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BILL DANDRIDGE --
Dean of the School of
Education
This is an exciting time for Lesley to bring together in one unit all of its programs that prepare teachers, administrators and others who work in schools. The reorganization is more than a symbolic act. It reflects a clear understanding on the part of the University of the important changes taking place in American schools. As one of the preeminent teacher training institutions, the establishment of a School of Education marks a new developmental stage for Lesley. It signals the institution's willingness to respond to the changing needs of society and schools, and it provides a platform for the introduction of new programs and services. The change within the University coincides with major changes in school systems, town halls, state governments, and departments of education in all parts of the country. Education has been a major "hot button" issue since 1983, and the public's interest and scrutiny seem to be increasing in intensity. While much of the debate contains harsh criticism, I feel there is still some measure of hope among parents and the public to save public education. The challenge is to use this narrow window of opportunity to produce substantial improvements in all student achievement.
The stakes are very high. The public is demanding that we help all children to achieve at the highest possible levels -Ñ i.e., world-class standards. In nearly every state there are serious efforts to introduce new and more rigorous standards, curriculum frameworks and more authentic forms of assessment. Many see professional development as the key to successful institutionalization of the new standards and curricular frameworks.
The current debate also contains some warning signals. I believe the public's impatience with our slow response is reaching a critical point. The introduction of charter schools, voucher programs, and other alternatives reflect the public's concern, even frustration, with the almost imperceptible pace of reform.
Some worry that schools seem to be in a constant state of reform, with little appearance of change. In Massachusetts alone there have been more than 115 school reform initiatives since 1900. As I review the history of school reform in Massachusetts, the question is, what has in fact changed, and have the changes made a clear and measurable difference for children? Further, why should the public believe that the current school reform movement, which has a very large price tag, will lead to substantial improvement in student achievement?
I believe Lesley University has a special understanding of the critical issues that shape the current school reform debate: curriculum, assessment, teacher certification and professional development. The University has, in various ways, struggled with many of the concepts and recommendations contained in the School Reform Law of 1993, as well as proposals from some of the more significant national school reform programs.
One of Lesley's primary strengths is that it remains well-versed in the realities of the classroom. Lesley understands the importance of linking course content to the current and future needs of school based practitioners. These linkages are reinforced by the number of faculty with prior school teaching experience; numerous faculty currently engaged in real school situations on a daily basis; and the practice of involving teacher practitioners as adjunct professors, guest lecturers and in the design and review of courses.
Lesley faculty are well represented on the state government work groups that are designing new curriculum frameworks, standards and assessments. Their leadership in these efforts directly connects to their teaching on campus. Their dual roles provide a special synergy between the exploration of theories and their translation and implementation in classrooms.
Lesley is a pioneer in offering programs at school sites. Further, a weekend format reflects the University's efforts to deliver high quality programs that accommodate the professional and personal obligations of busy teachers.
The Lesley experience also demonstrates an early recognition of the importance of engaging teachers in their own development, at their work settings, and with their students. This process fosters personal ownership and responsibility by the teachers for their professional growth, and it is taking hold in professional development programs across the nation. Lesley can be proud of its early awareness and response to this approach to adult learning and development.
Another important area where Lesley has been a pioneer is its collaborative relationships with schools. Having worked in a large school system that had numerous relationships with colleges and universities, I know many of these relationships and activities were not true partnerships. These contacts were often best described as colleges imposing their views on schools and teachers. To them, schools were simply consumers. Lesley's history reflects a very different attitude. Lesley has a special appreciation for schools as places where new information and valuable insights about teaching and learning occur on a daily basis. Lesley's approach has been to form relationships that draw on the insights and experiences of teacher practitioners and on the reflective, theoretical frameworks of teacher educators. The relationships then depend on their collective expertise, with each participant contributing and benefiting from the experience.
