National Network for Educational Renewal (NNER)
2015 Summer Symposium: Agenda for Education in a Democracy
A Leadership Program for Individuals Seeking Understanding of
the Agenda for Education in a Democracy (AED) and the NNER.
June 26-29, 2015
Friday, Saturday, Sunday & Monday
Lodging with:
Hilton Garden Inn & University of Wyoming Conference Center
307-745-5500
2229 Grand Avenue, Laramie, WY, 82070.
Meetings to be held at University of Wyoming’s American Heritage Center
2111 Willet Drive, Centennial Complex
Ph. 307.766.4114 / ahc@uwyo.edu
Session Purposes:
There are two overarching purposes for the Summer Symposium: first, to provide participants with an
introduction to the Agenda for Education in a Democracy (AED) in such a way that the participants will have
background and strategies to advance this work in their settings; and second, to provide an opportunity for the
participants to build a network of colleagues across the National Network for Educational Renewal (NNER) to
further collaboration and interaction toward advancing the public purpose of schooling in a democracy.
Co-Facilitators: Audrey Allan, Pk-12 Tripartite Council Chair; NNER Executive Board Member
Greg Bernhardt, NNER Co-Executive Director
Jean Eagle, NNER Executive Board Member
Vi Florez, Teacher Education Tripartite Council Chair; NNER Executive Board Member
Ann Foster, NNER Co-Executive Director
Nick Michelli, NNER Emeritus Executive Board Member
Dennis Potthoff, NNER Governing Council Chairperson, NNER Executive Board Member
Deb Shanley, NNER past chairperson; NNER Executive Board Member
John Smith, Executive Board Member
Leslie Wilson, Arts and Science Tripartite Council Chair, NNER Executive Board Member
Special Session
facilitation:
Bernard Badiali, Pennsylvania State University
Diane Galloway, University of Texas at Arlington
Angela Jamie, Co Chair NNER Equity and Social Justice Committee
Audrey Kleinsasser, Wyoming School-University Partnership, University of Wyoming
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Kathryn Pole, University of Texas at Arlington
Wayne Reed, Co Chair NNER Equity and Social Justice Committee
Shannon Smith, Wyoming Humanities Council
Master Reading List for the 2015 summer symposium:
Book

Education for Everyone: Agenda for Education in a Democracy by John I. Goodlad, Corinne MantleBromley, and Stephen John Goodlad (Jossey-Bass, 2004).
Articles & Selected Readings from Texts
2
•
A Talk to Teachers by James Baldwin originally published in The Saturday Reveiew, Dec. 21, 1963;
reprinted in The Price of the Ticket, Collected Non-Fiction, pp 1-6, 1948-1985, St. Martin, (1985).

Beyond the Classroom by Richard Clark in The Record Vol, 41, No. 1 (2004).

Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the “Sweet Spot”
by Marisa L. Bier, Ilana Horn,
Sara Sunshine Campbell, Elham Kazemi, Allison Hintz, Megan KelleyPetersen, Reed Stevens, Amit Saxena,
& Charles Peck from Teacher Education Quarterly (Summer
2012).

Education for Democracy; The Foundation for Democratic Character by Roger Soder, chapter 10 in
Developing Democratic Character in the Young, (San Francisco: Jossey-Bass, 2001) and an outlined list
of the conditions for democracy.

Examining Dispositions in for Social Justice and Democracy in the Context of the Public Purposes of
Education by Jacobowitz, Kovaks, and Michelli in Education in a Democracy: A Journal of the NNER
Vol.2, (Fall 2010).

Heal up and hair over: a Wyoming civility reader Wyoming Humanities Council (2013). Sections 2, pp
19-30; Section 4, pp 45-53.

In Defense of a Liberal Education, by Fareed Zakaria, Published by W.W. Norton & Co., 2015,
Chapters 2 & 3, pages 40-105.

Jazz at the Improv by Corinne Mantle-Bromley in The Record Vol. 41, No. 1 (2004).

A Morally Defensible Mission for Schools in the 21st Century by Nel Noddings in Phi Delta Kappan
(1995).

