Podcasts about Wallace Foundation

This episode continues our quick look at the summary of research done by the Wallace Foundation on “How Principals Affect Students and Schools.” There are many implications for principals,

This episode does a quick summary of the research done by the Wallace Foundation on “How Principals Affect Students and Schools…” What are the implications for principals.

This episode references the Wallace Foundation's report on How Principals Affect Students and Schools. It looks at the big three skills leaders need to be successful.

During this episode of Why Change? co-hosts Ashraf and Jeff discuss the season of change in their work. Jeff shares his interview with Porché Hardy, an arts program officer from the Wallace Foundation. They discuss the changing landscape and processes of philanthropy towards more equitable giving; primarily through humble curiosity. Ashraf and Jeff think about the implications for the broader field of arts, culture, and creativity funding in the U.S.  In this episode you'll learn: How funding processes can be more equitable for a variety of funders; Why listening, learning, and flexibility are key factors in the equitable distribution of resources; and The power of humility in continuous improvement. Check out some of the things mentioned during this podcast, including:  The Wallace Foundation The Foundation's five-year initiative focused on arts organizations of color" S3 Ep10: Reframing Philanthropy with Nikki Kirk ABOUT PORCHÉ HARDY:  Porché is an arts administrator and senior program officer with The Wallace Foundation who brings deep expertise and experience working with teams in both government and nonprofits to develop programs to help build a stronger arts sector and a more equitable pathway to social change through arts funding and arts education. She began her arts administration career at the New Jersey Performing Arts Center where she grew from intern to Associate Director of Arts Training before shifting to community based arts education as Assistant Director of the Institute of Music for Children. She leveraged her experience of non profit arts leadership to further improvements in arts funding as a Program Officer with the New Jersey State Council on the Arts.  Porché is also a performer and holds a BA in Sociology from Rutgers University. She is currently pursuing a Masters in Public Administration there, as well. She is an alumna of the William Esper Studio and has studied classical music (voice) at Mason Gross School of the Arts, Montclair State University, and privately with award-winning singers and coaches.  This episode was produced by Jeff M. Poulin. The artwork is by Bridget Woodbury. The audio is edited by Katie Rainey. This podcasts' theme music is by Distant Cousins. For more information on this episode and Creative Generation please visit the episode's webpage and follow us on social media @Campaign4GenC --- Support this podcast: https://podcasters.spotify.com/pod/show/whychange/support

What are the tools and best practices for creating thoughtful and lasting work? How can we use our talents and platforms to build arts equity that lasts? This episode of CMA Talks, "Confronting Marginalization through the Power of the Creative Life," features a discussion between artists and arts administrators about what's missing in the equity conversation. We also listen to a selection from Amina Figarova's "If Barrels Could Talk"—the score of which appears in the spring issue of Chamber Music magazine. The conversation, which has been edited for clarity, was held originally recorded at CMA's 2023 Chicago Chamberfest, held on June 2 at Pianoforte Chicago. Featured panelists: - Alejandra Valarino Boyer, Director of Steans Music Institute, Ravinia Festival - Caitlin Edwards, Violinist and Educator, D-Composed and Ensemble Dal Niente - Blake-Anthony Johnson, President & CEO, Chicago Sinfonietta - Jennie Oh Brown, Flutist and Board Member, Chamber Music America (Moderator) This podcast, and the panel held on June 2, 2023, are presented in partnership with The Wallace Foundation. Produced for Chamber Music America by Nichole L. Knight and Orchid McRae. Theme music by Orchid McRae. “If Barrels Could Talk” was created with support from CMA's New Jazz Works program with generous funding from the Doris Duke Foundation. The recording was provided courtesy of the artist.

Dr. Elizabeth Bishop is an educator, researcher and youth advocate with two decades of instructional and administrative experience in public schools, universities and non-profit organizations across the United States. Bishop currently teaches on the faculty of the City University of New York and the University of San Francisco. She is Co-Founder of Global Turning Points, an international consulting collective based on the praxis of critical pedagogy. Bishop's writing includes her 2015 “Becoming Activist: Critical Literacy and Youth Organizing” and her 2018 “Embodying Theory: Epistemology, Aesthetics and Resistance“ which she created in collaboration with artist Tamsen Wojtanowski. She has two new books expected out in 2022 and 2023. Dr. Bishop holds a Ph.D. in Education: Language, Literacy and Culture and has been featured in numerous articles on youth activism, civic engagement and voting including on Good Morning America, PBS NewsHour, Business Insider and PolitiFact. Find her online @DrBishopDigital. An artist by training, Dr. Kylie Peppler is a professor of Informatics & Education at University of California, Irvine where she designs and studies creative educational technologies together with industry partners. She holds a Ph.D. in Urban Schooling from UCLA, where she was part of the NSF-sponsored team that designed and studied the Scratch platform, which has grown to over 93 million users. Her research group, the Creativity Labs, is part of UCI's Connected Learning Lab, which reaches over 8,000 newsletter subscribers and a website which averages over 11,500 views per month. Recent projects include partnerships with Merlyn Mind on the innovative uses of AI in classrooms, and the development of new XR solutions with Purdue University for the future manufacturing workforce. Her work has been consistently supported by a range of foundations, federal and industry partners, including the Gordon and Betty Moore Foundation, the MacArthur Foundation, the Wallace Foundation, Google.org, US Department of Education, Boeing, Best Buy, Fossil Foundation, GAP Inc., and National Geographic.Dr. Sangita Shresthova is a writer, researcher, thinker, speaker and doer. She is an expert in mixed research methods, online learning, media literacies, popular culture, performance, new media, politics, and globalization. She is currently the Director of Research and Programs and Co-PI of the Civic Paths Group based at the University of Southern California, where her current work is focused on the civic imagination. Sangita is one of the creators of the Digital Civics Toolkit (digitalcivicstoolkit.org), a collection of resources for educators, teachers and community leaders to support youth learning. Her own artistic work has been presented in creative venues around the world including the Pasadena Dance Festival, Schaubuehne (Berlin), the Other Festival (Chennai), the EBS International Documentary Festival (Seoul), and the American Dance Festival (Durham, NC). She holds a Ph.D. from UCLA's Department of World Arts and Cultures and MSc. degrees from MIT and LSE. She received her BA from Princeton University.​She is also a faculty member at the Salzburg Academy on Media and Social Change in Austria.​ Hosted on Acast. See acast.com/privacy for more information.

According to a new report from the Wallace Foundation, effective administrative leadership is key to student success. In fact, leadership was found to be only second to teaching when it comes to influencing academic outcomes such as reading proficiency. What can schools do to enhance the professional development of their principals and administrators? What effect can strong leadership have on student achievement? And how can we create a sustainable education model that addresses teacher turnover? In this episode, Kevin discusses how strong school leadership can impact student reading and achievement outcomes with School Leader Lab executive director, Erica Beal.  

