President's Education Forum
Physical Activity Benefits Learning:
Implications for Policy Makers
February 22, 2011
This forum will address known links between physical activity and academic performance, with a clear emphasis on student achievement. It will reflect data obtained from local sources and national sources, and it will focus on salient points necessary for policy makers to understand while making crucial decisions regarding K-12 student outcomes.
Dr. Karin Pfeiffer is an Assistant Professor in the Department of Kinesiology and faculty in the Center for Physical Activity and Health at Michigan State University. She has been studying physical activity and health-related fitness in children and youth for the past 14 years. She has experience working on grant-funded research with age groups ranging from preschool through high school. Her main areas of expertise are in measurement of physical activity and interventions to increase physical activity. Dr. Pfeiffer is currently engaged in research examining associations between physical activity and academic performance in Michigan elementary school children.
For more information, contact Dr. Barbara Markle, Assistant Dean, Office of K-12 Outreach, Michigan State University, 517.353.8950.
Karin Allor Pfeiffer, Ph.D., FACSM, Assistant Professor, Department of Kinesiology, Center for Physical Activity and Health, Michigan State University
President's Education Forum
The Ever-Changing Federal Role in Shaping Educational Policy:
Implications for Local and State Educational Leaders
April 19, 2011
You are invited to attend the second in the 2011 series of Michigan State University President's Education Forums sponsored by Lou Anna Simon, President, and the College of Education. These forums will focus on topics identified by public policy leaders as important to making informed decisions. In previous years, participants have found the forums to be of significant value to their work.
The forum will be held on Tuesday, April 19, 2011, at the Radisson Hotel, located at 111 North Grand Avenue, Lansing. A buffet lunch will begin at 11:15 a.m. The program will start at 12:00 p.m. and will adjourn promptly at 1 p.m. The featured speaker will be Michael Usdan. Mr. Usdan’s presentation, "The Ever-Changing Federal Role in Shaping Educational Policy: Implications for Local and State Educational Leaders," will focus upon a series of contemporary issues relating to the recent growth of federal influence in shaping educational policy and its implications for school leadership at the local and state levels. Please see the attached flyer for greater detail. Also, you may call (517) 353-8950 for additional information regarding the forums.
We hope you will join us on Tuesday, April 19, 2011, at the Radisson Hotel. Please return the RSVP form by Tuesday, April 12. There is no charge for this program; however, if you RSVP but find you must cancel, please call us at (517) 353-8950 before Thursday, April 7. We will appreciate your notification, as the college is responsible for all luncheon costs.
Michael D. Usdan, Senior Fellow, Institute for Educational Leadership, Washington, D.C.
EPFP Bios: Elizabeth L. Hale
Elizabeth L. Hale
Elizabeth L. "Betty" Hale began her association with the Institute for Educational Leadership (IEL) as a fellow in its flagship year-long leadership development activity, the Education Policy Fellowship Program (EPFP), in 1973-74. Eventually, she became the national director of EPFP in 1981 and the Vice President of IEL in 1987. She became President of IEL on July 1, 2001.
Prior to joining IEL, Betty Hale's various professional experiences included serving as an education budget analyst in the Governor's Office, State of Illinois, as director of training programs for Head Start in the regional office of the U.S. Department of Health and Human Services and at the state level in West Virginia. She began her career as a public school teacher in Springfield, Ohio and taught with the Department of Defense Education Activity-including tours of duty in Japan, Ethiopia, Turkey and Italy. Ms. Hale's work has always focused on trying to create and implement initiatives that build bridges among the research, policy and practice worlds and connect policy and practice to leaders and their networks. Through her work with the Education Policy Fellowship Program and other ongoing IEL activities, she has stayed connected to a growing network of policy makers and practitioners across the country. She also is involved in the work of the National Clearinghouse for Comprehensive School Reform, a partnership of three organizations: IEL, the Council for Basic Education and The George Washington University; with the U.S. Department of Education and its efforts to create a national network of school-based leaders to advise the Department on policy and program issues, and with the Appalachia Educational Laboratory, the regional laboratory serving Virginia, West Virginia, Kentucky and Tennessee, and its efforts to develop individuals external to schools who can help schools engage successfully in comprehensive school reform.
A graduate of the University of Kentucky, Betty Hale holds graduate degrees from Harvard University's Graduate School of Education (Ed.M.) and John F. Kennedy School of Government (M.P.A.). She has served as a member and as president of the School of Education's elected Alumni Council. Currently, she is a member of the Board of Directors of Gryphon House, Inc., an early childhood publishing company, and serves on the Stakeholder Committee of the Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory; the Board of Overseers of the National Youth Employment Coalition's New Leaders Academy; and the College of Education's Dean's Council at the University of Kentucky.
