Deborah J. Arato
Superintendent , Moore Public Schools , Moore, Oklahoma , M.Ed. in Special Education , University of Central Oklahoma
Mrs. Arato has been employed with the Moore School District since 1978. Prior to being named as Superintendent in July of 2004, she served seven years as Assistant Superintendent (Curriculum/Instruction). In that capacity, her duties included supervision of curriculum for K-12 education, instructional technology, media services, child nutrition, Title Programs I-V, professional development, and student services. Ms. Arato has 31 years of experience in the profession and has served as a teacher, coordinator, building principal, and assistant to the Deputy Superintendent.
Mrs. Arato is currently a board member for the Oklahoma Technology Association. She has twice been recognized as the Moore PTA Administrator of the Year and is the recipient of a lifetime membership award for service. She has also been recognized as the CCOSA (Cooperative Council of Oklahoma School Administrators) Area 7D (metro area) Administrator of the Year, two times as one of the top ten State Reading Principals, Central Oklahoma Reading Council Principal of the Year, and a Highland East Teacher of the Year.
Mrs. Arato graduated from Oklahoma City University in 1971 with a Bachelor of Science degree in music. She earned her Master of Education in Special Education from the University of Central Oklahoma in 1982. She later received her principal and superintendent certificate from the University of Oklahoma after completing extensive post masters work.
Mrs. Arato believes that a learning organization must exemplify continuous growth and improvement. Her favorite quote is, “If you were wondering if your mission here on earth is finished - if you are alive, it isn't.”
Robert James Burkhardt, Jr.
Head of School , Eagle Rock School and Professional Development Center Estes Park, Colorado, Ph.D. in Education , Union Graduate School
Robert Burkhardt is Head of School at Eagle Rock School and Professional Development Center in Estes Park, Colorado, a position he has held for the past fourteen years. Prior to that Robert was involved in National Service work for fifteen years with the California and San Francisco Conservation Corps. A former Peace Corps Volunteer (Iran), circus juggler, newspaper reporter, plumber and classroom teacher, Robert holds degrees from Princeton, Columbia and Union Graduate School. He is a recipient of the Sargent Shriver Award for Distinguished Humanitarian Service (1988), the Josh Miner Experiential Education Award (1997), and was a 2005 Klingenstein Fellow. Robert is married to Elizabeth Halas, and they have two children: Eileen (16) and Patrick (14).
William F. Goodling
Former U.S. Representative and Chairman , Goodling Institute for Research in Family Literacy, Pennsylvania State University , University Park, Pennsylvania , M.Ed., Western Maryland College
Bill Goodling's concern for and commitment to education is well known. His background as a teacher, school principal, and superintendent of schools provided a strong foundation for his work in Congress. Congressman Bill, known as the “Father of Even Start,” served Pennsylvania's 19th Congressional district, including Adams, Cumberland and York Counties, for 26 years. Although he served on several committees in Congress, he is most remembered for his work as Chairman of the House Committee on Education and the Workforce. Prior to his retirement from Congress, he was instrumental in obtaining a one-time federal appropriation to establish the Goodling Institute for Research in Family Literacy in the College of Education at Penn State. Since his retirement from Congress, he has taken on new roles as Chairman of the Goodling Institute's Board of Advisors and as Senior Advisor to Sagamore Associates (a federal affairs consulting group in Washington, DC). Recently, Mr. Goodling spent countless hours urging legislators to support Even Start funding. He is looking forward to presenting Best Practice Awards to selected family literacy programs during the PAACE Midwinter Adult Education Conference in February.
Anthony B. Harduar
Principal, Central Elementary School , Ferndale, Washington , M.Ed. in Reading, University of Alaska Anchorage
Mr. Anthony (Tony) B. Harduar, has served as principal of Central Elementary School for eight years. During his tenure he has initiated many changes to improve student achievement. In 2002 Governor Locke and Superintendent of Public Instruction Terry Bergeson honored Central School as Reading School of the Month.
Before moving to Washington and the principalship of Central School, he served as teacher, elementary and middle school principal, and central office supervisor in Anchorage, Alaska. He was an adjunct professor with the School of Education of the University of Alaska Anchorage and also a visiting professor in the School of Education for the Alaska Pacific University.
