Newsletter of Phi Delta Kappa International, the Professional
Education Fraternity
VOLUME 41, NUMBER 3, SPRING 1997 (ISSN 0028-923X)
THE EXECUTIVE DIRECTOR SAYS Your Board and staff are working to ensure PDK's bright future. We continue to make strides in the use of technology and preparations are under way to put officer lists, annual reports, and other documents on an electronic network. The Board also has authorized the staff to examine the establishment of a Cyberspace Chapter, whose activities would be conducted entirely through technology. This could be an exciting innovation. Membership losses continue to concern us. However, the potential to increase membership in the new membership categories is tremendous. One chapter has already brought more than 300 undergraduate students and student teachers into Phi Delta Kappa. We can turn the membership picture around. Just think how much PDK can expand its sphere of leadership, service, and research by extending membership to these students. More than 40% of the present teaching force will retire in the next few years. College students and newcomers to the profession are the future of education — and PDK. By assuming responsibility for Future Educators of America at the high school level and opening membership to college undergraduates and student teachers, we are creating a "seamless web" of membership from youth to retirement. But let's not forget those already in the profession. 'Every PDK member has a challenge: Look to your colleagues. Identify high-quality, committed professionals and invite them to join Phi Delta Kappa International. If each of us brought in just one new initiate, our membership would exceed 200,000 almost overnight. So take time now, as many chapters look forward to a spring initiation, and find those new Kappans. You and they are PDK's future.
Board and Coordinator Legislative Committee Take Action 'During extended planning sessions in December and January, the PDK Board of Directors and the International Office staff developed and revised the fraternity's vision, mission, and goals. (See article on page 8.) That planning set the stage for the Board's winter meeting, which was held on January 9-10. Among the many issues addressed by the Board, membership decline continues to be an important concern. The membership amendments passed by the 45th Biennial Council now allow chapters to invite undergraduate students and student teachers into Phi Delta Kappa International. The Board took note of one chapter's success in initiating more than 300 undergraduate students and student teachers this year. That success has provided the impetus for a more broadly based Operation Outreach, a membership recruitment program. As part of that program, the Board approved a workshop for membership vice presidents from 53 targeted chapters that are implementing undergraduate or student teacher membership. The goal of the workshop is to provide a model recruitment program. A target of 5,000 new members by June 1997 has been set for this activity. Among other actions taken at that meeting, the Board also approved:
Immediately following the Board of Directors meeting, area coordinators gathered at the International Conference Center in Bloomington, Indiana, for the Coordinator Legislative Committee on January 11-12. This CLC was the last to be held in the prior form and served as a transition to the reorganized governance structure that recently was ratified through the interim amendment procedure. The CLC approved the Board of Directors' budget for 1997-98 with an expenditure limit of $4,626,800. International dues and the reinstatement fee were established, unchanged, at $35 and $5 respectively. Prior to the formal meeting of the CLC, new area coordinators also spent a day in orientation at the International Office. The first Legislative Council will be held in October 1997, in conjunction with the education conference and forum on the public schools. At this council, the area coordinators will deal with legislation from district conferences and items referred by the Board of Directors, will approve a two-year budget for 1998-2000, and will elect the international president-elect and two vice-presidents. Any amendments approved by the Legislative Council will be sent to the chapters for ratification between November 1997 and February 1998.
Candidates for Phi Delta Kappa's Board of Directors The recently ratified governance amendment requires that election procedures for vice president and president-elect be altered. Accordingly, this issue of News, Notes, and Quotes carries the nine candidates' biographical statements and position papers, beginning on this page. A chapter vote must be cast no later than 1 June 1997. All chapters also will receive a videotape on which each candidate makes a three-minute presentation. The presentations were randomly ordered on the tapes, and the tapes have been randomly distributed to ensure fairness to all candidates.