Historical Background: Michigan EPFP Milestones
|1975||Michigan program begins. National program shifts emphasis from internships in Washington to in-service programs in selected state sites. Carl Candoli and Matthew Prophet become Michigan Coordinators.|
|1976||Initial State Policy Seminar convened in Michigan; Illinois, Minnesota, and Ohio sites participate. The seminar becomes prototype for one of EPFP's two annual national meetings.|
|1977||Betty Hale hired as Assistant Director, EPFP.|
|1978||Carl Candoli leaves Lansing School District. Metthew Prophet becomes Lansing School Superintendent. Ben Perez takes Candoli's place as Michigan coordinator.|
|1979||Michigan begins recruiting fellows from broader mix of educational institutions (i.e., colleges and universities, community colleges, and education associations.)|
|1980-81||Detroit selected as the first host site in Michigan for national forum. First off-site visits scheduled to the capitol in Lansing; magnet schools in Detroit; private schools in Windsor, Ontario; and the Institute for Social Research at the University of Michigan in Ann Arbor. Off-site visits become part of all national-level sessions.|
|1981||National office amicably severs ties with George Washington University and incorporates as IEL (Institute for Educational Leadership). Matthew Prophet leaves to assume Superintendency of Portland Public Schools. Dan Schultz becomes EPFP coordinator. National program expands to California and Texas. Ben Perez helps establish new sites. Betty Hale becomes Director of the EPFP. Michael Usdan joins IEL as President.|
|1982-83||Michigan selected as one of five IEL pilot program sites to host annual alumni conferences and policy seminars.|
|1983-84||Michigan opens program up to non-educators (i.e., fellows from human services agencies, non-profits, and the private sector). State Policy Seminar becomes the Leadership Forum in an effort to reflect the changing professional nature of fellows in Michigan and other state sites.|
|1987-89||National program expands to Missouri (1987), and Arizona (1989).|
|1994||National EPFP program celebrates thirtieth year of operation.|
|1995||Fellows given Internet E-mail address to enable them to discuss policy initiatives outside traditional meetings and help fellows maintain electronic contact. The IEL, Michigan and Illinois sites added Internet World-Wide Web pages. Michigan EPFP forges new affiliation with MSU's College of Education. Reasons for change include:
|1996||Michigan EPFP utilizes telecommunications technology to link participants in East Lansing and Dearborn for the EPFP's first video conference.|
|1998||Jacquelyn Thompson becomes Michigan EPFP coordinator.|
|1999||The Michigan Virtual University (MVU), the Michigan EPFP and the Detroit Regional Chamber of Commerce cosponsor a Leadership & Policy Seminar designed to expand skills while introducing business and community leaders to on-line learning technologies. EPFP participants examined policy issues important to SE Michigan and participated in the Detroit Regional Chamber's Leadership Policy Conference held on Mackinac Island.
National EPFP program celebrates 35th year of operation.
|2000||Michigan EPFP celebrates 25th year of programming.
National program expands to Pennsylvania.
Hunter Moorman appointed EPFP National Director.
Michigan EPFP adopts Learning Team format for increased fellow participation.
|2001||Michigan EPFP launches re-designed Website replacing the original site developed in 1995. The new Website is more interactive, which permits easy access to alumni, current fellows, and prospective fellows and sponsors.
Betty Hale appointed President of IEL.
|2002||Michigan EPFP uses Blackboard discussion tool to facilitate Learning Team interaction.|
|2004||National EPFP program celebrates 40th year of operation.
National EPFP program expands to South Carolina.
Yvonne Caamal Canul becomes Michigan EPFP coordinator.
|2005||Michigan EPFP program celebrates 30th year of operation.
Douglas Brattebo appointed EPFP National Director.
|2006||Michigan EPFP becomes formally affiliated with the Education Policy Center at Michigan State University.|
Historical Background: The Michigan EPFP Program
In the early seventies, two prominent educators with the Lansing Public Schools--Superintendent Carl Candoli and Deputy Superintendent Matthew Prophet--identified several critical needs in the area of education. First, they realized that educational institutions in Michigan could no longer afford to operate in isolation. According to Prophet, there was a significant need to start establishing linkages with other institutions, particularly because it was getting harder to distinguish where the responsibilities of schools left off and those of other institutions began. It was becoming clear, said Prophet, that a variety of institutions--not just schools--were responsible for children’s education, health, safety, and well being.
"...educational institutions in Michigan could no longer afford to operate in isolation. "
A second pressing need was that there was a critical shortage of bright and talented individuals--particularly minorities and women--who were prepared to work in urban school settings. This urgent need was brought home to Candoli and Prophet when they arrived in Lansing and found that there were 4,000 Hispanic students in their school district but no Spanish-speaking administrators. It also was unclear whether the state’s colleges and universities were willing or prepared to develop a larger pool of qualified minority candidates.
The third problem was that educators in Michigan and across the country were too parochial in their understanding of what other educational institutions were doing to improve the quality and delivery of education. Absent a mechanism for learning about other programs, school personnel often ended up making decisions in a vacuum. They also had very little understanding of the policymaking process at the national level and, therefore, were unaware of the possible ramifications that policy changes could have on their profession.
