Newsletter of Phi Delta Kappa International, the Professional Education Association
VOLUME 45, NUMBER 2, WINTER 2000-2001 (ISSN 0028-923X)

Kappans Are 2000 and 2001 Principals of the Year
New Chapters Installed, Permanent Charters Granted
Seven Kappans Win PDK Graduate Fellowships
From Your President, Richard L. Kolowski
Chapter Studies Multicultural Teaching Methods
Foundation News
Dissertation Awards Recognize Promise
PDK Resource Connection
Ethical Leadership Camps Nurture Young Leaders
Gabbard Institutes Adopt New Model
Chapters Receive "Achieve 80" Membership Awards
Booknotes
Membership Forum
Candidates for President-Elect and Vice President
-- Bios
-- Statements

Kappans Are 2000 and 2001 Principals of the Year
Beverly J. Hurley, a member of the Northern Arizona University Chapter, is the 2001 National High School Principal of the Year. Jay T. Engeln, a member of the Colorado Springs Colorado Chapter, was the 2000 National Principal of the Year.		Beverly J. Hurley, a member of the Northern Arizona University Chapter, has been named the 2001 National High School Principal of the Year. Hurley is principal of Flagstaff High School in Arizona, where she was cited for her willingness to take risks to help students, the ability to anticipate and solve problems, and her consistent success in improving her school's learning environment. Hurley received $10,000 as part of her award. She said she will use the money to continue a successful program that awards mini-grants to student groups that come up with plans to improve the school, for additional school improvement activities, and for staff professional development. She was presented with her award in October at the National Museum of Women in the Arts in Washington, D.C. Jay T. Engeln, a member of the Colorado Springs Colorado Chapter, was the 2000 National Principal of the Year. Engeln is the principal of the William J. Palmer High School in Colorado Springs. Engeln turned his high school, which once was on the brink of closure, into the choice high school in his district. The National Principal of the Year program is sponsored by MetLife Resources and the National Association of Secondary School Principals.

New Chapters Installed, Permanent Charters Granted Phi Delta Kappa welcomed two new chapters this fall. The Mercy College Chapter was installed 28 September 2000 in Dobbs Ferry, New York, with 114 charter members. The second chapter is the Mineral Area Missouri Chapter. On 6 October 2000 this chapter was installed in Park Hills, Missouri, with 44 charter members. The creation of a new chapter begins with the work of an area coordinator who identifies a site that can support a new chapter. The coordinator then works with local Kappans to organize a club and help it grow. Mary Treacy is the Area 6F coordinator who worked at establishing the Mercy College Chapter with local Kappans in District VI. Kathleen Kandalaft is the Area 3C coordinator in District III who helped local members bring about the Mineral Area Missouri Chapter. Both chapters were awarded a conditional charter for the next two years, after which they will gain permanent charters. The Immaculata College Chapter and the University of Maine Chapter, both in District VI, were presented with permanent charter status in October.

Seven Kappans Win PDK Graduate Fellowships Seven graduate students were selected as recipients of the 2000 Phi Delta Kappa International Graduate Fellowships in Educational Leadership. Recipients for these fellowships must be members in good standing of Phi Delta Kappa and full-time students during the year in which the award is to be used. Five Kappans received Howard M. Soule Fellowships. The Soule Fellowships are awarded in three categories: doctoral degree ($1,500), master's or specialist degree ($750), and dissertation or thesis research ($500). This year's recipients are: Doctoral Fellowship: Deborah A. Korth, University of Arkansas Chapter, and Michelle V. Woodfork, University of Washington Chapter. Master's/Specialist Fellowship: Steven E. Carber, University of Southern California Chapter. Dissertation/Thesis Research: Frank D. Benson, University of Southern California Chapter, and Tricia R. Ney, Northern Kentucky Area Chapter. The Emory Stoops Fellowship includes a $1,000 award. This year's recipient is Jennifer B. Vega, University of Southern California Chapter. New this year is the Charles Foster Fellowship. Named for the past president of PDK, it includes a $500 award. The first recipient of the Foster Fellowship is Linda L. Curtis, Germany Chapter. Serving on the 2000 Fellowship selection committee were: Lyle C. Ailshie, East Tennessee State University Chapter; Richard L. Antes, Indiana State University Chapter; and Patricia A. Miller, Montana State University Chapter.

FROM YOUR PRESIDENT RICHARD L. KOLOWSKI
Leadership and Hard Truths When I chose "Leadership Makes the Difference" as my presidential theme, I did so in the hope that it would be more than just a slogan. Thus I was pleased recently when National Public Radio aired a series of programs on the nature of leadership. They provided a perspective worth considering. In one NPR interview an M.I.T. senior described how he had pushed the school's administration for causes that were of interest to the student. The NPR reporter told the student that, during a previous interview, a prominent CEO had said that the key to leadership was having the guts to tell people "hard truths." In other words, according to the CEO, a leader needs to be courageous enough to tell people things they do not want to hear but need to deal with. The recent district conferences gave PDK leaders an opportunity both to hear some hard truths -- about tight finances, about membership decline, about chapters that failed to initiate and thrive -- and to take action. Many positives were reported out of the district conferences. And legislation from all nine districts is now being collected so that, at the 3rd Legislative Council in Louisville next fall, your elected leaders can take action to strengthen PDK and to ensure its continued advocacy of high-quality education for all. Now is the time for you to exercise personal leadership. This issue of NN&Q includes background statements and position papers by the nine candidates for president-elect and vice president. Assess the leadership potential of these individuals. Read the statements carefully and then make your wishes known to your chapter leaders. Chapter voting will take place over the next few weeks to chose three finalists, who will then stand for election at the Legislative Council. Your active involvement is the kind of leadership that makes the difference.