Our Kids: The American Dream in Crisis, by Robert Putnam, Published by Simon & Schuster, 2015,
Chapter 4, “Schooling,” full chapter pages are 135 -190; however please focus on reading pages 174183 for our symposium session.

SENATE No. 1455,This Act shall be known as and may be cited as “Teacher Effectiveness and
Accountability for our Children Act,” 2014 LEGISLATURE INTRODUCED FEBRUARY 6, 2015.

Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation to a
Dialogue by Priya Lalvani, Alicia Broderick; with responses from Nichelle Fine, Tina Jacobowitz, and
Nicholas Michelli, pp 1-15, in press, and will be published in the next issue of the journal Education,
Citizenship and Social Justice.

Teacher Evaluation in the Current Era: Implications for Teacher Education Policy and Pedagogy by
Kevin Froner and Nicholas Michelli in Teacher Evaluation; Kate O’Hara (ed), in The Charge and the
Challenges (New York: Peter Lang, 2014).

Tips for Fostering Inclusivity in the Classroom, Kerry Pimblott, University of Wyoming, December,
(2014) pp 1-8.

Understanding and Confronting Policy and Corporate Pressure in the Current Era: Implications for the
Agenda for Education in a Democracy by Tina Jacobowitz, Michelle Kovacs, Nick Michelli in
Education in a Democracy a Journal of the NNER Vol 6 (Fall 2013).