Rounding Up Season 1 | Episode 11 – Successful Curriculum Adoption Guest: Dana Nathanson Mike Wallus: Adopting a new curriculum is not for the faint of heart. What makes this challenging? Well, beyond the materials themselves, a curriculum adoption may represent many things: changes to longstanding practices, beliefs, and classroom culture. On today's podcast, we'll talk with Dana Nathanson, the elementary math coordinator in Leander, Texas, about how leaders can effectively design, manage and sustain a successful curriculum adoption. Welcome to the podcast, Dana. I'm thrilled to have you and be able to talk with you a little bit about the work that goes into adopting and supporting the implementation of a new curriculum.  Dana Nathanson: I'm excited to be here. Thank you for the opportunity.  Mike: Absolutely. So, in your case, we're talking about the work that you did in Leander, Texas, when you supported the adoption of Bridges in Mathematics. I'd love to start by talking about something that feels really critical when a school or a district adopts a new curriculum: the idea of buy-in. How did you think about building buy-in for teachers when you adopted Bridges in Mathematics in your district?  Dana: I think that's an interesting question, because we do hear a lot about, ‘How do you get people to buy in?' And in our district when we think about buy-in, I think about, ‘That's my idea. And so how am I going to get people on board with my idea?' And so, really, we want to kind of flip the script on that and think about ownership. And so, when we think about, ‘How do I get people to kind of own this idea with me?' Then that is really where we see true empowerment. And so, we really approach this with that kind of lens to be thinking about, ‘How do I get people to own this, um, process and own what good math instruction looks like with me?' So that when we do adopt that we are adopting something that aligns with our vision for mathematics and what we want to see students participating in and being a part of in the classroom.  Mike: That really feels different even just to hear you talk about it. Ownership kind of conveys this idea that there's a shared responsibility as opposed to buy-in, which is, can I convince you to do a thing?  Dana: Right, right. And so, to get that ownership, we were at a time in the state of Texas where we were adopting new standards. And so, it was kind of, like, the perfect timing to think about, ‘How are we going to really get a clear picture of what we want math instruction to look like?' So, we did a lot of work with our teachers up front prior to adoption on what are those standards going to look like and how are we … or what do we feel like is the best way to teach math, really, in the younger grades? And so, we did a lot of learning together, a lot of reading. We really grounded ourselves with some of the work of Cathy Seeley, who is a former NCTM (National Council of Teachers of Mathematics) president. She wrote a book, called ‘Faster Isn't Smarter.' And so, we kind of looked at that as a good starting point for, ‘We want all students to have opportunities to make sense of math, do the math and use the math.'  And that kind of became our foundation. It's not just about procedural fluency, but conceptual understanding and then ultimately, transfer. And so, we grounded our work in that and tried to bring people along as far as owning that vision. And then from there, we really looked at what teachers wanted from a resource. And thinking about the use of continuous improvement tools, we used feedback loops, consent-o-grams to—all along the way—so that we could really feel like everybody was owning. They wanted a parent component. They wanted more technology. They wanted practice opportunities through, through games. And so, when we established a rubric together with teachers and administrators, then that really helped us when we came to adoption because we were looking for something that checked all of these boxes.  Mike: Yeah. The story that I make up as I hear you talk about that, is that you had a level of consensus around what you were looking for, which made it a lot easier to make a decision that you felt good about, that you felt like people could own.  Dana: Right. Exactly.  Mike: So, I think anyone listening to this podcast knows that schools and districts have limited resources. So, the thing that I'm wondering about is, what were some of the supports that you prioritized during the first year of your implementation of Bridges?  Dana: So, I'm fortunate to work in a team of, there's three of us at the district level, to support all of our campuses. We have over, well, we have 28 elementaries and we're about to open 29; and so over a thousand elementary teachers that we support. But we knew that the three of us could not do it alone. And so, we are also fortunate that we have an instructional coach at each campus. Now this instructional coach is not specific to math. They support all content areas, but we had to bring them along. We had to get them to own it, and we had to have them feeling comfortable. And then we also created a teacher-leader system where we had a lead teacher from each campus. And we really focused on the instructional coach and the lead teacher as our early adopters or our campus champions to really help us rally—rally everyone around, um, owning this vision for mathematics and also the implementation of a new resource. And what a great opportunity along with the implementation of our new standards. And so, we did pay our teacher leads a stipend for that year. And having the instructional coaches in place was critical because it's those two groups that we would be able to lead and then they would take back to their campuses. Another thing that was also critical in that first year was administrator support. And I know that we're going to talk a little bit more about that, but I just want to highlight the fact that our campus principals were really great about giving teachers time in that first year of implementation to work as a professional learning community together, to have half days to plan and support the new adoption that we had.  Mike: There's a lot that you shared there … Dana: ( chuckles )  Mike: ( chuckles ) that I'd love to dig into a little bit. I think what strikes me about what you said though, particularly at the last part first, is the way that you worked with and supported administrators in really designing a year one where teachers had space and time to actually really devote mental space to thinking about a new curriculum: how it's designed, giving space to plan. That feels like it was an intentional priority that you worked with your administrative team to create.  Dana: Yes, that was very intentional. And it was evident when we began our first Getting Started trainings that summer. And we also trained our ICS (In-Class Support) and our lead teachers first, so that they could kind of get the buzz going for summer professional learning. And I thought it was also great that we were able to have the resources available. If you attended the training, you left with your resources. And teachers were so excited to get all of the great resources that are provided with Bridges. So, that was kind of a draw for them. But then once they had their resources and you start to dig through everything, there's another level of support that is needed. And so, we actually had what we called open houses prior to school starting so that teachers could go around to different teachers' classrooms in the district to see, ‘How did you set up your Number Corner? How did you provide space or how are you structuring space in your classroom for Work Places?' And so, we had a lot of teachers [who] would go around to other teachers' classrooms at other campuses and kind of explore to see and get ideas from each other, which was really powerful. And we created the space up front for that prior to the school year so that they would have that opportunity. And I also want to say at this time, seven years ago, we had a pretty good Twitter presence during this, so that we could also have people online. And I know Twitter's kind of blown up since then, but we were on Twitter a lot, and just being able to share that way, as well.  Mike: So, I love this idea of giving teachers space and time to get their materials and get set up. And the open house idea feels really supportive. One of the things that I sometimes think about is an adoption and an implementation might be a pedagogical shift. There might be a different understanding of the mathematics. But the truth is for a lot of people, the very first thing is, ‘How am I going to find a home for all of these things? What will my classroom look like?' You're kind of attending to that really important need that people have to have met even before they're trying to grapple with the curriculum itself.  Dana: Right. And so, to give that time for them up front to kind of get settled in—with what's this going to look like and how do I make it work—I think was key. And I talked a little bit earlier about the principals being able to provide some half-day plannings for teams throughout the year. But we also offered what we would term ‘power hours' after school. And we would host these in teachers' classrooms. And so, this month we're going to talk about the Work Places because we thought it was so critical that the teachers played all the Work Places so that they would know. And that's how you kind of get their ownership of that, too, as well. And so, we would have these power hours after school, where they would come and play the Work Places, or maybe the next month we're going to do a Math Forum together. That's coming up. And then the next month we're going to go through all of the Number Corner. Now you guys have all these great videos, but this was before you had those for Number Corner. And so, we were just really trying to get teachers in each other's classrooms sharing and making it easier. And we would all make the charts together so that they would have them ready for the next month. And we would see a lot of people on Twitter posting: ‘Here I am at my son's baseball game with my binder, learning.' ( laughs ) But I mean, that's just part of the process, too, right?  Mike: Well, you've really started to address the next thing that I wanted to bring up, which is, when I think about having been an elementary teacher for 17 years, what strikes me is that in education, we sometimes give ourselves really short windows of time to do a complete ‘implementation' quote- unquote. I can't tell you how many times I've heard this year is literacy. Next year is math. Dana: Right. Mike: I think what you're starting to address, but that I wanted to ask you directly is, as an instructional leader, how have you really tried to maintain the integrity of your implementation over time? Maybe just talk a little bit about how you've thought about that process of maintaining and sustaining.  Dana: So again, we leaned heavily, and we still continue to lean heavily, on our instructional coaches at campuses. So, each nine weeks, especially in the first three years of implementation—but even now— we'll dive into what does that curriculum look like for the upcoming nine weeks? And we'll give them ideas and point out specific things that are coming up so that they know how to share or how to kind of pull these things out when they're planning with the different grade levels. And so, we would continue to meet with them, but we always start with that unit introduction.  Mike: Hmm.  Dana: And if teachers can just take the time to read this, and this was another big sell from our department for Bridges, was the built in PD (professional development). If you read those introductions, just, like, how much learning that the teachers can have. So, those first years we really wrapped ourselves around those introductions and the learning together as teams. But we also took, at the time you guys had an Implementation Guide …  Mike: We still do.  Dana: Then I will plug the Implementation Guide. Now it's expanded a lot more. But we took that and we had teachers really pick what's a strength for you on here so that other teachers could come see that modeled for them. And then, what's your area of growth for this nine weeks or for this year? Are you going to focus just on Number Corner, but what parts of Number Corner? Or you want to work on the Work Places, but you're not really implementing the sentence frames correctly. So, whatever that goal is for you, and then the instructional coach and the campus administrator would know what that is, and they're able to support you or come give you feedback on that. And that has really helped us because that gave also administrators, kind of the look-fors that they should see when they walk into classrooms. And our department is fortunate to be able to walk with administrators and our instructional coaches so that we could all kind of participate in this coaching together around what we want it to look like, and then where it's going well. And we bring teachers across campuses and classrooms to see where it's going well, and really having them focus on some goals that they want to set to improve.  Mike: So, I suspect unless Leander is a magical school district that's different from everywhere else, you don't have exactly the same staff that you did … Dana: ( chuckles ) Mike: … seven years ago when you started your process. So, you probably know where I'm going, which is … Dana: Yes. Mike: … how do you account for the fact that teachers, like everyone else, have lives? And sometimes they move on from the grade level that they're teaching or their families move somewhere else. You have new administrators and educators coming in. How do you account for, kind of, that turnover that's just natural in education?  Dana: Right. So, we have the natural turnover. But also we are one of the fastest-growing school districts in Texas. And we continue to open about one school at least, sometimes two a year. So, we know that training and learning together is so important. And so, we have sent our curriculum specialists have participated in many of the Bridges trainers of trainers, trainers of leaders, and for Getting Started. And so, we still offer a two-day for that every summer and also in the fall. And we offer that special session for our new administrators, and we even have turnover in our cabinet. So, we offer that training, and I sit down with superintendents and our area superintendents, because we all have to own, own this. And so that is just a yearly thing that we do. But then also continuing to use our campus champions. We have continued that teacher-leader program. They support our new-to-district teachers as well, and then our instructional coaches. So, it is an ongoing cycle. And I will tell you, at first we kind of say, like, ‘If you can get Number Corner, your Problems & Investigations, and your Work Places down,' then we kind of introduced then the assessment piece the next year and then the intervention piece. So, we have layered it in that way so that it's not so overwhelming for our teachers. And then it just becomes part of your practice.  Mike: Thank you so much for that, Dana. The next piece that I wanted to go to, and you've alluded to it throughout this, is the role that instructional leaders—be they administrators or instructional coaches— play … I was reading a bit from The Wallace Foundation about how critically important principals are. Anthony Mohammad talks about how administrators are the ceiling on where a building can go. Can you talk in a little bit more detail about the kind of work that you did to bring your instructional leaders, particularly your principals, into the process of owning the adoption and the implementation?  Dana: This is still a journey. And so, I want to make sure that I plug that, that even though we are seven years into this adoption, we're still on a journey. Everybody's on a journey. We're not at the end of the race when we think about best practices and instruction in mathematics. But to bring our administrators along, we are fortunate to have instructional leadership meetings every month. And so, we really focus on curriculum with them. We focus on best practices and really, we bring learning to them. And we use a lot of the resources that The Math Learning Center provides. We will learn through some of the blog posts together, reading those together. But really what we wanted upfront before adoption and through the adoption process was for our principals to really own the fact that all students, each and every student, can learn math; and making that accessible to all of our learners. And so that is a mindset. We did a lot of work around the mindset work with Jo Boaler and Carol Dweck. And so, thinking about how then, we wanted—we're not a district that just throws out the direct instruction piece either. We still value that direct instruction. But we want to see that blended with investigating and exploration for our students. And then also having that small group time where they're able to reinforce through Work Places. And so, we really wanted our principals to be firm in the components so that they would know what to see in the classroom, but also firm in the fact that we want to see visual models. What do our standards say? What are the best practices for mathematics say? And the use of manipulatives. And that our Number Corner is meant to be a routine and why we value that for practice for pre-teaching and reinforcing. And what's the value of playing the games in Work Places? So that they would understand these components and really own that they want to see these in the classroom because that's what we know is best practices in mathematics.  Mike: When you think about Bridges, in particular, as a curriculum that you've adopted, were there features of the way Bridges is structured or organized that you really felt like it was important to help people understand going into it? And what I mean by that is, in some ways, Bridges is a departure from a traditional curriculum. And I'm wondering what were the things that you identified that's like, gosh, I've just got to make sure people understand this about how it's designed to work?  Dana: Again, it's kind of the three components that I already alluded to, but really that Number Corner piece. Really thinking about Number Corner as an opportunity for the whole class. And we even kind of connect it to a read-aloud. This is an opportunity for the whole class to come together and to, either it's going to pre-teach some things or it's going to reteach some things. And so how are you making sure that those routines are in place and making sure that we have secured small group time for the Work Places to happen? And that's what we call our small group time, is Work Place time. Because we're talking about how the teacher is floating about the Work Places and observing how they're communicating and playing the game and how they are talking about the math with each other. So, I would say, the Work Places and the Number Corner are really, kind of, the areas that were a little bit harder to bring people along.  Mike: What strikes me about what you said is that you describe the function of those two pieces of the curriculum, Number Corner as a tool to have consistent, long-term opportunities to either reengage with big ideas or pre-engage with big ideas that are coming up. And then the idea that Work Places are an opportunity to practice. But they're so much richer of an opportunity to practice than the worksheets that I remember as a kid, where there were 25 naked number problems and two story problems at the bottom ( chuckles ). They function in the same way in the sense that they're the opportunity for longterm practice. Dana: Right. Mike: And the added bonuses, as you said, when the teacher's moving about the classroom, they can formatively assess and listen to what kids are saying. But they can also jump in and do some miniconferring with children in the moment. Dana: Right. Mike: To help guide them or move them or advance their thinking.  Dana: Exactly. And just thinking about that Work Place time and when teachers are thinking about, ‘Oh, I have to plan something different for this small group.' Well, bring that group together to engage in the Work Place with them so that you are right there observing and having, like you said, that conferring time or that mini-lesson over the Work Place.  Mike: Well, before we close, one of the default questions that I ask anyone who's a guest is, if someone was listening to this podcast and they were charged with leading an adoption or an implementation of a curriculum, what are some of the resources you would recommend for someone who is looking for guidance on how to do this work?  Dana: Well, now I would definitely use the blue ( laughs ) ‘Principles to Actions' NCTM book, because I think this sets the great stage for, what are those teaching practices that we want? But also it talks about the elements. One of the essential elements is specific to curriculum. I didn't mention this earlier, but we also had parents give us feedback along the way. And I think that that is also critical, as well as students. Let your students have some hands-on experiences with the resources so that they're able to even advocate and say, ‘This is how we want to learn math.' There's no denying when you see that students are feeling successful, but also when they are loving what they're doing in the math classroom.  Mike: Well, I was just going to say, everything that you talked about today, I think that the word that comes to mind in addition to ownership is investment. As I've listened to you, I keep thinking, you invested time and energy to make the things that you were looking for come to fruition …  Dana: Uh-hm.  Mike: … to continue the journey, as you said. And without investing in those really important things, the outcome might look really different at this point in time. Dana: Right.  Mike: Well, thank you so much for joining us, Dana. I've learned a lot from the conversation. It's been a pleasure talking to you.  Dana: Thanks, Mike. I appreciate it.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability. © 2023 The Math Learning Center | www.mathlearningcenter.org

In this episode, we speak with Melody Buyukozer Dawkins from Slover Linett Audience Research (https://sloverlinett.com/) on the new qualitative report, “A Place to Be Heard, A Space to Be Held: Black Perspectives on Creativity, Trustworthiness, Welcome, and Well-Being” (https://www.wallacefoundation.org/knowledge-center/pages/a-place-to-be-heard-a-space-to-feel-held-black-perspectives.aspx) The wide-ranging discussion includes background information on the creation and execution of the study as well as key takeaways for ensemble music professionals to use in their own work. We also listen to a selection from "Pillar III" from Andy Akiho's Seven Pillars performed by Sandbox Percussion. Program Notes: The article “Close Listening,” is featured in the Spring 2022 issue of Chamber Music Magazine. Read the article online: https://www.chambermusicamerica.org/close-listening The score from the featured Pillar III selection is featured in the Summer 2022 issue of Chamber Music Magazine. Produced for Chamber Music America by Nichole L. Knight and Orchid McRae. Theme music by Orchid McRae. Melody Buyukozer Dawkins appears courtesy of the Wallace Foundation. Seven Pillars was created with support from CMA's Classical Commissioning Program with generous funding from the Mellon Foundation.