Shirley Haines -- District I Shirley Haines, a committed educator, taught kindergarten through twelfth grade in her 30 years with the Saskatoon Public Board of Education, retiring as an elementary vice-principal. As a University of Saskatchewan faculty member, Haines has provided supervision and inservice for education interns. She currently lectures in the College of Education. After attending the 1975 Louisville Biennial as the "delegate's spouse," Haines was initiated into Saskatoon Chapter in 1977, where she and George Haines are both past presidents. Between 1979 and 1990, Haines served as both membership and program vice-president, delegate, and advisor, with active involvement in chapter governance, scholarships, doctoral dissertation nominations, local institutes, and workshops. Haines was elected district representative in 1993 and 1995. She has attended eight district conferences and six biennial councils. Haines received a B.A., B.Ed., and M.Ed. from the University of Saskatchewan. Her involvement in the community includes work with the Anglican Church, amateur theater, and various boards. Shirley and George Haines have five children and three grandchildren.
Brad Reitz -- District II Brad Reitz began his professional career in Las Vegas after receiving his B.A. degree in special education. His master's and doctorate are both from the University of Nevada. He has taught in elementary and middle schools. His central office experience has been as a computer specialist for the Clark County School District and as a coordinator of special education programs. He has been a principal for the past ten years. Reitz was named as the 1994 National Distinguished Principal for Nevada. Reitz has held Phi Delta Kappa offices at the chapter and area levels. He has been a coordinator of a Leadership Skills Institute, a member of the Soule Fellowship Selection Committee, chair of a district conference planning committee, and, for the past five years, an area coordinator. He also has presented at local, district, and biennial conferences. Reitz is married and has two children, ages two and six.
Johnny Thaxton -- District III Johnny Thaxton has served as a professional educator for 36 years. He was initiated into PDK at the University of Arkansas in 1970 and transferred to the Lake Dardanelle Chapter three years later. He has served in most chapter offices and as an area coordinator. He currently is the District III Representative. Thaxton is assistant superintendent for the public schools in Russellville, Arkansas. He organized and later served as principal of Russellville Middle School for eighteen years. While in that role, he initiated programs for seriously emotionally disturbed special education students and developed an alternative education experience for at-risk students. Thaxton was instrumental in forming the Arkansas Middle School Association and served as its president in 1977. Thaxton is currently president of the Arkansas School Plant Management Association and past president of the Arkansas Association of School Business Officials. Thaxton is committed to the grassroots organization of PDK. He believes that the members are the lifeblood of the fraternity. He is dedicated to improving programs and services for members and chapters.
Richard L. Kolowski -- District IV Rick Kolowski, a 24-year Kappan, was initiated into the University of Nebraska/Omaha Chapter and served in all officer positions, including the presidency. Additional PDK leadership roles include two terms as an area coor-dinator, responsibilities at twelve district conferences and eight biennial councils, and directing three PDK travel seminars. His board committee responsibilities include the L-20 committee, the international committee, the membership committee, and the Future Educators of America committee. He completed three terms as District IV Representative to the Board of Directors and currently is a vice president. A 30-year educator, Kolowski's B.A. is from Lake Forest College. He holds an M.S. and a Ph.D. from the University of Nebraska. A former social studies teacher and secondary education director, he currently is principal of Millard West High School in Omaha. He is active in community and professional organizations. Kolowski believes that PDK must serve and strengthen local chapters, improve membership recruitment and retention, lead in attracting quality individuals into education, and increase support for the Educational Foundation.
Rayalene Brizendine -- District V During her 36 years in West Virginia and Ohio schools, Rayalene Brizendine has served in many roles, including teacher, counselor, high school administrator, university field experience coordinator, and in a broad range of school system administrative positions in curriculum, personnel, technology, and staff development. Of her substitute teaching experiences, she says, "The toughest assignment I ever had was the two days I substituted in a first-grade classroom. Since then, I have had the utmost respect for teachers at every level of education." Brizendine was initiated into the Ohio State Chapter in 1975 and has held most chapter offices. She was an area coordinator for eight years and currently is serving her second term on the Board of Directors as District V Representative. She participated in PDK travel seminars to Australia-New Zealand and Hong Kong-China and served as co-director of the 1996 trip to Greece. Besides her commitment to PDK, Brizendine places high priority on service to her church as a teacher and a speaker for women's groups.
