{"id":1461,"date":"2011-09-30T10:00:00","date_gmt":"2011-09-30T14:00:00","guid":{"rendered":"http:\/\/www.l-a-k-e.org\/blog\/2011\/09\/steven-h-prigohzy-all-star-and-best-paid-educator.html"},"modified":"2011-09-30T10:00:00","modified_gmt":"2011-09-30T14:00:00","slug":"steven-h-prigohzy-all-star-and-best-paid-educator","status":"publish","type":"post","link":"http:\/\/www.l-a-k-e.org\/blog\/2011\/09\/steven-h-prigohzy-all-star-and-best-paid-educator.html","title":{"rendered":"Steven H. Prigohzy, All-Star and Best-Paid Educator!"},"content":{"rendered":"We have an all-star athlete class educator advising us,\nwith an all-star athlete salary!\nHm, I wonder how much CUEE is paying him?\n

\nA Sun Life Financial press release of 26 February 2011,\n\nExceptional Students & Nonprofits, All-Star Team of Pro Athletes, Corporate & Education Leaders Tackle Lagging High School Graduation Rates at Sun Life Rising Star National Summit<\/a>,\n

\n\n<\/a>\n“Steven H. Prigohzy, education advocate and developer of one of the\ncountry\u2019s first open magnet schools.”\n<\/blockquote>\nWell, that sounds like the\nSteve Prigohzy of CSAS in Chattanooga,<\/a>\nwhose\n\nPublic Education Foundation<\/a>\nadvised the consolidated school system there.\n

\nWhat about this, is this just a coincidence of names?\nEmpire Center for New York State Policy put out a press release of\n\n8 October 2009<\/a>,\n

\nAccording to the data, the highest paid non-professional school employee\n(outside New York City) was Steven H. Prigohzy of the New York Institute\nfor Special Education, who was paid $230,000.\n<\/blockquote>\nIt turns out it’s not a coincidence.\nIn a paid death notice in the New York Times,\n\nBLOOM, FRANCES R., 18 January 2005,<\/a>\n\n\n
\nBLOOM–Frances. The Steering Committee of Cornerstone, a national\nliteracy initiative of the New York Institute for Special Education\nin collaboration with the University of Pennsylvania are profoundly\nsaddened by the loss of Fran Bloom, valued trustee, colleague,\nmentor and friend. She was foremost a teacher in the very best sense,\ninsatiably curious, thoughtful, patient and kind. She possessed an\nunwavering belief that children, regardless of their circumstance,\nshare vastly greater similarities than differences. That commitment and\nher ever present support and encouragement fuel this work. We extend\nour heartfelt sympathy to Barry, other family and her countless friends\nwho like us are so grateful to have had her in our midst. Donna Braton,\nChair, Board of Trustees, NY Inst. for Special Ed. John Rhodes, Chair,\nCornerstone Steering Comm. Steven Prigohzy, Director, Cornerstone\n<\/blockquote>\nThat says Prigohzy was director of something called Cornerstone, which is an initiative of NYISE.\n

\nDevon M. Skerrit wrote for\nPenn GSE: A review of research,\nSpring 2005, Vol. 3. No. 1,\n\nIn Practice: Cornerstone Lays the Foundation for Literacy<\/a>,\n

\nOf the many literacy programs springing up across the\ncountry to aid students from underprivileged backgrounds,\nCornerstone National Literacy Initiative takes a unique\napproach. Developed in partnership with the New York\nInstitute for Special Education and Penn GSE,\nCornerstone is a school-based initiative that seeks to\ndevelop educators\u2019 capacity to effectively teach students\nto read, write, and think.\n

\nDirector Steven Prigohzy states, “We are a literacy. initiative but\nthat’s the vehicle for school change.” The changes that Cornerstone\nhopes to bring about are\ncultural and systemic, springing from the creation of a\nprofessional learning community among\nthe teachers and parents in each\nschool\u2014a community that works\ntogether to build expectations for\nstudent achievement.\n

\nWhile unique to each environment\u2019s\nneeds and resources, Cornerstone\u2019s\nliteracy model includes four essential\ncomponents. First, with Cornerstone\nfacilitators assisting in asset mapping and\nvision creation, schools are asked to\nevaluate their resources. Second, to move the school\ntoward progress in one year, a newly created leadership\nteam establishes a literacy action plan that focuses on\ncertain areas and skills. Third, a professional learning\nenvironment is created, including a summer institute,\nregional meetings, and teleconferencing among\nCornerstone schools and leadership team members.\nAnd finally, to enhance performance, schools work\nclosely with Cornerstone to monitor progress and, in the\nprocess, gain valuable experience in evaluation to build\ntheir own skills in implementing a self-review.\nCurrently, Cornerstone is in its fifth year of operation\nand serves schools in nine districts from the northeast to\nthe south. In determining which schools to target, the\norganization does not take applications but uses professional\nrecommendations, demographic information, and\nschool and district leadership evaluations. According to\nPrigohzy, \u201cWe look for superintendents who have a\nvision for the district, principals who give us a flying\nchance, and people who are willing to learn.\u201d\n<\/blockquote>\nThere’s more, but that part about results in one year (later\nit seems to say four years) is\ninteresting, considering that PEF’s results in Hamilton Co., TN are\n\nnot so rosy after seventeen years.<\/a>\n

\nAlso notice two other points:\n