speakers, mentors, equipment, jobs and scholarships to students in his school. Mr. Lyons is eager to involve younger children and inspire them as well as his own students—each year he invites fifth graders from the districts member school along with their teachers—to his school’s campus where they participate in hands-on displays and activities at “Ag for America Day”.

Mr. Lyons has led his students in raising over $91,000 for Ronald McDonald House charity, through an annual auction. Other community service that he facilitates includes collecting canned goods for area food banks and helping a group of local area farmers learn how to use global positioning systems in their planting and harvesting.

McCARTHY, Dr. Kevin

Former Principal, Robinson High School, Tampa, FL

This principal brought together the Tampa Housing Authority, government officials, school district personnel, and the school’s community to address the need for improved housing in a neighborhood across the street from the school. This dialogue led to a land-swap between the school and the Housing Authority for the benefit of all community stakeholders. He also was very involved in the neighborhood chamber of commerce. He worked with the local Air Force base to form the McDill Aeronautical Academy, an aviation program for students at his school. He helped forge a partnership between the school district and the Military Child Coalition, to help transition the children of military families before and after base transfers.

McCLURE, Richard

Former Principal, Mauldin High School, Greenville, SC

This Greenville educator formed focus groups with parents and other stakeholder groups to identify problems and opportunities within the school. He formed a program called Bridging the Gap, with the help of a steering committee, which included minority parents, staff, and community members. Two Sunday meetings were held for the parents of minority students. Childcare and transportation were provided to allow as many parents as possible to attend these important meetings. McClure listened to their concerns and information was recorded to use in the implementation of this program. He continues to meet with parents every month. His efforts have improved relationships with parents, while improving academic performance by students.

“The driving force was to determine how minority parents felt about the school’s overall effectiveness and success in communicating its objectives,” said Rick McClure. “I wanted to know if the school could more effectively meet the academic needs of their children ?”

“Ultimately, my goal was to better serve minority students. I wanted to make certain that minority parents had access to adequate information upon which they could plan for the academic futures of their children. This included providing performance data, available school services, career information, how the scheduling process worked, the structure and implication of curriculum choices, and the financial requirements of post secondary education.”

“The dialogue between the parents and the school personnel enhanced relationships, improved confidence in the school, and created an atmosphere of openness that was lacking previously. Communications are fundamental to building trust, which underlies the strength of any relationship,” said McClure.

NOCK, Audrey

Teacher, South Philadelphia High School, Philadelphia, PA

This leader procured six grants to bring in guest speakers, develop workshops, and make presentations on a variety of issues for students, parents and teachers. Audrey Nock, This educator develops workshops, presentations and guest speaker opportunities where community members come to the school to address a variety of issues relevant to students, parents, and teachers.

SAKWA, Marsha

Teacher, Detroit H.S. for Fine and Performing Arts, Detroit, MI

This educator is the English and Speech instructor for the Detroit High School for the Fine & Performing Arts in Detroit, Michigan. She donates much of her time to coach the district’s only African American Forensics team. Ms. Sakwa engages her students in their community through diversity conferences, the Children’s Hospital and the Black Caucus.

SERNA, Kris

Principal, Cleveland Middle School, Tulsa, OK

This educator developed partnerships with several community organizations, including faith-based groups, minority organizations, Truancy Court, and a mental health services agency. School staff works closely with each of these organizations and others.

“Community Involvement and parental involvement are key components to an effective school,” said Kris Serna. “My first year as principal, my goal was to increase involvement of both groups. We started attending local community task force meetings. We explained our needs and asked for help.”

“When getting started, it’s critical to develop a committee and start a grass roots campaign by calling local organizations, businesses and churches. They can provide all of those things that our teachers can’t. This allows us to deliver the education piece and we have help with the social and economic issues,” said Serna.

SHAW, Lucille

Teacher, Chicago High School for Agricultural Science, Chicago, IL

“It really does take a village to raise a child,” said Lucille Shaw, a teacher at Chicago High School for Agricultural Science. “We can have a wonderful school with great things going on inside, but if I release a child to a hostile or uncaring environment he is going to take two steps backwards for every one he takes forward.” This teacher developed partnerships with local businesses to provide students with internships and job shadowing opportunities.