Robert C. White -- District VI Robert C. White was initiated into PDK in 1969 and is a life member. He served as president of the University of Massachusetts Chapter and holds that chapter's service key. He also served as Area 6M Coordinator for seven years, is a Reavis Associate, and was representative at district and biennials 1982-1996. White holds a bachelor's degree, master's, CAGS, and Ed.D. He has been a teacher, counselor, coach, and school committee member Subsequently, he served as a university counselor, administrator, and adjunct graduate faculty member. Currently, he is president of a consulting firm, is a trained mediator, and justice of the peace. He remains active on the University of Massachusetts campus, in his church, town, and state. White believes that PDK is poised to more broadly demonstrate research, service, and leadership by modeling thoughtful analysis of information and circumstances, providing unbiased synthesis and insightful review, and then articulating the strengths and weaknesses of available options. White believes in using a process for implementation that is collaborative, respectful, and action-oriented.
Christian H. Chérau -- District VII Christian H. Chérau, an active Kappan for 13 years, is currently serving his first term as an international vice president. He has had leadership responsibilities in seven district conferences and five biennial councils. Chérau has held and successfully performed the duties of all major local chapter offices, received his local chapter's "Heritage" award, and was awarded the PDK service key by his colleagues in 1992. As an area coordinator for six years, Chérau promoted fellowship among the eight chapters in Area 7K and cooperatively established and assisted chapters to meet annual goals. He achieved the top area coordinator status five years in a row because of his eight chapters' financial support for the PDK Educational Foundation. Chérau, an independent evaluation and education consultant, has been a public school classroom teacher and administrator for the past 34 years. He has served as a school district program evaluator and also is listed in Who's Who in American Education. Chérau believes that PDK Can and Will navigate the seas of change by charting the course for excellence.
Eve Proffitt -- District VIII Eve Proffitt, an active Kappan since 1981, has served as her local chapter's foundation representative, vice president, and president. She served three terms as an area coordinator and is currently an international vice president. She has attended 5 biennial councils and 6 district conferences. Proffitt has been a learning disabilities teacher, director of special education, building principal, district instructional supervisor, and adjunct professor at two universities. She currently works with the Kentucky School Boards Association, where she provides consultation, training, and lobbying. She also is a national curriculum auditor. Proffitt has been recognized as Outstanding Educational Administrator, KERA Fellow, and Regional Service Center Associate. Her commitment to service is evidenced by the work she does for her church, professional organizations, and community boards, including United Way and Big Brothers/Big Sisters. Proffitt believes that PDK can be the leader for national education policy, given its dynamic leaders and the strength of its members. She is eager to commit her energy and abilities toward the attainment of the PDK goals for quality education.
David H. Labuhn -- District IX David H. Labuhn has served PDK continuously since becoming a Kappan in 1989. He has been a chapter president, delegate, and area coordinator. He currently is the District IX Representative. Labuhn was a secondary school and community college instructor in Michigan before joining the Department of Defense Dependents Schools, where he is the Chief of Staff for the Superintendent-Europe. He has been a DoDDS teacher (elementary and secondary), principal, computer coordinator, and central office administrator. For his leadership and service, Labuhn was named Kappan of Year by the Iberia Chapter and Member of the Year by the Italia Chapter. His coordinator area was recognized twice by the Educational Foundation when all chapters earned 20/20 status. Labuhn is committed to a strong chapter base for PDK. He believes that through its chapters and members, PDK can be the most significant force worldwide for the promotion of universal public education and educators. He believes visionary leadership and strategic planning will help PDK fulfill that role. He offers his continued commitment and leadership to that end.
