Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
323153992
label
National Teacher of the Year 4/7/92 [OA 7571] [1]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
323153992
contentType
document
title
National Teacher of the Year 4/7/92 [OA 7571] [1]
citationUrl
identifierLocal
13806-005
collections
Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Speech Backup Chronological Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
323153992
levelOfDescription
fileUnit
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
614bfacca7b9f313
ocrText
Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13806
Folder ID Number:
13806-005
Folder Title:
National Teacher of the Year 4/7/92 [OA 7571 ] [1]
Stack:
Row:
Section:
Shelf:
Position:
G
26
22
4
3
THE NEW YORK TIMES EDUCATION WEDNESDAY APRIL 8, 1992
A23
Photo Copy Preservation
Renegade Researchers Offer Rebuttal:
U.S. Schools Are Better Than Many Say
By SUSAN CHIRA
performance of the top-ranked stu-
erally-financed National Assessment
Forget all the bad news about
dents - have varied little in the past
of Educational Progress, widely
American schools. There is no crisis
15 to 20 years, they say.
known among educators as the na-
in American education, say a number
They believe that whatever de-
tion's report card. Reading scores
of renegade researchers whose ideas
clines do exist have occurred because
are about the same as they were 20
have touched off a bitter debate with
schools now, unlike those of a genera-
years ago. Math scores have held
broad implications for education poli-
tion or two ago, are trying to educate
steady since 1973. Science scores are
cy in an election year.
everybody - more immigrants,
somewhat lower than they were in
By falsely claiming that almost all
more minorities, more students who
1969, but scores of 9- and 17-year-olds
American schools are failing, these
once would have dropped out and
have improved steadily during the
critics charge, the Bush Administra-
gotten good jobs on the assembly line.
1980's. Both these tests and S.A.T.
tion and others divert attention and
And they say international compari-
tests show that scores for minorities
money from the real crisis: poor in-
sons are flawed because American
have also risen.
ner-city and rural schools.
students as a whole are being com-
Mr. Bracey and Mr. Hodgkinson
The debate itself reveals how little
pared to other countries' elites.
contend that America's top-scoring
Americans know about their schools'
For example, the number of 17-
students do as well as ever. Scores on
performance and how far away the
year-olds who complete high school
the Graduate Record Examinations,
country is from defining just how
rose from 10 percent in 1910 to about
required for graduate school, have
good its schools should be.
75 percent in 1965 and has stayed at
risen even though more students
The defenders of American educa-
have taken them. Average scores on
tion wave a batch of surprising'statis-
tests required to attend business
tics: test scores and dropout rates
schools also rose. The percentage of
have held steady for at least 15 years,
A spirited debate
students scoring above 600 points
the percentage of top-scoring stu-
(out of 800) on the S.A.T. math and
dents is roughly the same as it was 15
leaves questions
verbal scores fell until 1975 but has
years ago, and comparisons that
held steady since.
show American students trailing
unanswered.
Yet for virtually every statistic the
those in nearly every other country
researchers produce, critics of Amer-
are distorted by faulty methodology.
ican schools offer a rebuttal. Scores
Paul Hosefros/ The New York Times
on the "nation's report card" tests
Thomas A. Fleming, a formerly illiterate high school dropout from Detroit, was named the national
Improvement Since 1981?
about that level since, said Gerald W.
may have stayed about the same for
"Most schools in America are bet-
Bracy, an educational consultant and
teacher of the year. He appeared yesterday with President Bush at a Rose Garden ceremony.
20 years, but they are stuck at low
ter than they were in 1981," said
former researcher for the National
levels, according to the National Cen-
Harold Hodgkinson, director of the
Education Association, who cites as
ter for Education Statistics; part of
A Dropout Is Named Teacher of the Year
Center for Demographic Policy, a re-
his source. the National Center for
the Department of Education.
search organization in Washington.
Education Statistics. Even that figure
"I'm interested in a focus on the
understates the number of students
Still Not Good Enough?
worst kids in the worst schools. Given
who eventually receive a high school
While American schools still
WASHINGTON, April 7 (AP) - A formerly illit-
Mr. Fleming was chosen from among more than
the fact that everyone agrees that the
diploma or its equivalent, he says; 91
produce some brilliant students, Ms.
erate high school dropout from Detroit who has been
2.5 million public school teachers in the United States.
bottom third of our kids are awful,
percent of the class of 1980 had done
Ravitch argues that even at the top
named the national teacher of the year was lauded by
The contest is sponsored by the Council of Chief State
they get very little spent on them."
so by 1986, according to a Depart-
there is reason to fear. The percent-
President Bush today as a "hero, a man of great
School Officers in partnership with Encyclopaedia
But the purveyors of bad news are
ment of Education study.
age of students who scored above 600
strength and courage and great heart."
Britannica Inc.
regrouping, charging the renegades
Not only are more children staying
on the verbal S.A.T. may have stabi-
Thomas A. Fleming, 59 years old, who teaches
Mr. Fleming stresses reading. A favorite class-
with complacency and fighting them
in school, but more are going to col-
lized since 1975, she says, but go back
history, government and geography at a juvenile
room project, he said, is requiring students to stand
statistic by statistic. Even if schools
lege, and SO it makes sense that
only three years, to 1972, and the
detention center in Ann Arbor, Mich., received a
before the class to read passages from a book.
over all are not much worse than 15
scores on the Scholastic Aptitude
numbers will show a drop of 35 per-
crystal apple from the President in ceremonies at the
"Can you imagine kids who cannot read wanting
years ago, they say, they are nowhere
Test would dip somewhat, said Mr.
cent in the last 20 years.
White House.
to stand up and read in front of others?" he said. "I
near good enough, and they still trail
Bracy and a report by the Sandia
Many scholars argue that the re-
"It's miraculous to come as far as I've come,"
ask them: 'Can you imagine yourself as Bryant
America's competitors.
National Laboratories of Alburquer-
searchers are right to say that
d
said Mr. Fleming, who in 1950, as a 17-year-old in
Gumbel? Do you know how much money he makes?'
"The critics are wrong in saying
que, N.M., which is financed by the
schools have not gone downhill, but
inner-city Detroit, could not read or write.
That is what good reading will give you."
the schools are just as good as they
Department of Energy.
are drawing the wrong conclusions.
Mr. Fleming, who was born in Reading, Pa., was
ever were," said Diane Ravitch, an
Since the 1960's, they argue, more
"It's true, but it's irrelevant,' said
'A Fantastic Group'
reared by his grandparents in Detroit. At 16 he lied
Assistant Secretary of Education.
white students with lower grade-point
Marc Tucker, president of the Nation-
Today he has a master's degree in special educa-
about his age and joined the Army National Guard,
"That is deeply damaging; it inspires
averages and lower ranks in class
al Center on Education and the Econ-
and
inner-city Detroit, could not read or write.
Mr. Fleming, who was born in Reading, Pa., was
ever were," said Diane Ravitch, an
Since the 1960's, they argue, more
"It's true, but it's irrelevant," said
'A Fantastic Group'
reared by his grandparents in Detroit. At 16 he lied
Assistant Secretary of Education.
white students with lower grade-point
Marc Tucker, president of the Nation-
Today he has a master's degree in special educa-
about his age and joined the Army National Guard,
"That is deeply damaging; it inspires
averages and lower ranks in class
al Center on Education and the Econ-
complacency and a false sense of self-
and more minority students who his-
omy, a Rochester research center.
tion and has spent 20 years at his job at the Wash-
where he became a member of an all-black combat
engineers unit that was called into active service and
esteem. To say we do as well today as
torically have not scored well on the
"Doing as well or slightly better than
tenaw County juvenile detention center. His students
we did 20 years ago - our kids today
tests have taken S.A.T.'s. This ac-
we used to do is doing appallingly
(spend anywhere from a week to several months at the
sent to West Germany.
are not going to be competing with
counts for the 5 percent decline in
badly relative to the rest of the
center while their cases wind through juvenile court.
When he returned from overseas, Mr. Fleming
their parents, but with children being
average S.A.T. scores in the last 20
world."
In one year, he and two co-workers teach more than
earned a high school equivalency diploma in night
educated in other countries."
years, the Sandia report said. Even
Here, too, the renegades contest
200 teen-agers.
school, and then a bachelor's degree from what is now
Although most Americans proba-
so, Mr. Hodgkinson said, S.A.T. scores
conventional wisdom. Iris C. Rotberg,
"The adolescent group is a fantastic group to
William Tyndale College, in Farmington Hills, Mich.
bly believe that schools are worse
of 31 states actually rose between
a senior social scientist at the Rand
work with," Mr. Fleming said. "They are always
In 1968 he received a master's degree from Eastern
than ever, the defenders of American
1980 and 1990.
Corporation, argues that internation-
"ready to accept a challenge."
Michigan University.
schools argue that they are as good or
Moreover, children are scoring at
al science and mathematics compari-
even better than before. Many indica-
about the same level on the most
sons are flawed because Americans
tors - test scores, dropout rates, the
reliable standardized tests - the fed-
are compared to other countries'
Photo Copy Preservation
elites, and curriculum differences are
not weighed.
Strong in Research
Kentucky Presses Crackdown on Local School Mismanagement, Charging 4 People
Although the tests indicate that, on
the average, Americans trail all other
students, comparisons from 1991
By WILLIAM CELIS 3d
Under a five-year legislative plan
Kentucky has moved more aggres-
State Education Commissioner, in
duty and immorality after several
show that the top 10 percent of Ameri-
now in its second year, tougher cur-
sively than other states to rein in
January removed three Harlan Coun-
convictions for driving under the in-
can students tested well compared
In a continuing crackdown on mis-
riculum and teacher standards have
errant school boards, largely because
ty school board members on charges
fluence of alcohol and carrying con-
with the top 10 percent of other coun-
managed school districts, Kentucky
been mandated and schools have
of its financial investment.
of mismanagement,
cealed weapons.
tries. American scientists, Ms. Rot-
education officials have charged
been given an additional $600 million
school board members and a superin-
4 Rural Counties Involved
The most recent charges, repre-
The third board member was
berg says, still account for one-third
in the first two years to meet the
senting a variety of infractions, were
charged with misconduct after the
of all research papers - far more
tendent in four school systems with
higher standards.
"The public is saying we are
filed against school board members
Office of Education Accountability
than any other country.
neglect of duty, influence peddling
In return, schools must produce
putting a lot of money into public!
in Hart County, Elliott County and
said he used his position on the board
While it may be true that existing
and misconduct.
results, and the legislation gives state
education at time when the economy
Letcher County and the superinten-
to steer school business to a coal-
international comparisons are imper-
"The charges, filed by the Office of
education officials authority to oust
is not doing very well," said Connie
dent in Floyd County. All of the coun-
delivery concern in which he has a
fect, there is every reason to believe
Education Accountability, an investi-
local school officials for failing,
Bridge, director of the Institute of
ties are rural.
financial interest.
that America's major economic com-
gative arm of the State Legislature,
through mismanagement, to meet the
Education Reform at the University
One school board member was
And Ronald L. Hager, the superin-
petitors are educating more of their
will be reviewed Friday by the State
new standards.
of Kentucky. "We expect these school
charged with misconduct after he and
tendent of Floyd County Schools, was
students to a higher standard, said
Board of Education in Frankfort to
Money as Incentive
officials to be accountable to us, and
a high school teacher got into a fight
charged with filing fraudulent finan-
Ms. Ravitch, Mr., Tucker and a num-
determine whether the local school
when they aren't, they need to go."
at a basketball game over a disagree-
cial statements for the school district
ber of other scholars.
officials should be removed.
Although 16 states have passed leg-
This tougher stance has met mixed
islation giving state officials the au-
ment about hiring a new superinten-
for the 1989 and 1990 fiscal years,
Some countries may have included
The actions are part of Kentucky's
reactions across the state. In Harlan.
thority to take over school districts
dent, according to the Office of Edu-
according to the Office of Education
only their elite students in math and
effort to overhaul its school systems
County, residents bitterly criticized
cation Accountability.
Accountability. Mr. Hager declined to
science tests, but several of the Unit-
and make them more accountable.
and remove local school officials,
the state after Thomas C. Boysen, the
Another was charged with neglect of
comment.
ed States' most important economic
competitors, like Japan and South
Korea, keep virtually all their stu-
dents in school through age 16. Even
More Military Retirees
if those countries tested only students
in elite high schools, other research-
ers have found that Asian children
are ahead of Americans in math as
Going Into Classrooms
early as first grade:
Harold W. Stevenson, a professor of
psychology at the University of Mich-
igan, and his colleague, James W.
By WILLIAM CELIS 3d
ing the transition from the military to
Stigler, compared children's math
the classroom a logical one, a chief
tWhen Steve Dexter retired from
performance in Japan, Taiwan and
reason many former military people
the Navy last fall, the former captain
the United States over a 10-year peri-
cite for pursuing second careers in
embarked on a new career as a sixth-
od. They found that Asian children's
public schools.
grade teacher in an inner-city school
scores were better in first grade, and
in, Portsmouth, Va.
Encouraging the Effort
that the older the children got, the
Although the widely traveled offi-
The military has a substantial mi-
further behind the Americans fell.
cer can speak firsthand about the
nority representation, and schools
Nor were many American children
cultures of Egypt, Italy and Greece to
around the nation are short of teach-
among the highest scorers, Mr. Ste-
his world history class, Mr. Dexter
ers from minorities, especially males
venson said, so it was not just a
often finds himself frustrated by the
from minorities. The service
question of the lesser students' bring-
problems of his 22 students, 19 of
branches and several universities
ing down the Americans' average.
whom come from single-parent
have been making efforts to encour-
"I'm convinced there's really a se-
homes and many of whom are poor.
age more departing military person-
rious problem," said Mr. Stevenson,
"I enjoy teaching," said Mr. Dex-
nel to try teaching, and to help them
co-author with Mr. Stigler of "The
ter, who is nearing the end of his first
with the transition. Last June, the
Learning Gap," the new book about
year. "But I was not prepared for
Army began an toll-free line, 1-800-
their study published by Summit
how tough it is."
227-LEAD, to provide information
Books.
As the military shrinks in its larg-
about teacher certification, and so
psychology at the University of Mich-
By WILLIAM CELIS 3d
ing the transition from the military to
igan, and his colleague, James W.
the classroom a logical one, a chief
Stigler, compared children's math
i,When Steve Dexter retired from
reason many former military people
performance in Japan, Taiwan and
the Navy last fall, the former captain
cite for pursuing second careers in
the United States over a 10-year peri-
embarked on a new career as a sixth-
public schools.
od. They found that Asian children's
grade teacher in an inner-city school
Portsmouth, Va.
Encouraging the Effort
scores were better in first grade, and
that the older the children got, the
:Although the widely traveled offi-
The military has a substantial mi-
further behind the Americans fell.
car can speak firsthand about the
nority representation, and schools
Nor were many American children
cultures of Egypt, Italy and Greece to
around the nation are short of teach-
among the highest scorers, Mr. Ste-
his world history class, Mr. Dexter
ers from minorities, especially males
venson said, so it was not just a
often finds himself frustrated by the
from minorities. The service
question of the lesser students' bring-
problems of his 22 students, 19 of
branches and several universities
ing down the Americans' average.
whom come from single-parent
have been making efforts to encour-
"I'm convinced there's really a se-
homes and many of whom are poor.
age more departing military person-
rious problem," said Mr. Stevenson,
"I enjoy teaching," said Mr. Dex-
nel to try teaching, and to help them
co-author with Mr. Stigler of "The
ter, who is nearing the end of his first
with the transition. Last June, the
Learning Gap," the new book about
year. "But I was not prepared for
Army began an toll-free line, 1-800-
their study published by Summit
how tough it is."
227-LEAD, to provide information
Books.
As the military shrinks in its larg-
about teacher certification, and so
far, 13,300 people have called it.
A 'Triage' in Education?
Also, teacher training programs es-
pecially aimed at military personnel
The debate, both sides say, has
Ex-officers find a
crucial implications for education
have been created at 10 colleges and
new world of
universities, many of them near mili-
policy. The revisionists argue that
tary bases. The oldest is at Old Do-
exaggerating the crisis in all Ameri-
minion University in Norfolk, Va.,
can schools distorts policies that
discipline.
should be focused on poor schools
whose four-year-old program has
grown to 400 students from 35 stu-
where children are really failing.
Jim Wilson/The New York Times
dents in its first year.