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Before There Was Effective Altruism, There Was Effective Philanthropy, published by ColdButtonIssues on June 26, 2022 on The Effective Altruism Forum. Cross-posted from Cold Button Issues. Some charities and donors spend a lot of money and mean well but fail to truly help anyone. What are the best things for philanthropically minded people to do and how can they constantly improve? Wouldn't it be great if somebody tried to solve the problem and maybe even find a way to rate the most influential nonprofits? That was (and is) the goal of the effective philanthropy movement. This movement predated effective altruism by over a decade and anticipated some early effective altruism claims, but by now has been eclipsed in the public consciousness by the latter movement. Google Trends for effective philanthropy (blue) and effective altruism (red) Yet in terms of donations driven or “money moved,” effective philanthropy has arguably outperformed effective altruism in the last several years, despite its low profile. How? What Is Effective Philanthropy? The book on effective philanthropy says that effective philanthropy is “philanthropy that has impact. It is philanthropy that succeeds at amassing, managing, then allocating financial and human resources in ways that have the greatest positive impact in the sectors that foundations choose to fund.” In a more practical sense, effective philanthropy consists of a few institutions, some writers and thinkers, and a lot of sympathetic foundations. The Center for Effective Philanthropy, run by Phil Buchanan and founded in 2000, is the big player here and receives funding from long established foundations such as the Hewlett Foundation, the Duke Endowment, and the Wallace Foundation. Buchanan is probably the central figure in effective philanthropy, serving as CEP's first executive director, writing a book on the topic, and hosting a related podcast. There's also the twenty-year old Grantmakers for Effective Organizations, which is a coalition of philanthropic funders interested in sharing best practices and has members from every type of philanthropy you can think of. The Hewlett Foundation also funds an effective philanthropy program. The Center for Effective Philanthropy, like GiveWell would later do, wanted to know which nonprofits were doing a better job than others. And it didn't want to obsess over administrative overhead or executive pay or simple but misleading measures. It wanted to know which nonprofits were actually fulfilling their function. Focusing on grantmakers, their approach was to evaluate how well grantmakers were doing by surveying their grantees. And because there is actually a lot of demand for CEP's surveys, foundations and other grantmakers are able to compare their performance to their peers. Grantees are asked a variety of questions about the quality of their funders along various dimensions- general performance, do they advance the state of the knowledge in their field, did they treat their grantees fairly and so on. (Example report) CEP also offers similar surveys for foundation and grantmaker staff. This methodology can be used across a field and so hundreds of grantmakers across different causes have chosen to use CEP's services. Their approach had a couple of big differences from GiveWell and the other EA charity evaluators. First, it was less rigorous. The information was useful and effective philanthropy enthusiasts are happy to praise RCTs, but the approach wasn't about building detailed spreadsheets and comparing moral weights of different goods. That said I'm sympathetic to CEP's approach, especially in fields like advocacy or more speculative causes where even effective altruists who focus very strongly about the question seem unsure how to rate different causes and programs. Second, effective phil...

Nuestro tercer Interludio se adelanta un poco porque Sergio "el flemático" Galdames no estuvo en condiciones de grabar esta semana. Aprovechamos su ausencia para dar una mirada a dos capítulos que fueron lanzados en el mes de Mayo. El capítulo 105 con la entrevista a Javiera Marfán sobre su artículo que revisa cuánto han cambiado las prácticas directivas en respuesta al tropel de políticas implementadas en la última década; spoiler 1: poco o nada ha cambiado. Y el capítulo 106 en el que comentamos el reporte publicado recientemente por LPI y Wallace Foundation acerca de programas de formación en liderazgo efectivos; spoiler 2: en Chile lo podríamos hacer mejor. Finalmente, estos dos capítulos se vinculan con algunos temas propuestos por el Ministro de Educación en la reciente cuenta pública de su ministerio, particularmente respecto de una Carrera Directiva. Conozca más sobre la cuenta pública 2022 del Mineduc en https://www.mineduc.cl/cuenta-publica-mineduc-2022/ 

       Listen to the Show Right Click to Save GuestsPenfold Theatre Company A War of the Worlds What We Talked AboutFat Ham Links Into the Woods Cats Andre de Shields out of Hadestown Beanie Feldstein misses shows Utah Shakes AD steps down Tony Award Nominations Download Closed: Birthday Candles, Mrs Doubtfire, Skin of our Teeth (Sunday) Bonnie and Clyde Prop Drop! Wallace Foundation funds Orgs of Color Deaf Theatre Raising the Palace Theatre House Theatre Chicago  Thank you to Dean Johanesen, lead singer of "The Human Condition" who gave us permission to use "Step Right Up" as our theme song, so please visit their website.. they're good! (that's an order)  

Tom Lenehan is the CIO at the Wallace Foundation, where he oversees $2 billion for the New York City-based Foundation whose mission is to foster equity and improvements in learning and enrichment for young people. Tom is only the second CIO in Wallace's history, having taken over the helm in January 2021. Before joining Wallace, he served as deputy CIO of Rockefeller University under longtime CIO Amy Falls and appeared as the 4th guest on Capital Allocators back in 2017. That replay is available in the feed and offers a fantastic comparison in Tom's perspectives on as a deputy compared to a CIO. Our conversation this time dives into his transition, managing a team and a portfolio during COVID, and how Tom has approached asset allocation of a new pool of capital. We discuss his key priorities for the portfolio, and his perspectives on China, venture capital, private equity, hedge funds, inflation, cash, and crypto. We close with Tom's approach to building and working with his team, governance, and future risks.   Learn More‍ Follow Ted on Twitter at @tseides or LinkedIn‍ Subscribe to the mailing list‍ Access Transcript with Premium Membership‍

While the role of the principal remains essential, it has evolved over time. Throughout it's evolvement, preparation programs, districts and state policy makers have worked in siloes, creating gaps between the skills learned in an ed leadership program and what a principal actually does at their job. In this episode we learn what the research says about what the the gaps between "learning" and "doing" are and how to address them. Then we hear about how those findings are seen and implemented through the eyes of one of the University Principal Preparation Initiative's Project Directors, Tim Drake. Tim Drake is an assistant professor of educational leadership and policy at NC State University. He completed his Ph.D. in education policy studies at Vanderbilt University. Dr. Drake has an M.Ed. in international education policy and management from Vanderbilt and a B.A. in history teaching from Brigham Young University. Dr. Drake studies the policies and practices that influence the effectiveness of school leaders. Specifically, he works at the intersection of research, policy, and practice to inform the ways in which school leaders are trained and supported. His current research projects include educator data use, leadership preparation and development, early grades/pre-K leadership, and turnaround school leadership. Dr. Drake is Principal Investigator of the Wallace Foundation's University Principal Preparation Initiative (UPPI) for NC State.

​​​​​​​School leadership is second only to teaching among school-related factors in its impact on student learning, according to research. The Wallace Foundation's Knowledge Center on School Leadership includes decades of research and institutional knowledge on the principalship, and with the ever present focus on improving schools in our country, the findings from it's multi-year initiative to redesign principal preparation programs couldn't be more timely. In this first episode, we talk to Rochelle Herring, a senior program officer in education at The Wallace Foundation, with extensive experience working with school districts in various roles about they "why" behind investing in the principalship as an effective and strategic way to multiply positive student outcomes. A full report of the Launch of the University Principal Pipeline Initiative (UPPI) can be found here: https://www.wallacefoundation.org/knowledge-center/Documents/Launching-a-Redesign-of-University-Principal-Preparation-Programs.pdf

