Founder’s Blog

Woody Exley’s updates on the Alma Exley Scholars

A ‘Novel’ Way to Support the Alma Exley Scholarship

The outpouring of support for the Alma Exley Scholarship Program over the past 18 years has been truly gratifying.

Now I’m delighted to announce a new and very special offer of support. This generous offer comes from a friend in connection with the publication of his newest book.

Patrick Lee has offered to donate a portion of the proceeds from the sale of his new novel to the scholarship program.

The book, “The Flies of August,” by P.J. Lee, is available as an e-book from amazon.com and barnesandnoble.com for $2.99, and it is available as a paperback for $7.59 from amazon.com. Patrick has offered to donate one dollar from each purchase to the scholarship program, up to a maximum of $1,000. You can read the e-book on a Kindle, Nook or tablet.

The book is a crime novel filled with compelling character studies as well as insightful social commentary. What makes the story especially fun is its locale, the town of “Webster,” which seems an awful lot like West Hartford.

Patrick Lee previously volunteered his considerable talent to our program by creating and maintaining our original website. Now, thanks to this generous offer, friends of the Alma Exley Scholarship Program can enjoy a good book while supporting a good cause.

The direct link to the e-book on Amazon.com is:

http://www.amazon.com/dp/B00BMWE8F8

The direct link to the e-book on Barnesandnoble.com is:

http://www.barnesandnoble.com/w/the-flies-of-august-p-j-lee/1114763118

The link to order the paperback from amazon.com is:

http://www.amazon.com/Flies-August-P-J-Lee/dp/0989458806


Free samples as well as enthusiastic reader reviews can be read at the websites.

“The Flies of August” has received excellent reviews, and I can tell you that it’s a real pager-turner. Once you pick up your e-reader, you won’t want to put it down.

This is what one reviewer wrote on amazon.com:

I don’t know if I can adequately relate how much I enjoyed this book. It had everything that I look for, but rarely find. The plot was well-thought out and beautifully paced. The author took the time to develop all of the characters, major and minor, and I found myself caring about each of them. I guess that the best way I can describe The Flies of August is that it reminded me of a truly excellent film, where you’re moved along through the plot while real life happens around the characters. It’s not flashy – there are no explosions or horrifically detailed, gory descriptions. No explicit sex scenes. No gratuitous vulgar language. It’s just a really, really good book. If you decide to give it a try, I hope you settle in and enjoy it as much as I did.

– Woody Exley

Minority Teachers Still Very Much in the Minority

As the number of students of color has increased in public schools across the country, school districts have welcomed more teachers of color into their faculties.

But teachers from minority groups still account for a small minority of teachers across the country – and an even smaller minority here in Connecticut.

According to a national study, only about 17 percent of U.S. public school teachers are persons of color although about 40 percent of students are from minority groups.

Connecticut lags the rest of the nation in the diversity of its teaching profession. Only about 7 percent of our public school teachers are persons of color, while 39 percent of students are from minority groups.

Experts say minority teachers are important for a number of reasons.

  • Parents of minority children often feel more comfortable discussing school issues with a teacher of similar heritage.
  • A diverse teacher population provides role models for all students.
  • Research suggests that access to minority teachers may increase attendance, lead to higher test scores, and decrease the student suspensions.

A report by the Center for American Progress concluded:

  • “Teachers of color serve as role models for students, giving them a clear and concrete sense of what diversity in education–and in our society–looks like.
  • “A recent review of empirical studies shows that students of color do better on a variety of academic outcomes if they’re taught by teachers of color.”

How are we doing here in Connecticut? According to figures from the State Department of Education for the 2010-11 school year, 7.4 percent of teachers were persons of color. The breakdown was: Latino, 3.4 percent; African American, 3 percent; and Asian American, 1 percent.

In the six years from 2004-05 to 2010-11, the number of Latino teachers increased from 1,187 to 1,263 and Asian Americans increased from 262 to 389 while African American teachers decreased from 1,251 to 1,106.

Forty-four percent of the minority teachers were in six school districts, Bridgeport, Hartford, New Haven, New Britain, Norwalk and Stamford – districts with large percentages of minority students.

Thirty-nine school districts had no minority teachers at all.

Districts with the largest percentages of teachers of color were: Bloomfield, 25 percent; Hartford, 25 percent; Bridgeport, 24 percent; New Haven, 22 percent; Capitol Region Education Council, 18 percent; New Britain, 18 percent; Norwalk, 14 percent; Stamford, 14 percent; Waterbury, 12 percent; Danbury, 11 percent; East Hartford, 11 percent; and the Connecticut Technical School System, 11 percent.

Some districts with smaller percentages of minority students have made progress in recent years.

Congratulations to Greenwich, where minority teachers increased to 9 percent in 2010-11. The district increased the number of minority teachers from 57 to 61 from 2004-05 to 2010-11 although the total teaching staff decreased from 673 to 668 in the same period.

In Bristol, minority teachers increased from less than 4 percent to 6 percent although the total staff decreased from 545 to 516 in the same six-year period.

What happened in West Hartford? The teaching staff grew from 654 in 2004-05 to 666 in 2010-11. At the same time, the number of Latino teachers decreased from 18 to 14 and African American teachers decreased from 18 to 10, while the number of Asian American teachers increased from 6 to 10. The overall percentage of minority teachers fell from about 6.5 percent to 5 percent in that period.