White Racial Identity and Anti-Racist Education: A Catalyst for Change, Sandra Lawrence and Beverly
Daniel Tatum. Reprinted by the Early Childhood Alliance with permission form the authors, pp. 1-12.
Agenda
Friday, June 26
Emphasis for the day: The session will begin with a welcome, general orientation, and introductions. We will
establish norms for the session as we begin to consider aspects of the Agenda for Education in a Democracy
(AED) as grounding for our work. We will discuss why we do this work to improve our democracy and address
education’s role in advancing democracy with a focus on the current education policy environment and its
impact on public education from preschool through graduate programs. Considerations will include
implications for the NNER’s work and strategies to ensure that public education advances democratic principles
to promote quality learning for all. Simultaneous renewal is a fundamental principle that guides our work. We
will unpack this using current school-university partner work. A fundamental goal for the day is to develop a
community of learners and colleagues; a community that will serve as a network for participants long after the
week’s session. By providing shared readings, time for conversation, and examining our mission from various
perspectives, participants will further skills and background to advance the NNER mission in local work.
Readings for Friday, June 26:
 Education for Everyone: Agenda for Education in a Democracy by John I. Goodlad, Corinne MantleBromley, and Stephen John Goodlad (Jossey-Bass, 2004) will ground the symposium. While
participants are encouraged to refer to all aspects of the text on day one, chapters 2, 3, 4 & 5 relate
specifically to the session on policy, the NNER, and Access to Education.
 Examining Dispositions in for Social Justice and Democracy in the Context of the Public Purposes of
Education by Jacobowitz, Kovaks, and Michelli in Education in a Democracy: A Journal of the NNER
Vol.2, (Fall 2010
 Our Kids: The American Dream in Crisis, by Robert Putnam, Published by Simon & Schuster, 2015,
Chapter 4, “Schooling,” pages 174-183, an excerpt about extra-curriculars.
 In Defense of a Liberal Education, by Fareed Zakaria, Published by W.W. Norton & Co., 2015, Chapter
2 & 3, pp.40-105.
Breakfast will be available at the Hilton Garden Inn – Voucher to be provided in registration packet.
Please allow enough time for breakfast preparation in the mornings before session start time.
8:30 a.m.
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Symposium check-in between 8:30 and 8:45
Nametags and folder will be at the registration table outside the meeting room.
8:45– 9:15 a.m.
Symposium Begins - Introduction to the Summer Symposium and the NNER: welcome,
purposes, creation of norms for the sessions; Greg Bernhardt, Ann Foster, and Dennis
Potthoff.
9:15 – 10:15 a.m.
Introduction and community building activity; Greg Bernhardt, Ann Foster. We will
each select two pictures from a wide array of images to serve as metaphors for
introducing ourselves—one that describes something unique, important to or about you
and one that relates to your work as an educator/professional.
10:15 - 10:45 a.m.
Dennis Potthoff of the NNER will provide an overview of the mission of the NNER.
Education for Everyone, pp. 28 – 32, unpacks the 4 part mission of the NNER.
Mission Statement of the NNER - http://www.nnerpartnerships.org/about-us/missionstatement/
10:45 –11 a.m.
Break and transition
11 – 12:30 p.m.
Nick Michelli will lead a session on enculturation into a democracy and the connections
between a healthy democracy and schooling. Education for Everyone, pp. 38-100; and
“Examining Dispositions in for Social Justice…” will assist in grounding these
conversations. The Agenda for Education in a Democracy (AED) puts foremost the idea
that public education is needed in order to prepare all its members for democratic
citizenry. America’s democratic system is demanding and complex, and it is difficult to
maintain it without citizens equipped with certain kinds of knowledge, skills and
dispositions. The AED asserts that public schools are essential in developing and
sustaining such citizens. A second purpose of schooling is for maximum individual
development, enabling all youth to fully participate in daily living. The claim of the
Agenda is that not only are schools essential in the development, health, and well-being
of our nation’s young, but schools are also the only institutions we have for rigorously
promoting and sustaining our social and political democracy. What other organization
can do this in a nation as large and diverse as ours?
12:30 – 1:30 p.m.
Lunch
1:30 – 2:00 p.m.
Audrey Allan will lead a conversation. Facilitated reflections on the session at this
point. What is clearer? What questions do you have?
2:00 – 4:00 p.m.
Leslie Wilson, Deb Shanley and Greg Bernhardt will facilitate conversations around
Access to Knowledge (We will break as needed during this session).
Youth must have access to those understandings and skill required for satisfying and
responsible lives. One of the unalienable rights identified in the Declaration of