Abstract: How are boards of directors of major companies coping in 2021 with the increasing expectations from so many stakeholders? How are boards equipping themselves to meet the challenge of overseeing large global organizations? In this episode of the Principled Podcast, Marsha Ershaghi Hames, Partner at Tapestry Networks, guest hosts a conversation about the critical role boards play in shaping ethical corporate culture with Don Cornwell, an accomplished corporate leader who currently sits on the boards of AIG, Natura & Company, and Viatris. Listen in as Marsha and Don talk about the importance of intention when making decisions at the board level—especially as it relates to diversity, mentor sponsorship, and professional guidance.   [1:28] Guest Don Cornwell's diverse background and pioneering career journey. [3:25] Where are we now in terms of diversity on Wall Street? [9:22] Where is the U.S. going wrong in terms of maximizing capital and production? [13:12] How can boards and corporate leaders take the first steps to open doors and drive intentional sponsorships while navigating DEI? [21:08] How can boards begin to transform their own culture? [26:09] How boards can take action to cultivate ethical culture given the context of these times.    Additional Resources: Article:  Father and Son Investment Bankers Describe Wall Street Regrets [Subscription required]   Featured guest: Don Cornwell retired as chair and CEO of Granite Broadcasting Corporation in 2009, a company he founded in 1988. Granite developed from an entrepreneurial idea into a diverse company operating 23 channels in nine television markets and became one of the nation's 25 largest television station groups. Previously, Don was employed for 17 years in the Investment Banking Division of Goldman Sachs. While at Goldman Sachs, he was engaged in public and private financing and merger and acquisition transactions for publicly traded and privately-owned companies, with a primary focus on consumer product and media companies. In addition to transaction responsibility, he served as the chief operating officer of the Corporate Finance Department from 1980-1988. Currently, Don serves on the board of directors of AIG, Inc., Natura Holdings, Viatris Inc. and Blue Meridian Partners, Inc. Don is also a trustee of Big Brothers/Big Sisters of NY. At AIG, he is Chair of the Compensation and Management Resources Committee and a member of the Nominating and Corporate Governance Committee. Don served on the boards of Pfizer from 1997 to 2020, Avon from 2002 to 2020, and CVS Caremark Corporation from 1994 until 2007. At Pfizer, he was Chair of the Audit and Regulatory and Compliance Committees and a member of the Nominating and Corporate Governance and Science and Technology Committees. Viatris was created as a public company as a result of a strategic merger of Pfizer's Upjohn business with Mylan Inc. At Avon, he was Lead Director of the board, Chair of the Finance and Strategic Planning Committee and a member of the Nominating and Governance and Audit Committees. Avon was acquired by Natura in 2020. Don previously served on the board of Occidental College, the Advisory Council of Harvard Business School, the MS Hershey School and Trust, the Wallace Foundation, the Edna McConnell Clark Foundation and as Chair of the Board of the Telecommunications Development Fund appointed by the Chairman of the FCC. Don received his BA from Occidental College in 1969 and MBA from Harvard Business School in 1971 and has been honored as Alumnus of the Year by both institutions.   Featured Host:  Marsha is a partner with Tapestry Networks and a leader of our corporate governance practice. She advises non-executive directors, C-suite executives, and in-house counsel on issues related to governance, culture transformation, board leadership, and stakeholder engagement. Prior to joining Tapestry, Marsha was a managing director of strategy and development at LRN, Inc. a global governance, risk and compliance firm. She specialized in the alignment of leaders and organizations for effective corporate governance and organizational culture transformation. Her view is that compliance is no longer merely a legal matter but a strategic and reputational priority.  Marsha has been interviewed and cited by the media including CNBC, CNN, Ethisphere, HR Magazine, Compliance Week, The FCPA Report, Entrepreneur.com, Chief Learning Officer, ATD Talent & Development, Corporate Counsel Magazine, the Society of Corporate Compliance and Ethics and more. She hosted the “PRINCIPLED” Podcast, profiling the stories of some of the top transformational leaders in business. Marsha serves as an expert fellow on USC's Neely Center for Ethical Leadership and Decision Making and on the advisory boards of LMH Strategies, Inc. an integrative supply chain advisory firm and Compliance.ai, a regulatory change management firm. Marsha holds an Ed.D. and MA from Pepperdine University. Her research was on the role of ethical leadership as an enabler of organizational culture change. Her BA is from the University of Southern California. She is a certified compliance and ethics professional.   Transcript: Intro: Welcome to the Principal podcast brought to you by LRN. The principal podcast brings together the collective wisdom on ethics, business and compliance, transformative stories of leadership, and inspiring workplace culture. Listen in to discover valuable strategies from our community of business leaders and workplace change makers. Marsha Ershaghi Hames: How are boards of directors of major companies coping in 2021 with the increasing expectations from so many stakeholders? How are boards equipping themselves to meet the challenge of overseeing large global organizations? Hello, and welcome to another special episode of the Principled podcast, where we continue our conversations about the critical role boards in shaping ethical corporate culture. I'm your guest host, Marsha Ershaghi Hames, a partner at Tapestry Networks. And today, I'm pleased to be joined by Don Cornwell, an accomplished corporate leader who currently sits on the boards of AIG, Natura & Company, and Viatris. Don, thank you for coming on the Principled podcast. Don Cornwell: Marsha, thanks for the invitation. I look forward to our conversation. Marsha Ershaghi Hames: Excellent. So Don, let's share with listeners a little bit. You've had a very unique background from your early career at Goldman Sachs to founding and leading Granite Broadcasting, which at its peak, was the largest African American-controlled television broadcasting con in America. You've continued to lead a distinguished career of service on both corporate and nonprofit boards. Could you tell our listeners just a little bit more about your amazing journey? Don Cornwell: Well, I've done a lot of moving around for a kid who was born in segregated Oklahoma in 1948. My family moved to the Pacific Northwest when I was five, so they could frankly continue their careers as educators. And so I lived in Tacoma, Washington, until I graduated high school in 1965, then left to attend Occidental College in Los Angeles, followed immediately by a move to Boston to attend Harvard Business School. And from there, often New York to join a considerably smaller Goldman Sachs. As you know, I left Goldman Sachs in 1988 after 17 years. I started a business, you've referenced it, Granite Broadcasting Corporation, and we built that for 20 years. And then I left the company and essentially went into so-called retirement, which I've failed at miserably and have continued to serve on corporate boards. You didn't mention, I have to mention, Pfizer and Avon and CVS. I've been very proud of my association with all three of those companies. So I wouldn't want to pass that. Marsha Ershaghi Hames: Well, you mentioned your journey with Goldman Sachs. You had joined their investment banking department in the early '70s. And I actually was reflecting on that fantastic interview with Bloomberg, the profile with you and your son last year. Your story is very pioneering for African Americans working on Wall Street. As you look back on that experience, what are some of your observations on diversity on Wall Street, and essentially the being the only one in the room? Has there really been progress? Don Cornwell: So I did the interview, the Bloomberg interview with my son, because I thought it provided a context of experience by African American professionals over a significant period of time. I started at Goldman Sachs in 1971 and he joined, I should say, after I graduated from Harvard Business School. And he joined Morgan Stanley in 1998 after he graduated from Stanford Business School. I am shameless about promoting the article. So if any of your listeners have an interest, they should check it out. On your question, so I would say the industry is making what I call directionally correct movement. That's a good thing, but I guess I'm at an age in life where I can say that I think the progress is too slow and I think it's not deep enough. And so in making that comment, I can point to some really terrific success stories at various financial firms. And by financial firms, I'm incorporating everything from banks and insurance companies to the typical Wall Street firms that you think about. But in thinking about those success stories, I'm hard pressed to find what I would call an adequate pipeline of aspiring and qualified young professionals available for the succession planning of the future. I've found, in my career, that when you build a pipeline, and that's something that Pfizer talks about a lot, but when you build a pipeline of talent, the issues that we're discussing become somewhat moot. However, when you don't have a pool of talent, you then find yourself scrambling to, and I put quotes around the word "improve," from a very unimpressive baseline. And frankly, in this day and age, that does not go unnoticed by shareholders, and stakeholders, and society. So I guess I would give the industry a mixed grade. I think it's getting better. I think that there's some great success stories that I read about and know about, but much more work to be done. Marsha Ershaghi Hames: Speaking of that, I actually read another article or a derivative article. And I read a quote here that said "Wall Street has a problem with black excellence." And most super successful people on Wall Street are just excellent at what they do and how they got there. However, when someone is excellent as an African American, it is not embraced. How does that sort of land with you or resonate with you? Don Cornwell: Well, it's an interesting observation. I don't know where it comes from. I think I would sort of turn it just a little bit to say that I felt, in my time, that the process of growing in a career, no matter who you are, requires an effect. What I would describe as someone who intentionally wants to see success. So the observation, to be candid that I've made about the financial community, I think, is a problem across industry and the country. I think we simply have not done enough to hire, encourage and retain young people of color, or women, in general industry.  I think that we leave a lot of talent behind. We're getting better, but we leave a lot of talent behind. So when I talk about, I have a theme of being intentional about a success experience, I can certainly say that each and every one of the success stories that get spoken about a lot, people like Ken Chenault that Ken Frazier, just to name a few, and I can name many, many others, that they can point to those moments in their careers where they were given a helping nudge along the way. And so I'm sort of simple minded about it, which is that if people in power want to see success in that regard, they have to be intentional about it. It has to be something that's on their mind. They have to insist on it. And quite frankly, when decisions, tough decisions. Have to be made as to whether somebody's performing or not, they have to be willing and not afraid to call it. Because as I said, everybody isn't going to make the cut, but it's great if people can feel comfortable that they have that opportunity. In the Bloomberg interview, and I hope you don't mind my going on at lengthy here a little bit, but this is one of my favorite topics. I spoke about intentional sponsorship. That's my theme. And I spoke about it in context of senior managers. I read, referenced a fellow that I called my very best boss ever. He has unfortunately passed away. His widow read the interview and called me and was quite amazed at how I felt about this. And I think she understood things that I had said to her over the years about how important he had been to my life and my family's life in terms of my own success. So I always say that during that eight year period, when I had his sponsorship within Goldman Sachs, and by the way, he wasn't necessarily a great guy. I've had people contact me after the interview and say, "Well, he wasn't very nice to me." And so I get that, but I do know that once he asked me to join his team, then I became part of the team and he became my advocate. And that was the best period of my career at Goldman Sachs. And quite frankly, my worst periods were when I didn't have that guidance. I think, and I hope you'll let me go on just a little bit longer, but I think that as a country, we're not maximizing our human capital. We see that every day as we work our way through the pandemic. I mean, think about it. Human capital, with a bit of help from our global partners, came up with multiple ways to stop the coronavirus. Okay. I mean, that's amazing if you think about it. I mean, we're all somewhat concerned these days about the continuation of variants and issues about whether you get a boost, et cetera. But the facts are is that we found a way, in a very, very short period of time, to bring a halt to this really vicious virus. And so that's the wonder. On the other hand, we are also picking up the newspaper and learning that we are short of people to do the most basic jobs, as well as, quite frankly, many of those requiring much more in the way of skills. As a country, I think we've given up on our public education system. It used to be an advantage for us. We spend a lot of time bashing teachers and so forth, and fighting about the curriculum and so forth. We're resisting efforts to train people. We need the labor, but we don't want the cheap labor coming across the border, even though we don't necessarily have the labor to fill many of those jobs. And I'm going to be a little controversial in my next comment, and you guys can edit this out if you want. But I have long said that the country long benefited from structural inequity/ if you think about the quality of teachers we had many, many years ago, when one of the best jobs available to a bright woman or a person of color was as a teacher. And I used my mom as an example, she finished first in her class in college in 1942. There were no corporations or financial institutions on her campus aggressively recruiting, particularly at an HBCU. And so society benefited because you had this class of individuals who were largely directed into a profession that was the best available to them, and we're indebted to them, but that's changing. And without getting into the debate about teachers, and quality, and what have you, that's changing. And that's a debate for another day, but it goes back to my opening comment, which was that we're not spending enough time maximizing human capital. And I think that's a problem. And it ties back to DEI. It ties back to ESG. It ties back to a lot of things that we might talk about. So I'll pause there. I know I'm talking too long. Marsha Ershaghi Hames: No. Yeah. So first of all, Don, I mean, you are touching on some very, very timely issues that, I mean, companies are exploring ways to essentially future proof talent models that clearly we've got an inequity, as you say, of infrastructure and how organizations go to recruit and build their pipeline. So when I sometimes hear the comments of, "There isn't a pipeline," or "We are not able to build a pipeline." Sometimes, I often think, "Where are you looking?" And there are some organizations today that are starting to try to build bridge around skill mobility, bridges into minority serving institutions. You mentioned HBCUs. But to go and to build recruitment pipelines to offer opportunities in other types of fields that may not have been historically or traditionally built into that recruitment infrastructure. So you're really touching on an important point that we probably should set up another conversation to unpack acutely. However, you earlier also mentioned this kind of societal shift that's a lot of pressure from company consumers, and stakeholders, and investors on companies to take more responsibility. And I like how you share your reflection on that intentional sponsorship by this mentor in your life. I am wondering, in the area that you sit today from your vantage point, how can boards, how can corporate leaders take those first steps to, whether it's mentorship programs, or to be more prescriptive or surgical in driving this notion of, "We need to open doors. We need to find ways to design more intentional sponsorship." Are these conversations happening within the board? Because I know, again, this is unique to your story. And I've heard other similar stories where it was that one mentor or sponsor who took them under their wing and just offered the difficult, often difficult guidance, to chart out the path. But how can we do more of that? Because clearly, the pressure's there for companies to take responsibility, but it's the how part, it's the pragmatic. What are the steps to activate that? What are your thoughts on that and what are you hearing or observing from where you sit today? Don Cornwell: So I think every board room where I have the honor of residing, the topics on the table, the topic is one of discussion and there's work being done and reporting out on the topic. So I think it's on the agenda. I'm not sure, from my perspective, whether corporate boards today really recognize that these societal forces that we think about, how powerful those items are for the future, that we get very caught up in a variety of other topics, which are also very, very important. And I'm sure you'll ask me about a few of those at some point here. But I do think that, and to some degree, this kind of gets to one of the notions that I have about the composition of boards, which is the notion that we actually need more people in the room with not only courage to ask tough questions, but also a wider lens in many instances, because I'm not sure that we're really necessarily seeing what's coming at us from a lot of different angles. If I can go back to the comments I made about diversity and inclusion, and a little bit ESG that you had asked about that, I really think these are societal forces that are starting, whether we want it to or not, to drive the corporate board agenda. So just a couple of thoughts. Can you imagine what the board discussions in Facebook are like these days? Or if you've been following Netflix. Could be a more successful company, quite frankly than either of them. All right. I mean, Facebook was founded... My daughter is 36 now, and she's a 2007 graduate of college. And I remember when she was a freshman, she and all of her friends were talking about whether or not they would sign up for Facebook, which had only been started maybe two years before they were to be freshmen. And Facebook's the bad people, there's all kinds of negative things being said about Facebook, but just look at the corporate and business success or Netflix. I mean, my God. How many times did I find the little red envelopes around my house that had never been returned? And talk about a success story. But what are they talking about at those boards? They're talking about all the issues that here on cable television 24/7. At Netflix, you're talking about comedian who has decided to be less than politically correct in the way he talks about things. And so that raises all kinds of challenges about speech and what's appropriate. But then you move from that and you've got, [inaudible 00:16:55] Exxon. My God, what could be more... There it is, Exxon. And you literally have activists find a way with major shareholders to challenge their corporate strategy. And it's front and center around climate and sustainability. What are you doing? And they end up changing out board members. And then there's one that you may or may not have heard of, but I pay a lot of attention because of my history in the broadcast business. It's a company called Tegna, which is essentially the old Gannett company's television station group, which is quite a large group. And they have been under attack for three years by a very, very sophisticated activist shareholder. And his primary focus, his primary focus has been on the treatment of people and particularly the treatment of people of color within the company. And it's been kind of a fascinating thing to watch. The corporate, the board has succeeded in being reelected each year, but the noise gets louder and louder. And at the current time, that activist has now joined forces with one of the major private equity firms and has made it an offer to who buy the company. And so that board is very much under siege. And so I see these forces from society demanding a seat at the table. And quite frankly, these are not the topics that are ever at all candor on the agenda in most instances. You get me started on this, so I apologize, but you think about the tensions that corporations are having to navigate as between national and global interest. Anybody that's doing business in China, those of us who deal with compliance, and risk, and what have you, we spend all of our time thinking about China as a compliance issue. But you've got geopolitical stuff there. I mean, don't go to China and start talking about your great relations in Taiwan. And they've got their views about data privacy. And quite frankly, beyond China, just across the globe, there are views about that. And so that's my way of saying that boards are being forced by the outside world to think about stuff, including the issues... DEI is not just a, "Oh, we got to check that box." Okay. In my opinion, it's part and parcel of so much that's going on out there that boards are having to deal with. Then, of course, we've got to deal with cyber. I mean cyber's going to destroy us if we're not careful. Compliance and ethics is an amazingly significant issue. If you saw yesterday that the whistleblower in the LIBOR scandal is getting a $200 million payout. That's going to motivate a few people. And then I always finally point out, and by the way, we're hopefully coming out of a pandemic and we're going to be worrying about organizational culture, given that most of us have spent two years working remotely, and we got to figure out how to get back together again. So longwinded answer to your question and hopefully a little bit helpful. Marsha Ershaghi Hames: Yeah, no, no, very helpful. And I'm glad you've touched upon what we're witnessing in terms of this societal shift and the increased pressure from investors, regulators, employees, other stakeholders, just the demands on companies to show progress. Business resiliency, environmental climate transaction plans. And then, of course, there's no question in terms of not only human capital. And I don't really like the phrase human capital. Or natural capital sometimes is also on the climate stuff, but it's really our people, our talent and the innovations and the diversity of how they bring ideas to the table, can really transform and create a certain agility to business progressing. And as this is continuing to capture the board and corporate leaders' attention, I like the phrase when you said boards really are starting to get forced to think differently. And I want to unpack that a little bit. So you touched on culture. I want to start with this notion of transforming board culture. And you mentioned earlier having the courage on the agenda to maybe ask more difficult questions. But how can boards, or you have had such a distinguished career, both as an executive and on serving boards. How can boards really start to begin to transform their own culture? Before boards can take the step for oversight of culture within the organization, how do they turn the mirror back and reflect on themselves and take the steps to really help cultivate a transformation within their own board culture? Don Cornwell: Yeah. I'm probably more of a pessimist in all these things than many. And I don't know if that's helpful or unhelpful. My experience has been that crisis tends to drive focus, and we all get very comfortable doing what we do. We do it every meeting, whether it's four meetings a year or 10 meetings a year, whatever the case may be. And then it's when all of a sudden, we get something that comes in, sort of a curve ball that we're forced to try to get smarter. And so my best board experiences have been in situations where there is what I would describe as intentional diversity of voice around the table. And diversity has always thought about it from the context of gender, and ethnicity, and what have you. And I think those are very much part of it, but I also think that diversity of voice in terms of experiences and worldview is just so important. I have found that when you have that... So you have to start with the notion that you are not going to figure it all out, okay? That bad stuff will happen. And so you want to be prepared to react, but then you should spend time, not only trying to figure out the root cause... But I guess I think it was Andrew Grove, the guy who founded Intel. He had a book called Only the Paranoid Survive. And I've always found that to be, at least that my business experience, just so true. That there's a need to constantly scan the horizon, looking for what's coming over the hill, that you could just not imagine. And so I think that best boards are trying to find ways to empower the management teams, to scan the horizon, to think about risk, think about the unimaginable, think about what you do when the unimaginable happens. That's, I guess, my belief about it. I know a lot of people think that a lot of it has to do with the books and records and the control and so forth. And it certainly does, but I will tell you that I can go back and look at scandal after of scandal and crisis after crisis. And you discover that all that stuff that I just described, the books and records and stuff all seemed totally fine until you discovered that something else was going on that was much more difficult. And so I'm a big believer in trying to inject a bit of imagination, creativity, energy, new ideas, new perspectives in the boards. I'm a believer in having boards that have some longevity and some experience. I enjoyed, in my long career on the Pfizer board, ultimately being the one that the new directors would turn to and say, "Don, why did we do that?" Okay. And there was great value to that, but it was also time for me to go. And that I'm pleased to say that one of the people that was recruited in the context, not to replace me, but in the context of my leaving, Scott Gottlieb. Scott and I had gotten each other in a year of overlap, and anybody who's watched television, he's a very, very bright young person. And I just think that people who come to the party with different sorts of experiences can just bring so much to a board. And I urge boards to do that. I think some are trying hard. I think some are still, in my honest opinion, still checking boxes that satisfy the New York Stock Exchange, or some perceived notion of best practices, and not necessarily bringing enough wisdom and perspective to the boardroom table that can hopefully help management as they try to navigate their way through increasingly difficult times. So I'm talking too long. I'm going to stop there. Marsha Ershaghi Hames: No, then you're actually spot on, Don. I mean, when you say "Crisis tends to drive focus," I mean, and clearly you're drawing from, you've served on boards of so many highly regulated industries. You mentioned Pfizer, you've got pharma, you've got finance services and so forth. Tell me, when there is crisis, when there are ethical lapses, what role can boards do, especially in these times with these shifts that we're discussing in society? How can they really take action to cultivate ethical culture in the organization? What are the steps they can take there? Don Cornwell: So I don't want to get too specific, but I lived through one with one of my former boards, where the company ended up making a settlement with the government and writing a very, very large check to compensate for all sorts of perceived and admitted sins. I think that out of that, both management and the company clearly recognized that this had been an issue and that we needed to figure out how to do better. But the focus, which I greatly appreciated, and I had a little bit to do with leading, though lots of others were leading the charge, the focus had to do more with root cause, and how do we get there? What could we do to change? How could we make sure that the organization knew that that certain behavior was not part of what that company wanted to convey to the outside world? So that really became a major investment of time and resources on the part of the company and with regular reporting to the right committees, audit, and regulatory and compliance, and then ultimately, to the board, about just what was being done, not only to prevent a repeat of what had happened, but also to what was being done to make sure that, within the culture, everybody sort of knew what was expected? And to be candid, it was made a lot easier because the CEO was not, in any way, either conflicted or hesitant. Very strong views on the issue. And quite frankly, personally, very embarrassed by what had happened. So that's what I call, what do you do afterwards? And so you deal with it. I mean, we did the usual stuff of figuring out who needed to be appropriately treated, fired, terminated, remediated, what have you. We went through all that. But I think that the bigger learning, I think, for this company, and very much into it as I was leaving the board and I'm very much hoping that that will continue to be the case, was really what I would describe as, "So let's scan the horizon. Let's figure out how to identify the next issues and see if we can get ahead of it." And I mean, they literally formed a... I guess I hate to call it a committee, but I guess it's a committee, that on a regular basis, was effectively reviewing, within this particular part of their business, sales practices and new developments, et cetera, and looking at where there might be issues, my contribution, which I think they followed, was to find the person in their organization that nobody tended to like, who was not afraid to say, "But, sounds good, but..." And to empower them to find ways to reward the person for bringing an independent and a challenging viewpoint. That's hard in organizations. I don't know how well they did with that. I think they did some of it, but the point is that you're trying to be ahead of it. You're trying to recognize that bad stuff happens. That you can talk to the cows come home, but bad stuff happens and it will happen. And people for either evil reasons or innocent reasons sometimes go over the line, go where they shouldn't go. You just have to recognize that that's going to be the case. From a board perspective, I always took the position you have to recognize that. You have to make sure managers know that bad news can be delivered safely, that you're not going to all of a sudden have the hanging party go out because someone came in and told the audit committee that there had been an issue, but that what you really wanted was, "So how do we find this out? What are we doing about it? What do we think the causes were? What can we do better?" And then you go through the checklist. So again, not sure if I responded to your question, but I do think that boards are having to organize themselves around these challenges. And in my opinion, there are no right answers. There's no exact answer to any of it, which is why I always argue that you got to talk about it a lot. You got to recognize that sometimes the agenda of that's laid out isn't necessarily the agenda that you really need to be focusing on, and at least have some discussion about that, so that the person who might have a different idea can feel empowered to bring that idea up. Anyway, I'm going to stop there. Marsha Ershaghi Hames: You're hitting really excellent points. I feel like we could continue this for a good another hour because culture in and of itself, it's so elusive. And to your point, there's the agenda. And then there's the fuzzy noise. And how do we extract that clear focus? And while, so glad you said this, bad stuff happens, it'll continue to happen and crisis continues to unfold. However, I think it's, how do organizations take a step back and try to see, what are the lessons that we can learn? How can we be a little bit more acutely aware to try to identify these signals early? And how do we really foster a culture where management is also comfortable coming in and escalating, or bringing these to our attention sooner? Or what are the challenging questions we can ask of management to try to uncover these issues sooner? So it's sort of a mutual dialogue here, but clearly, Don, this is a conversation we could probably continue to have, but we're reaching the end of our time. And I have learned so much from you. I feel like I was intentionally sponsored today. So many new ideas are sparked in my head. So thank you so much for sharing your time and for joining us on this episode today. And I want to say to our listeners, this was a real special treat. We're just so thrilled to have Don share his reflections and experiences here. And I'm Marsha Ershaghi Hames. With gratitude for tuning in to the Principled podcast from LRN, and I'm going to sign off. Thank you. Outro: We hope you enjoyed this episode. The Principled podcast is brought to you by LRN. At LRN, our mission is to who inspire principled performance in global organizations, by helping them foster winning, ethical cultures rooted in sustainable values. Please visit us at lrn.com to learn more. And if you enjoyed this episode, subscribe to our podcast on Apple Podcasts, Stitcher, Google Podcasts, or wherever you listen. And don't forget to leave us a review.

