James A. Williams, Ed.D. 1416 Foggy Glen Court Silver Spring, MD 20906 Email: iawiIl5054@gmail.

com Phone: 240-381-8891

Duval County Public Schools McPherson & Jacobson, LLC Executive Recruitment and Development 7905 L St., Suite 340 Omaha, Nebraska 68127 Dear Sir/Madam, Please accept this correspondence as my statement of intent to tender my application for the position of Superintendent of Schools for Duval County. I have enjoyed over 43 years of experience in PreK-12 education as a teacher, school counselor, assistant principal, secondary principal, assistant superintendent, deputy superintendent and superintendent. The last 20 years of my career has focused on deputy superintendent and superintendent positions in very large and diverse urban school districts. While my resume highlights my educational and professional experiences, ! would appreciate the opportunity to personally meet with you to discuss the educational leadership needed in Duval County Schools to improve student outcomes, personnel quality and parent and community engagement while monitoring and demonstrating a keen understanding of federal and state mandates, funding streams and accountability.

Best regardS~

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Duval County Public Schools

Application Information Form

Jacksonville, Florida
Position: Superintendent

Title: Name:

XO

Dr.

OMr.

OMs.

o Mrs.

o (other-please
Telephone Office: Home: Cell: E-mail:

list)

James A. Williams 1416

Home Address:

FO~HilYGlen

Court

(301) 871-7233 (301) 871-7233 (240) 381-8891 Jawill5054@gmail.com

Silver Spring MD Zip Code: 20906

Record of Professional Institution

Education (in reverse chronology) Graduation Date 1983 1973 Major Administration and Curriculum Counseling Psychology Business Administration Degree

The George Washington University Washington, D.C. The University of the District of Columbia

EdD.
M.A.

Washington, D.C.
Virginia University of Lynchburg Lynchburg, VA 1967 B.S.

Record of Professional Title Superintendent Chief Academic Officer Deputy Superintendent Superintendent Deputy Superintendent

Experience (in reverse chronology) District to to 2011 2005 Buffalo Several States State Enrollment 35,000 Varied based on

Dates 2005 2003

N.Y.
Tenn.

contracts
2000 1991 1988 to to to 2003 1999 1991 Montgomery County Dayton Dayton MD Ohio Ohio 145,000 35,000 35,000

Duval County Public Schools, Jacksonville,

FL

Closing date July 23,2012

The School Board has identified the following qualities for the superintendent

of schools.

Please respond to each of the qualities stressing your experience, strengths, and abilities in each area, limiting your responses to between 200 and 300 words for each item.

1. A leader who solicits, respects and values the input of stakeholders at all levels of the organization and who has demonstrated leadership in utilizing that input to create and sustain a culture of shared decision-making. 2. A leader who supports and empowers principals, teachers and staff to improve organizational and student performance outcomes. 3. A proactive visionary, able to consider, plan and implement systemic change that increase the district's ability to recognize and respond to current and future challenges as they arise. 4. Someone with strong organizational and leadership skills, able to collaboratively align and focus internal and external stakeholders' efforts to accelerate progress on achieving the district's goals for student and organizational performance. 5. A person of integrity who is trustworthy and whose relationships, with the board and across the district, are predicated on honest and open communications.

Duval County Public Schools, Jacksonville,

FL

Closing date July 23, 2012

James A. Williams Duval County Schools July 10, 2012

1. A leader who solicits, respects and values the input of stakeholders at all levels of the organization and who has demonstrated leadership in utilizing that input to create and sustain a culture of shared decision-making. Creating and sustaining a culture of shared decision-making within a school district is an arduous process resulting in rewards benefiting student achievement for all. Constructing a foundation of shared decision-making involves trust, honesty, patience, skilled facilitators and involvement of all constituents from Board of Education members to central office staff, building personnel and parents and students. Embarking on the journey of shared decision-making within a district starts with a foundation of trust. Group training sessions to establish group norms are essential to establishing a foundation of trust, emotional and professional investment and speaking with one voice. Group training also defines a district's commitment to shared decisionmaking and the honesty necessary to move forward in the spirit of student achievement. Hidden agendas and manipulating behaviors are reduced thereby building a culture of teambuilding rather than multiple individual agendas. Involving representation of all members of a district community is essential to legitimizing the process, creating transparency and improving communication. Skilled facilitators guard the consensus process and focus the group on issues and associated tasks as well as monitor protocols. Patience fosters consensus building versus a traditional hierarchical system resulting in acceptance of recommendations with confidence, hope and conviction to carry the message forward and implement the recommendations with fidelity. As a district leader, I created venues for shared decision-making processes. I maintained an administrative cabinet with arms to Board of Education members, central office staff, individual schools, parents and students. Examples include Board of Education retreats, administrator retreats, District Parent Council (including interventions related to improving parent and community involvement), school based management teams, town hall meetings with students and collegial conversations with collective bargaining units.