"The top are doing as well as they
Many former military personnel are pursuing sec-
A major problem in recruiting for-
teacher in a San Francisco high school, has had
need to," Mr. Hodgkinson said. "The
est manpower reduction since the end
mer soldiers to teaching is that when
ond careers as teachers. Isaac Bristow, a former
trouble maintaining discipline. "I can't rely on the
middle are going to take care of
of American involvement in Vietnam,
Navy lieutenant commander who is a student
themselves better than the lower
a small but growing number of for-
military personnel retire their pen-
authority my rank gave me in the military," he said.
third will. It's triage."
mer military people are pursuing
sion is about half of their salary, yet
By contrast, the Bush education
second careers as public school
they often still have families to sup-
plan assumes that all schools must do
teachers.
port. When they pursue teacher certi-
fication courses, they usually do so at
vironments. Some former military
Mr. Dexter, who gets advice from
:commander, said he has been sup-
better. "To say the only problem we
"Very Valuable to Us'
the expense of getting another job.
people have difficulty bringing their
his wife, an elementary school teach-
ported by other teachers and by his
have is inner-city schools is mislead-
"Although there are no national data
vocabularies down to student level.
er, said he planned to look for another
principal, Philip Lum, as he navi-
ing," Ms. Ravitch said. "There are
Representative Jim Kolbe, Republi-
on the number of military people in
can of Arizona, has proposed legisla-
Others have trouble figuring out how
school next fall. "I don't know if I
gates his new surroundings.
lots and lots of good suburban schools
public schools, Federal education of-
tion that would allow retired military
to administer discipline without the
want to do this inner-city stuff," he
where kids have not gotten a good
One area in which veteran teachers
ficials estimate that 2,000 to 3,000 of
people to continue to receive full pay
advantages of military rank.
said. "I liken teaching to being an
education. It's not the inner-city kids
have helped to coach Mr. Bristow is
who are dragging us down."
the 1.2 million people who have left
for one year after they leave so they
"You can give orders to a private,
ensign in my early years in the Navy,
discipline. Although he is enrolled in a
A debate about which schools are in
the military since 1987 are now teach-
can pursue college courses needed.
but you can't give orders to a kid with
only I don't have a chief petty officer
teacher training program for the mil-
ing or soon will be.
for certification.
to take care of me."
trouble, Mr. Tucker said, misses the
green hair and an earring," Dr. Sho-
itary at San Francisco State Univer-
military is very valuable to
If a teaching candidate survives
tel said.
Roland Hargett, a retired Air
point. "Our competitors haven't
sity, Mr. Bristow has discovered that
made these choices" between the
us," said Dr. Jay Shotel, special as-
the course work and the student
Indeed, another problem is the
Force senior master sergeant in Co-
education courses do not really help a
sistant to the president at George
teaching, finding work is not easy.
changes in the students over the past
lumbia, S.C., wanted to become a pub-
best and worst students, he said. In-
new teacher quell a rambunctious
Washington University, and an edu-
three decades. Dr. Robert McDonald,
lic school teacher to help minority
stead, they teach most of their citi-
The hiring of teachers in each of the
class.
cation professor who in 1985 helped
nation's 15,600 school districts is high-
students. "I see myself as a coach
zens the skills they need to find pro-
a professor of. curriculum and in-
design a teacher training program
ly decentralized, and some school
"The classroom is not the military,
ductive jobs and lead full lives. For
struction at Old Dominion, said of the
and a motivator," said Mr. Hargett,
especially for military personnel.
systems do not hire until a few weeks
new teachers, "They say the school
who is black. "I want to tell kids that
where people have the authority to !
example, Mr. Tucker said, the top 2
"We have to make sure they succeed,
before the academic year starts. Leg-
they would have liked to have taught
if you prepare yourself and get an
discipline," he said. "I can't rely on
percent of American students per-
because they have skills that schools
islation proposed by Senator William
in existed in 1959."
education and work hard then you
the authority my rank gave me in the
form as well on math tests as the top
need."
V. Roth Jr., Republican of Delaware,
The social problems that many
can do it."
military."
50 percent of Japanese students.
In the end, he said, what this debate
Virtually all these former military
would create a nationwide job-bank to
children bring to school have worn
personnel possess strong back-
down some of these early teaching
Coaching in Discipline
Mr. Bristow says he is learning, for
reveals is how few answers there are
match would-be teachers with job
example, to ask disruptive students
grounds in mathematics and science
openings.
recruits. Among them is Mr. Dexter,
School districts have generally wel-
to the important questions - how
"if they have something to share with
and fine management and organiza-
Underlying the bureaucratic has-
the Portsmouth teacher, who retired
comed these new teachers with en-
well are schools and students doing
the whole class." But sometimes, he
tion skills. Many also taught young
from the Navy after 26 years as a
thusiasm. In San Francisco, Isaac
compared with other nations, and
sles are differences between the mili-
said, an old-fashioned military-style
how will Americans know when their
recruits in the armed services, mak-
tary and public school classroom en-
supplies officer.
Bristow, a former Navy lieutenant
glare does the trick.
schools are good enough?
Photo Copy Preservation
NATIONAL TEACHER OF THE YEAR \ ROSE GARDEN
TUESDAY, APRIL 7, 1992 \ 11:15 A.M.
THANK YOU, LAMAR. WELCOME TO THE ROSE GARDEN,
EVERYBODY -- IN ADDITION TO OUR SECRETARY OF EDUCATION,
I'M GLAD TO SEE GORDON AMBACH OF THE COUNCIL OF CHIEF
STATE SCHOOL OFFICERS; SUPERINTENDENTS ROBERT SCHILLER
AND MICHAEL EMLAW FROM MICHIGAN; ALL YOU KIDS FROM
JEFFERSON JUNIOR HIGH AND SAINT RITA'S SCHOOL; AND, OF
COURSE, THE FOLKS I JUST HAD THE PLEASURE TO MEET IN
THE OVAL OFFICE -- ToM, DIANE, AND MALCOLM FLEMING AND
DIANE'S MOTHER JOSEPHINE ROSINSKI. 11 Stand up
- 2 -
WE'RE ALL HERE TODAY TO SALUTE AND THANK THE
THOUSANDS OF OUTSTANDING MEN AND WOMEN WHO EDUCATE THIS
NATION'S CHILDREN. THERE'S NO CALLING GREATER THAN A
TEACHER'S, BECAUSE THERE'S NOTHING MORE PRECIOUS THAN
WHAT THEY TOUCH -- THE MINDS OF OUR YOUTH. 11
THE TALMUD SAYS TEACHERS ARE OUR "PROTECTORS."
THAT'S TRUE. BY TEACHING OUR KIDS WHAT WE'VE LEARNED -
- AND BY TEACHING THEM TO DREAM -- TEACHERS PROTECT THE
TREASURES OF OUR PAST AND THE PROMISE OF OUR FUTURE.
- 3 -
TODAY, I WANT TO SHARE WITH YOU A STORY -- ABOUT A
DETROIT KID BROUGHT UP BY HIS GRANDPARENTS, GORDON AND
CARRIE BELL STARKS. HE STRUGGLED IN SCHOOL -- WAS
LABELED A SLOW LEARNER.
WHEN HE DROPPED OUT OF HIGH SCHOOL, HE COULDN'T
READ OR WRITE OR SPELL. HE DIDN'T THINK THAT MATTERED.
BUT ONE DAY IT DID. HIS FAITH BECAME TREMENDOUSLY
IMPORTANT TO HIM AND HE WANTED TO READ THE BIBLE, BUT
HE COULDN'T -- HE DIDN'T KNOW HOW.
- 4 -
FROM THAT MOMENT, HE THOUGHT ABOUT WHAT IT WOULD
REALLY MEAN TO TAKE CHARGE OF HIS LIFE.
\
THAT MOMENT CHANGED HIS LIFE. FIVE YEARS AFTER HE
DROPPED OUT, HE ENROLLED IN NIGHT SCHOOL TO LEARN HOW
TO READ HIS BIBLE -- AND EARN HIS HIGH SCHOOL DIPLOMA.
HE WENT ON TO BIBLE COLLEGE, WHILE WORKING AS A
MINISTER TO KIDS LIKE HIMSELF IN NORTHWEST DETROIT.
HERE HE FOUND HE HAD THE POWER TO TOUCH AND CHANGE
LIVES.
- 5 -
HE DECIDED TO BECOME A TEACHER, AND WORKED WITH
FORGOTTEN KIDS AT A STATE INSTITUTION FOR JUVENILE
OFFENDERS.
THERE'S AN OLD SAYING: "WHOEVER WOULD BE A TEACHER
OF MEN, LET HIM BEGIN BY TEACHING HIMSELF BEFORE
TEACHING OTHERS -- AND LET HIM SET AN EXAMPLE BEFORE
TEACHING BY WORD.' 11 THAT'S EXACTLY WHAT THE YOUNG
MAN OF THAT STORY DID -- AND WE'RE HERE TODAY TO HONOR
HIM AS THE 1992 TEACHER OF THE YEAR -- THOMAS FLEMING.
- 6 -
ToM IS A HERO -- A MAN OF STRENGTH, COURAGE AND
GREAT HEART. FOR THE LAST 20 YEARS, AS LEAD TEACHER IN
THE WASHTENAW Promunistion COUNTY JUVENILE DETENTION PROGRAM, HE'S
TAUGHT HISTORY, GOVERNMENT AND GEOGRAPHY TO KIDS AGE
12-16.
BUT HE TEACHES MUCH MORE. To KIDS WHO'VE HAD THE
HOPE DRAINED OUT OF THEM BY A VICIOUS CYCLE OF ABUSE,
NEGLECT, FAILURE, DRUGS, AND CRIME -- HE GIVES LIFE-
TRAINING. HERE'S WHAT HE SAYS TO THEM: "KNOWLEDGE IS
POWER -- THE MORE YOU KNOW, THE MORE YOU'RE WORTH."
- 7 -
IN THESE "THROW-AWAY" KIDS HE INSTILLS PRIDE. 11
ToM DOESN'T WANT THE MOON FOR HIS KIDS. HE WANTS
SOMETHING MORE IMPORTANT -- A FUTURE. IN HIS
CLASSROOM, IT WILL BE A FUTURE FORGED OUT OF NEW
And
PERSONAL RESPONSIBILITY -- ENTHUSIASM FOR LEARNING --
AND HOPE.
SOME OF HIS KIDS HAVE GONE ON TO RESPECTED CIVIC
AND RELIGIOUS POSITIONS -- ONE EVEN REBUILT TOM'S
ORIGINAL YOUTH CLUB AS A MINISTRY OF HIS OWN.
- 8 -
AND ONE OF HIS KIDS, "SATURDAY NIGHT LIVE" COMEDIAN A.
WHITNEY BROWN, IS HERE WITH US TODAY -- WHERE ARE YOU,
WHITNEY? 11 WHITNEY SPOKE FOR MANY OF TOM'S KIDS
WHEN, MORE THAN 20 YEARS AFTER BEING IN HIS CLASSROOM,
I'm
HE DEDICATED HIS BOOK "THE BIG PICTURE" TO ToM AND TO
you
HIS COLLEAGUE ANNE KLEIN, WHO'S ALSO HERE TODAY. HE
CALLED THEM "TWO TEACHERS WHO MADE A DIFFERENCE." III
Bring Danarrey
- 9 -
I HAVE A FEELING THIS CRYSTAL APPLE ISN'T AS
IMPORTANT TO ToM AS HIS OTHER REWARDS -- SEEING THE
FIRST SPARK OF LIGHT IN A KID'S EYE -- OR EVEN JUST
HAVING A KID, WHO NEVER BEFORE HAD BEEN ABLE TO READ,
ASK HIM FOR A BOOK FROM THE PUBLIC LIBRARY.
BUT THE APPLE DOES SYMBOLIZE THE RESPECT WITH WHICH
TOM'S COUNTRY VIEWS HIM. AND THE APPLE REMINDS US OF
TOM'S MESSAGE: EDUCATION IS IMPORTANT BECAUSE EVERY
LIFE CAN BE REDEEMED -- EVERY LIFE COUNTS. III
- 10 -
WHETHER YOU'RE CONCERNED ABOUT THE BIG ISSUES THAT
SHAPE OUR WORLD -- OR ABOUT THE VALUES CLOSE TO HOME,
EDUCATION IS A FUNDAMENTAL PART OF THE THREE PRECIOUS
LEGACIES AMERICANS TAKE TO HEART: STRONG FAMILIES.
GOOD JOBS. A WORLD AT PEACE.
EVERY DAY, ON THE MOST INTENSE AND PERSONAL LEVEL,
ToM FLEMING SEES THE HEART OF THE PROBLEMS WE FACE:
THE BREAKDOWN OF FAMILIES -- THE LOSS OF TRADITIONAL
VALUES -- THE LURE OF CRIME AND SUBSTANCE ABUSE -- THE
DEAD-END OF UNEMPLOYMENT AND HOPELESSNESS.
- 11 -
BUT HE KNOWS THAT GOOD TEACHERS WILL HELP US FIND A
SOLUTION -- FOR WITH EVERY STUDENT YOU TEACH -- YOU
SHAPE A FUTURE, YOU TOUCH A LIFETIME. III
BUT TEACHERS CAN'T EXIST IN ISOLATION. OUR
TREMENDOUS RESPECT FOR THEM, AND OUR UTTER CONVICTION
THAT EDUCATION IS THE KEY TO OUR COUNTRY'S FUTURE, LED
US TO DEVELOP AMERICA 2000 -- OUR REVOLUTIONARY
BLUEPRINT FOR EDUCATIONAL REFORM.
- 12 -
IT WILL LEAD US TO REACH acheeve OUR SIX NATIONAL EDUCATION
GOALS: ADOPTED MORE THAN TWO YEARS AGO IN AN
EXTRAORDINARY NONPARTISAN, FEDERAL-STATE PARTNERSHIP BY
THE NATION'S GOVERNORS AND THIS ADMINISTRATION.
LET ME REMIND YOU OF THESE SIX GOALS, WHICH WILL
PROPEL THIS NATION FORWARD INTO EXCELLENCE. BY THE
YEAR 2000 -- OUR CHILDREN WILL START SCHOOL READY TO
LEARN.
\ AMERICA'S STUDENTS WILL ACHIEVE AT LEAST A
90% HIGH SCHOOL GRADUATION RATE.
\
- 13 -
THEY WILL DEMONSTRATE COMPETENCE IN FIVE CORE SUBJECTS
MEASURED AGAINST WORLD-CLASS STANDARDS.
BY THE YEAR 2000, OUR CHILDREN WILL BE FIRST IN THE
WORLD IN SCIENCE AND MATH.
\
OUR ADULTS WILL BE
LITERATE AND ABLE TO COMPETE IN THE WORK FORCE.
\
AND
FINALLY, OUR SCHOOLS WILL BE SAFE, DISCIPLINED, AND
DRUG-FREE. 111
WE'LL ACHIEVE THESE GOALS BY ADVANCING FOUR
TRANSFORMING IDEAS AT THE HEART OF AMERICA 2000.
- 14 -
FIRST, FLEXIBILITY FOR TEACHERS AND PRINCIPALS --
FREEDOM FROM THE WEB OF FEDERAL REGULATIONS THAT IMPOSE
A ONE-SIZE-FITS-ALL SOLUTION ON OUR SCHOOLS.
SECOND, A GENERATION OF NEW AMERICAN SCHOOLS --
TEACHERS ARE CRITICAL TO THIS EXCITING BREAK-THE-MOLD
EXPERIMENT IN WHAT EDUCATION CAN BE.
- 15 -
THIRD, WORLD CLASS STANDARDS AND VOLUNTARY NATIONAL
EXAMS -- AGAIN, TEACHERS ARE LEADING THE WAY IN
DEFINING STANDARDS, CREATING CURRICULUM FRAMEWORKS AND
DEVELOPING EXAMS TO HELP US RAISE OUR SIGHTS AND
MEASURE OUR PERFORMANCE.
\
FOURTH AND FINALLY, PARENTAL CHOICE OF SCHOOLS --
PUBLIC, PRIVATE, RELIGIOUS. 11
OUR PLAN IS INNOVATIVE: IT'S EXCITING; IT'S UNITING
THIS COUNTRY -- AND IT WILL WORK. III
Loudlress
- 16 -
CHANGING OUR SCHOOLS IS TOO IMPORTANT TO WAIT -- OR
TO WASTE -- A GENERATION. THAT'S WHY EDUCATION IS ONE
OF THE FIVE URGENT REFORM CHALLENGES I'VE been TALKING
ABOUT. WE KNOW WE'VE GOT TO BE COMPETITIVE IN A
CHANGING WORLD. WE CAN'T GO ON SENDING OUR CHILDREN
INTO THE WORKING WORLD UNDER-EDUCATED AND ILL-
EQUIPPED -- AND EXPECT THE BUSINESS COMMUNITY TO SPEND
BILLIONS TEACHING NEW WORKERS WHAT THEY SHOULD HAVE
LEARNED IN SCHOOL.
