The Brock International Prize in Education recognizes an individual who has made a specific innovation or contribution to the science and art of education, resulting in a significant impact on the practice or understanding of the field of education. It must be a specific innovation or contribution that has the potential to provide long-term benefit to all humanity through change and improvement in education at any level, including new teaching techniques, the discovery of learning processes, the organization of a school or school system, the radical modification of government involvement in education, or other innovations.

2018 Laureate - Lee Gordon

millerFounder, Hand in Hand: Center for Jewish-Arab Education in Israel

Lee Gordon initiated the founding of Hand in Hand: Center for Jewish-Arab Education in Israel, an Israeli non-profit organization that has created a network of integrated public schools serving Arab and Jewish children. Starting with just 50 students in 1998, Hand in Hand now has six campuses and over 1,600 Jewish and Arab students and is making a significant impact in Israel for Jewish-Arab partnership and coexistence.

Lee earned a Master’s Degree in Social Work from Hebrew University and graduated from the Mandel Institute’s School for Educational Leadership. In 1999, he founded American Friends of Hand in Hand, a non-profit American organization supporting the organization’s work in Israel.

Nominated by:  Yohai Gross

Nomination Portfolio

2017 Laureate - Richard Miller

millerFounding President, Olin College of Engineering, Needham, MA

Richard (Rick) K. Miller may be the most significant contributor to the reinvention of undergraduate engineering education in the 21st Century. A gentle but forceful voice for change, Miller gave up a deanship and tenure to be the first employee and founding president of the Olin College of Engineering in Needham, MA in 1999. The college and Miller, who is its embodiment, have received the highest accolades of the engineering and education professions, including the 2013 Bernard M. Gordon Prize for Innovation in Engineering and Technology Education, and election to the National Academy of Engineering and the National Academy of Inventors. Driven by Miller’s vision, Olin has become a model of project-based, design-centric education for engineering and non-engineering schools alike in the U.S. and abroad

Nominated by:  Vincent Manno

Nomination Portfolio

2016 Laureate - Cecilia Fierro

Cecilia FierroProfessor, Universidad Iberoamericana León, Ciudad de León, Mexico

Cecilia Fierro is a professor and researcher who has worked alongside teachers and school leaders to develop practices that address needs of marginalized children, and build democratic schools in rural and impoverished neighborhoods.  Her books have reached over 130,000 teachers in every corner of Mexico. She confronted moral issues when she found that students who had to repeat grades became invisible, neglected, and unjustly punished. In response, she founded the Latin American Network of Schools for Democracy to identify schools that were creating moral and democratic environments and designed a guide to diagnose school climate that is in use across the country.

Nominated by:  Charles Slater

Nomination Portfolio

2015 Laureate - Howard Gardner

Howard GardnerJohn H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education

Dr. Howard E. Gardner is an American developmental psychologist best known for his theory of multiple intelligences, as outlined in his book Frames of Mind: The Theory of Multiple Intelligences (1983).  Gardner's theory has perhaps had the greatest impact within the field of education, where his conceptualization of intelligence as more than a single, solitary quality has opened the doors for further research and different ways of thinking about human intelligence.


Nominated by:  Richard Miller

Nomination Portfolio

2014 Laureate - Ellen Moir

14Founder and Chief Executive Officer of the New Teacher Center (NTC)

Ellen Moir is Founder and Chief Executive Officer of the New Teacher Center (NTC), a national organization dedicated to improving student learning by accelerating the effectiveness of new teachers and school leaders. She is recognized as a passionate advocate for our nation’s newest teachers and for the students they teach.

Ellen founded NTC in 1998 to scale high quality teacher induction services to a national audience. NTC strengthens school communities through proven mentoring and professional development programs, online learning environments, policy advocacy, and research. NTC seeks to work in high-poverty schools in underserved communities to ensure that the nation’s low-income, minority, and English language learners–those students most often taught by inexperienced teachers–have the opportunity to receive an excellent education.