2. A leader who supports and empowers principals, teachers and staff to improve organizational and student performance outcomes. A leader who supports and empowers principals, teachers and staff to improve organizational and student performance outcomes allows a district and individual schools to respond to changing demands and implement research-based strategies that provide different, higher levels of outcomes for all students based on the goals and objectives of the system and the unique challenges and strength of the school. Supporting and empowering principals, teachers and staff allows new goals to evolve ensuring students learn subject matter content, assisting all students meet rigorous academic standards and preparing students for rapidly changing workplaces with an emphasis on literacy and critical thinking skills.

James A. Williams Duval County Schools July 10, 2012

A key component to this philosophy is building and developing district-level operating structures and rethinking district and school resources to support schools in improving student outcomes and holding them accountable for needed gains in academic performance. Key areas of focus within this philosophy are building the capacity of district and school leaders to co-design and implement plans that ensure gains in student academic performance through the effective implementation ofthe Common Core State Standards, systems for teacher and principal effectiveness, identification of clear roles leading toward efficiency and equity and a cycle of data driven instruction and inquiry and action. As an educational leader, I value designing and identifying systemic supports for principals, teachers and staff leading toward improving student performance, efficiency and equity within individual schools and across the district. All standing administrators and teachers had the opportunity to participate in various strands ofleadership academies focusing in on instructional leadership, operations and personnel and equity. Creation of the Superintendent's School Improvement District zone led to a new level of knowledge and understanding of federal and state mandates and funding allocations establishing various combinations ofresource use and affording greater school flexibility in identifying student needs, adjusting student grouping and increasing instructional time and individualized attention for special populations (English language learners and students with disabilities), as well as reducing teacher administrative tasks in exchange for professional planning time and putting into practice coaching and mentoring supports for administrators and teachers.

3. A proactive visionary, able to consider, plan and implement systemic change that increase the district's ability to recognize and respond to current and future challenges as they arise. A proactive visionary is one who is able to design a comprehensive school reform plan focused on improvement at all levels. This includes reallocation and securing additional resources to support implementation ofrefonn efforts, align and develop professional learning opportunities to build and enhance leadership and teacher capacity, develop and build relationships with parents and the community to cultivate support for continuous improvement and improve working conditions. These components when skillfully executed lead to the creation of a climate and culture that supports sustainable improvement at all levels for all students. Systemic turnaround must focus on building capacity and enhancing administrator and teacher practices. Creating supports such as professional learning communities and data systems are not enough. A systemic change to increase a district's ability to recognize and respond to current and future challenges includes improving individual self-efficacy and collective efficacy among district personnel. This occurs when a proactive visionary

James A. Williams Duval County Schools July 10, 2012

exposes all levels ofthe organization, including parents and students, to case studies and research that inspires and demonstrates that success is possible, even in the most challenging environments. Forums established to explore case studies and best practices based on research coupled with effective use of data and targeted student supports have a direct linkage to achieving continuous improvement and increased student performance. As a Superintendent, I established and co-designed a Three Year Academic Achievement Plan focused on four goals: academic achievement, professional growth systems, efficient and effective support operations and equity. Academic achievement includes provisions for instruction, support, accountability and universal access. Professional growth systems target designing professional learning opportunities in effective instructional strategies and reflection, including technology and a district wide teacher evaluation system, resources and services, leadership and financial acumen. Efficient and effective supports spotlights finance and operations, building management and personnel procurement and allocation. Equity focuses on all aspects ofthe district: academics, athletics, facilities and resource allocation and student placement. This plan is the blueprint that guides all decisions targeted toward moving a district forward to satisfy federal and state mandates, improved educational services and student outcomes.