Independence is the right of all to “the pursuit of happiness.” If schools are to allow for
maximum individual development in pursuit of what would be for each individual the
“good life,” they must provide access to knowledge that is in no way impeded by
factors irrelevant to learning, such as race, religion, ethnicity, gender, or wealth. How
can we ensure that all students have access to the teachers, materials, and ideas they
need in order to learn? Linda Darling Hammond, in The Right to Learn (1997, p.297)
stated “What students have the opportunity to learn is typically a function of where they
live, what their parents earn, and the color of their skin”.
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Chapters 4 and 5 of Education for Everyone, and the excerpts from Putnam and Zakaria
provide background for this session.
Our Kids: The American Dream in Crisis, by Robert Putnam, Published by Simon &
Schuster, 2015, Chapter 4, “Schooling,” pages 174-183, an excerpt about extracurriculars.
In Defense of a Liberal Education, by Fareed Zakaria, Published by W.W. Norton &
Co., 2015, Chapter 2 & 3, pp.40-105.
Break
4:00 – 4:30 p.m.
Walk and Talk – Ann and Greg will facilitate this activity. Paired attendees stroll and
reflect on the Agenda for Education in a Democracy and the concepts that were
discussed today.
4:30 p.m. – 5:00 pm
What have we learned today?... reflections, comments and pulling the concepts
together? Vi Florez will facilitate this concluding conversation for day one.
5:30 – 7:00 p.m.
Reception and dinner – Audrey Kleinsasser has graciously agreed to host dinner this
evening at her home. Details and directions will be provided.
Agenda
Saturday, June 27, 2015
Emphasis for the day: The NNER is committed to advancing education in and for a democracy. This is a
central principle to the NNER, which will be continued today. The NNER is founded on the understanding that
educators must have the skills needed to create a learning environment that provides access to quality
knowledge for all. These skills encompass how we attend to students’ individual needs and engage them with
challenging and relevant content. We also hold that providing quality experiences in schools requires
engagement with local communities as schools do not operate in isolation but are an integral part of the larger
surround.
Readings for Saturday June 27:
 Education for Everyone: Agenda for Education in a Democracy by John I. Goodlad, Corinne MantleBromley, and Stephen John Goodlad (Jossey-Bass, 2004), chapters 1, 2, 5, and 6.
 A Morally Defensible Mission for Schools in the 21st Century by Nel Noddings in Phi Delta Kappan
(1995).
 Beyond the Classroom by Richard Clark in The Record Vol, 41, No 1 (2004).
 Heal up and hair over; a Wyoming civility reader Wyoming Humanities Council (2013). Sections 2 &4.
 Jazz at the Improv by Corinne Mantle-Bromley in The Record Vol. 41, No. 1 (2004).
9:00 a.m.
Session begins
9:00 – 9:15 a.m.
Deb Shanley will facilitate. Conversation time debriefing & raising questions and
identifying options that we might have in place during lunch later in the day. We would
like to be able to engage in conversations with each other around topics of interest in
attendees own partnership efforts in their home settings.
9:15 – 11:00 a.m.
Nurturing Pedagogy will be explored with Ann Foster and Dennis Potthoff.
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An additional mission of the AED concerns the relationship between the teacher and the
taught—ideally the practice of nurturing within the art and science of teaching. The
teacher-student relationship is a moral encounter because students do not freely choose
to be in public school. Their motivation and desire for learning may not be congruent
with the aims of the school, and congruency cannot be force or dictated. Teachers must
be sensitive and caring, recognizing the individual nature of each student, but they must
also make many decisions with the group or class interests in mind. Teachers have a
moral responsibility because decisions they make can have a significant impact on the
student. Teachers must possess both knowledge and moral sensitivity. The session will
be grounded by the articles, Jazz at the Improv and A Morally Defensible Mission for
Schools in the 21st Century. In addition, Pages 28-35 in Education for Everyone
provides background on the NNER mission.
11:00 – 11:15 a.m.
Break
11:15 – 12 Noon
Audrey Kleinsasser and Shannon Smith will use the readings from Heal up and hair
over; a Wyoming civility reader to lead a conversation around the uniqueness of
Wyoming and their partnership work.
12:00 – 1:00 p.m.
Lunch – Chance for attendees to meet around specific issues and questions with the
facilitators and/or other attendees with experience and/or expertise is areas of interest to
participants.
1:00 – 3:00 p.m.
Exploring our role as stewards of the profession will be facilitated by Vi Florez and
Deborah Shanley. The readings, Beyond the Classroom by Richard Clark and
Education for Everyone provide background for this session.
The fourth purpose of the AED is ensuring responsible stewardship of the schools. Our
schools must be places of renewal, and the teachers and administrators in them must be