Nominated by:  Frank Hernandez

Nomination Portfolio

2013 Laureates - Mike Feinberg and Dave Levin

Feinberg and LevinCofounders of the Knowledge Is Power Program (KIPP)

Mike Feinberg and Dave Levin are cofounders of the Knowledge Is Power Program, or KIPP. KIPP is a national network of free, open-enrollment, college-preparatory public charter schools with a track record of preparing students in underserved communities for success in college and in life. There are currently 125 KIPP schools in 20 states and the District of Columbia that serve more than 39,000 students. KIPP builds a partnership among parents, students, and teachers that puts learning first. By providing outstanding educators, more time in school learning, and a strong culture of achievement, KIPP is helping all students climb the mountain to and through college.

Nominated by:  David Wick

Nomination Portfolio

2012 Laureate - Gloria Ladson-Billings

gloriaKellner Family Chair in Urban Education and Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin-Madison

Dr. Gloria Ladson-Billings is the Kellner Family Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, and the author of three critically acclaimed books,The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms. She completed an MA in education at the University of Washington and a PhD in curriculum and teacher education at Stanford University. Ladson-Billings is credited with coining the term "culturally responsive pedagogy," and is one of the leaders in the field of culturally relevant teaching. Her more recent book Beyond the Big House: African American Educators on Teacher Education (2005), profiles seven prominent African American teacher educators—Cherry McGee Banks, Lisa Delpit, Geneva Gay, Carl Grant, Joyce King, Jacqueline Jordan Irvine, and William Tate—developing an understanding of how these African American scholars have shaped their relationship with the academy. Ladson Billings is a past president of the American Educational Research Association. Among her accomplishments as AERA president was a presidential address that aimed to redefine the "achievement gap" as "educational debt" - highlighting the social, political and economic factors that have disproportionately affected children of color in U.S. schools. Ladson-Billings has been elected to membership in the National Academy of Education and has been a senior fellow in urban education of the Annenberg Institute for School Reform at Brown University. Her scholarly awards include the H. I. Romnes Faculty Fellowship, the Palmer O. Johnson outstanding research award, a fellowship at the Center for Advanced Study in the Behavioral Sciences, and the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology.

Nominated by:  Khaula Murtadha

Nomination Portfolio

2011 Laureate - Linda Darling-Hammond

Linda Darling-HammondCharles E. Ducommun Professor of Education, Stanford University; Co Director Stanford Center for Opportunity Policy in Education, and Co-Director School Redesign Network

Darling-Hammond holds a B.A. from Yale University and a Ed.D in Urban Education from Temple University. Dr. Linda Darling-Hammond has dedicated her life’s work to the pursuit of excellence and equity for all children. Her focus on effective instruction has sparked important conversations about what it takes to reform education. As she states so eloquently in her book, The Right to Learn: A Blueprint for Creating Schools that Work,"Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers."

Nominated by:  Mary B. Herrmann

Nomination Portfolio

2010 Laureate - Geoffrey Canada

Geoffrey CanadaPresident and Chief Executive Officer, Harlem Children’s Zone, Inc., New York, New York

Geoffrey Canada’s life and career have intertwined to bring new insights and possibilities surrounding effective education in areas of urban poverty in America. As an educator, he has identified way to compensate for the barriers that torpedo student success. As an entrepreneur, he has captured the enthusiasm of those who are looking for a way to invest in something that has great potential to ameliorate poverty. Geoffrey Canada brings hope for the future.


Nominated by:  Cathy Burden

Nomination Portfolio

2009 Laureate - Lawrence Lezotte

Laurence LezotteChief Executive Officer, National Education Consultant Effective Schools Productions, Ltd., Okemos, Michigan

Lawrence Lezotte, Ph.D., has devoted his career to helping schools educate all students. He is the chief executive officer and national education consultant for Effective School Products, Ltd. Lezotte is known as the preeminent spokesperson for continuous school improvement based on effective schools research. The overwhelming majority of educators agree that the system-in-place, known as the school, was never designed to teach all students a high standard curriculum successfully. These same educators have made efforts to improve the achievement of students, generally without changing the system. Now it is time for leaders to inspire colleagues to redesign the system and reset the culture if we are to advance on the “learning for all” mission.