Mr. Harduar is a recipient of the Milken Family Foundation Educator Award and the Kappa Delta Gamma Golden Apple Award. He served as member of the Board of Directors of the National Association of Elementary School Principals from July 2000 to June 2005 serving as President from July 1, 2003 to June 30, 2004.
Mr. Harduar was born and grew up in Jamaica. He received a Bachelor of Science degree in Economics and Business Administration from Alaska Pacific University in 1974 and a Certificate in Elementary Education from the University of Alaska Anchorage in 1977. He received a Masters of Education in Reading (1980) and a Certificate in Public School Administration (1981) from the University of Alaska Anchorage.
Mr. Harduar is often described as a visionary. He has inspired others to develop and implement programs to meet the needs of all children, helping them to reach their full potential.
Tony and his wife Linda have four grown children.
Shaun R. Harper
Assistant Professor and Research Associate in the Center for the Study of Higher Education, Pennsylvania State University University Park, Pennsylvania Ph.D. in Higher Education Administration, Indiana University
Shaun R. Harper is an Assistant Professor and Research Associate in the Center for the Study of Higher Education at Pennsylvania State University. Formerly, he served as a faculty member and Executive Director of the Doctor of Education Program at the University of Southern California, Rossier School of Education. His book, Campus Commons: Building Inclusive Multicultural Communities through Activities, Organizations, and Space, will be released this fall. He is also co-editor of the forthcoming book, Responding to the Realities of Race. Additionally, Dr. Harper has authored several articles and book chapters, and has presented over 60 sessions at national higher education conferences since 2000. He maintains an active research agenda that examines race relations and gender equity in higher education; innovative approaches to recruiting and retaining racial/ethnic minority students; the experiences of African American male undergraduates; the effects of college environments on student outcomes; and the gains associated with active student engagement, both inside and outside of the classroom. The Andrew W. Mellon Foundation recently awarded him a grant to study the effects of mentoring on increasing African American male representation in highly-selective graduate and professional schools. Dr. Harper was awarded the 2004 USC Rossier School of Education's Socrates Professor of the Year Award for Outstanding Teaching and the 2005 Faculty Excellence in Mentoring Award from the USC Center for Excellence in Teaching. He also received the 2004 National Association of Student Personnel Administrators Melvene D. Hardee Dissertation of the Year Award for his study of high-achieving African American undergraduate men on predominantly white university campuses. In addition, he is recipient of the 2005 Emerging Scholar Award, presented by the American College Personnel Association. Dr. Harper previously served on the Board of Trustees for the Association of College Unions International (ACUI) and the Board of Directors for the Association of Fraternity Advisors (AFA) Foundation. He earned his bachelor's degree in Education from Albany State, a historically Black university in Georgia, and his Ph.D. in Higher Education Administration from Indiana University.
Genaro M. Padilla
Vice Chancellor for Student Affairs, Associate Professor of English , University of California-Berkeley , Ph.D. in English , University of Washington
As Vice Chancellor, Dr. Padilla has Co-Chaired the Faculty Senate Commission on Undergraduate Education that is leading to a renewed emphasis on providing an inquiry-based undergraduate experience. He oversaw the study of The First Year Experience Task Force that recommended greater concentration on academic and computing resources in residential housing. He provided leadership in fundraising over $42,000,000 in scholarships for low-income, first generation college students. He is currently charged with coordinating K-12 partnerships with the result that students who participated in academic outreach programs were admitted to Berkeley at a rate of 49% compared to an overall rate of 25%.
As the Vice Chancellor overseeing admissions at Berkeley, he has been asked to speak on numerous occasions about the challenge of admissions in a post-affirmative action environment (Proposition 209 in California) and he provides leadership to broadening the criteria by which students are admitted from a wide range of academic, social, and economic backgrounds. He remains committed to access and diversity within the student body at Berkeley.
He is the author of My History, Not Yours: The Formation of Mexican American Autobiography (1993), editor of The Stories of Fray Angelico Chavez (1987) and has co-edited numerous other books including The Recovery of the U.S. Hispanic Literary Tradition (1993), Nuevomexicano Cultural Legacy: Forms, Agencies, and Discourse(2004), and Power, Race and Gender in Academe: Strangers in the Tower (2005). Some of his influential articles include “The Literature of the Spanish Borderland,” “The Catholic Church in Chicano Literature,” “The Mexican Immigrant as *: The (de)Formation of Mexican Immigrant Life Story,” “Myth and Comparative Cultural Nationalism: The Ideological Uses of Aztlan,” “Anthony Quinn's Autobiography: The Original Sin,” “The Recovery of 19th Century Chicano Autobiography,” “Imprisoned Narrative? Or Lies, Secrets and Silence in New Mexico Women's Autobiography.”