Candidates for Phi Delta Kappa's Board of Directors Shirley Haines For 91 years PDK has had a profound effect on the lives of thousands of educators and, through them, on hundreds of thousands of students at all levels. The familial nature of PDK creates the expectation that Kappans will function as a team, striving to practice the three basic tenets of research, leadership, and service in chapters, areas, and districts of the organization. Education is undergoing marked change. Technological advances -- such as computer use, CD ROM, and the Internet -- now provide the means for rapid and varied delivery of content, as well as for information update. Advances in research skills and communications allow us to more quickly replicate studies. Thus we can learn more about students, teaching and learning styles, and the effectiveness of integrating curricula to reinforce student understanding. Knowledge about working successfully with children, regardless of competency, background, or disability, continues to increase. Education graduates are now more ready than ever to enter classrooms and teach. Ironically, as our ability to deliver education is reaching new heights, finances everywhere are tightening; and support for education appears to be declining. The gap between what we, as educators, are capable of doing and what we actually can do is widening. Members have given strong direction to the Board regarding membership and governance. You have told us to develop and refine:
The vision, mission, and goals, adopted by the Board as a working document for PDK to the year 2006, must be considered by all chapters and members as guideposts to lead us into the future. We can bring together various stakeholders in education and facilitate consideration of viable alternatives for the future of our profession. We can encourage publicly recognized service by increasing chapter visibility with projects that affect the community. We can aim at developing active participation among those members, new and old, who have energy and expertise to contribute. As PDK is affected by internal and external changes, our membership needs a Board with directors who can complete the bridge into the 21st century by looking at the continuing development of PDK to meet local, national, and international education needs. I am a Canadian who has been intensely involved with PDK for nearly 20 years. I am a current member of the Board of Directors. My experience, commitment, and understanding of international concerns will help me serve you well as a vice president. By working together, by communicating and sharing ideas throughout the breadth and depth of our membership, we can and will move forward in a truly dynamic fashion. I pledge my efforts on behalf of Kappans everywhere.
Brad Reitz My candidacy for the office of vice president can be summarized in the phrase: "Serve members first!" I believe that if we are to continue to grow as an organization and to be active advocates for public education, we must focus our efforts first on individual members and chapters, in that order. Only through a strong membership base can we accomplish our advocacy goals. More than a decade ago, the futures committee listed five major areas of purpose for PDK: school and professional improvement, public policy, public understanding, educational research, and international understanding. I believe that all five areas overlap. Service to members first will ultimately strengthen chapters, expand our membership base, and provide a foundation for public school advocacy. My belief in serving members first can be thought of as our internal marketing strategy. We have to face the fact that while we brought in 9,000 new initiates last year, our overall membership decreased by 3,000 members. Clearly, 12,000 individuals made the decision that their dues payment wasn't worth it. We have failed to provide visible services to thousands of people who chose to let their membership drop. As a vice president, I would actively seek the following to serve our members:
Another area I would emphasize is that of public advocacy. Clearly this is a current area of strength and one we should continue to emphasize as part of our external marketing strategy. The Center on Education Policy, Future Teachers of America, the League of Values Driven Schools, the Center for Effective Schools, summer institutes for future educators, and the current forums on public schools are examples of exceptional programs that demonstrate our advocacy of public education. As a vice president, I would promote their development and expansion. No other education organization is like PDK. The diversity of members, strength at the chapter level, and the millions of volunteer hours that are given to promote the ideals of the organization are unparalleled. As a vice president, I would pledge to continue and expand our efforts in support of public education through an increased network of members committed to the ideals of public education and through increased visibility of quality programs that would be available worldwide.
Johnny Thaxton Phi Delta Kappa is the premier education fraternity. It creates a unique environment for fostering quality education. Membership includes representation at all levels of education working together and exchanging ideas. Our strength lies in the individual chapter. As members of a chapter-based organization, Kappans should not lose sight of the fact that the chapters are the backbone of this fraternity. We must provide our chapters with the resources to enhance the leadership, research, and service potential of each chapter. Thomas Jefferson said, "I like the dreams of the future better than the history of the past." This best expresses my views. The dreams of the future of PDK are without bounds. During my 26 years in PDK, I have witnessed many changes in education, but never in our history have we been faced with such an onslaught of concerns as we are today. The break-up of the family, drug abuse, violence, expanding technology, legal hassles over public law, education funding problems, and a declining public image cause our entire education system to be brought into question. The citizens are demanding reforms, and governments are scrambling to restructure their education systems. Phi Delta Kappa is in a unique position in this challenge. We have objectively compiled the research necessary for the implementation of reforms that will correctly address many of our concerns. We can ill afford to sponsor reckless change for change's sake or to permit solutions that failed in the past to resurface, disguised by new terminology. PDK must continue to assume the leadership role in pushing for those reforms that our research shows are positive steps forward. The changing role of the family, violence, and drug abuse create a tremendous challenge. Victor Hugo said, "He who opens a school door, closes a prison." There are schools dealing effectively with these challenges. We must publicize what these schools are doing. The global society represented in Phi Delta Kappa is an area of strength that we must foster. The leadership in this area will be greatly enhanced through an active effort in the recruitment of minorities. The leadership on the international level has been engaged in strategic planning. We must have a plan to guide us in attaining the goals as set forth in our vision and in our Statement of Purpose and Future Directions. Strategic planning will provide us the opportunity to develop meaningful programs that will make educators want to join our ranks. We must develop a two-way communication system, communicating openly and often. We must set priorities, focusing on the outcomes, not the process. For those who question the problems of funding, let us say: We can afford a new and dynamic renaissance in education, but we cannot afford to lose our youth. If we lose the child, we lose the adult; and if we lose the adult, we lose the future.
