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IMMEDIATE RELEASE
October 23, 2003
Contact: Allen Haymon
Voice: (703) 588-3137
Email: Allen.Haymon@hq.dodea.edu
Secondary Contact: Chas Hoff
Voice: (703) 588-3262
Email: Chas.Hoff@hq.dodea.edu
2003 DoDEA Principals of the Year to be
Honored at Washington, D.C. Ceremonies
Each year, the Department of Defense Education Activity proudly
participates in two national programs in order to recognize outstanding
principals at the elementary, middle and secondary levels. The 2003
DoDEA Selectees, in their respective programs, are as follows (click
on a name to see a full biography and photograph):
2003 National Distinguished Principals
of the Year (Elementary & Middle Schools)
DDESS:
Dr. Tom Dignan
Principal, Freddie Stowers Elementary School
Fort Benning, Georgia
DoDDS:
Dr. Russell "Russ" Claus
Principal, Darmstadt American Elementary School
Darmstadt, Germany
National Distinguished Principals
Ceremony
Event sponsored by the U.S. Department of Education and the National
Association of
Elementary School Principals (NAESP) in corporate sponsorship with AIG
VALIC.
National Distinguished Principal of
the Year Banquet
Awards - November 7th
Dinner - November 7th
JW Marriott Hotel
1331 Pennsylvania Avenue
Washington, DC 20004
Phone: 202-393-2000
2003 DoDEA National High School Principal
of the Year
(Middle & Secondary Schools)
Dr. Janette Klinke
Principal, Lakenheath Middle School
Lakenheath, United Kingdom
National High School Principal of
the Year Ceremony
Event sponsored by the National Association of Secondary School Principals
(NASSP)
and MetLife.
NASSP - Secondary Principal of the Year Awards
Banquet
November 15th - Reception begins at 6:00 followed by dinner
Renaissance Washington Hotel
999 Ninth Street, NW
Washington, DC 20001-4427
Phone: 202-898-9000
Background on the National Distinguished Principals Program
(Elementary & Middle Schools):
The National Distinguished Principals Program was established
in 1984 as an annual event to honor exemplary elementary and middle
school principals who set the pace, character, and quality of the education
children receive during their early school years.
The program is jointly sponsored by the U.S. Department of
Education and the National Association of Elementary School Principals
(NAESP), in corporate partnership with VALIC. The two-day event highlights
the fundamental importance of the school principal in achieving educational
excellence for pre-kindergarten through eighth grade students. The recognition
afforded by the NDP designation instills pride in principals' accomplishments
and reinforces their continued leadership in helping children develop
a lifelong love of learning.
One principal is chosen annually from each of the 50 states
and the District of Columbia. Principals representing private K-8 schools,
Department of Defense Dependents' Schools, and the U.S. Department of
State Overseas Schools are also recognized. Public school principals
are nominated by peers in their home states, and the final selection
for each state's NDP is made by the NAESP state affiliate. (See State
Affiliates' Membership Links.) Honorees from private schools and overseas
schools are selected by special committees.
The awards ceremonies take place in Washington, D.C., each
fall. They include special tours and activities as well as professional
interaction among the honorees. The two-day celebration culminates in
a formal awards banquet.
The following criteria reflect elements of existing requirements
in current state principal recognition programs. Nominees must meet
all criteria for selection as a National Distinguished Principal.
The selected principal:
- is an active principal of a school in which a commitment is clearly
evident through programs designed to meet the academic and social
needs of all students, and through firmly established community ties
with parents and local business organizations;
- has been an active principal for at least five years;
- will be an active principal during the year in which he/she will
receive the award;
shows a strong commitment to the principalship through active membership
in professional associations;
- is respected by students, colleagues, parents, and the community
at large;
assumes an active role in his/her community, distinguishing himself/herself
as a leader in civic, religious., or humanitarian activities;
- shows strong educational leadership by setting high expectations
for school staff and students; and
- maintains an orderly, purposeful learning environment.
Evidence of outstanding contributions to the well-being
of the educational community include:
- ways in which the principal's leadership has benefited curriculum,
staff morale, community support, student interest, and the learning
environment;
- ways in which the principal provides creative leadership to inspire
teachers and others to achieve and contribute to the school environment;
- examples of service or achievements above and beyond what is expected
in the usual school program;
- ways in which others have acknowledged the principal as a force
for positive change.