“Networking is the key. It is very important to network with the business community, university representatives, as well as the parents. Everybody knows somebody who knows somebody. As an educator, I am always amazed at the opportunities that parents are able to provide; whether it is through their business connections or their own experiences. Working with the parents and the community has been the vital bridge to overcoming many impediments in teaching. Without their positive input and involvement, many of the non-traditional teaching events that occur at our school would not exist. It is important to involve both parents and community in every facet of the students’ training, whether it be as a guest speaker, a resource person, providing internships, mentoring or chaperoning a field trip, we are all working hand in hand together,” said Shaw.

SINDLAND, Lori

Teacher, Hartford Magnet Middle School, Hartford, CT

This educator makes sure that her students have enough reading materials and that the said materials are exciting and thought-provoking. She has been known to purchase such materials out of her own pocket and finds it rewarding because her students tell her they look forward to attending school each day.

STILES, Dr. Karen

Teacher, Central Campus, Des Moines, IA

This educator collaborates with businesses and more than 120 volunteers to support an annual marine biology trip to Florida. Several corporations are involved in the school-business partnership program, such as Toyota and McDonalds. Borders Books and Music sets aside one day each year to display a marine biology presentation staffed by students in her class.

STONEHILL, Adam

Teacher, Townsend Harris High School, Forest Hills, NY

This educator is the A.P. English and Leadership Class teacher at Townsend Harris High School near New York, New York. He inspires members of the Archon Community Service Honor Society to take part in blood drives for local hospitals and fundraisers for the March of Dimes and the Breast Cancer Walk.

TRACY, Fay

Teacher, Newcomb Academy, Long Beach, CA

This educator is a P.E. Teacher who coaches after-school sports, encouraging all students to play regardless of level—there is even an intramural program for MS students who don’t qualify for team sports. Her teams often win awards for sportsmanship as they compete with other MS teams in Long Beach.

Mrs. Tracy encourages her students to reach out to the community by raising money for the American Heart Fund or participating in the L.A. County Run for Fun race. A rummage sale run by the students raised money for victims of the Tsunami in Southeast Asia. Fay Tracy inculcates a spirit of community service via her Scholarship program, which admits children on the basis of good grades. To date, 200 of the school’s 450 children, or 45%, are involved in the Scholarship program. They tutor younger students through a program called SKATES (Scholarship Kids Are Tutoring Elementary Students), a free after-school tutoring program where middle school kids tutor elementary students once a week. Scholarship kids are rewarded for their participation with the chance to earn field trips to fun places like Disneyland—to be eligible for field trips, students must complete 7.5 hours of community service. In one trimester alone, students contributed a combined 300 hours of community service.

Mrs. Tracy also spends a great deal of time working with the lowest-performing students in Reading and Language Arts intervention classes, in an effort to prevent kids from dropping out of school. Students who spend time with Mrs. Tracy are said to be more mature and confident than previously.

TURNER, Phyllis

Teacher, Benjamin S. Carson Honors Preparatory School, Atlanta, GA

This leader organizes workshops for parents that improve their life skills. She also established parent involvement initiatives and meets monthly with representatives from the local housing authority, residents association, housing project board, and Emory University to plan those outreach strategies.

“ I realized that without the support of parents, guardians and their community, our best efforts to educate our students in a vacuum would lead to a modest rate of success,” said Phyllis Turner . “ As their successes were sure to impact their families, their communities and the larger society, so were their failures. Therefore, I’m determined to bridge the gap between school and community.”

“ In 2001, I was charged w ith writing the first parental involvement plan for the school and implementing it .”

“Teachers were required to call each of their students’ parents within the first two weeks of school, followed by a weekly call to parents of students who were not progressing. Parents were given the opportunity to volunteer as daily greeters, hallway and cafeteria monitors, school switchboard operators, clerical workers and chaperones. Parents also were given the opportunity to participate in parent and teacher training workshops and to provide valuable input by serving on the parent involvement committee, in addition to P.T.S.A. committees and the Local School Council.”

“As a result of the school’s outreach, parents took charge of the annual teacher appreciation celebration. They provided gifts and a continental breakfast for us,” said Turner.

TUKEVA, Maria

Principal, Bell Multicultural High School, Washington, DC

This educator expresses her community programs clearly, both verbally and in writing, and she engages the community to help solve challenges within the school and within the community. Created the community’s taskforce on Truancy, Substance Abuse, and Youth Violence, which involves parents, law enforcement officials, and court services, along with the public school system. In collaboration with local colleges and universities, she developed the Early College Program, where students can earn a high school diploma and an associate’s degree simultaneously.