Chapter Studies Multicultural Teaching Methods Multicultural teaching methods are important for our changing school populations. The University of Washington Chapter is studying the multicultural methods used in social studies classes and looking for ways that they can be improved. Setsuko Buckley, the chapter's research representative, explained that several research methods were used in this study. First, 20 social studies teachers in six Seattle high schools were surveyed to determine what teaching methods were used and how teachers developed teaching materials, as well as the curriculum, content, materials, and strategies used in the classes. The surveys were followed by 10 classroom observations and interviews with the heads of three social studies departments. "The survey showed that students tend to learn about basic multicultural concepts through reading, writing, discussion, and teacher-produced materials, rather than by interviewing, audiotapes, or workbooks," Buckley reported. She said that research indicates that having students conduct research is a more effective teaching method, but this method was not stressed by teachers in the survey. Another finding was that, although teachers did work to develop teaching strategies and to acquire materials, they did not share these with other teachers. Nor was there much communication concerning multicultural teaching between the teachers and the district. According to the respondents, whether they taught multicultural concepts was not included in district evaluations. Another finding was that the multicultural concepts that were taught concentrated on North America, Africa, and Asia, with little taught concerning South and Central America or other regions. This reflects the school population, Buckley said; African Americans and Asian students make up a majority of the population in these schools. However, most of the teachers in the study were white and tended to stress Eurocentric values, Buckley reported. Buckley emphasized that this was only a pilot study and does not give a complete picture of what is happening in the Seattle schools. She said that she plans to repeat the study in other districts, such as Bellingham, that have a different ethnic mix in their student populations. She also would like to examine multicultural teaching in elementary and middle schools. The world is changing, Buckley pointed out. Not only are our schools becoming more ethnically diverse, but our economy is increasingly global; and the need for true multicultural education is becoming more important. In this world, Buckley said, "Everybody needs to know about other cultures and to respect others as humans."

Foundation News by Scott Hutchinson, Development Officer Delegates to the district conferences saw a videotape that highlights the various programs of the PDK Educational Foundation. This videotape now is available for loan to chapters that want to use it for meetings or any other chapter function. The videotape was produced as part of the foundation's New Millennium Leadership Campaign, which began on 1 July 2000. That campaign is now in full swing. A special poster and handbook were mailed to foundation representatives. The poster is a decorative promotional item, and the handbook is a succinct overview of the PDK Educational Foundation and its programs. We want especially to thank Bessie Gabbard and Gerald and Emily Leischuck for the special gifts they recently presented to the foundation. Incidentally, Gerald and Emily made their contribution through a stock transfer, so now we know the procedure we described in the last issue of NN&Q is accurate. We were saddened to learn of the passing of Kappan Paul H. Henkin. He always spoke highly of his experience in sharing fellowship in PDK, so much so that he left the Educational Foundation a generous bequest. His gift establishes a scholarship fund to assist Kappans who wish to attend a Legislative Council. He felt his attendance had been such a rewarding experience that he wanted to share it with young educators. There are many things going on with the foundation this winter. In particular, we have been discussing with other foundations ways to expand our camp for prospective educators and our Future Educators of America program. While it still is too early to discuss the details, we hope to have good news to report in the next issue.

Dissertation Awards Recognize Promise Congratulations are in order for the nine winners of the 2000 Outstanding Doctoral Dissertation Awards, given at this fall's district conferences. Each winner receives $500 and a certificate of recognition from PDK. The dissertations are judged on the basis of their scholarship and the promise they hold for improving education. The biennial award was established in 1984 as a way to strengthen PDK's commitment to education research by rewarding excellence among the new researchers. Entrants either must be education students or their dissertation must address education to be considered for the award. Local chapters of PDK can nominate up to three dissertations, though the winner need not be a member. Each district chooses its winner at its respective fall conference. More than 100 dissertations were entered by PDK chapters for the contest. The nine winning entrants and their sponsoring chapters are: District I: Gayle Y. Thieman, Farthest North Alaska Chapter. District II: Trudy J. Le Clair, California State University Long Beach Chapter. District III: Christy C. Preis, University of Arkansas Chapter. District IV: Patti S. Gubbels, Northeast Nebraska Chapter. District V: Teresa Jean Franklin, Ohio University Chapter. District VI: Patricia R. Saylor, University of Connecticut Chapter. District VII: Holly B. Casey, University of Louisiana at Monroe Chapter. District VIII: Victoria P. Jaus, Charlotte North Carolina Chapter. District IX: Elsie Leona Hoag, United Kingdom Chapter. The Outstanding Doctoral Dissertation Awards will return in 2002. To learn how to apply for the award, visit the PDK International website or contact Carol Langdon at the International Office.

PDK Resource Connection by Donovan R. Walling, Director of Publications and Research Learning Together Kappans can lead the way in creating collegial study groups in their chapter, department, or school. A Kappan-led community study group that also includes parents and other interested townspeople might meet weekly at a school, local library, or community center. Many such groups begin by selecting a topic of interest, choosing reading materials on that topic, setting a reading schedule, and discussing what they have read on a periodic basis, say, every week or two. Phi Delta Kappa offers reading resources in abundance. Following are some topics and related books: Leadership: Profiles of Leadership in Education, by Mark F. Goldberg; Readings on Leadership in Education, from the PDK archives; Teachers as Leaders, edited by Donovan R. Walling. Public School Advocacy: Shell Game, by Clinton E. Boutwell; The Truth About America's Schools, by Gerald W. Bracey. Personal Stories: Torsten Husén: Conversations in Comparative Education, by Arild Tjeldvoll; Women in Cross-Cultural Transitions, edited by J. Bystydzienski and E. Resnik; Against the Tide, edited by Karen Doyle Walton. Education Philosophy: Can Democracy Be Taught? edited by Andrew Oldenquist; When Learned Men Murder, by David Patterson; What Schools Are For, by John I. Goodlad. History and the Institution: Saturday School, by Tom Keating; American Overseas Schools, edited by Robert J. Simpson and Charles R. Duke. Diversity: Teaching for Diversity, by Ricardo L Garcia; Open Lives, Safe Schools, edited by Donovan R. Walling; Debunking the Myth, by O. Gilbert Brown. Safe Schools: Youth Suicide, by Wanda Y. Johnson; A Peaceable School, by Vicky Schreiber Dill.; Beyond Tracking, edited by H. Pool and J. Page; Inclusion: Policy and Practice, edited by Thomas P. Lombardi. These titles are merely a sampling. All of them -- and many more -- can be found in the PDK catalog that every member receives each fall. The catalog also is available on request or online.