4. Someone with strong organizational and leadership skills, able to collaboratively align and focus internal and external stakeholders' efforts to accelerate progress on achieving the district's goals for student and organizational performance. Strong collaborative, organizational and leadership skills is key to aligning and focusing internal and external stakeholder efforts to accelerate progress on achieving district goals for student and organizational performance, Stakeholder group representation must include federal, state and local government entities, Board of Education members, collective bargaining units, higher education, business community, district administrators, principals, teachers, parents, students and members of the broad based community. Building relationships with these stakeholders is the foundation necessary to create a culture of continuous improvement for all facets of a school district. The various stakeholders assist the leader in fencing in appropriate and targeted strategies and supports needed to propel the district forward while eliminating beliefs and practices that do not respond to the data or action steps. The stakeholders support the cycle for continuous improvement: identifying vision and indicators of success, collecting and preparing district data, interpreting data and developing hypotheses to improve student and organizational performance, modifying practicing to test hypotheses to increase performance and reflecting and responding appropriately. Complexities of urban school districts are vast. Collaboration with all stakeholders enveloped in a weave of strong and organized leadership skills is imperative for success. My tenure as a Superintendent required and fostered my collaboration, organizational and leadership skills. Completion of a seven year, $1.4 billion construction project focused

James A. Williams Duval County Schools July 10, 2012

on facilities' equity and student learning is one example. This initiative involved collaborating with all stakeholder groups to ensure completion ofthe project while continuing the business of school and improving student outcomes. Additional examples of collaboration include creating streams of equity and universal access for all students in the areas of athletics and course offerings, acceleration and remedial support and other educational services as well as improving district performance in finance and operations management. 5. A person of integrity who is trustworthy and whose relationships, with the board and across the district, are predicated on honest and open communications. A person of integrity who is trustworthy and whose relationships are predicated on honest and open communications is committed to transparency and acting with fidelity. These qualities lead to creating a culture of trust and empowering all members ofthe district community to provide all students with challenging, high quality instruction delivered by effective teachers, implement effective practices that promote family and community engagement, respect and honor collective bargaining agreements and build a school district with a moral compass designed to build capacity, maintain a laser like focus on instruction, hold people and systems accountable and provide a safe and supportive infrastructure for all adults and students. Trustworthiness and open communication is accomplished and fostered in a variety of formats: an open door policy, daily building visitations, organized biweekly committee meetings focused on educational services, executive affairs, finance and operations and student achievement, weekly administrative cabinet meetings, community and parent meetings, state ofthe district forums, town hall meetings with students and administrator teams, and off site retreats focused on continuous improvement throughout the year. Honest and collegial conversations in these venues allow for a district to achieve the district's goals for student and organizational performance, As a district leader, I was able to realize the benefits of honest and open communication. Collective bargaining agreements were settled leading to an increase in job satisfaction and commitment, student test scores and graduation rates increased, discipline and student suspensions decreased, personnel quality improved, effective community and business partnerships expanded, equity in facilities and student access increased and district systems and supports improved.

Do you have a Superintendent Endorsement for the state represented by the position listed on this Application Information Form? (If you have questions regarding the requirements to be a superintendent in the State of Florida, contact the Florida Department of Education) ~ that the information provided herein Is true and complete

Yes

No_X_

to the best of my knowledge.

(ini'

Is)

I am aware that the Florida Sunshine Act will require that all applicant information is public and can be released to the media upon request.

Applicant hereby waives his/her right to confidentiality with regard to his/her work record or criminal record and consents to and authorizes the release of information from current or former employers and/or law enforcement personnel upon inquiry under this application.

Signature of Applican'[".~~~~~:!::::~J::::.:~~~~~~r=Printed name of Applicant: This application must be COMPLETED and RETURNED by: Date:~ MONDAY, JULY 23,2012

Duval County Public Schools McPherson & Jacobson, L.L.C. Executive Recruitment and Development 7905 L St., Suite 310 Omaha, Nebraska 68127 Phone: (402) 991-7031/(888) 375-4814 E-mail: apps@macnjake.com Fax: (402) 991-7168

AA/EEO Employer

Duval County Public Schools, Jacksonviffe, Fl

Closing date July 23, 2012

James A. Williams, Ed. D.