Source: http://www.naesp.org/ContentLoad.do?contentId=924&action=print
Background on the National High School Principal of the
Year Program (Middle & Secondary Schools):
Good principals help students set goals.... Great principals
inspire students to achieve them.... Launched in 1993, the MetLife/National
Association of Secondary School Principals (NASSP) Principal of the
Year program annually recognizes outstanding middle level and high school
principals. It has become a nationally-known vehicle for spotlighting
secondary school principals whose schools include some configuration
of grades 6-12. Those honored are ones who have demonstrated extraordinary
leadership, commitment to students and staff, service to their communities,
and contributions to the overall profession of educational leadership.
Selection Criteria:
Educational Leadership
- implements strategies for improving teaching and learning by putting
programs and improvement efforts into action.
- involves teachers and other staff members in achieving the goals
of the school.
- ensures the school climate is positive and reflects high staff and
student morale.
Resolving Complex Problems
- maintains awareness of current and emerging issues.
- resolves short-term issues while balancing them against long-term
objectives.
- manages time and tasks effectively including delegation to others.
Developing Self and Other
- is committed to continued professional growth
- teaches, coaches and helps others (students and colleagues)
- demonstrates and fosters creativity and imagination in bringing
about positive change.
Community Service
- involves the community in the life of the school and uses community
resources for students.
- establishes partnerships with community groups to strengthen programs
and support school goals.
Each of the 50 states, the District of Columbia, and the
Department of Defense Education Activity select one middle level and
one high school principal. From these state winners, 6 finalists (3
middle level, 3 high school) are selected and eligible for the National
Principal of the Year award.
Each finalist receives an award and a $1,500 grant. The National
Principals of the Year receive an award and an additional $5,000. These
grants are used to improve learning at the recipient's school, including,
but not limited to, a special school project and/or professional development
opportunities.
Source: http://www.nassp.org/awards/09-01.cfm
DoDEA 2003 National Distinguished
Principal of the Year
Dr. Thomas Dignan
Freddie Stowers Elementary School
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DoDEA 2003 NAESP Principal
of the Year
Dr. Russell "Russ" Claus
Darmstadt American Elementary School
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Tom relies on his School Improvement Team to provide the
educational blueprint for Stowers Elementary School. The
vision that emanates from the collaborative efforts of the
team provides the educational focus for the school, to include
the professional development requirements. Parents and community
members are involved in the process, a fact that has strengthened
the bond between school and community. Recognition of the
importance of parents in the educational process is addressed
through the Very Involved Parent Program (VIP) where, once
a month, parents come to school and take an active part
in their child's class. The program validates Tom's strong
belief that internal communication between staff members,
and external communication with parents and the military
community is critical to successfully maintaining a high-performing
educational environment.
Tom is a strong
advocate for professional development. He states, "As an
administrator, it is my |
job to recognize the
areas of the curriculum that will lead to the highest achievement
among the students and then provide the staff the opportunity
to thoroughly understand and deliver the program." His belief
is that job-embedded staff development has greater impact
on the school's teaching and learning environment.
Tom understands and fulfills
his role as the school's instructional leader. His current
focus is in the area of reading where he is adamant that every
child has the opportunity to succeed and grow in reading.
He reads with students participating in Reading Recovery,
and has helped develop a number of programs and activities
designed to enhance students' reading skills. Among these
are the Family Reading Night, the Stowers Read Program, Families
Reading Every Night (FRED), and Reading Under the Stars. The
school also hosts guest readers throughout the year.
In addition to his classroom
teaching career, Tom has served as principal of Baumholder
High School, Germany and Faith Middle School, Fort Benning,
Georgia. He is a member of the Association for Supervision
and Curriculum Development, Phi Delta Kappa, and the National
Association of Elementary School Principals. Tom earned his
BA from High Point College, North Carolina, and his EdD from
the University of Florida.
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Reflecting
on his thoughts as a leader Russ states," As a leader
of any organization it is important to include all members
of the team as mission developers as well as participants."
Based on this belief, an atmosphere of empowerment is pervasive
within Darmstadt Elementary School. The faculty, parents,
and community members are provided avenues to voice their
opinions on areas that impact the teaching and learning within
the school, as well as the role the school plays in the community.