Ethical Leadership Camps Nurture Young Leaders
Students enjoy an outdoor activity during PDK's Ethical Leadership Camp last summer. Students at last summer's Ethical Leadership Camp learn leadership skills they can put into practice when they return home.		PDK is helping to prepare leaders for the next century with the Ethical Leadership Camps, held each summer at Indiana University in Bloomington. These camps help teens to develop the values and attitudes needed to be leaders in their communities. The Ethical Leadership Camps are based on the seven values identified in PDK's chapter-based Study of Core Values. That study found that there are a number of core values on which most people agree, including learning, honesty, cooperation, service to others, freedom, responsibility, and civility. The weeklong Ethical Leadership Camps build on those values and incorporate them into all of the camp activities. Area 4J Coordinator Jo Ann Fujioka, who coordinates the camps for PDK, explained that the camp activities do more than just teach these values. "The whole week is designed so that students do more than use the values; they live them," she said. The students and staff not only practice the values during the activities, they also try to live them at all times. "If the values are taught as a curriculum, it is like any other class," Fujioka said. "But the camps are different because you live the values. It is a life-changing experience." Fujioka emphasized that much of the impact of the camp comes from the stress on everyone living the values at all times. "Everyone was considered equal, even the adults," Fujioka said. "It gave a feeling of self-worth to kids who ordinarily might not get that feeling. Everybody, I believe, really felt valued. I saw kids just grow." Fujioka said that the students all said that the Ethical Leadership Camp was the best, and most meaningful, camp they had ever been to.
Last summer's camp involved 37 students from across the United States, Canada, and Spain. These students, ranging in age from 13 to 17, were recommended by Kappans, by school administrators, and by university programs as having leadership abilities that need only encouragement to grow. In addition, several of last year's participants were sponsored by a Wyoming youth leadership program. Some of these students also attend schools that belong to the League of Value-Driven Schools, another PDK-sponsored activity that grew out of the Study of Core Values. Attendance at such schools, however, is not required to participate in the Ethical Leadership Camps. Among the activities at the camp is a session in which participants plan service projects that they will conduct when they return home. Fujioka said that most of these projects will be sponsored by the students' schools, but that some students undertake these projects on their own. "One interesting project was conducted by kids who lived in a deprived area," Fujioka reported. "They collected food baskets for needy families, and they did this with no support from an adult because they couldn't find anybody who would help them." Fujioka reported that she currently is working to expand the Ethical Leadership Camps to have a greater effect in the participants' communities. She said that what a few dozen students can do is impressive, but that we must work to bring in more students and to train adults to support them. She explained, "I think they can turn whole schools and communities around if there are enough of these students, just saying 'yes' to values."

Gabbard Institutes Adopt New Model PDK's Gabbard Institutes are changing to better meet the needs of educators across the country. Beginning this summer, Gabbard Institutes will be held in five states: Colorado, Florida, Indiana, New Jersey, and Ohio. In addition, the institutes at each site will be tailored to the needs of local educators. The Center for Professional Development and Services (CPD&S) is working with area coordinators and local Kappans to plan this series of Gabbard Institutes. The chapter members will advise the International Office staff on just what professional development activities are needed in their area and will then help with logistical functions. "This new model will have many advantages for PDK," Shari Bradley, director of CPD&S, explained. "First, it will allow many more Kappans to attend the Gabbard Institutes. Before, it was difficult for many Kappans to make the trip to Bloomington, Indiana. Now there will be Gabbard Institutes much nearer to them." "This new model also will enhance PDK's ability to provide service at the local and district levels," Bradley said. "Because local Kappans will be involved in planning these institutes, the topics should better match the needs of schools and districts in these regions." For more information about the Gabbard Institutes, visit PDK's website or contact CPD&S at the International Office.

Chapters Receive "Achieve 80" Membership Awards Membership development awards were given to 64 chapters this year. The Achieve 80 Membership Development Awards, which recognize chapters that recruit new members and retain Kappans in their chapters, were announced at the district conferences this fall. Premier Awards were presented to the five chapters, district, and coordinator area with outstanding records in membership development. The five premier chapters are: Alabama State University Jacksonville State University Laredo Texas Area Texas Southern University Thailand The Cherokee Strip Oklahoma Chapter received an award as the premier chapter among those chapters installed since April 1998. District IX was the premier district for membership development, and Area 3L was the premier coordinator area. Each Premier Award winner received a certificate and a $500 award. Only three chapters have received Achieve 80 Membership Development Awards each year since the program began five years ago. Those chapters are Dubuqueland, Evansville Indiana, and Suffolk County. Chapters also received awards for being the outstanding chapters in their districts and coordinator areas. All chapters that qualified for the Achieve 80 program received certificates of recognition. PDK's leadership depends on its members. Kappans concerned about the future of education should invite young educators who will be tomorrow's leaders into membership. They also must keep their current members involved if the chapter is to benefit from their experience. The Achieve 80 Awards are designed to keep those goals before our chapters. For more information about these awards, contact Billie Spellman at the PDK International Office.

BOOKNOTES QUEST FOR TRUTH PUBLISHED · Mano Singham takes up the issues surrounding "Scientific Progress and Religious Beliefs" in the quest for Truth writ large. Readers may recall Singham's lead article in the February 2000 Kappan, "The Science and Religion Wars." This new book takes up where that article left off. Published in November, Quest for Truth lists for $22 as a trade paperback. The member discount price is $16.50. FALL FASTBACKS FEATURE WELL-KNOWN AUTHORS · A special series of fastbacks was developed this fall to mark the PDK/Bessie Gabbard Initiative on Leadership in Education. Among the authors are some well-known names, including Gene Maeroff, Robert Sternberg, Daniel Duke, Denis Doyle, and William Reese. The fastbacks are $3/copy; $2.25/copy for members. A discount schedule is available for volume purchases. In the spring, look for eight new fastbacks on substitute teaching, looping, teacher lore, storytelling, what constitutes an adequate education, what Hollywood can teach our schools, and other thought-provoking topics. PLACE A STANDING ORDER FOR FASTBACKS · Did you know that you can place a standing order for the fastbacks? Simply call 1-800-766-1156 and ask to speak to Susan Wehrly. She will gladly enter your credit card order for the next 16 fastbacks to be published. The annual standing order price is only $24. That's a savings of 50% off the single-copy list price for the same 16 titles. WHOSE VALUES? STUDIES PREP SCHOOLS · Researcher Barbara Bernache-Baker tackles the question of values and sexuality in a study of New England college preparatory schools that makes for fascinating and insightful reading. This new book is planned for release in winter 2001. Availability will be announced in the Phi Delta Kappan. TWO ON LEADERSHIP ARE TIMELY READING · Autumn saw the publication of two anthologies on leadership. Profiles of Leadership in Education, by Mark F. Goldberg, features interviews of leading figures in education, ranging from Reuven Feuerstein, Stephen Jay Gould, and Shirley Brice Heath to New York Mayor Rudolph Giuliani -- 19 profiles in all. Readings on Leadership in Education is a collection of essays drawn from the archives of Phi Delta Kappa. Featured writers include E. Grady Bogue, Michael Fullan, M. Donald Thomas, William E. Webster, and others. The books list for $22 each; the member discount price is $16.50 for each. BEYOND RETENTION IS NEW HOT TOPIC · The newest entry in the Hot Topics series of research article collections is Moving Beyond Retention and Social Promotion, edited by ElizaBeth McCay. Selected reviews and updates of research provide readers with alternatives to retention and social promotion. School-entry screening practices and retention practices among special populations also are reviewed. Like the many other titles in this long-running series, this comb-bound, lay-flat volume is priced at $30. The member discount price is $25. A multiple-copy discount also is available. CPD&S "ADOPTS" 11 TITLES · PDK's Center for Professional Development and Services has "adopted" 11 new books from other publishers to feature in the PDK catalog. Among them are Using Technology to Increase Student Learning ($34.95), Best Classroom Practices: What Award-Winning Elementary Teachers Do ($24.95), and Deciding What to Teach and Test ($21.95). In addition to the books, CPD&S also has included six new videos and a CD-ROM from other publishers in their product line. Resources from other publishers are carefully reviewed prior to adoption for the PDK catalog, so that Kappans can be offered the best among recent publications. Find books and other resources in PDK's online catalog.