1416 Foggy Glen Court Silver,Spring. MD. 20906 Office: 301-871-7233 Cell: 240-381-8891 jawill5054@gmail,com
EMPLOYMENT Buffalo Public Schools, Superintendent Buffalo, NY 07/05 - Retired 9111 37,000 students, $900 million general fund budget, $1.4 billion construction budget Community Education Partners, Chief Academic Officer Nashville, TN 07/03 - 07/05 Working in partnership with public schools and the community to raise the academic performance and modify the behavior of low performing and disruptive students in order for them to return to their home school prepared to be successful. Montgomery County Public Schools, Deputy Superintendent Montgomery County, MD 02/00 - 07/03 Deputy Superintendent 140,000 students with $1. 5 billion annual budget Dayton Public Schools 5/91-8/99 7/88-5/91 9/86-7/88 Dayton,OH Superintendent 28,000 students, $250 million budget Deputy Superintendent Assistant Superintendent, Intermediate/Secondary Instruction 07/86 - 05/99

Washington, D.C. Public Schools Washington, DC 09/69 - 08/86

8/83-9/86 5/82-8/83 9/80-5/82 9/74-8/80 9/69-6/72

Principal, Principal, Assistant Guidance Teacher,

Cardozo Senior High School Department of Human Services, Cedar Knoll School, Laurel, MD Principal, Jefferson Junior High School Counselor, District of Columbia Public Schools District of Columbia Public Schools

Vineland Public Schools Vineland, New Jersey 9/72-6/74 Guidance Counselor

Faculty Positions State of Ohio 9/91-8/98 Adjunct Associate Professor of Education, Wright State University, Dayton Adjunct Faculty Member, Department of Professional Education, Central State University, Wilberforce Joyce Barnes Farmer Distinguished Guest Professor, Miami University School of Education and Allied Professions, Oxford

Dissertation Committees University of Phoenix, School of Education, Phoenix, AZ University of Cincinnati, School of Education, Cincinnati. OH University of Dayton, School of Education, Dayton, OH DYouvilie College, School of Education, Buffalo, NY EDUCATION 2008 Honorary Doctorate of Pedagogy Virginia University of Lynchburg, VA 1983 Ed. D. Administration, Curriculum and Instruction The George Washington University, Washington, DC 1973 Master of Arts, Counseling Psychology University of the District of Columbia, Washington, DC 1967 Bachelor of Science, Business Administration Virginia University of Lynchburg, VA EDUCATION

INTERNATIONAL AWARDS

2009 Study Trip to China and presentation at International Conference of Educators 2004 Study Trip to United Kingdom 1995 Study Trip to the Middle East

Award for Distinguished Support of Music, VH1 Save the Music Foundation The Dr. Marjorie Holloman Parker Distinguished Educator's Award, UDC Buffalo Philharmonic Orchestra Leadership in Music Education Award Minority Bar Association Education Award, Buffalo, NY Medaille College, Excellence in Education Award, Buffalo, NY Afro-American Police Association Leadership Award, Buffalo, NY Ionic Lodge Community Service Award, Buffalo, NY Joseph Cinque Social Justice Award, Black Law Students Association, The University of Dayton School of Law 1991 & 1998 Omega Psi Phi Citizen of the Year, Dayton, OH Frances Hesslebein Community Innovation Fellows Program, Peter Drucker Foundation President's Award, N.A.A.C.P, Dayton Branch Richard R. Green Award, Urban Educator of the Year, Council of Great City Schools 1992 & 1994 Governor's Education Leadership Award, Governor of the State of Ohio 1993 International Excellence in Financial Reporting, Fiscal Year 1993 for Dayton Public Schools, Association of School Business Officials 1993 Excellence in Financial Reporting, FY 1993 for Dayton Public Schools, Government Finance Officers Association of the United States and Canada 1992 Presidential Citation, Distinguished Alumni Award, National Association for Equal Opportunity in Higher Education, Washington, DC 1992 John Ellis Volunteer of the Year Award, Dayton, OH

2011 2010 2010 2006 2006 2006 2006 1998

APPOINTMENTS

AND FELLOWSHIPS

2006 College Board Advisory Committee 2002 Bridge to Excellence Task Force, Maryland State Department of Education 1998 Danforth Foundation, Principal's Academy, St. Louis, MO., 1998 1996 Danforth Foundation Forum for the American School Superintendent, St. Louis, MO. 1990 Harvard University, Massachusetts Institute of Technology, Tufts University, Program on Negotiation for Senior Executives, Cambridge, MA. 1988 Arizona State University, Superintendent Leadership Academy, Tempe, AZ 1984 and 1985 Danforth Foundation's School Administration Fellowship Program, St. Louis, MO.

