New Report Documents Pittsburgh’s Breakthrough Collaboration and Highlights National Implications
Washington, DC, May 24, 2011 – The Aspen Institute Education & Society Program will host a panel discussion, Teacher Unions and School District Collaboration, on Thursday, June 2, 2011 from 12:00 p.m. – 1:30 p.m. at the Aspen Institute in Washington, D.C. The event is scheduled the same day the Aspen Institute will release a white paper documenting the story of Pittsburgh’s teacher’s union and public schools district working together.
Forging a New Partnership: The Story of Teacher Union and School District Collaboration in Pittsburgh, showcases Pittsburgh’s breakthrough collaboration, highlighting important principles that can be applied to other districts across the U.S. The June 2 panel discussion will explore implications from the work in Pittsburgh and the possibilities/challenges in collaborating with teacher unions to advance reform efforts.
| WHO: | Joanne Weiss, chief of staff, U.S. Department of Education Dr. Linda Lane, superintendent, Pittsburgh Public Schools John Tarka, president, Pittsburgh Federation of Teachers Jon Schnur, chairman of the board and co-founder, New Leaders for New Schools Moderated by: Ross Wiener, executive director, Education & Society Program, the Aspen Institute |
| WHAT: | Teacher Unions and School District Collaboration; release of new publication Forging a New Partnership: The Story of Teacher Union and School District Collaboration in Pittsburgh |
| WHERE: | The Aspen Institute
One Dupont Circle, NW, Suite 700 Washington, DC 20036 |
| WHEN: | Thursday, June 2, 2011 @ 12:00 PM |
A buffet lunch will be served.
The event is open to press. If you’re interested in attending, please RSVP to Ariel Jacobs at ariel.jacobs@aspeninstitute.org.
The Aspen Education & Society Program provides an informed and neutral forum for education practitioners, researchers, and policy leaders to engage in focused dialogue regarding their efforts to improve student achievement, and to consider how public policy changes can affect progress. Through our meetings, analysis, commissioned work, and structured networks of policymakers and practitioners, the program, for nearly 30 years, has developed intellectual frame-works on critical education issues that assist federal, state, and local policymakers working to improve American education.
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