Membership Forum by Billie Spellman, Director of Membership Q: Does my membership automatically include a subscription to the Kappan? A: Yes. Each category of membership includes a subscription to the Phi Delta Kappan. Your membership also entitles you to discounts on selected publications and workshops, opportunities to receive scholarships and fellowships, and free access to PDK's literature search service that can be used to gather information for classroom projects, administrative issues, and academic papers. A chapter-affiliated membership also provides a forum for you to make professional contacts, to network with colleagues, and to serve as a volunteer on committees at the local, area, and national level. Q: Illness has forced me into retirement. Is there a reduced membership rate for disabled retirees? A: You may apply for a half-dues membership if you have retired from service because of a permanent disability. You must have been a good-standing member for at least 10 years preceding the application. Also, documentary evidence of permanent retirement due to a physical disability must be attached to the application. Q: Do you have a membership category for retired members? A: Yes. Senior membership is available for our retired members who have reached the age of 55 or older. The annual fee for senior membership is one-half of international and one-half of chapter dues. To apply, contact the membership records department at the International Office. Q: I retired a year ago but did not pay the reduced fee for retirees. May I apply my over-payment to this year's dues? A: Membership dues are dispersed on an annual basis to advance our mission and to support the many programs and services that are provided to our members and the education community. Because of this, senior membership is not retroactive. Q: I just received my student membership renewal notice. I am now teaching and in a master's program. Do I still qualify as a student member? A: Congratulations! You are now eligible for a full professional membership. Student membership is available to undergraduates who are enrolled in a program leading to teacher certification, but that eligibility ceases once a bachelor's degree has been granted. You may apply for full membership by contacting a local chapter, by accessing an application on our website, or by contacting the International Office by phone or fax. Q: I renewed my membership but received another renewal notice. Is my name on two different lists? A: There is only one membership file maintained at the International Office. More than likely your payment arrived after the second renewal notice was mailed. The most direct way to confirm receipt of payment is to call or e-mail our member records department. Have a question about membership? Send it to Billie Spellman at the Phi Delta Kappa International Office.

Candidates for President-Elect and Vice President The biennial election of an international president-elect and two vice presidents who will serve on the Board of Directors from 2001 to 2003 is conducted in two stages. The first stage is a primary, which provides for each district to put forward a candidate. This issue of News, Notes, and Quotes contains the nine candidates' biographical statements and position papers, beginning on this page. All of these statements were composed by the candidates within specified word limits. By January 15 each chapter will be mailed a videotape of the nine candidates' three-minute presentations. The presentations are randomly ordered, and the tapes also are distributed randomly to ensure fairness to all candidates. Chapters will vote for three of the candidates, and their ballots must be submitted to the PDK International Office no later than April 15. In the second stage, the three finalists will stand for election at the Legislative Council in November, at which time the council will vote to determine which candidate will be president-elect. The remaining two candidates will become vice presidents for the next biennium. The new president-elect will assume the international presidency in 2003.

Dennis Simmons - DISTRICT I Dennis Simmons is serving his second term as District I Representative. He served six years as the area coordinator in Alaska with chapters in Fairbanks, Anchorage, Sitka, Juneau, and the Kenai Peninsula. It was the Outstanding Coordinator Area in District I during those six years. He became a Kappan in 1983 while completing his master's degree at the University of Montana. He later found himself in an area of Alaska that did not have a PDK chapter, so he helped organize one. In 1990, he became the charter president and delegate for the Kenai Peninsula Chapter and continued to serve as its newsletter editor for 10 years. Simmons has been the community relations coordinator for Kenai Peninsula College since 1985. Prior to that he was a high school journalism and English teacher and coach, a press secretary for a congressional campaign, a copywriter for an advertising agency, and manager of a distribution center. Simmons lives in Kenai with his wife, Diane, also a Kappan. They value family, friends, and service to their profession and community.

Chloe Coffman - DISTRICT II As a Kappan, Chloe Coffman is a 20-year member who has demonstrated leadership at all organizational levels. As a member of the Board of Directors since 1995, Coffman chaired the Constitution Committee; served on the international, membership, and conference planning committees; proposed that District II host the Phi Delta Kappa National Conference in 2002; assisted with the sponsorship of the AAIE/PDK Club for International Administrators; directed travel seminars to Russia, China, South Africa, and Egypt; and was recognized as a Foundation Reavis Associate. As District II Representative, Coffman planned three district conferences, proposed a joint district conference, chaired DR/AC meetings, participated in ALCs, attended chapter programs, facilitated public school forums, supported area high school FEIs, and supported an Area Research Conference. As area coordinator, Coffman served a six-year term, chaired OLCs, and coordinated 2D chapters. As a chapter officer of Contra Costa County Chapter, Coffman served as president, advisor, vice president of programs/projects, and secretary. As an educator, Coffman served as a reading specialist, Mentor Teacher Program coordinator, staff developer, and Teacher of the Year.