CONSUL TANCIES 2006 2006 1998 1998 1997 1995 1988 1987 1986 Education Reform Forum Providence, RI Western New York BOCES, Buffalo, NY Yale University Child Development Center, New Haven, CT - 1999 District of Columbia Public Schools, Washington, D.C. - 1998 Madison Public Schools, Madison, WI California Department of Education, Sacramento, CA Tucson Unified School District, Tucson, AZ Office of Education, "Moral Education," Washington, D.C Chester Upland School District, Chester, PA

MEMBERSHIPS AND CIVIC ACTIVITIES Buffalo Public Schools Foundation, Founder, Vice Chairman, Buffalo, NY Good Schools for All, Board Member, Buffalo, NY Buffalo Alliance for Education, Board Member, Buffalo, NY National Alliance of Black School Educators, Life Member, Washington, DC National Association for the Advancement of Colored People, Life Member Superintendents Leadership Institute, Executive Committee, George Washington University Council of Great City Schools, Board Member, Executive Committee, Legislative Standing Committee and National Urban Task Force National Science Foundation, Urban Systemic Program, Superintendents Coalition, The McKenzie Group, Washington, DC Montgomery County, OH, Scholarship Foundation, Board Member ADAM HS Board of Montgomery County, OH, Drug Action Coalition Dayton Public School Foundation, Founder Keybank Dayton District, Board Member Business Advisory Council, Board Member, Dayton, OH Dayton Area Chamber of Commerce, Board member University of Dayton, Education Administration Advisory Board Dayton Philharmonic Orchestra Association, Board Member, Dayton, OH National Conference of Christians and Jews, Board Member, Dayton, OH Omega Psi Phi Fraternity. Phi Delta Kappa

The Dayton Urban League, Life Member United Way, Campaign Cabinet, Education Division Chair, 1993 Dayton Boys Club, Board Member United Negro College Fund, Dayton Advisory Board Dayton Council on World Affairs, Task Force on Educational Initiatives Dayton Postsecondary Demonstration Laboratory, Ohio Board of Regents Mayor's Commission on Adult Literacy, Board Member, Dayton, OH Osteoporosis Board member, Wright State University, School of Medicine, Dayton, OH

SELECTED PUBLICATIONS High Stakes Partnerships, American School Board Journal, 2009. Montgomery County Public Schools has Initiatives in Place for Excellence, Gazette Community News, 2002 Accountabilities, Finish Line Moved: 2000 Standards Used to Measure 1998 Results (Success Measured Through Real Progress, Clear Mission), Dayton Daily News, 1999 Education Reform in the Dayton Area: Public Attitudes and Opinions, Thomas B. Fordham Foundation, October 1998, pgs 56-58 What the State Report Card Fails to Tell You, Dayton Daily News, 1998 Proposed One Cent Sales Tax Increase Would Not Solve School Funding Problem, Dayton Daily News, 1998 District Mission: 100% Success, Dayton Daily News, 1995 Character Education: A Shared Responsibility. Dayton Daily News, 1994 Middle School for the Urban Adolescent: Implications for Administrators, Record in Educational Administration and Supervision. Wright State University, Vol. 13, No.1, 1992 Collaborative and Non Collaborative Partnership Structures in Teacher Education. Journal of Teacher Education, Volume 43, Number 4, 1992 The Choice of Transformation, Strategic Planner for Education, Winter, 1992 Society's Race Against Time. Journal. Ohio School Boards Association. 1992 Moral Education: A Recommendation, National Forum of Educational Administration and Supervision Journal, Volume 9, Number 1, 1991-92 Moral Education and Character, U.S. Department of Education, September, 1998 Teachers' and Students' Perception About Instructional and Leadership Efficacy of a Successful District of Columbia Public Junior High School (Ed. D. Dissertation), The George Washington University, 1983

SELECTED PRESENTATIONS "From Rhetoric to Reality: Preparing Urban Teachers Who are Truly Prepared", Association of Teacher Education 915t Annual National Meeting, Orlando, FL, 2011 "Structural Inequality: The Urgent Challenge to Move from Education for Some to Education for All", Minneapolis, MN, 2010 "Internal Forum on Teacher Education & Asia Pacific Forum on Internal Education", Shanghai, China. 2009 "Tapping the Potential of Higher Education Partnerships: A Strategic Approach to Collaboration", National School Board Association, San Diego, CA ,2009 "White House Initiative on Historically Black Colleges and Universities: Teaching for the New Millennium, The Role of HBCUs", Washington D.C., 2009