- 17 -
STATUS QUO SCHOOLS WON'T CARRY US INTO THE NEXT
CENTURY. WE SET OUR GOALS FOR THE YEAR 2000 BECAUSE WE
KNOW OUR ECONOMIC HEALTH -- OUR ECONOMIC SURVIVAL --
DEPENDS ON HOW WE EDUCATE OURSELVES TO FACE THE
CHALLENGES A NEW CENTURY WILL BRING.
ToM AND THE THOUSANDS OF MEN AND WOMEN LIKE HIM
WILL HELP US MEET THOSE CHALLENGES.
- 18 -
TEACHERS KNOW THAT REAL EXCELLENCE DEMANDS COMMITMENT
FROM EVERYONE IN EVERY COMMUNITY AS WE WORK TO CREATE
COMMUNITIES WHERE LEARNING CAN HAPPEN.
IT DEMANDS THAT TALENTED MEN AND WOMEN GIVE TIME TO
BECOME TUTORS AND MENTORS. IT DEMANDS THAT BUSINESSES,
CHURCHES AND SYNAGOGUES, AND CIVIC GROUPS JOIN TOGETHER
TO SUPPORT LOCAL SCHOOLS. IT DEMANDS THAT EVERY
CITIZEN HELP HIS COMMUNITY DEVELOP A PLAN OF ACTION
BASED ON AMERICA 2000 -- AND HELP THE NATION REACH THE
NATIONAL EDUCATION GOALS.
- 19 -
TOGETHER, WE WILL REINVENT THE AMERICAN SCHOOL
COMMUNITY BY COMMUNITY, NEIGHBORHOOD BY NEIGHBORHOOD,
ALL ACROSS THIS COUNTRY. III
AND AT THE HEART OF THIS SHINING NEW SCHOOL WILL BE
-- AS ALWAYS -- THE TEACHER. LAST WEEK AT THE OSCARS,
FILMMAKER GEORGE LUCAS MIGHT HAVE CAPTURED IT BEST,
WHEN HE THANKED THE TEACHERS OF HIS CHILDHOOD. HE
SAID: "ALL OF US
ARE TEACHERS, TEACHERS WITH VERY
LOUD VOICES, BUT WE WILL NEVER MATCH THE POWER OF THE
TEACHER WHO IS ABLE TO WHISPER IN A STUDENT'S EAR."
- 20 -
TOM -- ON BEHALF OF ALL AMERICANS WHO'VE HAD THE
RARE AND PRICELESS PRIVILEGE OF HAVING A FINE TEACHER
WHISPER IN THEIR EAR -- CONGRATULATIONS. You TEACH THE
ONE LESSON THAT MATTERS MOST. THERE'S NO DISTINCTION
BETWEEN WHO YOU ARE AND WHAT YOU DO -- YOU'VE WOVEN THE
VALUES OF YOUR LIFE INTO YOUR WORK. THANK YOU, ToM --
AND MAY GOD BLESS YOU. III
- 21 -
AND NOW I HAVE SOMETHING SPECIAL FOR YOU. THE
APPLE IS THE TRADITIONAL SYMBOL OF TEACHING -- AND
CRYSTAL REPRESENTS THE CLARITY OF VISION AND COMMITMENT
THAT GREAT TEACHERS POSSESS. ON BEHALF OF A GRATEFUL
AND ADMIRING NATION, ToM -- CONGRATULATIONS.
# # # # #
FACT CHECK COPY
(Hinchliffe/Nix)
April 2, 1992 9 p.m.
TEACHER Draft One
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR
OPL
TUESDAY, APRIL 7, 1992
11:15
A.M.
ROSE GARDEN
your
Thank you and welcome to the Rose Garden. [ACKNOWLEDGEMENTS]
We're here to salute and thank the thousands of outstanding men
and women who educate this nation's children. There's no calling
greater than a teacher's, because there's nothing more precious
than what they touch -- the minds of our youth. The Talmud says
Mis285
teachers are our "protectors." That's true. By teaching our kids
what we've learned, and by teaching them to dream, teachers
protect the treasures of our past and the promise of our future.
Per
Diane
(313)63-9376 I want to share a story -- about a Detroit kid brought up by
Fleming
Gordon and Carrie Bell Sparkso
his grandparents. He struggled in school -- was labeled a slow
Frming
learner. When he dropped out of high school he couldn't read or
in application
write or spell. He didn't think that mattered. But one day it
did. His faith became tremendously important to him and he
wanted to read the Bible, but he couldn't -- he didn't know how.
Frand
From that moment, he thought about what it would really mean to
take charge of his life.
That moment changed his life. Five years after he dropped
envolled in
out, he went to night school for two years to learn how to read -
to
- and earn his high school diploma. He went on for seven more
DT
years to Bible College, while working as a minister to kids in
the ghetto. Here he found he had the power to touch and change
adolescents
special
lives. He decided to become a teacher. He began by working with needs at
a Hospital
psychiatric
forgotten kids at a state institution for juvenile offenders.
and then
with
2
Teacher's
There's an old saying: "Whoever would be a teacher of men,
Miscellany
let him begin by teaching himself before teaching others -- and
Pg.278
let him set an example before teaching by word." That's exactly
what the young man of that story did -- and we're here today to
Eo
honor him as the 1992 Teacher of the Year -- Thomas Fleming.
Tom is a hero -- a man of strength, courage and great heart.
Flemication
For the last 20 years, as lead teacher in the Washtenaw County
Juvenile Detention Program, he's taught history, government and
geography to youths aged 12-16. But he teaches much more. To
kids who've had the hope drained out of them by a vicious cycle
of abuse, neglect, failure, drugs, and crime -- he gives life-
to them:
training. Here's what he says "Knowledge is power -- the more
e.g.sad tormented troubled wording
you know, the more you're worth." And in these suspicious throw
needed change
away kids he instills pride.
Tom doesn't want the moon for his kids. He wants something
more important -- a future. In his classroom, it will be a
future forged out of new personal responsibility; enthusiasm for
Fleming
Plemination
learning; and hope. Some of his kids have gone on to respected
reestablished one of
civic and religious positions -- one even took over Tom's
clubs as a of his own.
original inner city youth ministry And one, "Saturday Night
more than 23
Pleming
Live" comedian A. Whitney Brown, spoke for many when, 20 years
Tom's
after being in his classroom, he dedicated his book to Tom for
the difference this man had made in his life.
1993 Heming
I have a feeling this crystal apple isn't as important to
Chief
19
Tom as his other rewards -- seeing the first spark of light in a
8t
before had
Officerson
kid's eye -- or even just having a kid who d never been able to
36-7047
3
read ask for a book from the public library. But the apple does
symbolize the respect in which Tom's country holds him. And the
apple reminds us of his message: education is important because
every life can be redeemed -- every life counts.
Every day, on the most intense and personal level, Tom
Fleming sees the heart of the problems we face -- the breakdown
of families; the loss of traditional values; the lure of crime
and substance abuse; the dead-end of unemployment and
hopelessness. But he knows that good teachers will help us find
a solution -- for with every student you teach -- you shape a
future, you touch a lifetime.
But teachers can't exist in isolation. Our tremendous
respect for them, and the utter conviction that education is the
key to our country's future, led us to develop America 2000: our
An
revolutionary blueprint for educational excellence. At the heart
of it stand four key reforms. First, Flexibility for Teachers
at
booklet
and Principles: freedom from the web of federal regulations that
impose a one-size-fits-all solution on our schools. Second, A
Generation of New American Schools -- a break-the-mold experiment
in what education can be. Third, World Class Standards and
Voluntary National Exams -- to help us raise our sights and
measure our performance. Fourth and finally, Parental Choice of
Schools -- public, private, religious. Our plan is innovative;
it's exciting; it's uniting this country -- and it will work.
Changing our schools is too important to wait -- or to waste
-- a generation. We know we've got to be competitive in a
4
changing world. We set our goals for the year 2000 because we
know our economic health -- our economic survival -- depend on
how we educate ourselves to face the challenges of a new century.
Tom and the thousands of men and women like him will help us
meet those challenges. Teachers know that real excellence demands
commitment from everyone in every community as we work to create
a new generation of American schools. It demands that talented
men and women give time to become tutors and mentors. It demands
that businesses, churches and synagogues, and civic groups form
change
partnerships to support local schools. It demands that every
citizen helping his or her community develop a plan of action
Excellences
based on America 2000: our new Declaration of Educational Rights.
Together, we will reinvent the American school community by
community, neighborhood by neighborhood, all across this country.
And at the heart of this shining new school will be -- as
always -- the teacher. Last week at the Oscars, filmmaker George
NEXIS
Lucas might have captured it best, when he thanked the teachers
AP News
of his childhood. He said: "all of us ... are teachers,
March story
teachers with very loud voices, but we will never match the power
30,1992
of the teacher who is able to whisper in a student's ear."
Tom -- on behalf of all Americans who've had the rare and
priceless privilege of having a fine teacher whisper in their ear
-- congratulations. You teach the one lesson that matters most.
There's no distinction between who you are and what you do:
name values
you've woven the values of your life into your work. Thank you,
Tom -- and may God bless you.
Now, I'd like to present the Crystal Apple to Thomas
E. Fleming.
FACT CHECK COPY
(Hinchliffe/Nix)
April 2, 1992 9 p.m.
TEACHER Draft One
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR
OPL
TUESDAY, APRIL 7, 1992 11:15 A.M.
ROSE GARDEN
Gane ard
Thank you and welcome to the Rose Garden. [ACKNOWLEDGEMENTS]
We're here to salute and thank the thousands of outstanding men
and women who educate this nation's children. There's no calling
greater than a teacher's, because there's nothing more precious
than what they touch -- the minds of our youth. The Talmud says
teachers are our "protectors." That's true. By teaching our kids
what we've learned, and by teaching them to dream, teachers
protect the treasures of our past and the promise of our future.
Per
(313) -9376 I want to share a story -- about a Detroit kid brought up by
Dianeming
his grandparents. He struggled in school -- was labeled a slow
Frming
learner. When he dropped out of high school he couldn't read or
in
application
write or spell. He didn't think that mattered. But one day it
Mention
did. His faith became tremendously important to him and he
wanted to read the Bible, but he couldn't -- he didn't know how.
From that moment, he thought about what it would really mean to
take charge of his life.
That moment changed his life. Five years after he dropped
envolled in
out, he went to night school for two years to learn how to read -
- and earn his high school diploma. He went on for to seven more
years to Bible College, while working as a minister to kids in
the ghetto. Here he found he had the power to touch and change
adolescents special
lives. He decided to become a teacher. He began by working at
forgotten kids at a state institution for juvenile offenders.
and then Hospital
with
2
Teacher's
Miscellanes
There's an old saying: "Whoever would be a teacher of men,
let him begin by teaching himself before teaching others -- and
Pg.278
let him set an example before teaching by word." That's exactly
what the young man of that story did -- and we're here today to
Eo
honor him as the 1992 Teacher of the Year -- Thomas Fleming.
Tom is a hero -- a man of strength, courage and great heart.
For the last 20 years, as lead teacher in the Washtenaw County
Juvenile Detention Program, he's taught history government and
geography to youths aged 12-16. But he teaches much more. To
kids who've had the hope drained out of them by a vicious cycle
of abuse, neglect, failure, drugs, and crime -- he gives life-
to them:
Plentration
training. Here's what he says "Knowledge is power -- the more
e.g.sad tormented troubled wording
you know, the more you're worth." And in these suspicious throw
needed change
away kids he instills pride.
Tom doesn't want the moon for his kids. He wants something
more important -- a future. In his classroom, it will be a
future forged out of new personal responsibility; enthusiasm for
Plemination
learning; and hope. Some of his kids have gone on to respected
reestablished one of
civic and religious positions -- one even took over Tom's
clubs as a of his own.
original inner city youth ^ ministry And one, "Saturday Night
mouther 23
Pleming
Live" comedian Tom's A. Whitney Brown, spoke for many when, 20 years
after being in his classroom, he dedicated his book to Tom for
Signe
the difference this man had made in his life.
I have a feeling this crystal apple isn't as important to
John you
1982
Chief School
1969
Tom as his other rewards -- seeing the first spark of light in a
133
before had
Offrerson 336-2047
kid's eye -- or even just having a kid who d X never been able to
3
read ask for a book from the public library. But the apple does
symbolize the respect in which Tom's country holds him. And the
apple reminds us of his message: education is important because
every life can be redeemed -- every life counts.
Every day, on the most intense and personal level, Tom
Fleming sees the heart of the problems we face -- the breakdown
of families; the loss of traditional values; the lure of crime
and substance abuse; the dead-end of unemployment and
hopelessness. But he knows that good teachers will help us find
a solution -- for with every student you teach -- you shape a
future, you touch a lifetime.
But teachers can't exist in isolation. Our tremendous
respect for them, and the utter conviction that education is the
key to our country's future, led us to develop America 2000: our
revolutionary blueprint for educational excellence. At the heart
2003
of it stand four key reforms. First, Flexibility for Teachers
at
and Principles: freedom from the web of federal regulations that
impose a one-size-fits-all solution on our schools. Second, A
Generation of New American Schools -- a break-the-mold experiment
in what education can be. Third, World Class Standards and
Voluntary National Exams -- to help us raise our sights and
measure our performance. Fourth and finally, Parental Choice of
Schools -- public, private, religious. Our plan is innovative;
it's exciting; it's uniting this country -- and it will work.
Changing our schools is too important to wait -- or to waste
-- a generation. We know we've got to be competitive in a
4
changing world. We set our goals for the year 2000 because we
know our economic health -- our economic survival -- depend on
how we educate ourselves to face the challenges of a new century.
Tom and the thousands of men and women like him will help us
meet those challenges. Teachers know that real excellence demands
commitment from everyone in every community as we work to create
a new generation of American schools. It demands that talented
men and women give time to become tutors and mentors. It demands
that businesses, churches and synagogues, and civic groups form
partnerships to support local schools. It demands that every
change
citizen helping his or her community develop a plan of action
based on America 2000: our new Declaration of Educational Excellences Rights.
Together, we will reinvent the American school community by
community, neighborhood by neighborhood, all across this country.
And at the heart of this shining new school will be -- as
always -- the teacher. Last week at the Oscars, filmmaker George
NEXIS
Lucas might have captured it best, when he thanked the teachers
AP
of his childhood. He said: "all of us
are teachers,
teachers with very loud voices, but we will never match the power
March story
30,1992
of the teacher who is able to whisper in a student's ear."
Tom -- on behalf of all Americans who've had the rare and
priceless privilege of having a fine teacher whisper in their ear
-- congratulations. You teach the one lesson that matters most.
There's no distinction between who you are and what you do:
name values
you've woven the values of A your life into your work. Thank you,
Tom -- and may God bless you.
Now, I'd like to present the Crystal Apple to -
(Hinchliffe/Nix)
April 3, 1992 9 a.m.
TEACHER Draft Two
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR
TUESDAY, APRIL 7, 1992 11:15 A.M.
ROSE GARDEN
Thank you and welcome to the Rose Garden. [ACKNOWLEDGEMENTS]
We're here to salute and thank the thousands of outstanding men
and women who educate this nation's children. There's no calling
greater than a teacher's, because there's nothing more precious
than what they touch -- the minds of our youth. The Talmud says
teachers are our "protectors." That's true. By teaching our
kids what we've learned, and by teaching them to dream, teachers
protect the treasures of our past and the promise of our future.
Today, I want to share with you a story -- about a Detroit
kid brought up by his grandparents. He struggled in school --
was labeled a slow learner. When he dropped out of high school
he couldn't read or write or spell. He didn't think that
mattered. But one day it did. His faith became tremendously
important to him and he wanted to read the Bible, but he couldn't
-- he didn't know how. From that moment, he thought about what
it would really mean to take charge of his life.
That moment changed his life. Five years after he dropped
out, he went to night school for two years to learn how to read -
- and earn his high school diploma. He went on for seven more
years to Bible College, while working as a minister to city kids
like himself. Here he found he had the power to touch and change
lives. He decided to become a teacher, and worked with forgotten
kids at a state institution for juvenile offenders.
2
There's an old saying: "Whoever would be a teacher of men,
let him begin by teaching himself before teaching others -- and
let him set an example before teaching by word." That's exactly
what the young man of that story did -- and we're here today to
honor him as the 1992 Teacher of the Year -- Thomas Fleming.
Tom is a hero -- a man of strength, courage and great heart.