Sandee Crowther - DISTRICT III Sandee Crowther began her professional career in Lawrence, Kansas, in 1964 as a junior high English and social studies teacher. All three of her degrees are from the University of Kansas. During her residency for her doctorate, she taught courses and supervised student teachers at Kansas University. Crowther has served in the central office for the Lawrence schools in a variety of roles and is currently Executive Director of Educational Programming. In 1996 the U.S. Department of Education named the Lawrence district, under her leadership as Director of Staff Development, a Model Professional Development program. Crowther was initiated into Phi Delta Kappa in 1975 and has served in chapter roles and as area coordinator and currently is in her second term as District III Representative. In addition to her leadership roles in PDK, she served as president of the National Staff Development Council from 1996-97 and was designated as an NSDC Distinguished Staff Developer in 1998 after completing a two-year certification process. Crowther is married and has two daughters, ages 23 and 26.

Jo Ann Fujioka - DISTRICT IV Jo Ann Fujioka, an active Kappan since 1987, served in officer positions including president, vice president, foundation representative, secretary/treasurer, and delegate. Other roles include chairing 11 Colorado PDK conferences and ALCs. She presented at district conferences and is a third-term area coordinator. At the international level, Fujioka chaired the Sanders Scholarship and governance committees, was a member of the Year 2000 Committee, and is coordinator for the Ethical Leadership Camp. Two chapters recognized Fujioka's dedication by presenting Distinguished Service Awards to her. Chapters in her area received the Foundation's Sweepstakes and Outstanding Area Awards. Fujioka's B.S. and M.S. are from Colorado University and her Ph.D. is from Colorado State University. She devoted 26 years to K-12 education, primarily in administration. Her commitment to volunteer service is demonstrated by elected positions in such community organizations as the Creative Exchange, University Seniors Association, and Alliance of Professional Consultants. Fujioka is included in Who's Who in America. Fujioka believes that PDK is the premier education organization and must assume a proactive, leadership role in creating "21st Century Public Education."

Rayalene Brizendine - DISTRICT V During her 35-year career in West Virginia and Ohio schools, Rayalene Brizendine served in elementary, secondary, and higher education positions. She was a teacher, counselor, secondary administrator, and university field experience coordinator and directed programs in curriculum, personnel, technology, testing, and staff development. Her current activities include consulting and training for schools and education groups. Brizendine was initiated into the Ohio State Chapter in 1975 and held several chapter offices. An area coordinator for eight years and district representative for six years, Brizendine is currently vice president of PDK. She participated in PDK travel seminars to Australia-New Zealand and Hong Kong-China, served as co-director of trips to Greece in 1996 and Egypt in 1997, and directed the trip to Jordan and Israel in 1999. Along with strong commitment to PDK, Brizendine places high priority on family and friends, plus service to her church as a teacher and speaker for women's groups and teacher training workshops.

John Kenneth Amato - DISTRICT VI John Amato began his PDK career with the Jersey Shore Chapter in 1986. Since that time, Amato has served in several leadership positions, including chapter president and vice president. Amato was responsible for initiating and co-authoring a grant, "Recruiting Minorities into Education." In addition to chapter positions, Amato was elected to three terms as area coordinator. His leadership as area coordinator enabled him to secure several district grants for chapters and maintain high visibility for PDK at the NJEA (New Jersey Education Association) Conference, attended by more than 50,000 educators every year. Amato has participated in three biennial councils and six district conferences. His recent election as District VI Representative is an endorsement of his leadership ability. Amato received a bachelor's in education and master's in administration from Monmouth University in New Jersey, and his doctorate is from Nova Southeastern University in Fort Lauderdale, Florida. An administrator for the last 10 years, Amato is currently principal of L.V. Moore Middle School and serves as adjunct professor for both Monmouth University and Central Michigan University.

Mary R. Justice - DISTRICT VII Mary R. Justice was raised in the small university town of Ruston, Louisiana. She earned her B.A. in French and English Education from Louisiana Tech University in 1976. Justice began her teaching career at Ruston High the following fall and, after two years there, moved to Houma, Louisiana, where she taught for 15 years. In 1983, she received her M.Ed. in French and Administration/Supervision and a Second Language Specialist from Nicholls State University. She is now in her eighth year as principal of Bourg Elementary. Justice is active in the First United Methodist Church in Houma, where she serves as the vice-chair of the administrative board. She also is active in the following professional organizations: ASCD, Louisiana Association of School Executives, Terrebonne Principals' Association, Delta Kappa Gamma, and IRA. Most recently she was nominated to serve on Leadership Terrebonne, a program to bring together current and evolving leaders who represent a cross-section of the community to discuss issues and changes facing the parish. Mary and Jim Justice have two children, Jeanie, 28, and Jamie, 25.

Sherry Morgan - DISTRICT VIII Sherry Morgan was born into a close-knit family in Knoxville and grew up with a strong commitment to family and the principles of democracy. She majored in merchandising at the University of Tennessee and returned to the university to earn a master's in elementary education. She was hired to teach in an inner-city school, where she learned that more than poverty affected the lives of her students. Morgan became active in the community and worked hard to help families overcome the obstacles of their own poor and incomplete educations. Morgan returned to graduate school at the University of Tennessee and earned her doctorate. Currently, she is in her 15th year as a principal. Morgan has served in many organizations, but one organization has become her focus, Phi Delta Kappa. She served her chapter in many offices, including newsletter editor, secretary, delegate, vice president, president, and advisor. She has been a regular attendee of district conferences and biennial and legislative councils. Morgan served four years as an area coordinator and two years as district representative.

David Labuhn - DISTRICT IX David Labuhn is serving his third term as District IX Representative. He has been a leader in PDK since becoming a Kappan in 1989 as a chapter president, delegate, and area coordinator. Labuhn was a secondary teacher and community college instructor in Michigan before joining the Department of Defense Education Activity. Currently, he serves as Chief of Staff for the Director, Europe. Overseas, he has been a teacher (elementary and secondary), principal, educational computing coordinator, and central office administrator. He is active in his church. His chapter honors include Kappan of the Year (Iberia) and Member of the Year (Italia). Recently he was named a Reavis Associate by the Foundation. His coordinator area and district have repeatedly been recognized for foundation contributions and membership achievements. Labuhn is committed to a strong chapter base. He believes PDK can continue to grow and prosper, based on commitment to its past fundamentals and visionary leadership. He is committed to strategic planning and measured accountability to achieve success. He offers his continued commitment and trusted leadership to these ends.