In a community where a very
high percentage of the sponsors are deployed, Russ holds a
Friday morning coffee group in the school cafeteria where
he and the school psychologist provide information on current
community programs, encourage people to buddy up with one
another, and to volunteer in the school. His role as the instructional
leader is demonstrated by doing, more than by saying.
Russ has formally promoted the
peer observation process within the school and linked it to
two school level professional development programs, the student
teacher program, and a methods and materials class that he
teaches. The methods class is composed of student teachers,
regular classroom teachers, and paraprofessionals. To facilitate
the peer observation process, Russ arranges classroom coverage
for a 45 minute block in order that a teacher may observe
the teaching and learning occurring in a colleague's classroom.
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Russ also teaches a Science
Mentor class each Friday and a Mathematics Challengers class
before school each Tuesday.
To facilitate
the school's Individual Guided Tutoring Program, he devised
a plan that utilizes the support staff as well as the professional
staff in order to provide a private tutor to each student
in need of reading support. Russ, all members of the office
staff, and supply specialists provide student assistance
during the Drop Everything and Read (DEAR) time. The chief
custodian, paraprofessionals, and special subject teachers
volunteer their time during lunch or planning time to work
as tutors. Because of his leadership by example, Russ is
highly praised by teachers, parents, and the military command.
In addition to his classroom
teaching career, Russ has served as principal of Zukeran
Elementary School, Okinawa, Japan, Site Team Leader for
Gelnhausen and Sportfield Elementary Schools, Germany, and
the Mathematics Coordinator for the former Hessen, Germany
District. Russ is a member of the Association for Supervision
and Curriculum Development, Phi Delta Kappa, National Staff
Development Council, and the National Association of Elementary
School Principals. He earned his Bachelor of Arts degree
from Kansas State University, and his Doctor of Philosophy/Organizational
Leadership from the University of Oklahoma.
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DoDEA 2003 Principal
of the Year
Dr. Jannett Klinke
Lakenheath Middle School
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For interviews, please contact:
Dr. Tom Dignan
Principal, Freddie Stowers Elementary School
Fort Benning, Georgia tom_dignan@benning.odedodea.edu
Dr. Russ Claus
Principal, Darmstadt American Elementary School
Darmstadt, Germany
russ_claus@eu.odedodea.edu
Dr. Janette Klinke
Principal, Lakenheath Middle School.
Lakenheath, United Kingdom janette_klinke@eu.odedodea.edu
Mr. Allen B. Haymon
DoDEA Chief, Professional Development
(703) 696-4414
ahaymon@hq.odedodea.edu
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Dr. Klinke's primary
objective upon assuming the position of principal at Lakenheath
Middle School was to facilitate the development or refinement
of the school's vision and focus. To achieve the development
and buy-in for the new vision, and a greater focus on improved
student achievement, she instituted fundamental operational
and structural changes within the school complex comprised
of 12 buildings spread over 15 acres. Dr. Klinke utilized
her knowledge of the change process and established procedures
that permitted greater decision making by team leaders and
a reduction in faculty isolation. It was determined that
a change in the school schedule was required in order to
facilitate greater collaboration and to establish a better
foundation for change to occur. Over a two year period the
staff, students and community created a schedule that supported
the middle school concept and laid a foundation for the
school to reach its school improvement goal in reading.
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of implementation, 41%
of the returning students had increased their Grade Point
Average. Parallel to the scheduling objective was one to match
teacher instruction and curriculum.
The success of her effort was
validated by a curriculum audit that found overwhelming evidence
of alignment between curriculum standards and classroom instruction.
As stated by one of her staff members, "Dr. Klinke leads
by example." During her tenure at Lakenheath Middle School
students have become more responsive, teachers have become
more collaborative, and the community is more involved and
supportive of the school. Dr. Klinke began her educational
career as a teacher in Plains, Montana. Her view on education
has been enhanced through work-related experiences at the
elementary, middle, high school, and collegiate levels. Twenty-two
of her years in education have been as a school administrator.
She has held the position of principal at Lakenheath Middle
School since August 2000. Prior to this assignment she served
as assistant principal of Lakenheath High School. Dr. Klinke
earned her BA from the University of California, San Diego.
Her Doctorate in Educational Administration was earned from
Oklahoma State University.
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