For the last 20 years, as lead teacher in the Washtenaw County
Juvenile Detention Program, he's taught history, government and
geography to youths aged 12-16. But he teaches much more. To
kids who've had the hope drained out of them by a vicious cycle
of abuse, neglect, failure, drugs, and crime -- he gives life-
training. Here's what he says: "Knowledge is power -- the more
you know, the more you're worth." And in these suspicious,
throw-away kids he instills pride.
Tom doesn't want the moon for his kids. He wants something
more important -- a future. In his classroom, it will be a
future forged out of new personal responsibility -- enthusiasm
for learning -- and hope. Some of his kids have gone on to
respected civic and religious positions -- one even rebuilt Tom's
original inner-city youth ministry. And one, "Saturday Night
Live" comedian A. Whitney Brown, spoke for many when, more than
20 years after being in his classroom, he dedicated his book to
Tom for the difference this man has made in his life.
I have a feeling this crystal apple isn't as important to
Tom as his other rewards -- seeing the first spark of light in a
kid's eye -- or even just having a kid who'd never been able to
3
read ask him for a book from the public library. But the apple
does symbolize the respect with which Tom's country views him.
And the apple reminds us of Tom's message: education is important
because every life can be redeemed -- every life counts.
Every day, on the most intense and personal level, Tom
Fleming sees the heart of the problems we face -- the breakdown
of families; the loss of traditional values; the lure of crime
and substance abuse; the dead-end of unemployment and
hopelessness. But he knows that good teachers will help us find
a solution -- for with every student you teach -- you shape a
future, you touch a lifetime.
But teachers can't exist in isolation. Our tremendous
respect for them, and our utter conviction that education is the
key to our country's future, led us to develop America 2000: our
revolutionary blueprint for educational reform. At the heart of
it stand four transforming ideas. First, Flexibility for Teachers
and Principals: freedom from the web of federal regulations that
impose a one-size-fits-all solution on our schools. Second, A
Generation of New American Schools -- a break-the-mold experiment
in what education can be. Third, World Class Standards and
Voluntary National Exams -- to help us raise our sights and
measure our performance. Fourth and finally, Parental Choice of
Schools -- public, private, religious. Our plan is innovative;
it's exciting; it's uniting this country -- and it will work.
Changing our schools is too important to wait -- or to waste
-- a generation. That's why education is one of the five urgent
4
reform challenges I've been talking about. We know we've got to
be competitive in a changing world. We can't go on sending our
children into the working world under-educated and ill-equipped -
- and expect the business community to spend billions teaching
new workers what they should have learned in school. Status quo
schools won't carry us into the next century. We set our goals
for the year 2000 because we know our economic health -- our
economic survival -- depend on how we educate ourselves to face
the challenges a new century will bring.
Tom and the thousands of men and women like him will help us
meet those challenges. Teachers know that real excellence demands
commitment from everyone in every community as we work to create
communities where learning can happen. It demands that talented
men and women give time to become tutors and mentors. It demands
that businesses, churches and synagogues, and civic groups join
together to support local schools. It demands that every citizen
help his community develop a plan of action based on America
2000 -- and help the nation reach the National Education Goals.
Together, we will reinvent the American school community by
community, neighborhood by neighborhood, all across this country.
And at the heart of this shining new school will be -- as
always -- the teacher. Last week at the Oscars, filmmaker George
Lucas might have captured it best, when he thanked the teachers
of his childhood. He said: "all of us are teachers,
teachers with very loud voices, but we will never match the power
of the teacher who is able to whisper in a student's ear."
5
Tom -- on behalf of all Americans who've had the rare and
priceless privilege of having a fine teacher whisper in their ear
-- congratulations. You teach the one lesson that matters most.
There's no distinction between who you are and what you do --
you've woven the values of your life into your work. Thank you,
Tom -- and may God bless you.
And now
#
#
#
#
#
APR- 2-92 THU 11:55
CCSSO
FAX NO. 2024088072
P.01
National
Teacher of the Year
Program
April 2, 1992
FACSIMILE TRANSMISSION
202/456-6218
3 Pages
MEMORANDUM
TO: Michell Nix
The White House
FROM: Jon Quam, Director
SUBJECT: Article on Thomas Fleming
Per your request.
Please give me a call if you need additional information. Thanks.
Sponsored by the COUNCIL OF CHIEF STATE SCHOOL OFFICERS in partnership with ENCYCLOPAEDIA BRITANNICA, INC.
One Massachusetts Avenue. NW Suite 700 Washington, DC 20001-1431 202/408-5505 202/408-8072 FAX
APR- 2-92 THU 11:56
CCSSO
FAX NO. 2024088072
P. 02
The Ann Arbor News
Sept. 8, 1991 P. B.1 BH
LOC
A NATURAL
TEACHER
Finalist for state teacher of the year
has spent 20 years with delinquents
By DAVE WILKINS
will be here for a week, others for months. Some re-
NEWS STAFF REPORTER
turn again and again.
Tom Fleming circles the large rectangular table
It's like a one-room schoolhouse for delinquents,
in the center of the small classroom.
with kids at drastically different stages academical-
ly, emotionally, and socially - with teachers who
He leans over one student to point out a detail in a
textbook; he leans on another who isn't much inter-
make. can never be sure how much of a difference they
ested in the morning's assignment.
It is Fleming's 20th year as a teacher here, at the
"I know I'm not going to have you long," Fleming
Washtenaw County Juvenile Detention Center.
tells his students. "I'm just trying to get you in touch
with what you can do
His lesson during third period Wednesday was
But this is a 50-50 proposi-
tion. I cannot teach you if you don't want to learn."
disjointed and rambling - part teaching, part
Later, after the class is over and the students are
preaching, part plain talk: A
brief overview of U.S. history
off having lunch, Fleming
from the Great Depression to
says: "I don't know how you
Pearl Harbor. A chat over a
4 don't know how you
(meet their diverse needs) ac-
fight that escalated from a
ademically. I do know how im-
dodgeball game the night be-
(meet their diverse
portant it is to affirm that
fore. A discussion of the
needs) academically. I
child - letting that kid have
causes of homelessness. A
some success in school, let-
mini-sermon on responsi-
do know how important
ting them have a good day."
bility,
it is to affirm that child
Troubled roads
Tall and white-haired, he
- letting that kid have
circles - checking students'
Perhaps Tom Fleming gets
some success in
progress on the assignment,
through to troubled young
school.'
people because he has trav-
offering insights, making con-
eled many of their roads:
nections - and the lesson
take its own shape.
- Tom Fleming
abandonment, poverty, rac-
Fleming reminds his stu-
ism, difficulty in school.
dents they must date all their
At the same time, he knows
papers. "I want you to know
'Maybe part of it has to
the strength of a nurturing
every day you're in jail," he
hand. Fleming was raised by
says. "When you're back in
do with his own sense
hard-working grandparents
your own school, I want you to
of wonder. He's a
whom he cherished. Even to-
say, 'I'll be good, I'll be good,
day, long after they've passed
I'll be good.'
person who's always
away, Fleming asks that they
Eight or 10 incarcerated
learning, buying books,
be mentioned here: Gordon
teen-agers sit around the ta-
reading books, talking
and Carrie Bell Sparks.
ble: A bright, personable 14-
When he was II or 12, he
in
nir
year-old girl who reads novels
to people, searching for
told his grandmother he
car
and can easily handle the
answers, trying to see
would one day buy the couple
a home
Extended Page
2.
1
a home.
dri
work of an 11th-grader. A stu-
things in a new way.'
"She said, Yeah, boy,' and
vis
dent with a visual disability
- The Rev. Larry
rubbed my head," he says.
that makes reading and writ-
"But that promise stayed in
tal
ing a struggle. A 16-year-old
Greenfield
my heart"
Ed
boy caught, when he's outside
After Fleming's birth in
list
these walls, in a tug-of-war
Redding, Pa., in 1933, his
gic
between his success as a drug
mother left him with her par-
f
dealer and the traditional values he confronts at
ents, one of three black families in their Detroit
home.
yes
neighborhood. She said she would be back for him
dre
"Nobody wants to touch these kids," says Dale
when she could afford to raise a child.
the
Rice, a special education professor at Eastern Mich-
He saw her once when he was 9 or 10 years old
Sco
igan University who has known Fleming since 1965.
and again as a young adult.
yea
"They've become so hardened over the years,
Fleming never knew his father.
ega
there's just no way to get through.
A "bad-ass kid" in a tough Detroit neighborhood,
"Tom gets through. He relishes it."
Fleming spent sixth grade in the equivalent of a re-
For that, Fleming is one of 14 finalists for Michi-
form school and ran with a rough crowd in high
gan Teacher of the Year 1991-92. The winner is
school: "I'd walk into school and somebody would
F
scheduled to be announced later this month.
say 'Hello, Sambo' or "Hello, Hershey Bar,' and I'd
Some of his students are neglected, some have
fire 'em up."
learning disabilities, some can't read, some are re-
He lied about his age to get into the National
I
peat offenders. Some are 12 years old, others are 16.
wel
Many have never known success in school. Some
See TEACHER, B4
cau
THE ANN ARBOR NEWS
OCAL
ivenile detention center teacher makes a difference
EACHER, from B1
Whitney Brown, today a writer and perform-
er on television's "Saturday Night Live." He
d in 1949 and became a member of the
'These are kids who are wary of people. They've
dedicated his 1989 book, "The Big Picture,"
2-92 THU 11:57
ack 1279th Combat Engineers, ultimate-
"to Anna Klein and Tom Fleming, two teach-
rving with the occupation troops in Ger-
been burned and they're not going to just let
ers who made a difference."
/ in the early 1950s.
er his hitch, he returned to the old
anybody into their lives. Tom can win them over
The natural
thorhood and look up with the old crowd.
in a very honest way.'
Last week, the detention center was full,
in a week, they were jailed for a break-in
with 27 juveniles. Fleming and the other two
local theater. Fleming wasn't involved;
- Dale Rice, EMU professor
teachers who work there - Pat O'Connell
CCSS0
still unsure if his friends were.
and Deb Hanewich-Durancryk - expect to
en he was released the next day, Flem-
see 200 to 250 students come through its "re-
ecided he was better off in the military
volving door" this school year.
e-enlisted. About the same time, he saw
That why I went back to school.
My ba
minister at the First Baptist Church of Ann
other for the second time.
sic goal was just to learn to read the Bible."
Arbor and less than a year away from being
But Fleming shows no sign of tiring, of suc-
le gave me a white cross and told me to
While earning a bachelor's degree in reli-
ordained.
cumbing to the frustration of the work he has
it all the time, because I'd be blessed,"
gious education during the late '50s and early
"That would be confirmation in a sense,"
done for two decades.
ing remembers.
'60s, he combined his two loves - the church
says the Rev. Larry Greenfield, interim min-
The Rev. Greenfield says it's a "combina-
in, he was in Chaumont, France, driving
and working with young people - by serving
ister at First BapUst. "I dare anybody to
tion of passion, commitment and ability that
as youth director at churches in northwest
makes this character so unusual."
nent truck on an Army construction
claim that this isn't already a full-ftedged
that was building airstrips. He was
Detroit,
minister of God."
"Maybe part of it has to do with his own
ing money to a bank back home, and
But later, while he was a graduate student
sense of wonder," Greenfield says. "He's a
ing most nights.
at Eastern Michigan University, Fleming
Making a difference
person who's always learning, buying books,
er one round of carousing in Paris with
questioned the political relevance of the
In 1968, Fleming completed his master's
reading books, talking to people, searching
addies, Fleming reached a turning point.
church. A "coffeehouse revolutionary" was
degree in special education and took his first
for answers, trying to see things in a new
not until I got back to the base that [ re-
born.
professional job teaching at the W.J. Maxey
way.
! I'd broken the cross," he says. "I felt
He was involved in the formation of the
Boys Training School in Whitmore Lake.
"There is a child in Tom Fleming
ally damned my soul."
Black Student Union at Eastern and affiliated
It didn't last long.
There's an awe, an openness."
with the Black Panthers. In 1970, he partici-
When two of Maxey's teen-age inmates
EMU's Rice explains it similarly.
1 and politics
pated in the first Black Action Movement
march al the University of Michigan.
were transferred to a mental facility in Tra-
"These are kids who are wary of people,"
traught, he sought help from a man
"When I enrolled in graduate school, I was
verse City, Fleming and another teacher,
he says. "They've been burned and they're
FAX NO. 2024088072
d David who worked in the motor pool
vas routinely chastised for reading the
disappointed with the politics of the religious
Anna Klein, complained, saying the boys
not going to just let anybody into their lives.
Testament. The man told Fleming to put
community," Fleming wrote in the applica-
were tough to handle but they were bright
and did not belong in a mental institution.
"Tom can win them over in a very honest
est in Jesus.
tion his employer, the Washtenaw Intermedi-
One of the boys, Fleming says, "was just a
way.
He's a very honest person. It's not
11, Fleming lost interest in drinking and
ate School District, submitted to the Teacher
of the Year program.
satirist. The staff would say something to him
something he developed over the years - it's
praying on the barrack's concrete
and he'd come back with something smart
almost as if he was born with it. It's not some-
He too was chastised: "While I was
"I had met Dr. Martin Luther King during
1g, they'd throw combat boots at me."
one of his visits to Detroit, and agreed with
and it'd plss off the staff
He was sharp."
thing you learn from a college textbook. It's
almost an art.
returned from overseas in 1955, took
his assessment that the church 'was called to
But the protests from Fleming and Klein
I he had saved from his military pay and
be the light of the world, and now is the tall-
were ignored.
"You let your guard down around him.
it his grandporents the home he had
light.
I discovered black history and read
"We were told it wosn't our business,"
You feel safe, you can trust him completely.
Kids feel safe with him.
ised them as a boy. He went to night
almost day and night: Richard Wright, James
Fleming says. "But I made it my business."
1, earned a high school equivalency di-
Baldwin, Lerone Bennett, Langston Hughes,
The two teachers went to Traverse City,
"It's not a technique. It's not a calculated
03
1 and, in 1957, enrolled at Detroit Bible
W.E.B. DuBois, and John Hope Franklin."
retrieved the two boys and returned them to
part of him," he says. "It's natural. You talk
ate, now William Tyndale College.
In the late 1970s, Fleming received "a sec-
Maxey. Fleming ultimately lost his job over it.
about the natural in baseball. He's the natu-
wanted to read the Bible," he says.
ond touch from God." Today, he is associate
The teen-ager with a gift. for satire was A.
ral with delinquent kids."
Rose Garden
Educational
Doreen or Ray
X7777 Education
11:15
President apple a crystal
On behalf of the
of Chief State
School Officers
John Kwan
336-7047
Members of edue assoc
Local Students Heacher
200 people
Wife, Son, mother-in-
law
There's 's no distinction between
who he is of what he
Married
does
S
Integrating values into life
T education
collon
Kids Keep Interview
He's Real
why it's He
He'll tell you the truth
believesin them.
Hels a special teacher
nameson
their potential
Highly respected
Writing P
A Whitney
Callforn Cousin
Brown
Maxey Boys
1969
Training
School
His Respect y love for him
has continued
Follow three Grogram
for Head Start
Raget Theory of Development
she Rock video, or Rap song
Will make them mad
to depend
Intense to gersonal style
10yr old 17 year olds
Using high emotions
Religious - wanted to read the Bible
how but couldn it didn if know
Wanted to read
Met Martin Lather King in Detroit
tiscovered his black history
Fleming's Grandmother's
name -stillalive
Wife's name
Guandyauntearrie Bell Starks
Guarfather Gordon
Diane wife
son Malcolm Gordon 13
1
Thomas Karin
otherwing Sharon Fay
Ann Arbor News
Sept $ Article titled has17
A Natural Teacher"
He's aborn teacher
That's who he is
ELegos Once bought
Wizard of Oz, RobinHood
Uses characters to
talk about good tevil
To Michela
Date 4/1
Time ,40
WHILE YOU WERE OUT
M
Diane Fleming
of
Phone 313 663-9376
Area Code
Number
Extension
TELEPHONED
PLEASE CALL
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
Message
Please call back
regardy
Thomas Fleming
Operator
George
AMPAD
EFFICIENCY@
23-021 CARBONLESS
MAR-31-92 TUE 16:26
CCSSO
FAX NO. 2024088072
P. 04
Devina
1992
NATIONAL TEACHER OF THE YEAR
APPLICATION FORM
1. General Information/Signatures
Nominee Name
Thomas A. Fleming
School Name
Washtenaw County Juvenile Detention
School Address
2270 Platt Road
Ann Arbor
Michigan
48104
( 313) 971-0034
City
State
Zip Code
Telephone
School Profile (check one):
Urban
A
Suburban
Rural
Number of Students in Nominee's:
District 43,084
Building
215
Major Subject Area (if any)
Special Education
Grade Level
Secondary
Total Years of Teaching Experience
23
19
Years in Present Position
I hereby give my permission that any or all of the attached materials may be shared
with persons interested In promoting the National Teacher of the Year Program. I
also acknowledge that If selected as the 1992 National Teacher of the Year 1 will be
released from classroom responsibilities during the year of my recognition in order
to fulfill the obligations inherent In the honor.