purposefully engaged in the renewal process. All participants must be as committed to
the welfare of the whole as to them selves. All must take initiative for needed change
and actively engage with the community in making important decisions. Educators
derive satisfaction knowing they have had a part in enabling youth to more fully
participate in our democracy. Inclusive stewardship encompasses P-20 educators and
the community in which the schools are embedded.
3:15 – 4:30 p.m.
Bernard Badiali has recently spent the past year visiting partnerships schools around the
country and will share insights on the NNER and the AED grounded in the experiences
and learnings he acquired during his sabbatical year. Using a synthesize of the trilogy
that John Goodlad, Ken Sirotnik and Roger Soder edited in 1990, the synthesis will act
as a framework for talking about partnerships and what makes them not only effective,
but good (in a moral sense). The synthesis will be provided.
4:30 – 5:15
Modified open space for conversation and questions on the Agenda for Education in a
Democracy discussed to this point in the symposium. Jean Eagle will explain the
format and facilitate this conversation.
Dinner will be on your own this evening.
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Agenda
Sunday, June 28, 2015
Emphasis for the day: John Goodlad and colleagues’ research notes that to provide quality learning for all in
and for a democracy schools and universities must work in partnership and engage in ongoing simultaneous
renewal. Simultaneous renewal, a core value and strategy for the NNER, will be unpacked. A critical aspect of
simultaneous renewal is tripartite partner work where schools, education and A&S faculty work together to
improve schooling for all learners. This will be explored today. Understanding who we are as a public and our
role as educators in advancing a healthy democracy is integral to the NNER’s work. An inquiry project will be
conducted on Sunday afternoon. Groups will study democracy in public places and relate the findings to the
readings. This will allow exploration of the public purpose of schools in a democracy.
Readings for Sunday, June 28, 2015:
 Education for Everyone: Agenda for Education in a Democracy by John I. Goodlad, Corinne MantleBromley, and Stephen John Goodlad (Jossey-Bass, 2004) Chapter 5 and Chapter 6 (renewal).
 “Conditions required for democracy” Roger Soder, “Education for Democracy” in Developing
Democratic Character in the Young. R Soder, J. Goodlad, and T. McMannon, 2001
 Excerpts from A Wyoming Civility Reader Heal Up and Hair Over, Wyoming Humanities Council,
(2013), Sectons 2 & 4.
 Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the “Sweet Spot”
by Marisa L. Bier, Ilana Horn,
Sara Sunshine Campbell, Elham Kazemi, Allison Hintz, Megan KelleyPetersen, Reed Stevens, Amit Saxena,
& Charles Peck from Teacher Education Quarterly (Summer
2012).
9:00 –10:45 a.m.
Audrey Allan and Jean Eagle present Simultaneous Renewal – the key strategy for
doing the work of the network in our diverse settings.
A key aspect our work is simultaneous renewal. Our mission is founded on the
understanding that schools, universities, and communities must work together if
renewal is to occur in our institutions. Using the article, Designs for Simultaneous
Renewal in University-Public School Partnerships: Hitting the “Sweet Spot” and
Education for Everyone (page references 22-23 and 113-121) they will unpack the
complexity of simultaneous renewal.
10:45 – 11:00
Break
11-12:00 p.m
John Smith, Kathryn Pole, and Diane Galloway will follow up with practical
applications on what they and their colleagues learned through an inquiry project on
how successful partner work is structured across the NNER. This will allow time for
people to interact on local questions and share examples of successful partner work.
12 noon
Introduce the Democracy Walk—Ann Foster and Vi Florez
Lunch will be provided (box lunches to facilitate time to form group decisions and
engage in the inquiry project)
Experiencing the Ecology of Democracy: Who We Are as a Public—Participants will
travel throughout the Laramie area in small groups and look for evidence of or lack of
such “democracy-related issues” as a diverse society at work, the tension between
freedom and authority, equal justice under the law, free and open inquiry, and
ultimately the paradoxes of public and private good and benefit. Groups will observe
and document examples of themes from the readings that they have agreed to study
using available technology and conversation notes.
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Note: Executive Board will meet all afternoon at the hotel.
Dinner will be on your own this evening
Agenda
Monday, June 29, 2015
Emphasis for the day. Participants will review and explore public education’s role in our democracy and more
deeply understand “conditions for democracy” as a critical part of the Agenda for Education in a Democracy
and the NNER mission. Our work is in done the context of current events and policies and this will be
considered today. Arts and Science partners are critical to advancing the democratic purposes and practices in