Today's arts philanthropy is being guided by new voices. Bahia Ramos shares her approach to funding, beginning with the fact that she collects art as a form of advocacy. A Brooklynite, she is director of arts at The Wallace Foundation, where she has sought to respond to the needs of artists and arts organizations of color during the pandemic. Part of a new $53 million grant initiative to develop the capacity of arts organizations of color is to develop a clear understanding of future needs. Before arriving at Wallace, Bahia served as program director of the arts for the Knight Foundation, where she led the organization's strategy for a $35 million annual investment in arts funding across the country. She addresses the need for greater transparency in grantmaking, new alternatives to non-profit management, how the Biden administration has served the needs of arts organizations during the pandemic, and much else.

Today's arts philanthropy is being guided by new voices. Bahia Ramos shares her approach to funding, beginning with the fact that she collects art as a form of advocacy. A Brooklynite, she is director of arts at The Wallace Foundation, where she has sought to respond to the needs of artists and arts organizations of color during the pandemic. Part of a new $53 million grant initiative to develop the capacity of arts organizations of color is to develop a clear understanding of future needs. Before arriving at Wallace, Bahia served as program director of the arts for the Knight Foundation, where she led the organization's strategy for a $35 million annual investment in arts funding across the country. She addresses the need for greater transparency in grantmaking, new alternatives to non-profit management, how the Biden administration has served the needs of arts organizations during the pandemic, and much else.  