Signature of Nominee Thom a Please
Date 10/30/91
-1-
MAR-31-92 TUE 16:26
CCSSO
FAX NO. 2024088072
P. 05
II. Educational History and Professional Development Activities
In 1950, when President Truman activated Michigan's 1279th Combat Engineers' unit of
the National Guard, I left Detroit's Chadsey High School without knowing how to read, write, or
spell. I consider my five and a half years of service in the U.S. Army part of my "higher
education" because my experiences there changed my life and gave me the desire to learn and to
read. When I returned from France in 1955, I enrolled in night school classes. In 1957 I
completed the requirements for the G.E.D. and began to pursue a degree at the Detroit Bible
College (now William Tyndale College). I graduated with a Bachelor's of Religious Education in
1964.
During this time, until 1966, I was also actively involved in ministry among youth in
Detroit's northwest neighborhoods. I was a founding member and became youth director of the
Bible Community Baptist Church (1958-1965). In 1963-64, I was youth director and then assistant
minister of the New Light Baptist Church for two years (1965-1966). As a young minister, I led
Bible studies with young adults and preached regularly. I began to build a personal library of
books and to become an avid reader.
My interest in adolescents with special needs was sparked when I began commuting to
Ypsilanti, Michigan and to a job at the Yorkwoods Center of the Ypsilanti Regional Psychiatric
Hospital. I began coursework at Eastern Michigan University in 1965, and in 1968 graduated with
a M.A. in Education and teacher certification for Special Education, K-12 and Regular Education,
K-8. My student teaching took place at the W.J. Maxey Boys Training School, a state institution
for juvenile offenders, and I was hired there as a social studies teacher in 1968.
At the end of that school year. I had the opportunity to join the High Scope Educational
Research Foundation; I was an educational consultant for the foundation in Project Follow
Through until June of 1971. In the fall of 1971, I was hired by the Washtenaw County
Intermediate School District to teach in the county Juvenile Detention school program. I taught
U.S. history, U.S. government, and geography following the special education guidelines of the
State of Michigan.
I assumed the role of coordinating teacher within five years, and in that capacity, in
addition to my teaching responsibilities, I have continued to interact with a variety of supporting
agencies and individuals including the police department, court staff, volunteers from local
universities, foster grandparents, and personnel from school districts in Washtenaw County, as
well as serving as the de facto "principal" of the detention school. My students range from 12 to
16 years of age and from third grade to college level in academic performance.
In the course of my 19 years of teaching in the Washtenaw Intermediate School District, I
3
MAR-31-92 TUE 16:27
COSSO
FAX NO. 2024088072
P. 06
(Section II. continued - Educational History and Professional Development Activities)
have trained a number of special education majors from Eastern Michigan University and the
University of Michigan. In March, 1982, I authored an article "Detention School Reaches Out
with Second Chance for Troubled Youth," for the district newsletter, AREA. In 1984 a
videotape of my presentation, "Educating the Juvenile Delinquent" was made by Dr. Dale Rice to
be used in his teacher training courses at E.M.U. I also appeared in a film made in the early
1980's to promote the Foster Grandparent program at the national level.
I have been a member of the Phi Delta Kappa for eleven years. At different points I
have held membership in the National Association of Black School Educators and the Michigan
Association of Teachers of Exceptional Children, attending a number of workshops and
conferences sponsored by these organizations.
My "continuing education" has always been the media and the printed word, although I
have taken occasional courses to expand my knowledge of the field of special education. I have
read extensively in the areas of education and related disciplines of psychology, child
development, and sociology. I am continually reading books and articles in the areas of history,
religion, government, and current national and world affairs, particularly those with an African-
American focus. I am immersed in current events via educational media and radio and television
news. I am a regular reader of local and regional newspapers and national news magazines. I
attend lectures and workshops offered on the University of Michigan campus related to all these
interests. I have an extensive library of books, textbooks, videos, and audio recordings of current
and historical interest, and I incorporate this knowledge into my public speaking and community
involvements.
4
MAR-31-92 TUE 16:28
CCSSO
FAX NO. 2024088072
P. 07
III. Professional Biography
My decision to become a teacher originated from my own love of learning and in the
excitement of discovering that I could share knowledge with young people. This was during my
earliest years in the neighborhood churches.
In 1958. as a church youth leader, I developed a plan to attract the young boys of our
neighborhood to the church. Many of them came to special programs we had in the storefront
church where weekly services were held. I began by starting baseball and football teams.
To bring a sense of pride and appreciation to our boys, ranging from 9 to 14 years, we
called our group the "Boys Contact Club." The name also became our mission. We tried to
persuade other boys to avoid getting into trouble by joining us. I played with these boys, talked
with them about winning and losing and about the importance of friendship and trust. Later,
some of these boys went to Vietnam and others distinguished themselves as civic and religious
leaders. One of them returned and reestablished the club as a ministry of his own. This
experience convinced me that I had something to offer as a role model for young people.
Later, as youth director in another church I was responsible for the entire youth ministry.
It was exciting to teach foundational principles of honesty, fair play, and friendship, and to
introduce black youth to the larger culture of the city.
When I enrolled in graduate school I was disappointed with the politics of the religious
community. I had met Dr. Martin Luther King, Jr. during one of his visits to Detroit, and agreed
with his assessment that the church "was called to be the light of the world, and now it is the tail
light!" I realized that many of the students I had worked with in the community had not
developed sufficient skills in reading, writing, and spelling to succeed in life. Social studies was
my strength. I discovered black history and read almost day and night: Richard Wright, James
Baldwin, Lerone Bennett, Langston Hughes, W.E.B. DuBois, and John Hope Franklin.
In my first professional teaching job at the W.J. Maxey Boys Training School, I used this
wealth of information in my social studies classes with delinquent youth. I developed my own
materials to supplement the American history and government textbook lessons with information
about the African-American experience. I collected pictures and other visuals, developed
timelines, graphs, and worksheets that were inclusive of this part of our history and culture. I
continue to do this in my teaching today.
In 1969 the opportunity came for me to become an educational consultant with the High
Scope Educational Research Foundation in Ypsilanti, Michigan. There I worked with Dr. David
Weikart, who has distinguished himself as one of the nationally recognized pioneers in research
on early childhood education. For two years I traveled to the inner city public schools of
Chicago, Denver, New York, and other cities, working with teachers, administrators, and parents
5
MAR-31-92 TUE 16:28
CCSSO
FAX NO. 2024088072
P. 08
(Section III. continued - Professional Biography)
to integrate developmental curriculum into public school programs. From the Piagetian model of
development I learned how children think, and began to believe that every individual must be
nurtured to formulate a personal world view and a sense of belonging to the social environment
in which they live.
In 1971 I was employed as a teacher in the school program at the Washtenaw County
Juvenile Detention Center, under the administration of the Washtenaw Intermediate School
District. During my years there I have developed a number of teaching strategies to attract
troubled youth. I have learned to address the range of abilities and behaviors of students who
have a history of delinquency, school failure, abuse, neglect, drug involvement, and dysfunctional
family life. An example strategy was a summer "Reading Laboratory" in which I became the
stenographer for students as they read books and verbally dictated a summary of the day's
reading. These students became so excited about having such personal attention that they read
voraciously and I was happy when the summer ended!
During another period I developed a series of packets of pictures and vocabulary words to
involve students in classification, sequencing, and other thinking skills that would apply to our
study of history, geography, and current events. Later, I brought in 3-D figures of popular
characters from stories and TV, such as the Wizard of Oz, Fat Albert, and superheroes. These
objects encouraged concept and vocabulary development, understanding of cause and effect, and
the development of formal thinking operations.
I continue to develop hands-on activities in every area of the curriculum. In active
learning I have seen students move from negativism to creative excitement and to begin to
function as contributing members of a group. I consider this discovery to be my greatest
professional accomplishment. Through it, I have come to know that my students can achieve
mastery if given an appropriate instructional program and supportive follow-up. This conviction,
that all students can succeed, motivates me as a professional educator and helps me to "keep hope
alive."
6
MAR-31-92 TUE 16:29
CCSSO
FAX NO. 2024088072
P. 09
IV. Community Involvement
I have been actively involved in the public realm through volunteer work and public
speaking, and have been active in a number of community organizations in the secular and
religious arenas.
I have done tutoring and storytelling at the local Hikone Community Center, Bryant
community Center, and in public schools, with an emphasis on African-American heritage. I have
continued to be involved as a volunteer Bible teacher at the Maxey Boys Training School for the
past three years, visiting 1-2 Sundays a month, and most recently in Saturday study groups in
connection with the chaplaincy work of Rev. Howard Fauntroy.
My civic activities have focused on promoting the memory and work of Dr. Martin Luther
King, Jr. and addressing issues related to cultural diversity. I have participated in community and
church sponsored activities honoring Dr. King, including special services, annual marches, Black
History Month observances, and public forums. My wife and I developed an exhibit of eight
posters depicting the career of Dr. King. This exhibit has been widely displayed and recorded
with my comments on a video shown on local television. I have addressed a variety of community
groups, including the Kiwanis Club, federal postal workers, university students, and parents on"
topics such as "Kids and Crime," "The Legacy of Dr. King," and other subjects relating to troubled
youth.
This is my third year as community representative to the University of Michigan's Office
of Minority Affairs Advisory Committee, on which I serve to assist the Vice-Provost in the
process of implementing the Michigan Mandate regarding recruitment, retention, and support for
minority students at the university.
I am presently recording secretary for the Ministers Alliance of Washtenaw County, a
group representing twenty-five black churches in the area. This group networks area churches
and community groups to address such problems as substance abuse, school failure, minority
business needs, and politics as it relates to community needs.
I have received several awards as a result of my public speaking and public service in the
Washtenaw County area. Among them are State of Michigan House Resolution No. 381, dated
January 13, 1982 commemorating my part in the Tenth Annual Ann Arbor Community Martin
Luther King Birthday Celebration; a certificate of recognition from the Washtenaw County
Community Service Agency; an award from the Hikone Community Center for my volunteer
work; a certificate of appreciation from the Community Action Network of Ann Arbor, and two
certificates of appreciation from the W.J. Maxey Boys Training School for volunteer work. In my
continuing work at Maxey I am developing a curriculum of biblical literacy for youth who want to
apply Christian principles to their lives.
7
MAR-31-92 TUE 16:30
CCSSO
FAX NO. 2024088072
P. 10
V. Philosophy of Teaching
I believe the saying that, if you give a hungry person a fish, that person will come looking
for you each time the hunger returns; if you teach a hungry person to fish, you have solved their
hunger problem for life. I apply this to my teaching almost unconsciously. When a student asks a
"feed me" kind of question, such as, "How do you spell ?" I try to teach that student how to
fish. I do this because being able to spell is a function of literacy, and comprehension is the
doorway to knowledge.
My philosophy and methods of teaching evolved along with my Own development. I have
always been a student as well as a teacher. My own hunger for finding ways to help youth with
special needs was fed by reading David Elkind, William Glasser, Robert Coles, Piaget, John Holt,
and many others. Blending my classroom experience with the issues and answers presented by
these masters, I began to see the emergence of my own unique style.
As a result, I operate on these principles and beliefs:
-
The classroom experience is a dialogue between myself and the student, and
among the students. This dialogue takes place as we develop relationships that
lead to mutual trust.
This dialogue always reveals a variety of learning styles and an array of experience
and knowledge already possessed by the students, which allows me to plan
activities which build on the students' strengths and to challenge their areas of
weakness.
as
I must give my students real skills and knowledge. I must expect some meaningful
performance and involve them in the pursuit of significant knowledge which causes
them to be engaged as thinking and doing persons, despite handicaps or prior
failures.
Self-esteem follows performance. It will not result from merely trying to
understand the student or from allowing the student to perform rote exercises, but
by actually leading the student to higher levels of performance.
The student must be challenged to examine not only his knowledge, but his values.
Education, particularly of troubled youth, cannot take place without relating it to
the student's own life and the world around him. Young people today must be
helped to formulate their own philosophy of life. To expect students to know
what they believe and who they are is to relate to them as persons of integrity and
value.
I believe that an outstanding teacher is one who has the courage to learn with students in
a process of inquiry grounded in such principles. The teacher's methods, materials, evaluation
8
MAR-31-92 TUE 16:30
CCSSO
FAX NO. 2024088072
P. 11
(Section V. continued - Philosophy of Teaching)
procedures, and discipline strategies must be consistent with his convictions about the value and
purpose of education. A teacher who has come to terms with his or her own integrity and that of
the student has the clarity and confidence to uphold the best connotations of the name "Teacher."
My personal teaching style, methods, and materials reflect my beliefs. I always try to
communicate clearly that the performance level I will accept from students conforms to an
agreed-upon standard, and I always make a record of performance that we can review together
later.
Many of my students have had long records of failure. It is easy for them to identify with
other students in the room who are uncooperative and negative. I do not ignore these important
aspects of the learning milieu. I recognize that fear of failure is the major cause of uncooperative
behavior.
It is important, I believe, to carry on a kind of negotiation with students who become
behavior problems. If the behavior is loud and disruptive, I have the responsibility to maintain
order; yet I am always willing to hear the student's complaint. I do this one-to-one, explaining to
the noisy student why I need his cooperation. We agree on a compromise which avoids my taking
an authoritative position. I listen to the student and learn the reason for the negative behavior.
I would characterize my teaching style as intense and personal. I seek to bring ideas to
life, and I tell my students in the detention school that I am "at war with ignorance." The greatest
reward I find in teaching is the hope I feel when students begin to change during my work with
them. I find the underachieving student to be the source of exciting discoveries and continual
personal challenge. (Recently I experienced a unique reward when one of my former students.
who has become a TV comedian, published his first book and dedicated it to me as a teacher
"who made a difference." Learning of his success, and his belief that I contributed to it, were
tremendously gratifying.) Even though my students have many problems, each one deserves to
have a "day in the sun." When they experience such a day, without threats of failure or
punishment or embarrassment, it may be the very first day of their lives in which they have really
wanted to have an education. My reward comes when they ask me for another assignment, or to
bring them a book from the public library. To me, this is the ultimate reward of teaching
"underachieving" youth.
9
MAR-31-92 TUE 16:31
CCSSO
FAX NO. 2024088072
P. 12
VI. Education Issues and Trends
"Educational reform" is the topic of the day. Nearly all national reform leaders feel that in the
last two decades students were allowed too much freedom, resulting in performance declines
even as schools were expected to broaden the range of services and curriculum offered to
students. At a broader level, the concept of "choice" has manifested itself in "schools of choice"
and the proliferation of private schools.
Racial separation in our society continues to be a significant issue. "Forced integration"
has been replaced by a concern about "reverse discrimination," with a resulting lack of
straightforward attention to the minority achievement gap. The inclusion of minority history and
culture in the curriculum has lost popularity without the impetus provided by the civil rights
movement. The current attempt to give "equal time" to a number of social groups has resulted in
a curriculum which seems to water down and thus "rewrite" the contributions of significant
persons and groups. Consequently, the curriculum is less effective and relevant to students.
Some suggest that teachers have not been prepared to teach knowledgeably about diverse
cultures, so that the possibilities for social healing through education are lost.
A similar situation seems to exist regarding education for competence in a technological
age. Our schools seem ill-equipped to produce the kind of skilled and creative thinkers that are
the foundation for the technological superiority of our global competitors.
Drugs, crime, sexual permissiveness, unemployment, and the erosion of family life seem to
haunt our educational system, eating away at the foundational assumptions of the past about the
purpose and value of education. Our students seem sophisticated. yet are often unmotivated to
espouse the values upon which reform depends.
The most pressing issue relating to the students with whom I work in the detention school,
in my volunteer work in the community, and in minority programs at the university can be
expressed with a question: Is the young black male an endangered species? Scholars in the fields
of education, psychology, literature, social policy, and juvenile justice report that the African-
Americans from environments that breed crime, substance abuse, and unemployment are at risk.
Many have a hostile and mistrustful view of life, including school. In particular, such students
reject much of the subject matter presented to them in school and find no meaningful connection
between school and the rest of their lives. The suspension and dropout rate for African-
Responsibility
American males in middle and high school are much higher than in the rest of the population.