Richard L. Kolowski I am committed to Phi Delta Kappa because of its ideals, visions, and actions as an outstanding educational organization. Our historical roots as an effective chapter-based organization powered by the talents of our diverse membership and combined with the vision of our chapter- and board-elected leadership and professional staff give PDK the potential to improve the quality of education for everyone. I believe that all Kappans must re-examine, revitalize, and recommit themselves to PDK’s ideals, visions, and actions to affect the directions of education into the 21st century. "The mission of Phi Delta Kappa International shall be to promote quality education, with particular emphasis on publicly supported education, as essential to the development and maintenance of a democratic way of life." I believe that PDK's vision of being a broad-ranged, politically independent, balanced, and flexible organization gives us the unique ability to stay at the cutting edge -- to react, to adapt, and to respond to the ever-changing needs of our profession. The PDK Board of Directors recently established a new set of goals to guide our work through the year 2006, the year of our 100th anniversary. The major priority of PDK is to become the leading advocate for the public schools. This goal will drive all of the major activities of PDK through the next 10 years. We have four particular issues that we must concentrate on at this time: Serving and strengthening chapters. PDK remains a chapter-based organization, and we must provide the resources to enhance the leadership, research, and service capacities of chapters to serve their local communities. Strengthening membership recruitment and retention. Recruitment, involvement, retention, and reinstatement will continue to be major issues. I believe that we must continue to address the issue of a declining membership base and the effect this may have on our future strength. Membership connects to financial health, which connects to delivery of programs to chapters. We must do all that we can to attract, assist, and nurture top-quality candidates into PDK and the education profession. Attracting quality individuals into education. PDK should consider collaborating with other major education organizations to intensify recruitment of our best and brightest into education careers. Increasing support for the PDK Educational Foundation. We have to inform every Kappan of the tremendous contribution the Educational Foundation makes to PDK's program activities. These programs return numerous benefits to chapters, individual Kappans, and communities. The role of the Foundation representative will be crucial in making this endeavor successful. Phi Delta Kappa's role as a visionary and influential force for the future of education is up to us. We all must give more of ourselves and our resources to energize Phi Delta Kappa International to be the very best. To this goal I pledge my leadership and commitment.
Rayalene Brizendine Phi Delta Kappa has a noble mission, admirable ideals, and ambitious goals. PDK is perhaps the only organization that has as its sole mission the promotion of quality public education. PDK's ideals of service to the profession and the community, leadership in education, and research for the purpose of progress are unquestionably the appropriate foundations for our mission. The goals we have established in school and professional improvement, public awareness and understanding, public policy about education, education research, international understanding, and advocacy for public schools are critical to the success of PDK and the survival of public education. The role of PDK has been well-established. It is up to each of us, as Kappans, to pursue that role in the midst of the changes and challenges that we face every day in our schools and communities. I do not believe we can accomplish our mission, ideals, and goals in a business-as-usual way. Great endeavors require great devotion. The past accomplishments of PDK and the important activities in which we currently are engaged were initiated by Kappans with vision and dreams for the organization and the profession. We must continue to nurture vision and encourage dreams. We have much to do in the next ten years. The changes and challenges will not go away, and we must work together to meet them. A 90-year-old organization cannot be complacent. We cannot rest on past achievements, and we cannot be satisfied to accept a declining membership as merely a reflection of what is going on in the rest of society. What good is a glorious past if we neglect to provide for a vital future? Yesterday's banquet does not fill the stomach tomorrow. I believe five things are essential to the maintenance of PDK as a strong and active organization:
I have made PDK a priority in my life and have grown from the experiences and friendships it has provided. To be entrusted with a leadership position in an organization made up of leaders is a distinct honor, for which I remain grateful. I hope you will give me the opportunity to continue my service to PDK as a vice president.