Nominated by:  V. Sue Cleveland

Nomination Portfolio

2008 Laureate - Robert J. Marzano

Robert MarzanoChief Executive Officer, National Education Consultant Effective Schools Productions, Ltd. Okemos, Michigan

Over his 35 years in education, Dr. Robert Marzano has worked in every U.S. state.  The central theme of his work has been translating research and theory into practical programs and tools for K-12 teachers and administrators.  He is a Senior Scholar at Mid-continent Research for Education and Learning (McREL) and does extensive consulting work through Marzano and Associates.  Previously, he has served as Senior Fellow and Director of Research at McREL.  He also earned tenure at the University of Colorado.

Nominated by:  Larry Nyland and Marilyn S. Bradford

Nomination Portfolio - Nyland

Nomination Portfolio - Bradford

2007 Laureates - David W. and Roger T. Johnson

Chief Executive Officer, National Education Consultant Effective Schools Productions, Ltd. Okemos, Michigan

Roger and David Johnson are brothers and co-directors of the Cooperative Learning Center at the University of Minnesota. Since the mid-1960s, they have worked to implement cooperative learning and constructive conflict resolution procedures in all levels of schooling (preschool through graduate school). Illustrating the productive interaction among theory, research, and practice and recognized all over the world, their work on cooperative learning may be the single most important strategy for improving learning in classrooms and schools in the last 70 years.

Nominated by:  James Perry

Nomination Portfolio

2006 Laureate - Douglas B. Reeves

6 Chairman and Founder, Center for Performance Assessment, Salem, Massachusetts

Dr. Douglas Reeves is chairman and founder of the Center for Performance Assessment, an international organization dedicated to improving student achievement and educational equity. Through its long-term relationships with school systems, the center helps educators and school leaders improve student achievement through practical and constructive approaches to standards, assessment, and accountability.

Nominated by:  Debbie Arato

Nomination Portfolio

2005 Laureate - Beverly Daniel Tatum

5President, Spelman College, Atlanta, Georgia

Tatum is recognized as the foremost authority on racial identity development theory. This theory, a positive sense of one's self as a member of one's groups as vital to psychological well-being, is proclaimed as a vital means to resolve multicultural issues in education and society. Her critically acclaimed book, Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, was selected as the multicultural book of the year in 1998 by the National Association of Multicultural Education.

Nominated by:  Raymond Wlodkowski

Nomination Portfolio

2004 Laureate - Elliot W. Eisner

4Lee Jacks Professor of Education and Professor of Art, Stanford University, Stanford, California

Eisner works in three fields: arts in education, curriculum studies, and qualitative research methods. He has been especially interested in advancing the role of the arts in American education and in using the arts as models for improving educational practice in other fields. In his most recent book, The Arts and The Creation of Mind, he encourages educators and everyone to regard education itself as a process concerned with the preparation of artists, which requires imagination, the exercise of sensibility, the application of skills, and the ability to exploit the unexpected.

Nominated by:  John A. Bird

Nomination Portfolio

2003 Laureate - David C. Berliner

3Director, Education Policy Report Project, Arizona State University, Tempe, Arizona

Berliner is a noted authority on the phenomenon of teaching and related educational policies throughout his career. His model of how one develops from novice to expert has influenced teacher education programs worldwide. Work in school settings led him to believe that American education was actually quite successful, overall, and that criticisms of the nation's schools were too broad, perhaps even malevolent. He co-authored The Manufactured Crisis, which documented how misinformation about schools was hurting public education and endangering American Democracy.

Nominated by:  James H. VanSciver

Nomination Portfolio

2002 Laureate - John I. Goodlad

John GoodladPresident, Institute for Educational Inquiry and Founder, Center for Educational Renewal, University of Washington, Seattle, Washington

For much of his career, Goodlad has been involved in an array of educational reform programs and projects and has engaged in large-scale studies of educational change, schooling, and teacher education. Most recently, he has inquired into the mission of education in a democratic society to which such renewal must be delivered. In his book, In Praise of Education, he argues that education is an inalienable right in a democratic society, and advances the view that the purpose of education is to develop individual and collective democratic character.

Nominated by:  Michael P. Wolfe

Nomination Portfolio