Dennis Simmons Kenai, Alaska · District I Nominee Phi Delta Kappa has been an advocate for the public schools for nearly a century. It is a role that is valued dearly by its members; it is a role that does not come without sacrifices or making choices. As a Kappan, I believe it is important that we provide volunteer service to our profession and to this organization and, whenever we can, provide leadership when we are called upon to do so. I support my local chapter by working with the executive committee, recruiting new members, attending meetings and functions, and supporting the PDK Educational Foundation with an annual contribution. As a chapter officer, I served my chapter by working with other chapter officers to provide programs enhancing professional growth and camaraderie and to provide a network of communication whereby every member of the chapter was informed. As an area coordinator, I served my chapters by working with chapter leaders to provide officer leadership training, by giving guidance and counsel to chapter leaders, and by encouraging local chapter projects, supported by the District Project Grants. I am a strong advocate of our chapter-based structure and believe it is what attracts so many educators to PDK. As a district representative, I served my district by working with area coordinators to improve our communication among chapter leaders. In an e-mail survey that I conducted of more than 130 chapter leaders within the district, the message was clear: We value our membership in PDK because of the networking, the friendship, the professional development, the programs and meetings, and the support of public education. As a vice president, I will serve this organization by making myself available to all Kappans, by providing a link between the individual PDK member and PDK International, and by providing members and chapters with an avenue of input into the process of change. I will continue every effort to maintain the image of Phi Delta Kappa as a premier education association. I will continue every effort to improve communication among all aspects of the association. I will continue every effort to inform our members, as well as members of the education profession, about the benefits of PDK: who we are, what we stand for, and what we have to offer. Phi Delta Kappa is valued within the education profession and in the eyes of the public for its leadership, research, and service. With your guidance, we must continue to make wise choices in leading this organization. I will commit the time and energy that is necessary, and I welcome the opportunity to continue serving Phi Delta Kappa.

Chloe Coffman Groveland, California · District II Nominee Our biennium banner is "Leadership Makes the Difference." Leadership is more than a position, it is vision and action. It requires a focused commitment to the core ideology of Phi Delta Kappa and an envisioned future to accomplish goals that benefit members, chapters, the profession, and society. To lead PDK into the 21st century we need to face the challenge of change in order to maintain PDK's status as the premier professional organization for educators. How can we make a difference for members and chapters? We can reaffirm that PDK is a chapter-based organization and offer more support to chapters. Einstein said, "In the middle of difficulty, lies opportunity." As our chapters experience difficulty with membership development and participation, there is opportunity to examine what we can change. "We don't risk failure with change -- we risk success." PDK needs to thrive, not just survive. We can actively recruit and retain from all categories of membership. We need to acknowledge current membership demographics. We can survey member interests and respond with recommendations for relevant PDK programs and services. We can involve Kappans in more leadership activities. It has been my goal as district representative to provide Kappans with more opportunities for involvement in district and area activities and conferences. I planned two District II Cruise Conferences that more than doubled the delegate attendance, and I supported an Area Research Conference. We can deliver more services and funding to areas and districts. My goal as vice president is to advocate for project grant funding dedicated to areas and districts to enable them to replicate FEIs and conferences without encroaching on individual chapter projects. We can do it in all nine districts! We can involve chapters in professional development opportunities and bring Gabbard Institutes to each district. This creates equal access to PDK programs. We can address the inequity of chapter representation at the area and district levels. If the governance structure is to have any credibility, this is imperative. How can we make a difference for the profession and society? Advocacy and democracy need to be more than just rhetoric. We need to address a crucial need of public education - the shortage of quality educators. We can support FEA activities, FEIs, and scholarships. We can offer a seamless web of PDK membership from recruitment to retirement. We can retain new teachers through mentoring and professional affiliation. We can plan a national conference -- a hallmark of PDK's vitality and relevance to the education community. We can be a voice, not just an echo, for advocacy. In the book, Successful Habits of Visionary Companies, Collins and Porras remind us that companies that were built to endure are based on core ideology and envisioned future. I ask you to join me in this shared vision of leadership and service to members, chapters, the profession, and society, with a blueprint in place for PDK in the 21st century. With your support for vice president, I pledge that I can and will make a difference!

Sandee Crowther Lawrence, Kansas · District III Nominee As a 25-year member of Phi Delta Kappa, I am committed to PDK and to carrying on its mission, practicing our core beliefs, and achieving the goals we set for 2006. PDK is facing several challenges and opportunities as it approaches its 100th anniversary in 2006. These challenges include changing demographics, the aging of our current membership, and a shortage of educators. We must maintain our focus on continuing to advocate for publicly supported schools, but we must be willing to help PDK evolve as an association to meet the many challenges in this period of transition. What do we need to do? First, we must provide support to our chapters in exploring options to attract, engage, and retain members of all ages. There are plenty of quality educators and future teachers who deserve to be invited into membership and to become truly involved in PDK. As the demographics of the education workforce change, we need to provide choices in programming and activities to "hook" both current and potential members. In all we do, we need to ensure that chapters and members feel valued. Second, we must be visible nationally and internationally as a strong advocate for publicly supported education. We need to help our nations know what is "right" with public education. We need to help educators confront the challenges each of us face with increased demands for accountability and limited resources. Collectively, we must implement strategies to increase the number of people who prepare for and stay in education by providing support through quality publications and services that address the needs of today's educators. Third, PDK leaders and staff must model exemplary practices for our three tenets of leadership, research, and service. Our products and services must address member needs and represent "best practice." A proposed national conference can provide a niche and visibility for PDK to address the needs of those newer to the profession. We must continue to use technology effectively to meet member needs and to model good practice. As vice president I would continue to help PDK evolve as an association by building capacity in our multitude of volunteer leaders and by ensuring that our activities, practices, products, and services benefit our diverse membership. My participatory leadership style is based on "walking my talk." Together we can make a difference for education in general and for the many educators throughout the world.