The causes of this situation are complex. They involve factors at work in the home, in the
classroom, and in society, and are inseparable from the history of racial isolation and poverty of
many of these families. The absence of a father in the home of many of these boys deprives them
of a primary source of affection, modeling, life-training, and discipline. Male identity must be
10
MAR-31-92 TUE 16:32
CCSSO
FAX NO. 2024088072
P. 13
(Section VI. continued - Education Issues and Trends)
fashioned from extended family members, or from peers, associates, teachers, and media models
or popular heroes. Education at this most basic level - the formation of patterns of relationship,
self-discipline, and appropriate social roles is severely impacted
by what is basically experienced as abandonment.
Neighborhood and community norms may likewise inhibit a healthy preparedness for
school learning. Peer group attitudes and negative, sometimes violent, behaviors modeled on the
street contrast sharply with values required for performance in school. The lack of environments
which reinforce academic learning makes it difficult for such youths to be motivated to develop
skills necessary for rewarding employment, and the lure of the drug culture and "macho" media
images pull youths further into acting on the deep anger and frustration they feel. Failure and
fear of potential failure situations prevent such boys from reaching out for help in positive ways.
Rather, uncooperative and disruptive behaviors are used to mask discomfort and may escalate into
open conflict with peers and teachers. Challenges to fragile self-esteem seem to abound.
Schools can't succeed unless they provide much more than the usual basic academic
programs to such students. Young, failing students need avenues by which to communicate their
frustrations. I also believe that their greatest asset for survival is found is their resilience. Many
of them respond to adults who care enough to see through their bravado or break through their
depressed silence. In my lessons on life skills, I have challenged the "macho" model of the male
role and helped students to analyze the "media myths" of wealth and success. I have found that
such students can be helped to identify their fears and face their needs in a supportive group
experience. When basic trust is built through the efforts of a caring teacher, hope awakens in
these young people and hunger for personal answers begins to be expressed in subtle ways.
If teachers are to play this critical kind of role they, too, will need support, special
training, and a variety of concrete possibilities in the community to which they can point their
students. Teachers alone cannot build partnerships with parents and other caring adults in the
community, provide job opportunities, or solve complex social problems which impact on our
black youth. The social will must be found at a larger level. But teachers and schools are critical
to the solution.
11
MAR-31-92 TUE 16:33
CCSSO
FAX NO. 2024088072
P. 14
VII. The Teaching Profession
I recommend teaching to someone who feels excited about the possibility of influencing
the development of young minds, and doesn't mind hard work, both physical and mental. I do not
recommend to my students that they enter the teaching profession just to get a job with fringe
benefits and long summer vacations. The satisfaction of public school teaching does not lie in
these things. I say "yes" to one who is willing to grow into the job, because on-the-job training is
an inevitable part of the challenge. Education courses may not, and in many ways cannot,
prepare one for the realities of managing the learning of a group of young people. The
expectations and needs of students can overwhelm an idealistic new teacher. Only with
experience does one learn of the great responsibility entrusted to the teacher and the great
respect that is afforded to a truly committed teacher. I believe there can be no greater honor
than that felt when a student says, "You're a good teacher!"
I attempt to strengthen and improve the teaching profession on a personal rather than
political level. I use my building and my classroom as a base for influencing all those I encounter.
The most obvious role I have in this respect is as a supervising teacher. The student teaching
experience is a critical opportunity to help future teachers come to terms with their inner aptitude
for teaching. Teaching requires, before any other quality, the capacity to be sensitive to the
personal integrity and value of each learner. To help the student teacher experience the "spark"
that is ignited when a child senses their acceptance and enters into a learning relationship with
them is to help that student teacher experience the moment when their teaching career really
begins.
I believe that I strengthen the teaching profession when I challenge student teachers in
the detention setting to become professional in their thinking and behavior. One important area
of professionalism is the sense of authority which is expected of a teacher. I help my student
trachers recognize that authority is conveyed not by assuming a controlling manner, but by active
listening and by developing the ability to interpret student listening and by developing the ability
to interpret student behavior (for example, fear of failure expressed as resistance) as they interact
with students. The student teacher can be helped to avoid no-win situations by learning to give
mature, constructive responses to challenges of authority.
Another important aspect of professionalism which I stress to those entering the field of
special education is visionary leadership. I believe it is important, as a professional educator, to
have a personal vision and to encourage each student teacher to have a vision of their own and to
set a tone for their class which conveys their belief about learning. (For example, I believe that
every child can become an independent learner, and I convey this by giving my students a theme
such as "Knowledge is power; the more you know, the more you're worth." I have students write
12
MAR-31-92 TUE 16:33
CCSSO
FAX NO. 2024088072
P. 15
(Section VII. continued - The Teaching Profession)
this theme, recite it as a group rallying cry, and remind them of it as I encourage learning
behaviors that push them to think for themselves and search out answers to their own questions.)
As student teachers practice such principles, they develop professional attitudes.
Likewise, I strengthen respect for teachers and teaching when I invite volunteers into my
classroom. They become part of the "dialogue" of learning and are held up as models and
mentors. They bring the real world into the classroom better than any audio visual resource can,
and they carry away an image of education, of students, and of the teaching profession that is
communicated throughout the community. These people, young and old, scholar or common folk,
are some of our best advocates.
Finally, I strengthen the teaching profession when I keep my own knowledge of the field
current and reach out to share what I am doing and learning with my colleagues. Stress and
isolation are all too common in the teaching profession; we need support networks and refreshing
opportunities to see and meet national figures such as Marva Collins and Robert Coles. We need
to develop mentors within our own ranks. In our detention school we have strengthened our
effectiveness as teachers by developing a mutual support system within which we can struggle to
master skills, work through problem situations, and brainstorm possible approaches to the
curriculum and to particular students.
Accountability for effective public school education is based on a combination of factors at
many levels. I believe that most teachers want, and need, to be accountable for certain
professional practices, while they are not necessarily willing to be held solely accountable for
student achievement.
The teacher operates within an educational system that is a framework for the practices
which are associated with the term "accountability." The state establishes special education
guidelines, for example, and these "rules and regulations" ensure students' safety and certain
educational parameters (hours of instructional time, teacher certification requirements, etc.). The
larger system does not set professional standards beyond requirements for teacher certification,
yet individual teachers must function in the environment created by the funding and policy
decisions made at this level.
At the local district level accountability becomes more personalized in the school board
and administrative staff who determine policies and curriculum that directly affect the work of the
individual teacher. The district determines many of the conditions within which professional
teachers function. The district sets up relationships both of support and of critical evaluation. It
is at this level that a balancing and blending of district goals and policies and the teacher's own
goals for individual students take place, and where accountability takes places within a working
13
MAR-31-92 TUE 16:34
CCSSO
FAX NO. 2024088072
P. 16
(Section VII. continued - The Teaching Profession)
relationship between administrative and educational personnel.
The teacher's day to day job is also affected by the family and social context of the
students. Though traditionally we know that education begins in the home, many students today
do not have dome conditions supportive to academic success. Students who are in a lockup
situation are preoccupied with their confinement and often uncertain future. They may be
experiencing separation from various abusive habits or relationships. Although ideally, parents
should be informed and incorporated as much as possible into the plan of learning for the unit,
term, or day, this is not the reality for many students from troubled backgrounds.
It is in the classroom, at the personal level, that my accountability as a teacher really
comes into focus. It is directly to the students. I am responsible for creating an atmosphere in
which students can trust that the goals we develop together are for their personal enrichment and
academic progress. I am accountable for bringing a sense of integrity and enthusiasm to each
area of study and to each lesson, by providing a variety of attractive learning materials and
activities to engage the student in independent thinking and the development of the student's
point of view.
Accountability requires that I learn as much as possible about each student 50 that
appropriate expectations are developed. I must discover, as part of the teaching process, what
lesson work or do not work for a particular student. And I must hold to the fact that there is
more to the success or failure of a student than a grade on an assignment or even a single course
I teach. The cumulative files and behavior records that arrive on my desk before I meet the
student may be accurate indicators of that student's present readiness for learning. I must
recognize that past problems and other complex factors impact on achievement potential, but they
do not determine future outcomes.
In the classroom I, the teacher, can bring to bear all the professional skills I have within a
context that is impacted by numerous factors systemic, societal, and personal Accountability is
a complex issue,
14
MAR-31-92 TUE 16:35
CCSSO
FAX NO. 2024088072
P. 17
VIII. National Teacher of the Year
As the National Teacher of the Year, I would feel a responsibility to communicate to the
public and to my profession the importance of teaching. A "Teacher of the Year" is in a unique
position to observe and to influence both individuals and the society at large.
It is important to make a distinction between social-political idealism about the teaching
profession and the practical realities of daily life in the public school. Teachers are showered with
rewards and appreciative recognition when students are successful; likewise, they are often blamed
for students' failures or low achievement. What I would most want to communicate to the public
is that the teaching profession cannot exist or succeed in isolation.
The teaching experience involves real students, the development of curriculum and
learning activities, evaluation experiences, and relationships that should work together toward the
end of producing a confident graduate. When this happens, teaching becomes a work to be
cherished. A relationship can develop between teacher and learner in a kind of "private trust"
that involves an appreciation of one another's uniqueness, a cooperative give and take, and the
building of an emotional bond. By virtue of the time spent together in learning, the classroom
group assumes the feel of an extended family, characterized by excitement, creativity, and mutual
affection.
On the other hand, the best efforts of a teacher can be undermined by negative attitudes
of students, by a lack of administrative support, by an inadequate physical environment, or by
problems arising with parents, students, colleagues, or community groups. The impact of a crisis
situation can be the destruction of the cohesiveness of the group. When teaching becomes
stressful and energy for creativity must instead be channeled to resolving systemic issues, the
romance of teaching fades.
The dedication and competence of teachers is constantly being questioned in our society
at an levels by politicians, administrators, parents, students, and by fellow teachers. Yet the
commitment of many teachers seems to go unrecognized. This arises in part from the false
assumption that the teacher is almost solely responsible for the quality education. The fact is that
all of the above persons and groups are partners in the educational process, and the best teacher
cannot succeed without the accountability and responsibility of all.
I would tell America that this generation of young people is too valuable to lose. I would
challenge responsible citizens in every community to come together to develop a plan of action
based on a set of principles akin to a declaration of educational rights for our youth. This would
be a commitment to secure for them the life, liberty, and happiness which can only be enjoyed by
an educated populace.
15
Ann Arbor
Chelsea
Dexter
Lincoln
Manchester
Milan
Saline
Whitmore Lake
Willow Run
Ypsilanti
Washtenaw Intermediate School District
F C U S
on area education
Vol. 24 No. 1
Winter 1992
WISD teacher is National Teacher of Year finalist
Page 4
THINGS
Communication
THE
FUNCTION
VALU
CROLESS PHONE
Inside
this issue
Extend the school year
2
High Point students at WCC
3
Meet Teacher of the Year
4
Students proud of teacher
5
Board members care
6
Funding is an issue
8
Thomas is new at WISD
10
They learn from industry
11
Multimedia comes to WISD
12
Use this media equipment
13
Help children learn science
15
Administrators study change
16
WISD teacher is Michigan Teacher of the Year
Tom Fleming, a teacher for
Washtenaw Intermediate School
District's (WISD) Juvenile
Detention Program, is one of four
finalists for National Teacher of
Pinci
CONTINUE
1980
the Year. Named Michigan
Teacher of the Year in September,
GLOBAL
touch
$UALU
Tom will interview in Washington,
D.C. in February for the nation's
top-teacher honor. The White
1988?
CORO
House will announce the winner in
April.
In the meantime, as Michigan's
1991-92 Teacher of the Year, Tom
is spending six months traveling
around the state talking about the
rewards of teaching. He is the
Michigan Department of
Education's ambassador for
education.
Tom Fleming, a finalist for National Teacher of the Year, has spent most of his career teaching
incarcerated youth in WISD's Juvenile Detention Program.
"The kids are my
Tom and the two other teachers in
He has touched the lives of
the program, Pat O'Connell and
hundreds of young people during.
greatest
Deb Hanewich-Duranczyk, see
his teaching career." One such
about 200 students in the Juvenile
enjoyment,"
former student is A. Whitney
Detention Program every year.
Brown of "Saturday Night Live"
Fleming said.
fame, who dedicated his book to
"We are seeing younger students
two teachers, one of whom was
"The success I
now. We are getting 12- and 13-
Tom, for making a difference in his
see them make in
year-olds into the program.
life.
Before, they were older, ranging up
class is exciting."
to 16 years old," Tom said. "I think
it's more communication
"
breakdown in families. There are
we try to
more single parent homes now
instill in all of
than there were before."
Even though he is away from
them an
teaching, his heart is still in the
Tom and his co-workers have the
classroom. "The kids are my
students anywhere from 30-60 days.
enthusiasm and
greatest enjoyment," he said. "The
"During that time, we try to instill
curiosity for
success I see them make in class is
in all of them an enthusiasm and
exciting."
curiosity for learning," Tom said.
learning."
A teacher for more than 23 years,
He tells all his students that their
Tom has spent the last 20 of them
situation is a matter of choice.
at WISD as the lead teacher in the
"You made some bad choices and
Tom sees a little of himself in his
Juvenile Detention Program. He
so you are here. You're young,
students. "I was labeled a slow
teaches history, government and
you can change your mind. There
learner in elementary school. I
geography to youths who have
is still time to make good choices."
had a rough youth and dropped out
been placed in confinement by the
of high school. It wasn't until I
courts.
was in the service that I realized I
4
Washtenaw Intermediate School District
wanted to teach and needed more
He is an associate minister at the
Tom is honored by the Michigan
education to do it."
First Baptist Church of Ann Arbor.
Teacher of the Year award and the
He also ministers to senior citizens
National Teacher of the Year
When Tom was discharged from
at Hillside Terrace and Cranbrook
nomination, but shares the
the service, he went to night school
Tower. Plus, on Saturdays he
recognition with co-workers
and then college to get his teaching
volunteers to teach literacy courses
O'Connell and Hanewich-
certificate. He has a bachelor's
at the Maxey Boys Training School.
Duranczyk.
degree in religious education from
William Tyndale Bible College and
He is studying to be an ordained
"We work together with every
a master's degree in special
minister in the American Baptist
student," he said. "We're like a
education from Eastern Michigan
Church. He is also recording
family here."
University.
secretary for the Ministerial
Alliance of Ypsilanti, Ann Arbor
Along with his teaching duties,
and vicinity.
Tom is active in the community.
and finalist for National Teacher of the Year
WISD's Tom Fleming, who teaches
"Well I think he earned all of that
at the Juvenile Detention Center,
PHONE
and he is a very good person and I
was named Michigan Teacher of
have learnd more in his class room
the Year in September. In
than I've learnd in public schools."
January, he became one of four
ACATIONS
-- Shane
finalists for National Teacher of
the Year. Fleming is honored by
the recognition from his peers,
"I think that Fleming works with
but, he still believes his most
kids and get along with kids and
important critics are his students.
work with them. and I think that
We asked his students, "What do
Fleming like working and helping
you think about Mr. Fleming's
out kids. Fleming is the best
award?" Here are their written,
teacher that I had."
unedited comments.
-- LaDonta
"I'm proud of him. He's a very
Tom Fleming makes a point.
nice and an understanding man.
"I think that Mr. Fleming really
He deserved the award. He works
humor and the ability to reach the
deserves to receive the award of
very well with us kids. He tries to
kids in here."
Michigan Teacher of the year.
I
keep everyone on task. When
-- Jason
think since I have been attending
people disturb the class he handles
Mr. Fleming's history class, that it
it, better then any other teacher.
"Well I think that his award is
has been beneficial to me, because
He is our #1 teacher in the world,
great because he is trying to tell
he has tried to make me aware of
not just Michigan."
the people that young men can be
my culture, as well as other history.
-- Kesha
taught because he's doing a lot to
To know that Mr. Fleming has
teach me and I think that he
received the award, make you feel
"I feel that Mr. fleming is perhaps
should keep getting awards."
pretty good, because you are
one of the best teachers I have
-- Cedric
receiving quality teaching from the
come across and I think he won
best man for the job."
the award because of his sence of
-- Bobby
FOCUS on area education Winter 1992
5
MAR- 4-92 WED 17:53
CCSSU
FAX NO. 2023931228
P.UI
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
One Massachusetts Avenue, NW, Suite 700, Washington. DC 20001-1431
202/408-5505
FAX 202/408-8072
Resource Center on Educational Equity
State Education Assessment Center
March 4, 1992
FACSIMILE TRANSMISSION
202/456-1647
7 Pages
MEMORANDUM
TO: Lisa Battaglia
Public Liaison Office
FROM: Jon Quam, Director
202/336-7047; 202/408-8072 a FAX
National Teacher of the Year Program
SUBJECT: 1992 National Teacher of the Year Recognition
Attached are copies of the letters sent to the President and to Secretary
Alexander inviting their participation in the 1992 Program. Also included
is a blurb on the national program and a short bio of the teacher. I will be
meeting with the teacher and his state people tomorrow and will have
more current information when I return. Please let me know if you need
anything else at this time. I look forward to working with you. Thanks.