In an effort to address these specific needs, Candoli and Prophet met with Keith Goldhammer, then Dean of the College of Education at Michigan State University (MSU), and explained the situation. The Dean agreed with the educators’ assessment of the problem but was unsuccessful in persuading the University to get involved with finding viable solutions. Thus, Candoli and Prophet began exploring other avenues. Ideally, they wanted to develop a program that would:
- provide promising young people with the leadership training they needed to work effectively in urban school settings,
- provide a forum through which the education community could establish collaborative relationships with other institutions, and
- provide an opportunity for Michigan educators to network with their peers in- and outside of the state and explore the process of formulating education policy.
Candoli’s and Prophet’s previous affiliations with senior officers at the Institute of Educational Leadership (IEL) in Washington, D.C., proved valuable. When discussing their concerns with Sam Halperin, then Director of IEL, he suggested that they consider becoming a state EPFP site. He explained that the networking component of the EPFP could enhance information-sharing among educators, the collaborative component could be used to open doors with other non-educational institutions, and the leadership component could be focused specifically on preparing young people for leadership positions within the Lansing School District. Candoli and Prophet liked the EPFP concept so much that they decided it would be the ideal program to address their diverse needs.
According to Candoli, the early years of the program were even more successful than he had hoped. Those outside of the process attribute that success, in large part, to the unique skills and experiences of its early leaders. For example, Candoli, who had been instrumental in forming the desegregation plan for the Chicago Public Schools, knew how important it was to create a cadre of qualified educators who were tolerant, able to deal with diversity, and willing to find strengths in all students regardless of their race or ethnic background. This sensitivity was particularly important as Lansing embarked on its own court-ordered desegregation plan in the early 1970s. Prophet, who was in the military and spent most of his career studying effective leadership styles, knew it was critical to have a formal leadership training program for educators instead of allowing them to arrive in leadership positions simply by chance. Together these two were a formidable team, and many believe it was their dedication and commitment to educational development that was responsible for the program’s early success.
The Michigan EPFP site also had tremendous support from some key players, including IEL leaders Sam Halperin, Paul Schindler, Betty Hale, and Mike Usdan. John Porter, then State Superintendent of Public Instruction, was another key supporter of the program. Recognizing the importance of staff development, he began signing up Department of Education employees to participate in the EPFP and, thus, cemented the agency’s commitment to sponsoring fellows.
Although the EPFP thrived in the early years under the leadership of Candoli and Prophet, it was inevitable that the two men would eventually move on. The first move came in 1978, when Candoli left the Lansing Public Schools. That year, an EPFP fellow from the 1975-76 class became the third coordinator--Argelio Ben Perez. Perez, whom Candoli himself had recruited from the City of Lansing, agreed as part of his employment with the school district to participate in the EPFP as a fellow and use his skills within the District in an administrative position; thus, he became an early success story on how the program could identify talented young people, train them, and put them in positions of leadership. Three years later, Prophet also moved on and Dan Schultz--an EPFP alum from the 1976-77 class--joined Perez as coordinator of the Michigan program. Today, these two individuals continue to lead the program.
"The program today has a much more diverse group of fellows from a wider variety of sponsoring organizations."
Of course, Perez and Schultz also brought unique strengths and talents to the program which helped it flourish and expand in scope. Like Prophet, Perez spent a great deal of time studying effective leadership styles, team building, and group dynamics. These interests translated into a heavier emphasis within EPFP on leadership development activities and spurred the administration of personality and leadership assessments, such as the Myers-Briggs Type Inventory. Perez also staunchly believed that, while the lecture model was beneficial, fellows should spend more time practicing what they learned and less time listening to others; this belief resulted in more off-site visits and interactive work sessions. In addition, Perez assumed a leading role in the development of IEL’s Leadership Forum embedding these ideas in the annual national conferences.
Schultz's strengths and interests also had a profound effect on the evolution of the Michigan program. Most notably, his experience working in the Michigan Department of Education--a large, complex organization--made him cognizant of the need for collaboration among agencies. In fact, it was his extensive contacts within state government that enabled the program to move beyond traditional education-related organizations and agencies and start recruiting fellows from human services agencies, non-profits, and the private sector. His contacts with policymakers also helped the program broaden the policy issues that were discussed at EPFP seminars and expand the number and kinds of speakers selected. More recently, Schultz’s professional interest in technology has translated into a greater emphasis on the role of computers and telecommunications in building communities and supporting leadership development.
Under the leadership of Perez and Schultz, the Michigan EPFP has continually evolved. The program today has a much more diverse group of fellows from a wider variety of sponsoring organizations. The focus of the program has also been expanded considerably to include not only education issues but also human service and other broader public policy concerns. This trend has continued with the addition of Jacquelyn Thompson as a coordinator in 1998.