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Stenhouse Newslinks
July 1, 2003

C O N T E N T S

1) Subscribe to Teaching K-8 for just $4
2) PD Corner: High schools on a human scale
3) Getting Grants, Part III
4) Stemming summer reading loss
5) NCLB and teaching reading

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1) Subscribe to Teaching K-8 for just $4
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Teaching K-8 Magazine provides a year's worth of practical 
advice, classroom resources, and profiles of exemplary schools 
and authors. Regular columns focus on literacy, math, science, 
art, technology, middle school, and connecting with parents. The 
"Green Pages" include dozens of ideas for activities from pre-K 
to the middle grades, across the curriculum.

Subscribers also get access to special sections of the magazine's 
Web site, including searchable archives of articles and lessons.

Teaching K-8 is a great way to encourage ongoing professional 
development for you and your staff. As a special opportunity for 
Newslinks subscribers, Stenhouse is offering new one-year 
subscriptions to Teaching K-8 for only $4.00. This is just a 
fraction of the regular rate of $23.97 per year. To order, go to 
the following page and click the "Add to Order" button:

http://www.stenhouse.com/tk8s.asp?s=n36

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2) PD Corner: High schools on a human scale
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*July Quote of the Month*

The greatest thing in this world is not so much where we are, but 
in what direction we are moving.
--Oliver Wendell Holmes

*High Schools on a Human Scale*

Discussions of school reform often include the challenge of 
working with large staffs and large groups of students. This 
Washington Monthly article by Thomas Toch, adapted from his new 
book HIGH SCHOOLS ON A HUMAN SCALE (Beacon Press), shows how one 
New York City high school was transformed into smaller schools 
within the same building:

http://www.washingtonmonthly.com/features/2003/0305.toch.html

*Planning next year's PD*

Rick Wormeli's new book DAY ONE AND BEYOND has an excellent 
chapter that outlines the many ways in which teachers can engage 
in professional development. These ideas would be a particularly 
useful starting point for a faculty meeting in late summer, when 
the school year is beginning and teachers are making plans for 
workshops, reading, and collaboration with colleagues around 
curricular goals.

You can read all of Chapter 11, "Our Own Professional 
Development," here:

http://www.stenhouse.com/0355.asp?s=n36
(Click on Chapter 11 in the Table of Contents.)

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3) Getting Grants, Part III
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This is the third of our four-part series on writing successful 
grants. Note that you can access the entire series from the 
following page on the Stenhouse Web site:

http://www.stenhouse.com/pdgrants.asp

In this installment, we start with a site that provides some good 
tips for educators seeking grants, especially from private 
sources such as foundations. Edited by an experienced consultant 
who works extensively with foundations, this site provides unique
insights from the "other side" of the grants table:

(link no longer active)

In the following article, the author of the book DEMYSTIFYING 
GRANT SEEKING identifies 17 characteristics of an effective grant 
writing system. Use this as a checklist and also a benchmark for 
improving your own system and saving lots of time:

http://www.brownandbrown.tv/fearless.htm

Finally, The Foundation Center has some sound advice on 
structuring your proposal, and how to articulate the need for 
your project in a logical way:

http://fdncenter.org/learn/shortcourse/prop1.html

This "short course" is part of a series of tutorials on grant 
seeking, which can be accessed from:

http://fdncenter.org/learn/classroom/index.html

Explore the rest of The Foundation Center's site, which has a 
wealth of information including an annotated list of hundreds of 
private foundations with links to each foundation's Web site.

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4) Stemming summer reading loss
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Anne McGill-Franzen and Richard Allington summarize the research 
and challenges of summer reading loss, which especially affects 
children from low-income families, and suggest some ways to get 
books into the hands of children during the summer break (from 
Instructor magazine):

http://teacher.scholastic.com/products/instructor/summer_reading.htm

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5) NCLB and teaching reading
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In the latest research report from the Education Policy Studies 
Laboratory at Arizona State University, Harold Berlak provides a 
general background on the No Child Left Behind Act and outlines 
its effects on the teaching of reading. Written in layperson's 
terms, this report is a good resource for communicating the 
deficiencies of NCLB to non-educators:

http://www.asu.edu/educ/epsl/EPRU/epru_Research_Writing.htm
(Click on the text "The No Child Left Behind Act and Teaching 
Reading" under May 2003.)

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Please send comments and questions to Chuck Lerch, Newslinks 
Editor, at  or call (800) 988-9812.

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Copyright (c) 2003 Stenhouse Publishers