VALLONE, Dr. Gregory

Former Principal, James Monroe High School, Los Angeles, CA

This former principal developed partnerships with schools, community organizations, and area businesses. As a result, school-to-career programs in nursing, culinary arts, robotics, animation, and film production have been created or expanded. He also developed the school’s University Preparatory Program, which brings rigorous math and science instruction, connections to the business community, and connections to California State Northridge, which has helped students attend college. Under his direction, the school also established relationships with Whole Foods Markets and One Service Center to help the students and educators at the school develop healthier eating habits.

VELTZE, Nicole

Former Principal, Cole Middle School, Denver, CO

This educator required teachers to make home visits and to make phone calls to parents and to send them notes about their students’ positive accomplishments.

She established procedures and processes that established clear expectations about student discipline. She relayed this information to parents, teachers, and students. Parents are now notified immediately when a disciplinary action is taken. This has helped develop a strong partnership between the school and parents.

VILLACURA, Ramon

This educator established a school rugby club supported entirely by local businesses. Mr. Villacura engaged the local Boy Scouts of America council to help him jumpstart a program for boys who had failing grades, behavior problems and limited opportunities. As acting sponsor of the Venture Crew rugby club, Mr. Villacura acts as a role model to the boys, initiating strong character development and leadership experience. To inspire his players both athletically and academically, Mr. Villacura has taken his rugby players to college matches and on tours of the local college campuses that have rugby teams. Previously divided by gang ties and racial tensions, the rugby club unites the boys with its diverse membership and emphasis on teamwork. The players attend outdoor leadership trainings and facilitate peer leadership courses. As a group, the members of the Venture Crew Rugby club have better grade point averages than previously. They host a free rugby clinic for middle school children in the spring and have adopted a local low-income elementary school during the Christmas holidays. They also participate in community service activities, such as the Loaves and Fishes food drive and the Toys for Tots campaign.

Mr. Villacura also serves on the Youth Board for the St. Vincent de Paul Catholic Church.

WELLS, Darren T

Teacher, J.P. Timilty Middle School, Boston, MA

This educator encourages students and their families to attend family activity nights at the J.P. Timilty Middle School. Parents are encouraged to come by his classroom and see how students are doing, and they often do drop by.

Mr. Wells is affectionately known among the students and their parents as “Poppa Wells” and “Brother Wells”. He connects middle school students with college students and professors from Harvard, MIT, Tufts and Boston University. Mr. Wells leads by example by participating in community service events such as a four day bike ride to raise money for AIDS research. He also volunteers at Northeastern University’s Paul Robeson Institute. As one student remarked, “He is always doing something.”

Mr. Wells is an approachable authority figure who has set up a pen-pal program between workers at the pizza shop where he works part time and the students that he teaches, ending in a pen-pal breakfast. He invites his co-workers to be judges at the yearly science fair at the middle school, and invites students with good attendance and grades to come to the pizza shop to help make pizzas and learn about nutrition.

“I have been volunteering in the community since my undergraduate days. I try to be involved in many ways, including bike riding for charity, sitting on educational boards and committees, and participating in tutoring and mentoring programs sponsored by community-based organizations. By pursuing my interests, and meeting many kinds of people in the process, benefits have come to my students. Free or reduced tickets to events, food and in-kind services are just a few of the things that I have resulted from my networking in the community.”

“It’s important to do what you say you are going to do. Your word is your bond. If you are going to commit a day, hour or weekend then that is what you must do,” said Wells.

WHITE, Cheryl

Principal, Detroit Lions Academy, Detroit, MI

This principal formed partnerships with organizations such as the NFL’s Detroit Lions and Cosco to provide students and family members with basic needs, such as food and clothing. She also developed life-skill trainings for students and parents in collaboration with numerous community organizations.

WRIGHT, Cheri

Career Education Center, Denver, CO

This educator encourages her science students to examine their natural environment in Downtown Denver. Her students work as part of the Green City Project collecting and removing invasive species from the South Platte River.

ZELENOVICH, Michael

Principal, May Goodrell Traditional Plus Middle School, Des Moines, IA

This educator has been principal at Goodrell for 11 years and oversaw its transition to a traditional magnet school. He initiated the Character Counts program at Goodrell and the school's participation in Central Academy. He is a member of the Greater East Side Development board and has formed school partnerships with several businesses, including Copy Systems Inc., Anderson Erickson Dairy and Grand View College. Practicum education students from Grand View, for example, have served as interns in Goodrell classrooms and the college allows Goodrell to use space for meetings and other activities.