Robert C. White Casual observations of our current political and social scene make it obvious that station in life, intellect, information access, or heritage does not guarantee a person's appropriate behavioral response patterns. When our elected and professional leaders, as well as our public "heroes," put greed before justice, quality of life, citizenship, honesty, integrity, and ethical behavior, then our individual and social well-being suffers, and our youth become confused over human values. Structured guidelines, principles, tenets, and their sources have been shunned by many in the "enlightened" age of individual rights above all else; the freedom to do what I want, when I want, to whom I want, takes precedence. Such trends are the antithesis of PDK ideals. As an organization, PDK has developed, highlighted, and made available many fine tools to assist the educator in addressing these challenges to a vital and equitable democracy. Its membership represents the best minds, training, skills, and commitment to purpose. What is called for, then, is the fine-tuning of individual efforts and an orchestration of the many parts into a unified and well-blended "symphony" that speaks on behalf of education to and for the inclusive and diverse "all." To move in such a direction, we must cut through partisan, interest-specific, and politically correct rhetoric in order to identify the root of problems, not just dealing with the symptoms or, what's worse, totally ignoring them. Toward this end, we must be cognizant of where we have been, where we are, where we are headed, and where we ought to be headed in the future. This PDK process cannot involve only the designated leadership; it must be shared with the full membership to gain their active and vested participation, thus enabling them to carry on the process in their own settings. As funds are needed to provide for the development of options, new creative financing strategies must be designed and implemented, and timelines established to constantly move that which is practical and doable closer to the established goals. Parallel to the doing, there must be an ongoing process to monitor and evaluate the efforts, not as an end in itself, but to aid the doers in accomplishing their tasks. From all indications, PDK has the appropriate purpose, skills, and organization to provide the leadership in these directions. What needs to be tested is not the "can," but do we have the "will" to tackle the assignment? We cannot be true to our stated purpose nor be a viable force in and for education (thus for our youth and future citizens) if we do not answer in the affirmative. My personal response is an enthusiastic "Yes!" My past record of training, experiences, skills, and leadership in and out of PDK support such a response. My pledge to the membership is that I will draw on all that is within me to strive for and to facilitate such an outcome.
Christian H. Chérau Navigating change: We can't change the wind but we can trim the sails! Phi Delta Kappa is at a crossroads as we approach the 21st century. After nearly 100 years of providing services to Kappans and enduring membership changes, governance changes, and other changes wrought by technology, the winds of change are continuing to blow. PDK has catapulted into the electronic age with the addition of the electronic bulletin board. There is talk of how to use the present and proposed technologies to link Kappans interactively worldwide. What does the future hold for PDK? PDK, the most vibrant professional education organization in the world, represents the identified leaders of education from the classroom through the administration. Thus PDK must become proactive in its actions and services. The continued support of public education is a must if we are to help lead America and the world into the 21st century. There is ample research from all corners of the globe that will point the way, showing educators "what works" from the research base. Those forces that detract from or deflect support of public education need to be shown the data that depicts what is right with public education. As Kappans and educators, we need not be apologetic for being public change agents. Our students have gained or maintained academically while the social fabric of our society has unraveled around us. The number of youth born into poverty has increased. The number of hours children watch television violence has increased. The negative influences of advertising are devastating to our youth. America has become a more multicultural society. The fiscal support of public education has declined in real dollars over the past 20 years. Against these odds, public education in America shines. Any organization can be only as strong as its members. As a part of the induction ceremony, each Kappan pledges to "enhance the welfare of PDK in all institutions." How have you upheld your pledge? The preamble to Phi Delta Kappa's mission statement states that "education is, and forever will be, the guiding star to civilization and the rite of passage to equity, honor, respect, dignity and hope." PDK must be the vessel guided by the stars and winds to represent education in the next century. As president-elect, I pledge to demonstrate, by example, my commitment to the ideals of research, leadership, and service. I will work to further the organizations-- interests as we each seek to build the base of public support for schools. I support the concept of chapters as the "keel," anchoring members and providing the communities across the world with meaningful chapter service projects. To these ends, each of us must renew a personal commitment to Phi Delta Kappa and its ideals. Edward Gibbons wrote, "The winds and the waves are always on the side of the ablest navigator." I look forward to being your navigator, as we trim the sails, leading the way from churning waters into calming seas.
