ReadingLeaders

James Edward Flood, Phd.

Distinguished San Diego State University Educator,

James Edward Flood, PhD, Dies

Christmas Eve was the perfect day for the birth of James Edward Flood who viewed life as a series of never ending gifts.

His first gift of early family life was shared in an extended, New York, Irish clan with one sister, Margaret Kurmis now living in Florida, and two brothers--Frank of Beaver Creek, Colorado, Robert who preceded him in death, many cousins, aunts and uncles. Jim’s parents, Francis and Ethel Parker Flood, also preceded him in death.

Education, which began for him as a young boy in Queens, New York, was Jim’s next gift. His love of learning grew from his years at Bishop Loughlin Memorial High School in Brooklyn, Catholic University where he completed a Bachelors of Arts degree in English, New York University where he graduated with a Master of Arts degree in English Education, and Stanford University where he was awarded his PhD in language and literacy.

Jim’s third gift was one that he never stopped celebrating. It was the gift of marriage to his beloved wife Dr. Sharon Flood, a retired San Diego State University Professor, with whom he shared 32 years of wonderful partnership. Through that partnership came the gifts of their children who, for Jim, came in the packages with the biggest and brightest bows. His joys never ceased as he embraced with pride and wonder every experience of his daughter Johanna, who received her Bachelor of Arts degree from the University of California, Berkeley and is presently a third year law student at the University of San Diego, and his son Bart, a graduate of Georgetown University with a Bachelor of Arts degree who is presently a second year law student at the University of California, Hastings.

His lifetime friendship and professional partnership of over 30 years with Dr. Diane Lapp was another of his cherished gifts. Their collaboration began at Boston University and continued at San Diego State University with the co-authoring of hundreds of articles, textbooks, and children’s materials and a unique speaking partnership at conferences, conventions, and schools throughout the world. These publications include: Teaching Reading to Every Child, a reading methods textbook in its 4th edition; Content Area Reading and Learning, which is in its 3rd edition; The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volumes. 1 &2; and The Handbook of Research in Teaching the English Language Arts, in its 2nd edition.

A lifetime of friendships, with people from many walks of life, young and old and multiple cultures, all of whom Jim believed offered him new insights about endless topics, was a continuing life gift. From these friendships Jim received many gifts but these did not compare to the gifts he gave back to his family, friends and community as he listened, talked, played, wrote, laughed, healed, celebrated, and lovingly shared, during many, many glorious years. The love he gave to each person, he embraced, was so fierce yet tender that it will continue as a guide for many.

His students often commented about how they enjoyed him as a teacher. Jim began his teaching career as a high school English teacher and administrator in New York and New Hampshire. His prowess as a teacher grew through a graduate assistantship at Stanford, a Professorship at Boston University, a Distinguished Professorship at San Diego State University, and a Fulbright Fellowship to Portugal.

Jim’s teaching resulted in contributions to the literacy lives of many children. Being elected President of the National Reading Conference and the International Reading Association’s Board of Directors recognized these professional contributions. Jim also served for six years as a co-editor of California’s literacy journal, The California Reader.

Dr. Jim Flood chaired and co-chaired many committees of the International Reading Association, the National Council of Teacher’s of English, the National Council of Researcher’s in Education, and National Reading Conference. His numerous educational awards include being named as the Outstanding Teacher Educator in the Department of Teacher Education at San Diego State University, The Distinguished Research Lecturer from San Diego State University’s Graduate Division of Research, and a member of both California’s and the International Reading Halls of Fame.

Jim died on Sunday, July 15 at Thornton Hospital after a three-year battle against Myelodysplasia Syndrome. His wife, Dr. Sharon Flood, two children, Johanna and Bart Flood, father-in-law Anthony Ryan, sister Margaret Kurmis and brother Frank Flood survive him. They invite you to share a celebration of his life at the Church of the Immaculata at the University of San Diego, 5998 Alcala Park, San Diego, CA 92110 on July 30 at 10:30 am followed by a reception.

In lieu of flowers the family suggests donations in Jim’s name to either the Bishop Loughlin Memorial High School, 357 Clermont Ave. Brooklyn, NY 11238 or to Health Sciences High and Middle College (HSHMC), a school dedicated to preparing future health care professionals. HSHMC will create the James Flood Reading Room, a library for students to enjoy. All donations in Jim’s name will be used to purchase books that he would have enjoyed sharing with these students. The address of HSHMC is 8888 Balboa

Ave., #150, San Diego, CA 92123

Spring Issue of LEADER NEWS Now Posted

Latest info: Spring Issue of LEADER NEWS now posted.