21st Century Skills Summit, Washington D.C., 2009 "Structural Inequality: The UrgentChallenge to Move from Education for Some to Education for All", USA Today, McLean, VA, 2008 "Structural Inequality: The Urgent Challenge to Move from Education for Some to Education for All", National Alliance of Black School Administrators, Atlanta, GA, 2008 "Structural Inequality: The Urgent Challenge to Move from Education for Some to Education for All", The Council of the Great City Schools, Washington, D.C., 2008 "Challenging Issues and Remedies Facing an Urban School District", International Leadership Conference, Niagara University College of Education - Institute of Applied Learning, 2007 "A Passion For Leadership- Cultivating Change in Schools and Communities", University at Buffalo, Graduate School of Education, 2007 Commencement Speaker, Medaille College, Buffalo, NY, 2007 Public Policy Issues in Education, Brown University, Providence, Rhode Island, 2007 Commencement Speaker, State University College at Buffalo, Graduate School of Education, 2006 "Riverside High School for Entrepreneurs", American Institute of Architects, Washington DC, 2006 "Cheating Our Kids, " Book review and discussion, Bistro Bookers, Buffalo, NY 2006 "No Child Left Behind," East Coast Association of Language Testers, Georgetown University, Washington, D.C, 2003 "A Call to Action," George Washington University," Arlington, VA, 2002 Commencement Speaker, School of Education, Howard University, Washington, D.C. 2002 "The Politics of Public Education," Howard University, Washington, D.C., 2002 "One School System's Response to School Improvement," Colonial Weekends Conference, George Washington University, Washington D.C., 2002 "Building Staff Competencies: Montgomery County Public Schools Professional Growth System for Teachers," National School. Boards Association, New Orleans, LA, 2002 "Making Schools Work," Reason Public Policy Institute, Santa Barbara, CA, 1999 "Choosing Transformation: Education for a New Generation," AASA National Conference, New Orleans, LA, 1999 "What it Means to be the Urban Educator of the Year," 1998 National Assessment Conference, State Content Assessment Needs, Tucson, AZ "The Strategic Impact of a Comprehensive Health Services Program: A Working Model," Indiana School Nurse Conference, Indianapolis, IN, 1998 "Dayton Public Schools Planning Model," Yale University, New Haven, CT, 1998 "Superintendents' Education Policy Institute," George Washington University, Arlington, VA, 1998 "Redesigning Principalship Programs in Urban Education," AASA National Conference, San Diego, CA, 1998 "Education Reform to Ensure the Future of our Children," Urban Superintendents Association of America in conjunction with the AASA, Orlando, FL 1997, Scottsdale, AZ, 1996 "Creative Funding," Council of the Great City Schools, Minneapolis, MN, 1996 "Education Decentralization and Student Learning - Mission Impossible," Education Commission of the States, San Antonio, TX, 1996 "Urban District Redesign - Action Plan," Education Commission of the States, Austin TX. 1996 "Public School and University Collaboration in Research and Change," AASA, San Diego, CA, 1996 "What Works in Public Education" Committee on Economic and Educational Opportunities, U.S. House of Representatives, Washington, D.C., 1996

"Citizenship and Character Education: Models for Implementation" U.S. Department of Education's Second Annual Conference on Improving American Schools, Washington, D.C., 1995 "The State of Urban Education," National Conference of State Legislators, Chicago, IL, 1995 "Symposium on Schools, Values and The Courts" Yale Law School, New Haven, CT, 1995 "Should Public Schools Teach Values? If so, Which Ones, and How?" NSBA, San Francisco, 1995 "Win or Lose? School Finance Goes on Trial," AASA, New Orleans, LA, 1995 "Transforming Both Schools and Educator Preparation Program Through the Pathway of Partnership," AASA, New Orleans, LA, 1995 'He-engineering Public Education," Harvard Graduate School of Education, Boston, MA 1994 "Reform-Based Partnerships with a Science and Mathematics Focus," Association of Teacher Educators, Atlanta, GA 1994. Student Diversity, "A Gift for Enhancing the Education of All Students," Seventh Annual African American Student Conference, Norfolk State University, Norfolk, VA, 1994 "Research-Based Curriculum Development in Science: Implementing a School-University Partnership Model," AASA, San Diego, CA 1992 "Business, Government & Education Sector Collaborative: A Model Partnership," American Association of Colleges, San Antonio, TX 1992 "Partnership for Science: An Example of Business, Government and Education Sector Collaboration," National Science Teachers Association, Boston, MA 1992