'This school year is actually a primary opportunity for learning,' says Jody Spiro, director of education leadership at the Wallace Foundation. In this episode, she explains why and walks us through the new mindset required to effectively lead schools this school term. Follow on Twitter: @wallacefdn @sparvell @MicrosoftEDU @bamradionetwork @Jonharper70bd Related Resources – MicrosoftEDU: Education Reimagined: Remote to Hybrid Learning Jody Spiro, director of education leadership at the Wallace Foundation. Jody began working at the foundation as a senior program officer in 2002. Her career as a senior educator and manager of education programs has spanned the private, public, nonprofit and international sectors. Her areas of specialization include leadership, facilitating active learning and systemic change processes. She is the author of Leading Change Step-by-Step: Tactics, Tools, and Tales and High-Payoff Strategies: How Education Leaders Get Results.

On today's show, Tom Lenehan interviews Bill Ford. Tom was a very early guest on the show while at Rockefeller University and earlier this year took over as CIO of the $1.6 billion Wallace Foundation.  Bill is Chairman and CEO of General Atlantic, a pioneer in growth equity investing that was founded by Duty Free Shoppers entrepreneur Chuck Feeney in 1980. Today, General Atlanticmanages $53 billion in assets with a globally-integrated team operating under a single investment platform.  Had the timing worked out differently, Bill quite easily would have slotted right into the roster of Private Equity Masters on Capital Allocators. Their conversation covers Bill's path to General Atlantic, the key aspects of the firm's global, growth equity strategy, and a host of rapid fire personal and investing questions including lessons Bill shares from his experience on investment committees. Learn More Subscribe: Apple | Spotify | Google   Follow Ted on Twitter at @tseides or LinkedIn Subscribe Monthly Mailing List  Read the Transcript   

Change is something that has fundamentally defined the workplace since the onset of the pandemic. In this special edition of The Shortlist, we look into how this has specifically impacted leadership. With so much uncertainty and stress, it inevitably falls to managers and executives to navigate their people through tumultuous times. During the course of this episode, we will also hear from our SocialTalent Live industry panel on this very topic. Originally broadcast in February, this exclusive recording sees Amber Grewal from BCG, Melkeya McDuffie from Wallace Foundation, Richard Cho from Robinhood and Ger Finn from Twitter talk about the trailblazing and innovative ways they are leading teams to success in these challenging times. News story: https://hbr.org/2021/06/build-your-reputation-as-a-trustworthy-leader

The guest on this podcast is Paul Manna, a professor of government and public policy at William & Mary in Williamsburg, Va. Manna has written extensively about federal and state education policy. A key focus of Manna’s research concerns the role of principals in K-12 education and ways to identify and groom candidates to become principals. Manna talks about the critical role principals play, how a principal pipeline can work and why the investment in principal training is worthwhile. He also shared some thoughts for how legislators can approach the issue and policies that can help foster school leaders. Resources Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy, Wallace Foundation New book tells story of Illinois’ principal preparation reform, Illinois State University North Carolina State University Educational Leadership Academy OAS Episode 134 Transcription “Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools,” Wallace Foundation Principals Pipeline Homepage, Wallace Foundation

Are you truly being intentional about including adult social emotional learning in your school community? In this episode we will focus on a review of the key findings of the SEL supports in American classrooms, which is a study that was conducted by the Wallace Foundation. Listen to the full episode now on Youtube: https://bit.ly/3whE7A9 Time stamps: 1:12 - 7 Key Findings 3:31 - Teachers Wellbeing 4:51 - Clear Vision 5:50 - Integrate SEL

This week, we welcome Christine Yoon – Senior Program Officer, Arts at the Wallace Foundation. She brings to the role experience in philanthropy, nonprofit arts administration and for-profit business development at American Express and the New York Philharmonic.  In the intro, we welcome Lindsay back from Minneapolis and talk about what the team has been thinking about this week – uncertainty and creativity and how to navigate getting through this moment.  At 18:47, Christine Yoon joins the pod. Her arts and culture experience that left an imprint on her was seeing Sharon Jones and the Dap Kings live (20:45); he musical childhood being obsessed with classical music idols (23:10); how Christine’s career has brought through culture shifts and into philanthropy (27:35); being an AAPI leader in the philanthropy field (33:50); lack of philanthropic funding in AAPI communities (35:45); lack of leadership development funding for nonprofits, and the problem with relying on sweat equity (39:35); how foundations are meeting this moment and choosing what to leave behind (47:15); how Christine manages uncertainty (54:10); scenario planning (58:38); closing with a family story (1:01:40).  Music Transitions: “The Marina” by The Docksiders  E2 Ephemera  https://www.youtube.com/watch?v=vR2P5vW-nVc (The Neuroscience of Creativity, Perception, and Confirmation Bias | Beau Lotto | Big Think)  https://healthy.ucla.edu/health-equity-seminars/ucplaywell/ (The Role of Play in Health Equity)  https://www.wallacefoundation.org/knowledge-center/building-audiences-for-the-arts/pages/default.aspx (Building Audiences for the Arts)  https://aapip.org/ (Asian Americans/Pacific Islanders in Philanthropy) (AAPIP)   https://aapip.org/what-we-do/seeking-to-soar-foundation-funding-for-asian-american-pacific-islander-communities (Seeking to Soar: Foundation Funding for Asian American & Pacific Islander Communities)  https://www.wallacefoundation.org/knowledge-center/pages/navigating-uncertain-times-a-scenario-planning-toolkit-for-arts-culture-sector.aspx (Scenario Planning for the Arts and Culture Sector)    https://culturetrack.com/ (Culture Track)  Support this podcast

This week, we welcome Christine Yoon – Senior Program Officer, Arts at the Wallace Foundation. She brings to the role experience in philanthropy, nonprofit arts administration and for-profit business development at American Express and the New York Philharmonic.  In the intro, we welcome Lindsay back from Minneapolis and talk about what the team has been thinking about this week – uncertainty and creativity and how to navigate getting through this moment.  At 18:47, Christine Yoon joins the pod. Her arts and culture experience that left an imprint on her was seeing Sharon Jones and the Dap Kings live (20:45); her musical childhood being obsessed with classical music idols (23:10); how Christine's career has brought through culture shifts and into philanthropy (27:35); being an AAPI leader in the philanthropy field (33:50); lack of philanthropic funding in AAPI communities (35:45); lack of leadership development funding for nonprofits, and the problem with relying on sweat equity (39:35); how foundations are meeting this moment and choosing what to leave behind (47:15); how Christine manages uncertainty (54:10); scenario planning (58:38); closing with a family story (1:01:40).  Music Transitions: “The Marina” by The Docksiders  E2 Ephemera  https://www.youtube.com/watch?v=vR2P5vW-nVc (The Neuroscience of Creativity, Perception, and Confirmation Bias | Beau Lotto | Big Think)  https://healthy.ucla.edu/health-equity-seminars/ucplaywell/ (The Role of Play in Health Equity)  https://www.wallacefoundation.org/knowledge-center/building-audiences-for-the-arts/pages/default.aspx (Building Audiences for the Arts)  https://aapip.org/ (Asian Americans/Pacific Islanders in Philanthropy) (AAPIP)   https://aapip.org/what-we-do/seeking-to-soar-foundation-funding-for-asian-american-pacific-islander-communities (Seeking to Soar: Foundation Funding for Asian American & Pacific Islander Communities)  https://www.wallacefoundation.org/knowledge-center/pages/navigating-uncertain-times-a-scenario-planning-toolkit-for-arts-culture-sector.aspx (Scenario Planning for the Arts and Culture Sector)    https://culturetrack.com/ (Culture Track)  Support this podcast

This week on the pod, Mac and David revisit the glory days of being a podcast-producing duo as Lindsay is out of town. To start, cueing up Christine Yoon from Wallace Foundation who will now appear next week (you know, best laid plans). Starting at 6:45, how a chat about how to use their podcast time led to an immediate trip to the Lover's Lane Sushi and Seafood Buffet for lunch – and a return to the sort of pre-pandemic spontaneity we had around the office pre-pandemic.   At 18:30, they dive into an exploration of person/role/system - and cue up digging into Mac and David in person more by grabbing questions from a “50 Diversity and Inclusion Questions” booklet. They answer: “What makes you uncomfortable about diversity and why?” ”Do you ever feel the need to hide a part of yourself to fit in?” and “What is the best part of being you?”  E227 Ephemera:  https://www.wallacefoundation.org/knowledge-center/pages/navigating-uncertain-times-a-scenario-planning-toolkit-for-arts-culture-sector.aspx (Navigating Uncertain Times: A Scenario Planning Toolkit for the Arts and Culture Sector) (The Wallace Foundation)  https://lovers-lane-sushi-and-seafood-buffet.business.site/ (Lovers Lane Sushi and Seafood Buffet)  https://www.thebrimfullife.com/ (The Brimful Life)  https://www.milwaukeerep.com/etc/aapi/ (Making the Invisible Visible: A Celebration of Asian American Pacific Islander Culture, Art & Activism)  Support this podcast

This week on the pod, Mac and David revisit the glory days of being a podcast-producing duo as Lindsay is out of town. To start, cueing up Christine Yoon from Wallace Foundation who will now appear next week (you know, best laid plans). Starting at 6:45, how a chat about how to use their podcast time led to an immediate trip to the Lover’s Lane Sushi and Seafood Buffet for lunch – and a return to the sort of pre-pandemic spontaneity we had around the office pre-pandemic.   At 18:30, they dive into an exploration of person/role/system - and cue up digging into Mac and David in person more by grabbing questions from a “50 Diversity and Inclusion Questions” booklet. They answer: “What makes you uncomfortable about diversity and why?” ”Do you ever feel the need to hide a part of yourself to fit in?” and “What is the best part of being you?”  E227 Ephemera:  https://www.wallacefoundation.org/knowledge-center/pages/navigating-uncertain-times-a-scenario-planning-toolkit-for-arts-culture-sector.aspx (Navigating Uncertain Times: A Scenario Planning Toolkit for the Arts and Culture Sector) (The Wallace Foundation)  https://lovers-lane-sushi-and-seafood-buffet.business.site/ (Lovers Lane Sushi and Seafood Buffet)  https://www.thebrimfullife.com/ (The Brimful Life)  https://www.milwaukeerep.com/etc/aapi/ (Making the Invisible Visible: A Celebration of Asian American Pacific Islander Culture, Art & Activism)  Support this podcast

In Part II of this special two-part EdLeader series on the Effect of Principals, Dr. Jackson sits down with fellow former State Principals of the Year to review the recently released Wallace Foundation Report, "How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research." The researchers found that "an effective principal’s impact is stronger and broader than previously thought, making it “difficult to envision” a higher return on investment in K-12 education than the cultivation of high-quality school leadership, according to this research synthesis."In a previous episode, Dr. Jackson spoke with Dr. Anna Egalite, coauthor of the Wallace Foundation Report on how principals affect students and schools, to delve into the research from the researcher's point of view. This time, skilled practitioners dig into the study's findings and find much that resonates with their practice.Ms. Kisha Clemons is the 2020 Wells Fargo North Carolina Principal of the Year.  She is currently the principal at Shuford Elementary in Newton-Conover City Schools and a doctoral student in the Educational Leadership Department at UNC-Greensboro.  Dr. Carrie Tulbert is currently in her 11th year as a middle school principal. She is the 2014 North Carolina Principal of the Year.  Carrie is a graduate of Wingate University with her Ed.S and Ed.D. Mr. Tabari Wallace earned a  Bachelor’s Degree and a Master’s Degree in Rehabilitation from East Carolina University. In 2018, he was named North Carolina’s Principal of the Year. He was a recent guest on the Ellen show and is a passionate educator.Dr. Rob Jackson on TwitterEdLeaderPod on TwitterHow Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research by Dr. Jason A. Grissom, Vanderbilt University; Dr. Anna J. Egalite, North Carolina State University; and Dr. Constance A. Lindsay, University of North Carolina at Chapel HillSummary of Key Findings - How Principals Affect Students and Schools1. Effective principals are at least as important for student achievement as previous reports have concluded—and in fact, their importance may not have been stated strongly enough.2. Principals have substantively important effects that extend beyond student achievement.3. Effective principals orient their practice toward instructionally-focused interactions with teachers, building a productive school climate, facilitating collaboration and professional learning communities, and strategic personnel and resource management processes.4. Principals must develop an equity lens, particularly as they are called on to meet the needs of growing numbers of marginalized students.5. Effective principals are not equitably distributed across schools.6. Principals are becoming more racially and ethnically diverse, but representation gaps with students are growing, which is concerning, given the payoffs to principal diversity.7. Research on school principals is highly variable, and the field requires new investment in a rigorous, cohesive body of research. (as summarized by the NCDPI Weekly Top Ten)