President WERNER ROGERS. Georgia Superintendent of Schools
President Elect BII I HONIC. California Superintendent of Public Instruction
Vice President
HERBERI J. GROVER. Wisconsin Superintendent of Public Instruction
Directors ROBERT E. BARTMAN, Missouri Commissioner of Education
BETTY
CASTOR. Florida Commissioner of Education H. DFAN EVANS. Indiana Superintendent of Public Instruction WILLIAM L. LEPLEY, Iowa Director of
Education
ALAN MORGAN, New Mexico Superintendent of Public Instruction EUGENE T. PASLOV. Nevada Superintendent of Public Instruction
Executive Director GORDON M. AMBACH
MAR- 4-92 WED 17:54
CCSSO
FAX NO. 2023931228
P.02
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
Onc Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431
202/408-5505
FAX 202/408-8072
Resource Center on Educational Equity
State Education Assessment Center
February 7, 1992
The Honorable George W. Bush
The White House
Washington, DC 20500
COPY
Dear Mr. President:
During each of the past three years you have taken time from your busy schedule
to honor all American teachers by special recognition of the National Teacher of the
Year. The opportunity to recognize the 1992 National Teacher of the Year will occur
in the week of April 6, 1992.
We hope once again, as you and your predecessors have done for 40 years, you
will recognize and honor the National Teacher at a White House Ceremony. If your
schedule permits, the best dates for the ceremony are April 7 or April 8, at a time of
your choosing.
This year the fifty states, two of the territories, the District of Columbia, and the
Department of Defense Dependents Schools selected State Teachers of the Year. From
that group the honorees of California, Michigan, Ohio, and Texas have been selected as
finalists. The teacher selected as the 1992 National Teacher of the Year will be
notified early in March with the information held in confidence until you make the
public announcement at the White House ceremony.
With 40 years of tradition and with the participation of the President, the
National Teacher of the Year Program continues to be the most important way to
recognize the contributions of the thousands of outstanding teachers who educate the
nation's youth. Your participation in this program is an essential part of its success.
We hope you will join in leading the celebration of the National Teacher during this
41st year of the Program. We look forward to your response.
Sincerely,
Gordon M. Ambach
President WERNER ROGERS. Georgia Superintendent of Schools
President Elect BILL HONIG. California Superintendent of Public Instruction
Vice President
HERBERT J. GROVER. Wisconsin Superintendent of Public Instruction
Directors ROBERT F.. BARTMAN, Missouri Commissioner of Education
BETTY
CASTOR. Florida Commissioner of Education
H. DEAN EVANS. Indiana Superintendent of Public Instruction
WILLIAM L. LEPLEY, lowa Director of
Education
ALAN MORGAN. New Mexico Superintendent of Public Instruction
EUGLNE T. PASLOV. Nevada Superintendent of Public Instruction
Executive Director GORDON M. AMBACH
MAR- 4-92 WED 17:54
CCSSO
FAX NO. 2023931228
P.03
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431
202/408-5505
FAX 202/408-8072
Resource Center on Educational Equity
State Education Assessment Center
February 7, 1992
The Honorable Lamar Alexander
Secretary
U.S. Department of Education
Room 4181
400 Maryland Avenue, S.W.
COPY
Washington, D.C. 20202
Dear Mr. Secretary:
I am writing to invite your participation in a splendid event which occurs here in
Washington in April each year, recognition of the National Teacher of the Year.
This is the 41st year of the National Teacher of the Year program. This
program has always been conducted with close cooperation among the President, the
Secretary of Education, and the Council of Chief State School Officers. Each year each
of the states selects a Teacher of the Year who then enters the national competition.
An independent selection group representing the major education organizations selects
finalists and then the National Teacher of the Year.
Events recognizing the National Teacher of the Year and, thereby honoring all
teachers in America, will occur during the week of April 6, 1992, here in Washington.
We have requested that President Bush, once again, conduct a ceremony announcing
the Teacher of the Year at the White House (copy of letter enclosed). We hope that
you will be able to participate in the White House ceremony of recognition. In
addition, we invite your participation in two other ways. On Wednesday evening, April
8, the Council of Chief State School Officers, together with the program sponsor,
Encyclopaedia Britannica, Inc. will host a dinner to introduce the 1992 National
Teacher of the Year to the Washington education community. We would be honored
by your presence at the dinner and invite you to speak in recognition of the National
Teacher following dinner.
President WERNER ROGERS, Georgia Superintendent of Schools
President Elect BILL HONIG. California Superimendent of Public Instruction
HERBER] J. GROVER, Wisconsin Superintendent of Public Instruction
Vice President
CASTOR, Education Florida Commissioner of Education H. DEAN EVANS, Indiana Superintendent of Public Instruction WILLIAM L. LEPLEY. Iowa Director BETTY of
Directors ROBERT F.. BARTMAN, Missouri Commissioner of Education
ALAN MORGAN. New Mexico Superintendent of Public Instruction EUGENE T. PASI.OV, Nevada Superintendent of Public Instruction
Executive Director GORDON M. AMBACH
MAR- 4-92 WED 17:55
CCSSO
FAX NO. 2023931228
P. 04
The Honorable Lamar Alexander
Page two
February 7, 1992
In past years the Secretary of Education has honored the National Teacher with
the opportunity to deliver a formal address to the staff of the Department of Education.
We are hopeful that you will host such an event again this year. The nature of the
Department of Education's involvement in the program is, of course, not fixed and can
be structured in any way you deem appropriate.
This year, State Teachers of the Year from California, Michigan, Ohio and Texas
have been selected as finalists. Early in March these teachers will be notified of the
selection of the National Teacher. That information will be held in confidence until the
public announcement of the National Teacher of the Year is made by the President at
the White House ceremony.
With 40 years of tradition, the National Teacher of the Year Program continues
to be the most important way our nation recognizes the contributions of the thousands
of outstanding teachers who daily educate the nation's youth. We hope that you will
join us in celebrating the 1992 National Teacher and the 41st year of the National
Teacher of the Year Program.
Sincerely,
Gordon M. Ambach
GMA:djb
Enclosures
MAR- 4-92 WED 17:56
CCSSO
FAX NO. 2023931228
P. 05
National Teacher of the Year Program
General Information
The National Teacher of the Year Program is the oldest and most prestigious awards
program to focus public attention on excellence in teaching. The program, now in its 41st
year, is sponsored by the Council of Chief State School Officers in partnership with
Encyclopaedia Britannica, Inc.
Each year chief state school officers from the fifty states, the extra-state jurisdictions, the
District of Columbia, and the Department of Defense Dependents Schools are invited to
nominate a candidate from their state (or jurisdiction). The methods and materials used
to select the State Teacher of the Year vary from state to state.
Candidates for National Teacher of the Year are expected to be dedicated and highly
skilled teachers in any state-approved or accredited school, pre-kindergarten through
grade twelve, who are planning to continue in an active teaching status. Since the
purpose of the National Teacher of the Year Program is to recognize the contributions
of the classroom teacher, supervisory and administrative responsibilities are of secondary
consideration. Candidates should inspire students of all backgrounds and abilities to
learn. The candidates should have the respect and admiration of students, parents and
colleagues and should play an active and useful role in the community as well as in the
school.
Since 1980 the National Teacher of the Year has been released from classroom duties
during the year of his or her recognition. This has allowed the National Teacher to travel
throughout the country, and increasingly throughout the world, speaking before a variety
of business, community and education groups. These candidates therefore must be
poised, articulate and possess the energy to withstand a taxing schedule.
A National Selection Committee, comprised of representatives of the major national
educational organizations, selects four finalists from the nominations received. The four
finalists are brought to Washington, DC, for individual interviews with committee. The
National Selection Committee then selects the National Teacher.
In each of the forty-one years of the Program the National Teacher of the Year has been
introduced to the nation by the President and honored at special events in the nation's
capitol. The National Teacher receives an engraved crystal apple and all state Teachers
of the Year receive engraved citations from the Program sponsors.
Information may be obtained by contacting the National Teacher of the Year Program,
Council of Chief State School Officers; One Massachusetts Avenue, NW, Suite 700;
Washington, DC 20001-1431; 202/336-7047 202/408-8072 FAX
.....
MAR-4-92 WED 17:56
CCSSO
FAX NO. 2023931228
P. 06
The National Teacher of the Year Program Sponsors
The Council of Chief State School Officers
in partnership with
Encyclopaedia Britannica, Inc.
The Council of Chief State School Officers was founded in 1927 and since 1948 has been
headquartered in Washington, D.C. The Council is a nationwide non-profit organization
comprised of the 57 public officials who head the departments of elementary and
secondary education in the 50 states, five extra-state jurisdictions, the District of Columbia,
and the Department of Defense Dependents' Schools. Because the Council represents the
chief education administrator, it has access to the educational and governmental
establishment in each state and the national influence that accompanies this unique
position. The Council seeks its members' consensus on major education issues and
expresses their views to civic and professional organizations, to federal agencies, to
Congress, and to the public. The Council creates and coordinates seminars, educational
travel and study programs that offer many opportunities for the professional growth and
development of chief state school officers and their management teams. In addition to
providing professional development opportunities for chief state school officers, the
Council undertakes projects which address areas of concern at the state level and are
designed to strengthen public education through each state education agency. Werner
Rogers, Superintendent of Public Instruction in Georgia, is the 1992 president.
Encyclopaedia Britannica, Inc., publishes the 32-volume The New Encyclopaedia Britannica.
Introduced in 1768, The Encyclopaedia Britannica is the oldest continuously published
reference work in the English language. The recent major revision of the landmark 15th
edition is considered among the finest reference works of its kind. In addition Britannica
publishes Compton's Encyclopaedia and other reference works. Encyclopaedia Britannica,
Inc., is one of the world's largest producers of education films through Encyclopaedia
Britannica Educational Corporation. The film catalog of Encyclopaedia Britannica
Educational Corporation includes more than a half century of educational films and is the
most extensive of any film producer in the world. Other elements of Encyclopaedia
Britannica, Inc., include Merriam-Webster, Inc., publishers of Merriam-Webster
dictionaries, and American Learning Corporation, which operates approximately 100
prescriptive learning skills centers in many major metropolitan markets. The company
publishes other learning materials, including computer software which like its educational
films covers a multitude of subjects. American Learning Corporation's Britannica Learning
Centers offer both basic math, preschool reading, scholastic aptitude test preparation,
college learning skills, and Evelyn Wood Reading Dynamics and Study Dynamics.
Encyclopaedia Britannica, Inc., is headquartered in Chicago, Illinois.
MAR- 4-92 WED 17:57
CCSSO
FAX NO. 2023931228
P.O7
Determined To Be an Administrative
Marking Per E.O. 12356 Sec. 1.1 (a)
Professional Biography
CONFIDENTIAL
Thomas A. Fleming
Fleming is the 1992 Michigan State Teacher of the Year. As a Special
Education teacher for over 20 years, since 1971 with the Washtenaw County
Intermediate School District, Fleming helps children formulate a personal world view
and a sense of belonging to the social environment in which they live. His early
experiences as a Baptist minister actively involved him with the youth of Detroit's
northwest neighborhoods and led to his interest in adolescents with special needs. He
received a Master of Arts in Education with special education certification from Eastern
Michigan University and first taught at the W.J. Maxey Boys Training School, a state
institution for juvenile offenders. Fleming then served as an educational consultant with
Project Follow Through for the High Scope Educational Research Foundation and joined
the Washtenaw County Intermediate School District to teach in that county's juvenile
detention school program in 1971. Five years later he assumed the role of coordinating
teacher and continues in that capacity, in addition to his teaching responsibilities, to
interact with a variety of supporting agencies including the police department, court
staff, volunteers, and school district personnel. His students are from 12 to 16 years of
age with third grade to college level ranges in academic performance. He works closely
with Eastern Michigan University and the University of Michigan in the training of
special education majors. "The student must be challenged to examine not only his
knowledge, but his values. Young people today must be helped to formulate their own
philosophy of life. To expect students to know what they believe and who they are is to
relate to them as persons of integrity and value.
THE WHITE HOUSE
WASHINGTON
DATE: 3-10-92
TO: Seign ann
FROM: JANE LEONARD
Associate Director
Office of Public Liaison
Room 197, OEOB, x7845
attached FYI is a copy of Thomas
Hemings Bid. He is the 1992 Teacher
of the Year. ( The fuot black male
ever Delected)
& need to fill you in on
more details lust wanted you
to know a few things
F
5.
Justices Ease Restrictions On Altering Court Agreements (Cont.)
Duty To Foresee Problems
But the High Court warned that courts should
Justices John Paul Stevens and Harry Black-
not be lenient if the parties in an agreement
mun took issue with the majority, saying fed-
should have foreseen new conditions.
eral courts should consider whether modifica-
tion requests would "undermine the central
"If it is clear that a party anticipated changing
purpose of a consent decree."
conditions that would make performance of the
decree more onerous but nevertheless agreed
Justice Clarence Thomas did not participate in
to the decree, that party would have to satisfy
the opinion, because he was not on the Court
a heavy burden to convince a court that it
during oral arguments in the case last fall.
agreed to the decree in good faith," White
--D.S. Onley
wrote.
Education Daily
January 16, 1992
P-3
CCSSO Announces Finalists
For Teacher Of The Year Award
Four educators have been named finalists for
the annual National Teacher of the Year
honor.
A panel of educators selected the finalists, said
the award's sponsors, the Council of Chief
State School Officers (CCSSO) and Encyclopae-
dia Britannica. The finalists are:
Maria Azucena Vigil, a kindergarten teacher
at Las Lomas Elementary School in La Habra,
Calif, and a former Head Start volunteer;
Thomas Fleming, a minister and special edu-
cation teacher at the Washtenaw County Ju-
venile Detention School in Ann Arbor, Mich.;
Marion Lipinski, a musician and athlete as
well as a fifth-grade teacher at the Center
Street Village School in Mentor Ohio; and
Rosa Lujan, the daughter of poor, immigrant
cotton farmers who became a fifth- and sixth-
grade bilingual instructor at Ysleta Elemen-
tary School in El Paso, Texas.
The current Teacher of the Year is Rae Ellen
McKee, a Chapter 1 reading specialist at
Slanesville Elementary School in West Vir-
ginia.
White House
officials will announce her successor in early
April, CCSSO officials said. --Annette Licitra
National
Teacher of the Year
Program
March 24, 1992
Jane Leonard
Associate Director
Office of Public Liaison
The White House
Washington, DC 20500
Dear Ms. Leonard:
With great pleasure the Council of Chief State School Officers and Encyclopaedia
Britannica, Inc., invite you and a guest to a banquet honoring the 1992 National
Teacher of the Year. The banquet, Wednesday evening, April 8, 1992, will be held at
One Massachusetts Avenue, NW, Washington, DC, in the National Guard Association
Hall of States. Cocktails are at six thirty o'clock p.m. with seating for dinner at seven
thirty p.m. Attire is black tie.
This is the 41st year the National Teacher of the Year is being honored in a series of
events in Washington, highlighted by presentation to the eacher of a crystal apple, the
?
traditional symbol of teaching, by the President That event is scheduled to occur
ASK
Wednesday morning and this gala banquet is the Teacher's first opportunity to meet
John
with the national education and policy making communities.
As the sponsors of the National Teacher of the Year Program, we hope you will attend
this dinner celebrating the excellence of America's classroom educators and honoring
the 1992 National Teacher of the Year.
Sincerely,
In Quan
Jon Quam
Director
RSVP by April 1 to 202/336-7011
Sponsored by the COUNCIL OF CHIEF STATE SCHOOL OFFICERS in partnership with ENCYCLOPAEDIA BRITANNICA, INC.
One Massachusetts Avenue, NW
Suite 700
Washington, DC 20001-1431
202/408-5505
202/408-8072 FAX
MAR-24-92 TOE 18:39
CCSSO
FAX NO. 2024088072
P.UI
National
Teacher of the Year
Program
March 24, 1992
FACSIMILE TRANSMISSION
202/456-1647
4 Pages
MEMORANDUM
TO: Jane Leonard
FROM: Jon Quam, A Director
SUBJECT: Organizations involved in National Teacher of the Year
In preparation for a ceremony honoring the 1992 National Teacher of the Year I've
attached a list of the organizations involved with the National Teacher of the Year
Program. The organizations that sit on the National Selection Committee are indicated
with (**). The official delegation from the Teacher's home state and school district
number around 30. I have SS# and birthdate information on all of those individuals
and will forward that when necessary.
