2009 Brock Prize Nominees

Richard P. DuFour
Author and Educational Consultant
Moneta, VA

Nominated By: Thomas W. Many

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Richard DuFour was a public school educator for 34 years, serving as a teacher, principal, and superintendent. Dr. DuFour’s work in the development of the Professional Learning Community model has transformed education in schools or districts that have adopted the model or characteristics of the model. Shifting the focus and emphasis from teaching to learning has had a profound impact on improving those schools and school systems that have incorporated the tenets of the Professional Learning Community model.

Paul D. Houston
Executive Director
American Association of School Administrators (AASA)
Arlington, VA

Nominated By: Krista D. Parent

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Paul D. Houston served as executive director of the American Association of School Administrators from 1994 to 2008. Throughout his career, Houston has established himself as one of the leading spokespersons for American public education through his extensive U.S. and international speaking engagements, published articles, books, and media interviews.

Lawrence W. Lezotte
Chief Executive Officer and
National Education Consultant
Effective Schools Products, Ltd
Okemos, Michigan

Nominated By: V. Sue Cleveland

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Dr. Lezotte is known as the preeminent spokesperson for continuous school improvement based on effective schools research. As a consultant, he touches the lives of thousands of educators and tens of thousands of students each year through workshops and conferences around the country, making the connection between federal and state mandates for school reform and the new mission of “learning for all.”

Robert P. Moses
President and Founder
The Algebra Project, Inc.
Cambridge, MA

Nominated By: Ronald S. Rochon

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Bob Moses is the author of the Algebra Project-Transition Curriculum, which uses experiential learning drawn from the work of Dewey, Lewin, Piaget, Quine, and Kolb—and a five-step curricular process Moses innovated—to help middle school students make the conceptual shift from arithmetic to algebra and be prepared for algebra in the eighth grade, and thus a college preparatory math sequence in high school. These materials formed the backbone of Algebra Project teacher professional development and implementation throughout the USA during the 1990s, with a particular focus on the Southern U.S.