In the latest episode of EdLeader, Dr. Jackson sits down with fellow former State Principals of the Year to review the recently released Wallace Foundation Report, "How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research." The researchers found that "an effective principal’s impact is stronger and broader than previously thought, making it “difficult to envision” a higher return on investment in K-12 education than the cultivation of high-quality school leadership, according to this research synthesis."In a previous episode, Dr. Jackson spoke with Dr. Anna Egalite, coauthor of the Wallace Foundation Report on how principals affect students and schools, to delve into the research from the researcher's point of view. This time, skilled practitioners dig into the study's findings and find much that resonates with their practice.Ms. Kisha Clemons is the 2020 Wells Fargo North Carolina Principal of the Year.  She is currently the principal at Shuford Elementary in Newton-Conover City Schools and a doctoral student in the Educational Leadership Department at UNC-Greensboro.  She is a North Carolina Principal Fellow and North Carolina Teaching Fellow alumnus from Appalachian State University. Under her leadership, Shuford Elementary has been selected as a National Title I Distinguished School and recognized for its work with personalized learning.  Ms. Clemons’ personal vision is to inspire greatness in others and she is proud to be a champion for her students, staff, and community.Dr. Carrie Tulbert is currently in her 11th year as a middle school principal. She is the 2014 North Carolina Principal of the Year. She has led schools that truly run the gamut of student populations and sizes. She is approaching her 20th year in education. She's proud to be a North Carolina Teaching Fellow. Carrie is a graduate of Meredith College with her BA in English; Gardner Webb University with her MSA; and Wingate University with her Ed.S and Ed.D. Her greatest honor is being a mother of 2 sons, her most important "students," She passionately believes in public school and its power to transform students' lives. She also truly believes that being a principal is the BEST job in education!In the 1990s,  Tabari Wallace aspired to a career in the NFL. With his long-held dream and his future at stake, he paid a visit to East Carolina University, where he was offered a walk-on spot on the team at ECU. He eventually earned a full scholarship and a Bachelor’s Degree and a Master’s Degree in Rehabilitation. His football career continued after college, but it competed with a new passion: teaching. He turned all of his attention to education and rose quickly through the ranks of public school to be promoted to his first assistant principalship in 2003. In 2018, he was named North Carolina’s Principal of the Year. He was a recent guest on the Ellen show and is a passionate educator.With a panel of North Carolina State Principals of the Year and exciting new research on the importance of the principal on student achievement, this is going to be great!@Dr_Rob_Jackson@EdLeaderPodwww.drrobjackson.com

This episode features a conversation with Jennifer McCombs and Nancy Deutsch. Jennifer is a Senior Policy Researcher and Director of the Behavioral and Policy Sciences Department for the RAND Corporation, one of the world’s leading research institutes. She has been one of the main authors of several works building the knowledge base on summer learning, including a series funded by the Wallace Foundation. Nancy is a professor of education at the University of Virginia and Director of UVA’s Youth-Nex Center to Promote Effective Youth Development, a founding partner in the Remaking Middle School Initiative. Nancy’s research expertise is around adolescent development, particularly in out-of-school-time spaces.Jennifer, Nancy and Jason talk about the reasons to study summer learning and what we want to learn from the research, specifically for young adolescents and their identity development; understanding the elements of structural inequities in summer learning and how that effects young adolescents; the best practices from research around the practical issues of implementing summer programs effectively; the reframing of summer learning from a time to make up gaps in learning to instead best capture the combination of academics and enrichment in a way that motivates and engages young adolescents, and the research interests for this upcoming summer and the next few summers to understand the potential of summertime to support the whole child, academically, socially and emotionally, psychologically, and otherwise.Additional Readings and Resources:Shaping Summertime Experiences: Opportunities to Promote Healthy Development and Well-Being for Children and Youth, National Academies of Science, Engineering and Medicine, 2019“Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed.,” by Heather L. Schwartz, Jennifer Sloan McCombs, Catherine H. Augustine, and Jennifer T. Leschitz, Santa Monica, CA: RAND Corporation, 2018Wallace Foundation Knowledge CenterNational Summer Learning Knowledge Center Youth-Nex: UVA’s Center to Promote Effective Youth DevelopmentRAND CorporationAim High

This episode wraps up our discussion around the Wallace Foundation research on How Principals Affect Students and Schools.

This episode continues our look at some of the recent research compiled by the Wallace Foundation on How Principals Affect Students and Schools.

This episode continues to look at the Wallace Foundation research on how Principals Affect Students and Schools.

This episode looks at the recent research report from the Wallace Foundation on How Principals Affect Students and Schools.

Join us for a timely discussion on setting new expectations for principals regarding supervising teaching and learning in a COVID-19 world. What is required in the “new normal” as schools reopen in a completely different environment? Follow on Twitter: @AASAHQ @bamradionetwork @AASADan Nicholas Pelzer is the Senior Program Officer and joined The Wallace Foundation in 2014. As a senior program officer in the Education Leadership unit, Pelzer works with school districts, technical assistance providers and stakeholders across the country to strengthen their efforts to attract, train, evaluate and support school leaders in urban areas. Before joining Wallace, he served as director of public service leadership and strategic initiatives at National Urban Fellows, where he worked to support long-term strategies and innovative approaches to ensuring diverse leadership in the public sector.

How, and under what conditions, can schools and out-of-school time programs partner to effectively foster social emotional learning (SEL) in students? In a new report, part of an ongoing, six-year initiative by The Wallace Foundation, researchers from the RAND Corporation share findings from dozens of sites across six large American communities, and offer research-backed lessons for implementing a successful SEL partnership. The RAND Corporation's Heather Schwartz joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report, and what her team has learned from one of most comprehensive SEL implementation studies ever performed.

In this episode, we talk with Damaries Blondonville and Dr. Melissa Ellis from Prince George’s County Public Schools (PGCPS) about their work with the Wallace Foundation’s Principal Pipeline Initiative. The conversation keys in on how PGCPS has developed and grown a high-impact principal pipeline that intentionally recruits, develops, and supports principals across the county. Recommended Reading: Sustaining a Principal Pipeline Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools

Clark Atlanta University, one of 101 Historically Black Colleges and Universities in the nation (3:05)Dr. Martin Luther King, Jr. attended college on this campus (3:25)Social mobility through education (5:05)Three times a Panther (6:05)Identified as a future leader in DeKalb County Schools (7:00)Year 45 and counting – a lifetime dedicated to serving others (9:00)A court order and Felicia’s first teaching position (9:20)Nearly a dozen languages spoken in the school (10:05)Seven years, seven years, seven years… (10:25)Too many principals of color in some schools (11:05)Education as the most noble field (12:45)Teachers perpetuate democracy (13:15)A child of civil rights (13:50)A fabulous childhood, in a mission (15:05)A southern midwestern accent (16:35)There is something bigger than you (17:15)The Wallace Foundation, Gwinnett Public Schools, and the Principal Pipeline (18:00)A teacher’s impact is significant (18:45)The leader must have the big picture (20:00)Even when you think big, there’s something bigger (21:20)Leveraging power to impact a community (22:15)1953, heart of the civil rights struggle, and a segregated community (23:30)The “mission of the mission” was pushed by the black aristocracy (24:20)New Orleans, Dubuque, and Memphis (25:20)The common enemy was never based on someone’s race (25:50)The good, and the evil, that is colorless (27:30)Skin tone, or something else, as a core issue? (28:30)Are you here to contribute, or are you here to take away? (29:40)It was right in the middle of a housing project (31:10)This was definitely a bifurcated community (32:20)Fathers and mothers were paying attention to a lot of things (33:00)Happy to be able to be an ambassador for my race (35:00)Had to prove myself, and I had to make all A’s (35:30)Segregation was about capacity (35:45)These women were very progressive (36:20)We need to make sure that everyone has a voice (37:30)My mother wanted me to go into education (37:50)Overwhelming sadness (38:35)The haze as the sun was setting was orange (39:35)Our home received a phone call (39:55)Lessons learned from the civil rights struggle and Dr. King’s assassination (41:20)There is a significant price paid when one person advances at the expense of another (42:25)What gives birth to civil wars (43:40)Educator-leaders are in the middle to mitigate our struggles (44:00)The risk of forgetting (44:45)Faith and hope that we will continue to do well, learn, listen, and improve (46:20)Understanding the human condition, everyone has a voice, and emerging from oppression (47:00)We are learning on a broader screen (48:30)Working to harvest the best gifts (48:55)Empowerment, respect, and using the best of what people have to offer (49:45)History of women’s needs not being met (50:55)Outcasts, outsiders, and social responsibility (51:15)I have a responsibility to share what works (52:30)This is a wonderful time, with so many rich examples of leadership (55:45)We know what goes into being successful (54:30)You can “get the call back” after a mistake is made (55:00)A leader will not make a perfect call every time (55:35)Systems theory and vision – long-term and right now (57:25)You must have an undergirding of service to others (58:10)Personal care shows–in your face, your countenance, and your productivity (59:40)Don’t work out your inadequacies on social media (1:00:00)To lead means that you are giving your best self (1:02:10)Social justice defined as advocacy (1:03:10)Dr. Moses Norman - insert yourself into a dark place and turn on the light (1:05:00)I want my experience to be of benefit to someone else (1:07:30)Leadership and popularity (1:08:20)The benefits of the earlier harvest (1:08:50)Do justly, love mercy, walk humbly (1:10:00)Retirement just keeps moving away from me (1:10:40)Dr. Fidel Turner and Barbara Hill providing leadership at CAU (1:11:30) http://www.cau.edu The History of Black Catholics in the United States https://www.amazon.com/dp/0824514955/ref=cm_sw_r_cp_apa_i_ysvrEbK92EG5V

Bahia Ramos recently spoke at the Art of Marketing and Branding Summit hosted by Creative Pinellas. She serves as Director of Arts at New York City’s Wallace Foundation, and leads the team responsible for the foundation’s work funding research by arts organizations around the country, as they explore a larger question that affects the entire arts community. Bahia explains the five-year relationship she has with grantees, as they help create a body of knowledge that can be shared to help arts organizations nationwide. She shares her thoughts on the crucial business of philanthropy, on growing new audiences and how to change your art as the world around you changes. Find out more about the Wallace Foundation at https://www.wallacefoundation.org/pages/default.aspx. Explore their five-year project, Building Audiences for Sustainability - https://www.wallacefoundation.org/knowledge-center/building-audiences-for-the-arts/pages/default.aspx   Their research is available for anyone to read. Here’s a selection from many pages of documents you can download.   Audience Building and Financial Health for Nonprofit Performing Arts https://www.wallacefoundation.org/knowledge-center/pages/audience-building-and-financial-health-nonprofit-performing-arts.aspx   Ballet Austin: Building Audiences for Unfamiliar Works https://www.wallacefoundation.org/knowledge-center/pages/ballet-austin-building-audiences-for-unfamiliar-works--discussion-guide.aspx   Change in Audiences in American Theaters https://www.wallacefoundation.org/knowledge-center/pages/change-in-audiences-american-theaters.aspx   Arts for All: Connecting New Audiences https://www.wallacefoundation.org/knowledge-center/pages/arts-for-all-connecting-new-audiences.aspx   Studies in Building Arts Audiences and Building Deeper Relationships https://www.wallacefoundation.org/knowledge-center/pages/wallace-studies-in-building-arts-audiences-building-deeper-relationships.aspx

The Wallace Foundation's six-year, $85 million "Principal Pipelines" initiative led to notable gains in reading, math, and leadership turnover across more than 1,100 urban schools, according to a new study from the RAND Corporation. The study, led by RAND Office of Research Quality Assurance Director Susan Gates, also found that some of the most effective elements of the initiative can be implemented at little cost. Gates joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and some important takeaways for districts and stakeholders across the country.