Jo Ann Fujioka Denver, Colorado · District IV Nominee Phi Delta Kappa represents integrity, commitment to excellence, dedication to equity, and an unfailing sensitivity to and caring for members. Because I believe these characteristics are critical to sustain a constituency that emulates those qualities as well, I have made a commitment to serve PDK in any way that I can. I pledge that I will be diligent in the pursuit of the vital role of this professional organization, an advocate for public schools. Our long history of being a broad-based association for exemplary educators has positioned PDK well to carry out its mission through the three cornerstones of leadership, service, and research. If we are to grow and prosper in the 21st century, we must honor those truths that we have represented while adapting to the ever-changing society in which we live. I believe that we as an organization must be responsive to the local chapters' needs because they represent the life force of PDK. To accomplish this we must: 1) Communicate efficiently and effectively with chapter leaders and members. It is said that, "time is money." Often in education it is a choice between responding to a child or completing "paperwork." We know the educator's choice. 2) Encourage use of district grants as seed money for ongoing projects. The PDK Fall Conference, involving all 13 Colorado chapters, began with a grant and has continued for eight years. The keys to this success are sharing tasks and leadership, working with other organizations for financial and in-kind contributions, tying college credit to attendance at future PDK programs, and using small-group formats to allow interaction with experts. I believe that PDK would increase membership as a result of exemplary program offerings that respond to needs in the profession, such as the "Teacher Shortage Crisis" recently featured in Time magazine. PDK must emphasize establishment of FEAs in every high school. We must grow our own corps of excellent teachers. Chapters must sponsor students to attend Prospective Educator and Ethical Leadership Camps. Local chapters must welcome student teacher membership, developing meaningful, professionally enhancing activities for all members and thus creating seamless membership in PDK. Research-based programs, such as the Ethical Leadership Camp and the League of Value-Driven Schools, offer the opportunity to develop a continuum of hands-on training experiences for students, teachers, and administrators. As the coordinator for this program, my foci are on funding and communication. I know that living the Seven Core Values changed my life and, hopefully, those of 37 students. As a member of the Year 2000 Committee, my major contribution was my firm belief that PDK could benefit from alliances with time-honored, volunteer-driven organizations that have conducted research and incorporated the research results into practice. As PDK leaders, we must be experts in volunteer management, recruitment, and retention. I would welcome the opportunity to transform visions into reality and to be a part of the organization that is the voice of public education.

Rayalene Brizendine Grove City, Ohio · District V Nominee I have great passion for PDK and genuine concerns about the challenges confronting us. Space demands that I share briefly my position on only four issues. Advocacy: A major goal of PDK is to be recognized as the leading advocate for public schools. How is that an issue? To some Kappans, advocacy implies violation of the "non-political" nature of PDK. I believe it is possible to advocate without engaging in partisan politics, but I do not believe it is advisable for PDK or Kappans to opt out of the political process. Education policy and legislation are formulated at state and local levels; at those levels Kappans (and chapters) must exert influence. The advocacy role of PDK International may lie in research, information, and dissemination. Nevertheless, I see it as entirely appropriate for PDK to adopt a position on vouchers and other issues that weaken support for public schools. Membership: Membership is a persistent problem. As membership numbers decline, so do essential support and involvement of members. Any significant growth will come from the new generations of active educators. In order to attract them as Kappans, we must demonstrate the value of PDK and provide opportunities for them to participate in ways that are meaningful to them. Chapter Health/Survival: Chapter strength is a growing challenge. Chapters face an alarming array of problems: officer/leadership recruitment, meeting attendance, new member induction and retention, local visibility, and excitement about PDK's mission and goals. Leadership is critical to the success (and survival!) of chapters. We must create enthusiasm and nurture leadership at the local level. Identity: All challenges lead to a larger issue: PDK's identity. For 95 years our mission has been to promote quality education, particularly publicly supported education. That noble mission is even more relevant today than it was in 1906. My concern is that we have not articulated our mission clearly to new members and have diffused it through a potpourri of programs and services. PDK cannot be all things to all people -- we must focus on our mission. Everything we do should address our purpose and contribute to our vision. Kappans are confronted by such dichotomies as honorary/professional organization, exclusive/inclusive membership, political/non-political position, membership numbers/quality, tradition/innovation. And there are more differences and beliefs. Until we agree what PDK is, where it's going, and how to get there, PDK will continue to encounter apathy and decline. I propose that a top priority in the next two years should be to address openly the issues that divide us. Grassroots consensus and definition of PDK's role in the 21st century is essential if we are to grow and function as a meaningful organization that educators support with pride. Thanks for reading these thoughts. I am honored to serve PDK at any level. As president-elect (and president), it would be a privilege to use my experiences and commitment to lead PDK into a future even more impressive than its past.

John Kenneth Amato Oakhurst, New Jersey · District VI Nominee I am committed to Phi Delta Kappa because of its mission, vision, and programs as the premier education organization for decades. Our history maintains PDK as a chapter-based organization, driven by chapter leadership and supported by a professional staff. Combined, these two groups have the potential to improve the quality of education worldwide and to deliver us into the 21st century. The PDK of today must take a more aggressive role in the voice of education. Research, service, and leadership are the foundation on which this organization has been built. However, as the need for additional services becomes more pronounced throughout the world, PDK must take the lead in promoting public education, Future Educators of America, character education, Effective Schools, and professional development. By advancing these areas and others, PDK, as the premier educators association, will be able to promote its membership, enhance the Gabbard Institutes, strengthen the Future Educators of America, and maintain its position as a leader in developing prospective educators. As our 100th anniversary approaches, we have several areas that we must focus on immediately: We must continue to improve the services and support to our chapters so that they can grow. We are a chapter-based organization and we must provide the leadership and resources to enhance the capabilities of chapters to serve their membership and provide leadership in their areas. We must engage our new members immediately and nurture their development into the chapter. As new members are initiated, many fail to feel involved and, as a result, for many their membership in PDK becomes just a "résumé in good standing." Declining membership is really declining interest and a lack of chapter members to actively engage these new educators. We must aggressively recruit people of color to truly reflect the diversity we so proudly proclaim. The efforts of a few to recruit minorities into education must now be enhanced, made a priority, and further developed as a mission. Many chapters have already developed a plan but need resources. The time is now. We must support the Educational Foundation and exceed, on a yearly basis, its projected goals. The foundation is responsible for supporting many programs. Without foundation support, the many benefits and programs offered to members, chapters, and communities would fall to the wayside or be reduced. I welcome the opportunity to serve you and PDK as vice president. I am honored to be considered for the position. I ask you to join me so that together we can overcome several obstacles preventing our growth. We must focus our vision, our efforts, and our energy on specific goals and objectives. Together we can accomplish our mission. I am confident and willing to dedicate the time to make a difference for you, your chapter, your members, and the children. We must give more of ourselves to help energize PDK and maintain our status as the premier educator's organization in the world.