Eve Proffitt Phi Delta Kappa International has been the premier education organization for decades. The ideals on which it was founded -- leadership, research, and service -- are still valued today. It has grown and changed because of the high level of involvement of its members, chapters, officers, and staff. PDK is moving into another century, and we must face the challenges of the future. As we move into the 21st Century, we must remember Babe Ruth's comment that "yesterday's home run won't win today's game." We must use the research and demographic trends to plan. We can reflect on our past successes but cannot be complacent. Einstein said, "The significant problems we face today cannot be solved by the same level of thinking that created them." We live in a changing world, and none of us lives in isolation. Thus we must change along with our society. The law of nature states that all things must experience change and nothing escapes. We live in a culturally diverse world that is reflected in our children. We must respond to change positively with leadership and vision. The preamble to our mission and vision says that the PDK of the 21st century will be a dynamic worldwide organization, responding energetically to and acting on education issues and ideas. Technologies will be its instruments of growth and development. It will be an organization of high quality, valued for its leadership, research, and service. It will be the leading proponent of a free public education in democratic societies. It will be the lead architect in the design of a seamless web of lifelong learning, contributing to social, economic, and political well-being. Steven Covey, prominent author, says that we must examine what we are doing and see if it is urgent and important and determine if we are going by the clock or the compass. The clock is our commitments, appointments, goals, and activities with which we manage our time. The compass is our vision, values, mission, and direction. The gap between the clock and the compass is our problem. That leads to our sense of imbalance. We must look for the deep chronic causes of problems, not bandages and aspirin. I welcome the opportunity to serve PDK as it moves into the 21st century. I believe in PDK. It will take all of us working together as a team. We must focus our efforts toward a common vision, with specific goals and activities to help us accomplish our mission. I am willing to dedicate the time and effort to make a difference for our children. As an anonymous poet wrote, There are loyal hearts, spirits brave Let's walk our talk.
David H. Labuhn Members of Phi Delta Kappa should take great pride in our organization for numerous reasons. We are honored to be members. Yet, despite a wealth of noteworthy accomplishments and successes, members are departing. The decline in membership significantly affects the continuation of exemplary programs, practices, and initiatives. It undermines our unique chapter system. It threatens the existence of PDK. It is the most critical issue that we, as Kappans, face and to which we must react and respond. Five basic strategies can remedy this problem.
The solution to the membership problem lies within us and indicates that the ideals of this organization may have been taken for granted or, perhaps, forgotten altogether. Programs, Recruitment/Retention, Inclusion, Determination, and Extension are PRIDE. These strategies are nothing more than living the PDK ideals. Their implementation models our commitment to being a Kappan, thereby helping stem the membership decline. By so doing, we have everything to gain personally, professionally, and as civilized humankind. Inaction breaks faith with the very fundamentals of our membership. Together, we are PDK. As dedicated professionals, we can promote PRIDE in that.
"Hot Topic" Examines Inclusion and the Gifted As "detracking" efforts gain momentum, one controversy has been their effect on gifted students. Some educators argue that it is unfair to provide special programs for gifted students, while other educators argue that it is unfair not to do so. Gifted Students and Inclusion: Exploring the Tracking Debate, the newest volume in PDK's "Hot Topics" series, explores both sides of this debate, as well as strategies for meeting the needs of the gifted in the regular classroom. The "Hot Topics" series is designed to provide the highest quality and most relevant research in one source to help busy practitioners find practical solutions to current problems in education. The cost for each title in the "Hot Topics" series is $25, plus $3 for shipping and handling.