How Districts, Universities and States Can Play a Role by The Wallace Foundation

How Districts Sustained Their Principal Pipelines by The Wallace Foundation

Measuring the Effectiveness of Principal Pipelines by The Wallace Foundation

Building Principal Pipelines Improves Principal Retention by The Wallace Foundation

In this episode, Dr. Steve Tozer of the University of Illinois-Chicago shares his insights on how governors and states can improve principal preparation and development; lessons learned from his work in Illinois and around the country to develop effective principals and school leaders; and an overview of current models of innovative university principal preparation partnerships. For more information on university principal preparation partnerships, please read the Wallace Foundation’s recent report, Launching a Redesign of University Principal Preparation Programs: Partners Collaborate For Change. About the PodcastPlease take a listen to the new NGA Education School Leadership podcast series! On School Leadership Hot Topics, nationally recognized education experts share their knowledge and insights on strategies and promising practices for advancing school leadership policies and priorities at the gubernatorial and state level.  Please also check out our earlier school leadership webinars that specifically focused on how governors and state education chiefs in Delaware, Louisiana and Tennessee are working together to improve school leadership in their states.  For additional information and resources on principals and school leaders, please visit the Wallace Foundation Knowledge Center.

In part one of our two part podcast featuring Bob Harlow, we’ll listen to selections from his 2019 CMA Conference session, Audience Building on a Budget. Market Researcher Bob Harlow has spent the last two decades helping arts organizations, foundations, and corporations understand how different audiences think and make decisions. He currently leads his own market research organization based in New York City. Listen-in as he discusses the use of focus groups by the Isabella Stewart Gardner Museum in Boston with conference attendees. CMA’s National Conference receives support from the National Endowment for the Arts and the New York City Department of Cultural Affairs. Additional support for this podcast was provided by the Wallace Foundation’s "Building Audiences for the Arts" initiative. https://www.wallacefoundation.org/knowledge-center/building-audiences-for-the-arts/pages/default.aspx Learn more by visiting our Audience Engagement Resource page: www.chamber-music.org/audience-engagement

In part two of our podcast with Bob Harlow we’ll listen to selections from his 2019 CMA Conference session, Audience Building on a Budget. Market Researcher Bob Harlow has spent the last two decades helping arts organizations, foundations, and corporations understand how different audiences think and make decisions. He currently leads his own market research organization based in New York City. Listen-in as he addresses conference attendees and discusses the unique uses of focus groups by Orchestra X and the Minnesota Opera. To learn more about Bob Harlow visit www.bobharlow.com CMA’s National Conference receives support from the National Endowment for the Arts and the New York City Department of Cultural Affairs. Additional support for this podcast was provided by the Wallace Foundation’s "Building Audiences for the Arts" initiative. www.wallacefoundation.org/knowledge-ce…default.aspx. Learn more by visiting our Audience Engagement Resource page: www.chamber-music.org/audience-engagement

How can we help principals improve the ways they support teachers toward student achievement? In this episode, we discuss the findings of the Principal Supervisor Initiative and its relevant insights. Follow: @ASCD @eklundteache @WallaceFdn @bamradionetwork Abbie Eklund, Principal and ASCD Emerging Leader introduces Jody Spiro, Director of Education Leadership of The Wallace Foundation, and Ellen Goldring, the Chair of the Department of Leadership, Policy and Organizations, Peabody College, Vanderbilt University. She is leading the evaluation of the implementation of the Wallace Foundation’s Principal Supervisor Initiative, a district reform initiative that aims to revise the role of principal supervisors in urban districts.

Episode #9: Dude, Where’s My Tribe?: Elevate Leadership Through Social Media PLNs In this episode, we learn how educators across the country use social media PLNs to further their learning and practice. We discuss how these efforts elevate leadership for individuals and across school buildings.   Resources Mentioned in E9 San Gabriel Valley CUE Innovation Celebration 2018 The School Principal as Leader Harvey, J., & Holland, H. (2013). The school principal as leader: Guiding schools to better teaching and learning. The Wallace Foundation. Together We Are Better Trust, T., Krutka, D. & Carpenter, J. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education (102), 15-34. Twitter Voxer Podcasts on Apple: Apple Podcasts app  or iTunes Podcasts on Android: Google Podcasts #2menandabook: Voxer book study led by Matthew Larson and Ricardo Garcia   Shoutouts: Shout Outs are our acknowledgment and thanks to folks who have helped us with this episode or who influence our thinking and inspire us to grow. We want to thank all of our friends who provided audio files about their use of social media for professional learning.   Show intros by Kelly Dessy, Amanda McKay, and Alison Staumont Website bumpers by Manna Lin and Aliset Perez Brian Briggs and

In this episode, we listen back to Olivia Marlowe-Giovetti's May 2018 First Tuesday session on Improving Marketing Outcomes with A/B Testing. This episode was produced in partnership with The Wallace Foundation’s Building Audiences for the Arts initiative. Learn more by visiting our Audience Engagement Resource page: https://www.chamber-music.org/audience-engagement

Don’t miss this incredible leadership interview with Dr. Jackie Wilson, @Jowilson4139, a national expert on school leadership policy. Dr. Wilson is an assistant professor and the Director of the Delaware Academy for School Leadership in the College of Education and Human Development at the University of Delaware. Jackie is known for designing and delivering world class professional development for educators across the nation. She is a lead consult to NASSP in designing the National Leaders Academy using design thinking to solve complex school problems. A unique facet of her work is providing technical assistance to the Wallace Foundation to support 14 urban school districts involved with the Principal Pipeline and Principal Supervisor national initiatives. Jackie is a true ambassador for education and has worked tirelessly on the national stage to promote the use of clear standards to ensure quality, equity, and opportunity for all students. Listen to what Jackie says about how leaders must be willing to learn the “history lessons” of the organization to fully understand where an organization has been in order to go forward. Jackie emphasized how every great leader must have a mentor. She praised Associate Dean at Vanderbilt Peabody College, Joe Murphy, as a critical part of her growth. Jackie talked about supporting others and taking care of the now. Listen to what she says about the power of growing other leaders. She wants to breathe life into national standards to ensure every student has a great education. The empirical research that governed the development of current NELP and PESL standards is mind blowing. She tells our listeners to read from a variety of resources and champions the book by Marshall Goldsmith, What Got You Here Won’t Get You There. And, you have to hear what she says about working smart! Dr. Jackie Wilson’s interview is jam packed with awesome practical advice for leaders, and it’s a wonderful expression of her commitment to education, leadership, and student achievement in Delaware and across the nation. Please follow, like, and comment. Use #onethingseries and #SH302 so that we can find you. Joe & T.J. theschoolhouse302.com

Listen as Donna Walker-Kuhne (President, Walker Communications Group) discusses practical, proven strategies for building audiences that better reflect the diversity of your local community. To learn more about Donna Walker-Kuhne and Walker International Communications Group Inc., visit www.walkercommunicationsgroup.com . https://vimeo.com/152711011 CMA’s National Conference receives support from the National Endowment for the Arts and the New York City Department of Cultural Affairs. Additional support for this podcast was provided by the Wallace Foundation’s "Building Audiences for the Arts" initiative. https://www.wallacefoundation.org/knowledge-center/building-audiences-for-the-arts/Pages/default.aspx. Learn more by visiting our Audience Engagement Resource page: www.chamber-music.org/audience-engagement

Tricia McManus of Hillsborough County FL and Glenn Pethel of Gwinnett County GA join in with Jody Spiro of THE WALLACE  FOUNDATION

Carmen Fariña, the chancellor of the NYC school system, and Jody Spiro of The Wallace Foundation discuss key components of a principal pipeline and how districts can develop a coherent system of training, hiring and support.

DEVELOPING AND MAINTAINING PRINCIPAL PIPELINES with Jody Spiro of The Wallace Foundation and her guests, Prince George's County Schools Associate Supt  Douglas Anthony and Professor Dr. Annette Campbell Anderson of Johns Hopkins

DEVELOPING AND MAINTAINING PRINCIPAL PIPELINES with Jody Spiro of The Wallace Foundation and her guests, Prince George's County Schools Associate Supt  Douglas Anthony and Professor Dr. Annette Campbell Anderson of Johns Hopkins

RE-DESIGNING PRINCIPAL EDUCATION We want principals to meet the needs of the districts that hire them.  School and District  Leadership expert Jody Spiro of The Wallace Foundation is my guest Presented by Hapara

BUILDING A CORPS OF EFFECTIVE SCHOOL LEADERS Principal training and Evaluation with The Wallace Foundation's  Jody Spiro 

American schools have long been scheduled around an abandond agrarian life-style.  Our guest is part of a national movement to adjust school start times that are developmentally appropriate. Dr. Kyla Wahlstrom is a Senior Research Fellow and Lecturer in the College of Education and Human Development at the University of Minnesota. Her research focuses on educational leadership, professional development of teachers, the politics of school change, and the role of standards in school reform. Dr. Wahlstrom is an experienced school administrator and classroom teacher, and she is the recipient of the MASCD National Research Award for her ground-breaking study of the effects of later starting times for high schools. She was also the Primary Investigator for the 5-year Learning from Leadership national research study funded by the Wallace Foundation which examined the link between educational leadership and student achievement. Publications include one book, several book chapters, and numerous journal articles and technical monographs used by educational leaders to shape policy decisions across the US.  Call in at 2pm to participate in what will be an amazing conversation!

Join us on June 15 for a show to explore a increasingly explore question on whether or not the race of the teacher and principal impact student and school performance.  Our guest is Dr. Jason Grissom from Vanderbilt University. Jason A. Grissom is Associate Professor of Public Policy and Education at Vanderbilt University's Peabody College of Education and Human Development. His research utilizes large-scale survey and administrative data, as well as interviews and observations, to explore numerous topics in K-12 education policy and leadership. He has conducted research on teacher and principal evaluation, mobility, and decision-making, and has authored numerous studies on educator diversity that investigate how the race and gender composition of the K-12 public education workforce matters for the distribution of resources and outcomes among diverse groups. A 2011 article he coauthored in the Journal of Policy Analysis and Management on how teacher-principal race congruence affects teacher job outcomes won the Wilder Award for Scholarship in Social Equity and Public Policy. His research has been supported by the Institute of Education Sciences, the Bill and Melinda Gates Foundation, and the Wallace Foundation. Grissom also co-edited the book Improving Teacher Evaluation Systems: Making the Most of Multiple Measures (2016, Teachers College Press). He holds a Masters degree in Education and a PhD in Political Economics from Stanford University. Join us and call in on June 15 at 2pm for another dynamic  installation of the Perkins Platform!

In my inbox, a Wallace Foundation study was delivered. Getting Past “It’s…  Read More→ The post "It's Not For People Like Us" first appeared on Audience Development Specialists.

Yes, teachers can have a profound impact on student achievement. According to the research, among the school related factors, the most important factor is the quality of classroom instruction. However, the second most important factor is the school principal. Find out how paying more attention to principals can be a game changer. Will Miller is president of The Wallace Foundation, a knowledge-focused national philanthropy with a mission of improving learning and enrichment opportunities for disadvantaged children.

It's now generally established that school leadership is second only to classroom instruction in improving student outcomes. In this segment we look at five key factors that ensure school principal success, how to manage them well and why these key points can make such a profound difference. Jody Spiro is The Wallace Foundation's director of education leadership. She began working at the foundation as senior program officer in 2002 where she has worked on issues of education leadership throughout the country.She is the author of the Leading Change Handbook and Leading Change Step-by-Step: Tactics, Tools, and Tales.