Mary R. Justice Houma, Louisiana · District VII Nominee The road leading to this moment in my professional life began in 1980 as I became a proud member of Phi Delta Kappa. I am committed to and passionate about our organization and the differences it has and will continue to make in public education. As we continue our journey into the new millennium, many issues face PDK, but the one that must be the priority is membership, the life-blood of any organization. As I view the field of education and examine the many other organizations available to those in the profession, I am reminded that they, too, are facing the perplexity of membership growth, development, and retention. We must constantly acknowledge the demographic composition of not only our current membership but also that of the future so that we can provide the programs and services needed to maintain a member's dedication and support. PDK membership composition today is primarily that of people over the age of 40. These people joined because they believe PDK is the leading professional education association, it is a prestigious body of the most dedicated professional educators, and it is the right thing for them to do professionally. Today, however, those who are coming into the profession are members of an entirely different generation, often referred to as "Generation Why." PDK must understand this generation to be able to reach them and provide what they need from the organization. Recently I attended two education conferences where discussions centered on this generation, and I learned many things about the future members of PDK. They are loyal, socially committed, easily adaptable, fast-paced, and, because of the small world they grew up in, tolerant of others but not intimidated by differences in people or beliefs. PDK will have to research ways to lasso the commitment and talents of these future members. We cannot expect the International Office to do this alone; all of us must do our part in this endeavor. Because what we do speaks louder than what we say, we must actively go out and recruit new members of all ages, even if that means changing our chapter's bylaws to allow student and undergraduate members. Who could possibly need our mentoring, experience, and expertise more than a teacher who is new to the profession? PDK has already begun to "step out of the box" by granting a charter to the new cyberspace chapter, providing for several new membership categories, adopting a new legislative process, and updating the technological capabilities at the International Office. "If we always do what we have always done, we will always get what we have always gotten." We must constantly be open to new and innovative ways to sustain and increase our membership base. I believe that membership in PDK is not for spectators but for those willing to be actively involved in all aspects of the organization. As vice-president of PDK, I will model and encourage participation through my hard work and dedication to this outstanding organization.

Sherry Morgan Knoxville, Tennessee · District VIII Nominee I am a nominee for vice president because I believe in the goals and vision of Phi Delta Kappa. I believe that Phi Delta Kappa can make a difference for education. Because I value education and Phi Delta Kappa, I want to be a part of the difference that I know is possible. In my years as a Kappan and as an educator I have learned that, when teachers work together, they can achieve what others believe is unachievable. That is why I believe so strongly in the importance of chapters. Chapters, and the educators within them, are the heart and soul of Phi Delta Kappa. If elected, I will represent the needs and wishes of the chapters internationally. In my interactions with chapters as an area coordinator and district representative, I have learned that there are many needs to be addressed. I believe that we can meet the needs of chapters, promote membership, and develop leadership if we listen to the advice of chapters and respond to them with appropriate and timely action. One of my goals as a vice president would be to shorten the time to respond to chapter needs by helping Phi Delta Kappa to develop a more streamlined approach to legislation so that two years are not needed to initiate a meaningful change. A second goal is to improve the training of officers for their leadership roles. If the officer leadership conferences are not meeting the needs of chapters, then I believe we must search for other ways to foster chapter stability because we empower chapters through empowered leadership. Third, I will work to support technological advances at the Phi Delta Kappa International Office so that chapters receive needed information and services to help them achieve their goals. Phi Delta Kappa has the potential to be the most outstanding association in education in numerous ways. I want to continue the work that has begun, to build on it, and to help chapters build on it. I am making the necessary commitment. I am asking you to make that commitment with me.

David Labuhn Wiesbaden, Germany · District IX Nominee John W. Gardner said, "The organization capable of continuous renewal is interested in what it is going to become, and not what it has been." That advice is good for Phi Delta Kappa. We are like the turn of the century blacksmith, looking at a new Model T and trying to decide whether to retool his shop while noticing that the buggy whip shop has just gone out of business. How to retool and what tools to stock? I suggest the following: 1. We need to do a much better job of publicizing what we are and what we do. The great good that is accomplished by PDK and Kappans at all levels is not well known. We must take every opportunity to "toot our own horn" and not wait for others to do so. 2. We need to take the lead in addressing the issues facing educators and education worldwide. We have the means to facilitate focus groups and congresses of leaders, many of whom are our esteemed colleagues, and examine, discuss, and debate these issues. With education on the lips of virtually every politician, we need to ensure that, when talking about education, PDK is part of the dialogue. 3. We need to recognize the new rising education leaders who will establish the new order of the profession. We should sponsor opportunities for them to interact with local, state, national, and international officials to exchange ideas and information. 4. We need to develop support mechanisms for new education professionals at all levels. Entry-level professionals will need some assistance to develop their skills and to become masters of their profession. We have the capability, through our chapter network, to give that help based on years of professional experience. The return on this investment is a dividend of continuing strong leaders for PDK. 5. We need to live up to our international title. We need to sponsor exchanges of Kappans and foreign educators in support of emerging democracies throughout the world. Our educational study trips need to be just that and not sightseeing and shopping trips to tourist attractions. We need to send Kappan experts to places where there is sore need for guidance and assistance to educate children. PDK leaders should be proactive, not ceremonial. PDK leaders need to have courage and vision in supporting the PDK mission. These are my visions of the new tools to launch PDK into the 21st century and the means to attract others to PDK. My vision of PDK requires aggressive initiatives, directed and managed by Kappans. My leadership strategy is to set the goal, provide the tools and resources, empower people to achieve the goals, and celebrate the outcomes. My faith in people, especially Kappans, has always been upheld. I believe in Kappans, and together we can bring light where there was darkness. Together, we can attract other professionals to our organization with the light of our endeavors. Let's get to work and show the laser-like power of PDK and Kappans. News, Notes, and Quotes is published three times a year by Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. NN&Q Staff David M. Ruetschlin, Editor Thomas Ulmet, Assistant Editor Debbie Webb, Graphic Designer Terri Hampton, Secretary