schooling. The NNER’s commitment to tripartite partners—Arts and Science, education, and public school
colleagues—is a key distinction unique to the NNER. We will explore the needs and possibilities for this
collaboration.
Readings for Monday, June 29, 2015:
 Education for Everyone: Agenda for Education in a Democracy by John I. Goodlad, Corinne MantleBromley, and Stephen John Goodlad (Jossey-Bass, 2004) chapter 2.
 “Conditions required for democracy” Roger Soder, “Education for Democracy” in Developing
Democratic Character in the Young. R Soder, J. Goodlad, and T. McMannon, 2001).
 SENATE No. 1455,This Act shall be known as and may be cited as “Teacher Effectiveness and
Accountability for our Children Act,” 2015 LEGISLATURE INTRODUCED FEBRUARY 6, 2014.
 Teacher Evaluation in the Current Era: Implications for Teacher Education Policy and Pedagogy by
Kevin Froner and Nicholas Michelli.
 Understanding and Confronting Policy and Corporate Pressure in the Current Era: Implications for the
Agenda for Education in a Democracy by Tina Jacobowitz, Michelle Kovacs, Nick Michelli in
Education in a Democracy a Journal of the NNER Vol 6 (Fall 2013).
 In Defense of a Liberal Education, by Fareed Zakaria, Published by W.W. Norton & Co., 2015,
Chapters 2 & 3, pages 40-105.
9:00 – 10:00 a.m.
Leslie Wilson will facilitate
The 3rd and an essential leg of the Tripartite Stool: The Arts and Sciences. If the
tripartite has three components the least obvious one is the role of the arts and sciences
in developing new teachers, renewing education and our schools, and supporting the
schools and colleges of education in promoting a democracy and social justice. This
conversation will delve into the roles of the arts and sciences and what can be done to
make them an integral part of our partnerships. (Goodlad & Zakaria readings)
10:00 – 10:15 a.m.
Break
10:15 – 12 noon
Readings to prepare for this conversation include:
SENATE No. 1455,This Act shall be known as and may be cited as “Teacher
Effectiveness and Accountability for our Children Act,” 2015. LEGISLATURE
INTRODUCED FEBRUARY 6, 2014.
Teacher Evaluation in the Current Era: Implications for Teacher
Education Policy and Pedagogy by Kevin Froner and Nicholas Michelli.
Understanding and Confronting Policy and Corporate Pressure in the Current Era:
Implications for the Agenda for Education in a Democracy by Tina Jacobowitz,
Michelle Kovacs, Nick Michelli in Education in a Democracy a Journal of the NNER
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Vol 6 (Fall 2013).
Nick Michelli will lead a session on the current policy environment and implications for
the profession and for our role as stewards of the profession. Readings: Teacher
Evaluation in the Current Era: Implications for Teacher Education Policy and
Pedagogy by Kevin Froner and Nicholas Michelli; and Understanding and Confronting
Policy and Corporate Pressure in the Current Era: Implications for the Agenda for
Education in a Democracy by Tina Jacobowitz, Michelle Kovacs, Nick Michelli, will
assist attendees to prepare for this conversation.
Facing and Responding to Obstacles to Success. We cannot engage in an uplifting view
of education without recognizing that there are obstacles, some in policy and some
embedded in efforts to privatize education. We want to confront these forces not to
conclude that we cannot succeed, but rather so we understand them and think
strategically. As part of this we will receive testimony on the legislation in your
readings, so you all should think about what you would say in five minutes to a
legislative committee. We look forward to your participation. These are difficult times
but the one option we do not have is giving up. We owe it to the children and our own
obligation to be stewards of the profession.
Break as needed
12:00 – 1:00 p.m.
Working Lunch as needed to prepare the Democracy Walk presentations.
1:00 – 2:30 p.m.
Democracy walk presentations and debriefing, Ann Foster will facilitate.
2:30 – 2:45 p.m.
Break
2:45 – 3:30 p.m.
Angela Jamie and Wayne Reed, Co Chairs of the NNER’s Equity and Social Justice
Committee will facilitate a conversation about the NNER’s role in promoting equity
and social justice in educator preparation, education institutions and society at large.
Readings for this session include Tips for Fostering Inclusivity in the Classroom,
Pimblott; A Talk to Teachers, Baldwin; and White Racial Identity and Anti Racist
Education: A Catalyst for Change, Lawrence and Tatum.
3:30 – 4:30
The NNER’s Tripartite Chairpersons – Audrey Allan, Vi Florez and Leslie Wilson will
facilitate this conversation. How do partnerships further our individual efforts? What
do we do when we return home to our own settings? A time for teams to come together
to discuss future plans once you return home. What concrete plans and actions might
you be able to develop this afternoon for implementation when you return home?
Evaluation and Wrap up.
4:30 pm
Travel Safe!
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Seminar concludes – members of the NNER Executive Board will also be available for
individual conversations and consultations as needed at the conclusion of the
symposium.