Howard Hill Leaves PDK for South Carolina Deanship Howard D. Hill, PDK's director of chapter programs, resigned from that post in January to become the dean of Graduate Studies at South Carolina State University. Hill has had a distinguished career in Phi Delta Kappa and in education. In addition to serving as president of South Carolina State College Chapter from 1982 to 1985, he has been a member of the Prospective Educator Scholarship Selection Committee and a member of the special network of trainers established by PDK's Center for the Dissemination of Innovative Programs, now the Center for Professional Development and Services. Hill began his career in 1964 as a social studies teacher in Jonesboro, Arkansas. He also served as an assistant principal and director of instruction in schools in Arkansas and Mississippi. Before joining the PDK staff, Hill was professor and chairman of the Department of Education at South Carolina State College. At a party thrown to honor Hill at PDK Headquarters, Hill said that he intends to remain active in PDK. "Phi Delta Kappa is very important to me and will always be part of my life," Hill said. However, Hill explained, his greatest love is for teaching and he is looking forward to the challenges provided by his new position.
Chapters, Board of Directors Sponsor Spring Fastbacks Four chapters and the PDK Board of Directors sponsored fastbacks in the spring 1997 series. To sponsor a fastback, chapters make a $500 contribution to the PDK Educational Foundation. In return, the chapter receives 150 copies and an acknowledgment in the fastback, which many chapters use to honor someone. In addition, the author, if available, makes a presentation on the fastback topic at a chapter meeting The PDK Board of Directors used their sponsorship to honor Stanley Elam, editor emeritus of the Kappan, for his years of service directing the PDK/Gallup Polls of the Public's Attitudes Toward the Public Schools. The board chose to sponsor fastback 417 Reader-Response Approaches to Teaching Literature by Gwen McAlpine and Janice Warren. The chapters that sponsored fastbacks and the fastbacks they have sponsored are: Utah State University, 412 Rethinking the Scheduling of School Time by Deanna D. Winn, Ronda Rudd Menlove, and Stephen Zsiray Jr. San Diego California, 414 Managing Diversity-Based Conflicts Among Children by Charles C. Scott, Anne M. Gargan, and Marlene M. Zakierski. Kennesaw Mountain Georgia, 415 Peer Tutoring for K-12 Success by Elizabeth S. Foster-Harrison. University of Illinois, 416 Interdisciplinary Teams for High Schools by Paul Spies. Chapters interested in sponsoring future fastbacks should contact Donovan R. Walling, Editor of Special Publications, Phi Delta Kappa International.
Board of Directors Sets Goals for the Year 2006 In extended planning sessions during December and January, the Board of Directors and the International Office staff revised the vision, mission, and goals of Phi Delta Kappa International. The goals look ahead to the year 2006, which will mark the 100th anniversary of the founding of PDK. Preamble Phi Delta Kappa International, its members and chapters, have witnessed nearly a century of humankind's search for civic order, fairness, and justice. Change, its cadence quickened by invention and products of the mind, has produced unprecedented benefit and largesse for many, threat and despair for more. Education is, and forever will be, the guiding star to civilization and rite of passage to equity, honor, respect, dignity, and hope. Vision As Phi Delta Kappa International faces the close of the first century, it dedicates itself to a new century. It is to be a dynamic worldwide organization, responding energetically to and acting on education issues and ideas. Technologies will be its instruments of growth and development. It is to be an organization of high quality, valued for its educational leadership, research, and service. It is to be the leading proponent of free public education in democratic societies. It is to be the lead architect in the design of a seamless web of lifelong learning, contributing to social, economic, and political well-being. Mission The mission of Phi Delta Kappa International shall be to promote quality education, with particular emphasis on publicly supported education, as essential to the development and maintenance of a democratic way of life. Goals By the year 2006, Phi Delta Kappa International will:
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