At the Alma Exley Scholarship Program, we believe it’s important to call attention to the need for more teachers of color in public schools in Connecticut and across the country.

We’re focused on encouraging greater diversity in the teaching profession by providing financial support, recognition and encouragement to outstanding students of color.

It has been most gratifying for those of us involved in the program to have played a small part in launching the careers of many gifted and dedicated educators over the past 16 years. Our distinguished recipients are making a difference in schools across Connecticut and from Boston to Los Angeles.

–      Woody Exley

Dr. Miguel Cardona Is National Distinguished Principal

I’m delighted to report that the Connecticut Association of Schools (CAS) has selected Dr. Miguel Cardona as Connecticut’s 2012 National Distinguished Principal.

This is a well-deserved recognition of a remarkable educator. CAS will honor Dr. Cardona locally at the “Celebration of Distinguished Administrators” on October 25, 2012. He will also travel to Washington, D.C., in October to be honored along with other National Distinguished Principals from the other 49 states, the District of Columbia and the U.S. Virgin Islands.

My heartiest congratulations go out to Dr. Cardona. I’m so proud and honored that he is an active member of our Alma Exley scholarship family.

And, while I’m at it, I’m also tipping my hat to our distinguished selection committee. They had the foresight in 1998 to choose Miguel as an Alma Exley Scholar when he was at Central Connecticut State University.

Dr. Carol Virostek, a former State Teacher of the Year who has served on the selection committee since the beginning, said she wasn’t surprised by this recognition.

“All of us on the committee were impressed by Miguel’s talent, his accomplishments and his commitment to education,” she said. “It has been a great pleasure to see him advance in his career and have such a big impact in his hometown of Meriden and well beyond in the years since then.”

Miguel joined the faculty of Israel Putnam School in Meriden, Conn., in 1998. Then in 2003, at the age of 27, he became the state’s youngest principal when he was named to lead Hanover Elementary School. He earned a doctorate from the University of Connecticut in 2011.

Ever humble and gracious, Dr. Cardona said, “I would not have been eligible to receive this prestigious recognition had it not been for the supportive and student-driven environment that Meriden provides. The professionals here understand the importance of supporting one another and aim to focus their energies on what is best for children.”

Here’s what CAS said in announcing the award:
“Dr. Cardona is known for his insistence on high standards and his single-minded commitment to high levels of student learning.
“He has coupled passion and courage with purpose and direction to build a vibrant, nurturing, child-oriented community where student achievement is abounding; teachers are challenged and supported; and parents are fully engaged in the life of the school.
“He has succeeded in boosting the academic achievement of a diverse and challenging student body while at the same time enhancing the social and cultural climate of the school. Visitors to Hanover are immediately struck by the warm, open and caring environment fostered by Dr. Cardona.”

Dr. Cardona has initiated a number of programs that have helped to improve student learning at Hanover.
• The “Million Word Club” is a literacy initiative that rewards students who read one million words with a monthly non-cafeteria lunch with the principal.
• “Leaders’ Literacy Day” welcomes local leaders into classrooms to read books and discuss their role in the community.
• “Success Time” allocates 30-minute learning slots during which teachers provide individualized literacy instruction for students.

One of Dr. Cardona’s greatest successes has been his ability to increase parental involvement. Each school year begins with a “First Day Celebration.” He greets parents and students on the school lawn and personally escorts them into the building to meet teachers and visit classrooms.

He makes parents feel like valued and vital members of the school community, and Hanover has achieved 100 percent parent participation in student conferences for the past five years.

Says Dr. Kristina Talbert-Slagle, a Hanover parent, “Dr. Cardona emphasizes that student learning involves not only the school, but also the parents and the community, and that our involvement in our children’s learning is always welcome. He is a committed, passionate educator, principal and child advocate, actively engaged in promoting student achievement and fostering connections between home and school.”

Dr. Cardona has had an impact as a leader in the Meriden community and statewide.

He co-founded the Meriden Coalition for Educational Excellence, a two-year-old pro-education advocacy group which has united community members in support of education funding for the Meriden schools.

He co-chaired a task force formed by the Connecticut Legislature to address the academic achievement gap in the state’s schools. As guest speaker at our annual scholarship reception in 2011, he gave an inspirational message about his work on the achievement and the role of teachers of color in today’s public schools.

Colleagues in Meriden view Dr. Cardona as a gifted administrator who is able to balance a strong professional focus with a warm personality. They say he is both a leader and a listener; he supports yet challenges.

Here’s what some of them said upon learning of the award:
Dr. Mark Benigni, superintendent: “Dr. Cardona is an exceptional leader who brings out the best in his staff and students.”

Robert Angeli, associate superintendent: “The high academic and behavioral standards at Hanover School are nestled in a welcoming and nurturing school climate focused on the social and emotional growth of the students.”

Susan Perrone, supervisor of Language Arts K-5: “Hanover is successful not only because Dr. Cardona expects excellence, but also because he is a principal who consistently demonstrates hard work, admirable character, diligence, empathy and drive.”

Pamela Dominello, first grade teacher: “Miguel instills in us the belief that we are all responsible for student success. He motivates us through his example and by providing us with the support and resources that we need to be effective, caring educators.”

I’m pleased to share this great news about an outstanding Alma Exley Scholar who is making a difference in the lives of so many fortunate students.
– Woody Exley