Thank you for all your work and help in arranging this event. I hope we can get the
details finalized very soon. Give me a call if you have questions and if you need
additional information. I'll talk with you on Wednesday.
Sponsored by the COUNCIL OF CHIEF STATE SCHOOL OFFICERS in partnership with ENCYCLOPAEDIA BRITANNICA, INC.
One Massachusetts Avenue, NW Suite 700 Washington, DC 20001-1431 202/408-5505 . 202/408-8072 FAX
MAR-24-92 TUE 18:40
CCSSO
FAX NO. 2024088072
P.02
American Association for Higher Education
One Dupont Circle NW, Suite 600
Washington, DC 20036
(202)293-6440
**American Association of Colleges for Teacher Education
One Dupont Circle, NW
Washington, DC 20036
(202)293-2450
**American Association of School Administrators
1801 North Moore Street
Arlington, VA 22209
(703)528-0700
American Association of State Colleges and Universities
One Dupont Circle, NW, Suite 700
Washington, DC 20036
(202)293-7070
American Council on Education
One Dupont Circle, NW, Suite 801
Washington, DC 20036
(202)939-9300
**American Federation of Teachers
555 New Jersey Avenue, NW, 10th Floor
Washington, DC 20001
(202)879-4400
**Association for Childhood Education International
11141 Georgia Avenue, Suite 200
Wheaton, MD 20902
301/942-2443
**Association for Supervision and Curriculum Development
1250 North Pitt Street
Alexandria, VA 22314
(703)549-9110
MAR-24-92 TUE 18:40
CCSSO
FAX NO. 2024088072
P.03
**Association of Teacher Educators
1900 Association Drive
Suite ATE
Reston, VA 22091-1599
703/620-3110 703/620-9530 FAX
Council for Exceptional Children
1920 Association Drive
Reston, VA 22091
703/620-3660 703/264-9494 FAX
Council of Chief State School Officers
One Massachusetts Avenue, NW
Suite 700
Washington, DC 20001-1431
202/408-5505
Encyclopaedia Britannica, Inc.
Britannica Centre
310 South Michigan Avenue
Chicago, IL 60604
312/347-7230
Michigan State Department of Education
P.O. Box 30008
608 West Allegan Street
Lansing, Michigan 48909
517/373-3354 - 517/335-4565 FAX
National Alliance of Black School Educators
2816 Georgia Avenue, NW
Washington, DC 20001
202/483-1549
**National Association for the Education of Young Children
1834 Connecticut Avenue, NW
Washington, D.C. 20009
202/232-8777, FAX 202/328-1846
**National Association of Elementary School Principals
1615 Duke Street
Alexandria, VA 22314
703/684-3345, FAX 703/548-6021
MAR-24-92 TUE 18:41
CCSSO
FAX NO. 2024088072
P.04
**National Association of Secondary School Principals
1904 Association Drive
Reston, VA 22091
703/860-0200; 703/476-5432
**National Association of State Boards of Education
1012 Cameron Street
Alexandria, VA 22314
703/684-4000, FAX 703/836-2313
National Council for Accreditation of Teacher Education
2010 Massachusetts Avenue, NW
Suite 200
Washington, DC 20036
202/466-7496
**National Education Association
1201 Sixteenth Street, NW
Washington, DC 20036
202/822-7091, FAX 202/822-7482
National Governors' Association
250 Hall of the States
444 North Capitol Street, NW
Washington, DC 20001-1511
202/624-5320
**National School Boards Association
1680 Duke Street
Alexandria, VA 22302
703/838-6722, FAX 703/683-7590
**National School Public Relations Association
1501 Lee Highway, Suite 201
Arlington, VA 22209
(703)528-5840
Public Broadcasting System
1320 Braddock Place
Alexandria, VA 22314
The College Board
1717 Massachusetts Ave. NW, Suite 404
Washington, DC 20036
(202)332-7134
AUTOMATIC COVER SHEET
DATE:
MAR- 4-92 WED 17:58
TO:
FAX #:
4561647
FROM:
CCSSO
FAX #: 2023931228
08 PAGES WERE SENT
(INCLUDING THIS COVER PAGE)
SS
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431
202/408-5505
FAX 202/408-8072
Resource Center on Educational Equity
State Education Assessment Center
March 4, 1992
FACSIMILE TRANSMISSION
202/456-1647
7 Pages
MEMORANDUM
TO: Lisa Battaglia
Public Liaison Office
FROM: Jon Quam, Director
National Teacher of the Year Program
202/336-7047; 202/408-8072 FAX
SUBJECT: 1992 National Teacher of the Year Recognition
Attached are copies of the letters sent to the President and to Secretary
Alexander inviting their participation in the 1992 Program. Also included
is a blurb on the national program and a short bio of the teacher. I will be
meeting with the teacher and his state people tomorrow and will have
more current information when I return. Please let me know if you need
anything else at this time. I look forward to working with you. Thanks.
President WERNER ROGERS. Georgia Superietendent of Schools President Elect BII I HONIC. California Superintendent of Public Instruction
Vice President
HERBERS J. GROVER. Wisconsin Superintendent of Public Instruction Directors ROBERT E. BARTMAN. Missouri Commissioner of Education BETTY
CASTOR. Florida Commissioner of Education H. DFAN EVANS. Indiana Superintendent of Public Instruction WILLIAM L. LEPLEY. lows Director of
Education
ALAN MORGAN. New Mexico Superintendent of Public Instruction
EUGENE T PASLOV. Navada Superintendent of Public Instruction
SE
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431
202/408-5505
FAX 202/408-8072
Resource Center on Educational Equity
State Education Assessment Center
February 7, 1992
The Honorable George W. Bush
The White House
Washington, DC 20500
COPY
Dear Mr. President:
During each of the past three years you have taken time from your busy schedule
to honor all American teachers by special recognition of the National Teacher of the
Year. The opportunity to recognize the 1992 National Teacher of the Year will occur
in the week of April 6, 1992.
We hope once again, as you and your predecessors have done for 40 years, you
will recognize and honor the National Teacher at a White House Ceremony. If your
schedule permits, the best dates for the ceremony are April 7 or April 8, at a time of
your choosing.
This year the fifty states, two of the territories, the District of Columbia, and the
Department of Defense Dependents Schools selected State Teachers of the Year. From
that group the honorees of California, Michigan, Ohio, and Texas have been selected as
finalists. The teacher selected as the 1992 National Teacher of the Year will be
notified early in March with the information held in confidence until you make the
public announcement at the White House ceremony.
With 40 years of tradition and with the participation of the President, the
National Teacher of the Year Program continues to be the most important way to
recognize the contributions of the thousands of outstanding teachers who educate the
nation's youth. Your participation in this program is an essential part of its success.
We hope you will join in leading the celebration of the National Teacher during this
41st year of the Program. We look forward to your response.
Sincerely,
Gordon M. Ambach
President WERNER ROGERS. Georgia Superintendent of Schools
President Elect BILL HONIG, California Superimendent of Public Instruction
Vice President
HERBERT !. GROVER. Wisconsin Superintendent of Public Instruction Directors ROBERT F.. BARTMAN, Missouri Commissioner of Education BETTY
CASTOR. Herida Commissioner of Education H. DEAN EVANS. Indians Superintendent of Public Instruction WILLIAM L. LEPLEY. lowa Director of
Education
ALAN MORGAN. New Mexico Superintendent of Public Instruction
EUGLNE T. PASLOV. Nevada Superintendent of Public Instruction
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
One Massachusetts Avenue, NW. Suite 700, Washington, DC 20001-1431
202/408-5505
FAX 202/408-8072
Resource Center on Educational Equity
State Education Assessment Center
February 7, 1992
The Honorable Lamar Alexander
Secretary
U.S. Department of Education
Room 4181
400 Maryland Avenue, S.W.
COPY
Washington, D.C. 20202
Dear Mr. Secretary:
I am writing to invite your participation in a splendid event which occurs here in
Washington in April each year, recognition of the National Teacher of the Year.
This is the 41st year of the National Teacher of the Year program. This
program has always been conducted with close cooperation among the President, the
Secretary of Education, and the Council of Chief State School Officers. Each year each
of the states selects a Teacher of the Year who then enters the national competition.
An independent selection group representing the major education organizations selects
finalists and then the National Teacher of the Year.
Events recognizing the National Teacher of the Year and, thereby honoring all
teachers in America, will occur during the week of April 6, 1992, here in Washington.
We have requested that President Bush, once again, conduct a ceremony announcing
the Teacher of the Year at the White House (copy of letter enclosed). We hope that
you will be able to participate in the White House ceremony of recognition. In
addition, we invite your participation in two other ways. On Wednesday evening, April
8, the Council of Chief State School Officers, together with the program sponsor,
Encyclopaedia Britannica, Inc. will host a dinner to introduce the 1992 National
Teacher of the Year to the Washington education community. We would be honored
by your presence at the dinner and invite you to speak in recognition of the National
Teacher following dinner.
President WERNER ROGERS, Georgia Superintendent of Schools
President Elect BILL HONIG. California Superimendent of Public Instruction
Vice President
HERBER] 1. GROVER. Wisconsin Superintendent of Public Instruction Directors ROBERT F. BARTMAN, Missouri Commissioner of Education
BETTY
CASTOR. Florida Commissioner of Education H. DEAN F.VANS. Indiana Superintendent of Public Instruction WILLIAM L. LEPLEY. Iowa Director of
Education
ALAN MORGAN. New Mexico Superintendent of Public Instruction
EUGENE T. PASI.OV. Nevada Stiperintendent of Public Instruction
The Honorable Lamar Alexander
Page two
February 7, 1992
In past years the Secretary of Education has honored the National Teacher with
the opportunity to deliver a formal address to the staff of the Department of Education.
We are hopeful that you will host such an event again this year. The nature of the
Department of Education's involvement in the program is, of course, not fixed and can
be structured in any way you deem appropriate.
This year, State Teachers of the Year from California, Michigan, Ohio and Texas
have been selected as finalists. Early in March these teachers will be notified of the
selection of the National Teacher. That information will be held in confidence until the
public announcement of the National Teacher of the Year is made by the President at
the White House ceremony.
With 40 years of tradition, the National Teacher of the Year Program continues
to be the most important way our nation recognizes the contributions of the thousands
of outstanding teachers who daily educate the nation's youth. We hope that you will
join us in celebrating the 1992 National Teacher and the 41st year of the National
Teacher of the Year Program.
Sincerely,
Gordon M. Ambach
GMA:djb
Enclosures
MAR WED
National Teacher of the Year Program
General Information
The National Teacher of the Year Program is the oldest and most prestigious awards
program to focus public attention on excellence in teaching. The program, now in its 41st
year, is sponsored by the Council of Chief State School Officers in partnership with
Encyclopaedia Britannica, Inc.
Each year chief state school officers from the fifty states, the extra-state jurisdictions, the
District of Columbia, and the Department of Defense Dependents Schools are invited to
nominate a candidate from their state (or jurisdiction). The methods and materials used
to select the State Teacher of the Year vary from state to state.
Candidates for National Teacher of the Year are expected to be dedicated and highly
skilled teachers in any state-approved or accredited school, pre-kindergarten through
grade twelve, who are planning to continue in an active teaching status. Since the
purpose of the National Teacher of the Year Program is to recognize the contributions
of the classroom teacher, supervisory and administrative responsibilities are of secondary
consideration. Candidates should inspire students of all backgrounds and abilities to
learn. The candidates should have the respect and admiration of students, parents and
colleagues and should play an active and useful role in the community as well as in the
school.
Since 1980 the National Teacher of the Year has been released from classroom duties
during the year of his or her recognition. This has allowed the National Teacher to travel
throughout the country, and increasingly throughout the world, speaking before a variety
of business, community and education groups. These candidates therefore must be
polsed, articulate and possess the energy to withstand a taxing schedule.
A National Selection Committee, comprised of representatives of the major national
educational organizations, selects four finalists from the nominations received. The four
finalists are brought to Washington, DC, for individual interviews with committee. The
National Selection Committee then selects the National Teacher.
In each of the forty-one years of the Program the National Teacher of the Year has been
introduced to the nation by the President and honored at special events in the nation's
capitol. The National Teacher receives an engraved crystal apple and all state Teachers
of the Year receive engraved citations from the Program sponsors.
Information may be obtained by contacting the National Teacher of the Year Program,
Council of Chief State School Officers; One Massachusetts Avenue, NW, Suite 700;
Washington, DC 20001-1431; 202/336-7047 - 202/408-8072 FAX
MAR- 4-92 WED 17:56
CCSSO
The National Teacher of the Year Program Sponsors
The Council of Chief State School Officers
in partnership with
Encyclopaedia Britannica, Inc.
The Council of Chief State School Officers was founded in 1927 and since 1948 has been
headquartered in Washington, D.C. The Council is a nationwide non-profit organization
comprised of the 57 public officials who head the departments of elementary and
secondary education in the 50 states, five extra-state jurisdictions, the District of Columbia,
and the Department of Defense Dependents' Schools. Because the Council represents the
chief education administrator, it has access to the educational and governmental
establishment in each state and the national influence that accompanies this unique
position. The Council seeks its members' consensus on major education issues and
expresses their views to civic and professional organizations, to federal agencies, to
Congress, and to the public. The Council creates and coordinates seminars, educational
travel and study programs that offer many opportunities for the professional growth and
development of chief state school officers and their management teams. In addition to
providing professional development opportunities for chief state school officers, the
Council undertakes projects which address areas of concern at the state level and are
designed to strengthen public education through each state education agency. Werner
Rogers, Superintendent of Public Instruction in Georgia, is the 1992 president.
Encyclopaedia Britannica, Inc., publishes the 32-volume The New Encyclopaedia Britannica.
Introduced in 1768, The Encyclopaedia Britannica is the oldest continuously published
reference work in the English language. The recent major revision of the landmark 15th
edition is considered among the finest reference works of its kind. In addition Britannica
publishes Compton's Encyclopaedia and other reference works. Encyclopaedia Britannica,
Inc., is one of the world's largest producers of education films through Encyclopaedia
Britannica Educational Corporation. The film catalog of Encyclopaedia Britannica
Educational Corporation includes more than a half century of educational films and is the
most extensive of any film producer in the world. Other elements of Encyclopaedia
Britannica, Inc., include Merriam-Webster, Inc., publishers of Merriam-Webster
dictionaries, and American Learning Corporation, which operates approximately 100
prescriptive learning skills centers in many major metropolitan markets. The company
publishes other learning materials, including computer software which like its educational
films covers a multitude of subjects. American Learning Corporation's Britannica Learning
Centers offer both basic math, preschool reading, scholastic aptitude test preparation,
college learning skills, and Evelyn Wood Reading Dynamics and Study Dynamics.
Encyclopaedia Britannica, Inc., is headquartered in Chicago, Illinois.
March 30, 1992
MEMORANDUM FOR BETH HINCHLIFFE
FROM:
MICHELE NIX
SUBJECT:
NATIONAL TEACHER OF THE YEAR
On April 7, at 11:15 p.m., POTUS will deliver remarks to an
audience of approximately 200 people at a Rose Garden ceremony
honoring Thomas Fleming, the 1992 Teacher of the Year. The
audience will be made up of representatives of 30 educational
outreach associations, students and teachers from the local area,
and Fleming's wife, son and mother-in-law.
Jeannie went to an Education briefing with Rae Nelson today.
She said they discussed the Teacher of the Year speech and
emphasized the following points: flexibility in education
training, violence in the schools (a relevant point with
Fleming's juvenile detention teaching background) ; teachers as
instruments of change; teachers who buck the system; support of
choice in education; role teachers can play in the America 2000
program; applaud teachers while bashing Congress.
We need to keep in mind that this is their suggestion -- the
President may not want to go with all these points -- especially
a lot of Congress bashing at a Rose Garden ceremony.
This speech needs to drive home POTUS' commitment to
education -- his feelings and his actions on the issue -- and the
fact that the importance of good teaching cannot be overstressed.
The idea is to stress Fleming's achievements and good works while
stressing how it all incorporates with the President's America
2000 plan.
After a conversation with John from the Chief State School
Officers Association: Fleming found out that he won as National
Teach about 3 weeks ago (though it is not being talked up a lot
until the ceremony). None of the other finalists will be there.
As part of Fleming's national application, he had to write a few
essays. These are included in the research file. John from CSSO
has the names and numbers of Fleming's coworkers, supervisor,
etc. The prob is that they're all on Spring Break -- but he's
going to try to rope up some home numbers.