Dr. Comer Keynote Speaker at Nellie Mae Education Foundation Grant Program Launch

The Nellie Mae Education Foundation launched its Building a Collaborative Culture grant program at the Omni Hotel in New Haven on October 20, 2011. Dr. James P. Comer, a member of the NMEF board of directors, was the keynote speaker. Drawing lessons from his own life and more than 40 years of experience working with schools and districts, Dr. Comer encouraged the leadership teams from the New Haven, Danbury, and Norwalk, Connecticut school districts to focus on bringing together the adults in a school community to support the overall development and academic achievement of all students. “It’s development and relationships that make engaged learning possible because learning and development are inextricably linked,” he said.

The Nellie Mae Education Foundation awarded each of the three districts $250,000 to develop student-centered approaches and a professional learning culture. The one-year grants have the potential to be renewable for two additional years. Another $250,000 will support cross-district collaboration and professional development.

“We are promoting a version of education that goes to the heart of Dr. Comer’s life work,” said Mary Sylvia Harrison, Vice President of Programs for the Nellie Mae Education Foundation. “We came to New Haven to launch the Building a Collaborative Culture grant program to honor Dr. Comer’s contributions and to bring his perspective and imprimatur to this initiative.”

“New Haven is a highly collaborative district, building foundations and structures to improve communication and the culture across the district. You can see that outlined in our District Improvement Plan as well as individual School Improvement Plans. Central Office, building administrators, parents, students, and teachers are all working together to close the achievement gap,” said Donna L. Aiello, the director of Staff and Organizational Development for the New Haven Public Schools.

"Once students get to high school the focus is on college prep. Too often, teachers at the secondary level ignore adolescent development and expect kids to act like adults. If we address adolescent development, improve communications and classroom management, and connect with kids, we are more likely to have truly engaged learners, good inquiry, and joyful learning experiences. These are the prerequisites for student-centered learning," said Judith Puglisi, principal of Metropolitan Business Academy in

New Haven.