The new School of Education faces many challenges as it attempts to build on the college's significant history as a leading institution for the preparation of teachers. As the public imposes new and more rigorous forms of accountability on students teachers schools and school systems they are also focusing increased attention on the role of schools of education. Several recent national articles and a growing number of critical comments by Massachusetts officials -- suggest a growing concern about the quality of students preparing to teach and their preparation programs. There is a strong perception that education programs lack rigor relevancy and account ability. Given the depth of these impressions I don't think we can simply discount them and go about business as usual. Unfortunately all schools of education are being painted with the same brush; therefore Lesley will need to make explicit the indicators of quality that characterize its programs. I have no doubt that we can make a clear and compelling case and I look forward to this challenge.
One of my initial priorities is to engage the school in community building. Our proposed mission statement attempts to capture and convey the beliefs values and principals that guide our work; shape our relationships and obligations to our students schools and profession; and define our niche in the local state and national education communities. I think an open school-wide discussion of this statement is important to build consensus and shared ownership of the enterprise. These discussions will help us build on our strengths and chart new areas for exploration and program development.
The School of Education includes programs and centers that have not worked together in the past. It will be important to create new networks for communication and collaboration. We will need to develop a context that encourages shared ownership and responsibility for the new school. The school is blessed with a talented creative and resourceful faculty and staff. We need to find ways to encourage and support the full participation by all members in ways that make the most of their talents and interests. I am convinced from my many conversations and meetings with people from all parts of the school that the community is rich with ideas valuable experiences and areas of expertise. The school must find ways to tap these resources if it is to grow and prosper.
The school is and wants to be a full partner with the other schools that make up Lesley University. I encourage anyone who has an interest in schools and teacher education to join us. The needs of schools are great and we need the best thinking, the best creativity and the best expertise we can muster to fulfill our part in the education reform movement. As the School of Education moves forward I want to pay special attention to the expectations and demands on the faculty and staff. We need to find ways to convey our respect and appreciation for their extraordinary work. Since the faculty is the soul of any institution, I plan to make their roles, expectations and working conditions a priority. I have made a special effort to gather as much information as possible about the faculty and our various programs. I hope this has prepared me to be an effective advocate, ally and supporter.
SAILING
I have a special interest in sailing and look forward to every opportunity to see and experience sail boats. As I think about the source of this interest I feel it has to do with my respect for the forces of wind and water. They are not easily managed. If the winds and tides are not moving in the direction you wish, the only alternative is to sit back with a good book and a hot cup of coffee and wait for the conditions to change. For a person who likes to make things happen I appreciate an experience and challenge that does not lend itself to being managed.
EDUCATIONAL PHILOSOPHY
During my career I have become more focused on the needs of young children. I have been frustrated and disappointed by the extraordinary efforts to mount remediation programs. The experience has led me to want to make a greater investment before children's needs become insurmountable problems. I want cities, states and the nation to do a better job preparing children for the school experience rather than waiting until severe problems develop, then investing in remedial programs that at best produce marginal results.
FAMILY AND FAITH
My wife and I live in Randolph, a community we enjoy and celebrate. We have two children. Our daughter is 27 and a second year MBA student at Boston University. Our 22 year-old son graduated in May 1995 from Allegheny College in Pennsylvania. He is interested in communications and is exploring ways to start his own business.
The other part of my life that is very special to me is my work with the Charles Street African Methodist Episcopal Church in Roxbury. I am especially proud of its tutorial program that makes extensive use of computers to help children with their school work. The center offers a special Latin tutorial that is helping students at Boston's examination high schools.
BACKGROUND
Bill began his career teaching junior high school in Philadelphia. He went on to the National Association of Independent Schools in Boston as director of minority affairs and later as associate director, then as director of administrative services. In 1985 he was appointed executive director of the Massachusetts Field Center for Teaching and Learning, an initiative of Gov. Michael Dukakis. In 1989 Bill was appointed dean of the Graduate College of Education for University of Massachusetts at Boston. He has an Ed.D. from University of Massachusetts at Amherst a Master's of Public Administration from Temple University and B.A. from Pennsylvania State University.