W. Charles Read
Dean, School of Education , University of Wisconsin-Madison , Ph.D. in Linguistics and Education, Harvard University
When Charles Read was named the seventh dean of the UW-Madison School of Education in 1995, he began a new stage in a career devoted to education. A former high school English teacher, Read earned a master of arts in teaching and a Ph.D. in linguistics and education from Harvard University.
Read joined the UW-Madison faculty in 1970 as a professor of English and linguistics. He is the author of three books and numerous articles, and his research on linguistics and literacy has been widely cited and published. At UW-Madison, he has served as chair of the linguistics department and as associate dean and interim dean of the Graduate School.
As Dean of the School of Education, Read oversees the third largest college on campus. The school is composed of eight departments and enrolls nearly 2,500 undergraduate students each year. About half of the undergraduates are pursuing teacher preparation programs; the rest are in art, dance, rehabilitation psychology, and exercise science.
The School of Education also enrolls more than 1,200 graduate students each year. Graduate students play key roles in many of the innovative research projects conducted at the school. Deans across the country rank six of the school's graduate programs among the top three in their fields nationally (U.S. News).
During Read's tenure as Dean, the School of Education has revised all of its teacher education programs, basing certification on performance and increasing field experiences; created a model program of research-doctoral preparation, with a grant from the Spencer Foundation; increased its gift support and its endowment substantially; expanded its influential research activity, with significantly increased Federal support; launched its first distance-education masters program; established the Wisconsin Center for the Advancement of Post-secondary Education; improved its relations with the state and the community; attracted a more diverse array of faculty and graduate students; and maintained its position as one of the finest schools of education in the country.
Melinda K. Reeves
Principal , Decatur High School , Decatur, Texas , M.A. in Elementary Education , Texas Christian University
Melinda Reeves, an educator with 18 years of school administration experience, has been Principal at Decatur High School (DHS) for the past nine years. She was awarded a Bachelor of Science in Elementary Education in 1974 from Texas Christian University (TCU) and a Master of Art in Elementary Education in 1982, also from TCU. She received mid-management certification in 1984.
Reeves has extensive credentials in Reading and Special Education. She and her staff transformed DHS from the Texas Education Agency rating of “low-performing” to “exemplary” and captured the coveted National Blue Ribbon Award. For her efforts, Reeves was honored as Texas Association of Secondary School Principals Secondary Principal of the Year as well as being honored as one of the top three principals in the nation.
Reeves has been a featured presenter at the National Drop-out Conference, National Association of Secondary School Principals conferences, The Children and Rural Education Conference, Best Practices Conference for Texas Schools In Need of Improvement, and numerous other conferences. She has submitted and presented papers relating to teacher recruitment and retention in rural schools as well as the effects of light barriers on reading success.
Melinda Reeves is viewed by her staff as a visionary leader who is not afraid to take chances in order to improve student achievement.
Cynthia A. Rudrud
Principal (retired) , Raymond S. Kellis High School , Glendale, Arizona , M.A. in English Education , Northern Arizona University
Cindy Rudrud is principal of Raymond S. Kellis High School in the Peoria Unified School District in Arizona, the sixth high school in the district, which opened in August, 2004 with a freshman class. She has served her district as a planning principal for the new school and a district supervisor providing support to her colleagues. She also was principal of Cactus High School, Peoria Unifed, from 1993 - 2003.
Cindy came to the principalship in 1989 from a background in staff development and teaching English. Mrs. Rudrud was the 2004 President of the National Association of Secondary School Principals and has served as President - elect of NASSP, a member of the Council of the International Confederation of Principals, a member of the National Honor Society National Committee and Scholarship Board, the NASSP Board of Directors, and was 1998 Arizona MetLife State Principal of the Year. She is currently a member of the Arizona Department of Education High School Renewal and Improvement State Team.