The Spring copy of LEADER NEWS is posted and ready for you to read and print. You may access the newsletter directly from the home page link posted in the left hand column after you sign-in as a member of LEADER. In this new issue, you will find the following items of interest:

IRA - Toronto and Convention Information
Bookmark with schedule
LEADER Long Range Planning Status
Article: Innovation Matters
Reception & SLOTH Reunion
Article: Key Legislative Reading Issues
Article: Leadership Without Boundaries
International Project Update

A Note from Jill Lewis, IRA Director

LEADER members might want to know that if they sign up at the IRA website to be on their state’s Legislative Action Team, they can be mailed a copy of the monthly GOVERNMENT RELATIONS UPDATE from Rich Long’s office. It provides a great deal of useful information about what is happening on the national level and helps put what we are doing at the state level in perspective.

2006 Professional Library from 2006 IRA Convention

2006 Professional Library from 2006 IRA Convention
Download Here.

IRA Resolutions passed at the House of Delegates

Click HERE to download the resoultion document.

06 IRA Resolution: Initial Literacy Instruction in a First Language for English Language Learners

06 IRA Resolution: Newspapers in Education

06 IRA Resolution: On Reading Specialists, Coaches and Other Reading Leaders

The MetLife Survey of the American Teacher

The MetLife Survey of the American Teacher: Transitions and the Role of Supportive Relationships 2004–2005 examined the transitions that new teachers, secondary students, and administrators face during their school careers. For your convenience, a summary of the findings from this study is provided here.

New Teacher Challenges

Thirty-one percent of new teachers felt that engaging and working with parents is the greatest challenge they face. Twenty-four percent of the respondents said it was the area they were least prepared to manage during their first year.

New teachers stated that they need mentoring and support from experienced teachers and their school principals. Thirty-eight percent of the new teachers surveyed said that being assigned an experienced teacher as a mentor is most helpful. Less than 6 out of 10 respondents said that their principal creates an environment that helps them be an effective teacher.

Positive school relationships are critical to teacher retention. Sixty-eight percent of the new teachers surveyed felt they had positive relationships with their students, while more than half described their relationships with other teachers and principals as satisfying. Only 25% said their relationships with students’ parents were satisfying.

Transition Challenges for Secondary Students

In making the shift to a new school, 71% of the new students stated that they felt nervous, followed by a feeling of excitement (64%). Nearly half of students (47%) reported that new students are helped or bullied more often by other students.

As with new teachers and principals, many students have to make the transition to a new school without essential information that would make the transition smoother. One in five students receive no instruction about the location of lockers, gym, etc. and 20% did not know where to get lunch.

Social connections (56%) and after school activities (37%) are the two top reasons for secondary students' enjoyment of school. Students also find secondary classes more interesting than elementary classes (31%) and one in three enjoy receiving positive reinforcement for doing well in class.

Principals’ Perspectives

Ninety-two percent of the principals surveyed said that when they became a principal, they had someone in their school or district they could go to for advice and guidance about school responsibilities.

At least 50% of the principals surveyed stated that they were well prepared for their work when they became a principal.

Principals reported higher levels of satisfaction in their school relationships than new teachers did. Their highest level of satisfaction (87%) was with students, while their level of satisfaction with the parents of their students dropped to 50%. Their highest level of dissatisfaction was with district level administrators.

The majority of principals surveyed strongly agreed that effective teachers need to work well with students and parents. Fifty-nine percent of the principals surveyed believed they are providing support in this area.

For More Information

The MetLife Survey of the American Teacher (2004–2005) . The complete survey can be found at: www.metlife.com/WPSAssets/34996838801118758796V1FATS_2004.pdf.

Assessment

Commentary

Leaving No Teachers Behind…

Richard Allington, President, International Reading Association

Madison, WI USA—President Bush’s competitiveness agenda will help schools in recruiting and training teachers in math and science, so that from elementary school on, children will have better access to quality instruction. With a growing body of research to support the notion that teacher effectiveness is the single most significant in-school factor for student achievement, the president is clearly on the right track.

Assessment

Commentary

Leaving No Teachers Behind…

Richard Allington, President, International Reading Association

OUTREACH

People in the United States have valiantly coped with hurricanes and the aftermath of a breakdown in infrastructure and have earned sympathy and respect from the world community. In other parts of the world, people have recently experienced similar tragedies, but the lack of effective communication and inefficient or non-existent infrastructures has resulted in increased difficulties. The national and international aid agencies step in and provide superb, focused support – and we can help our members around the world by contributing to the aid agencies.

But leaders want to do more, and those of us in privileged circumstances CAN offer some assistance. The Cook Islands, a group of wide spread islands in the South Pacific, endured five disastrous cyclones in very quick succession, with devastating effect on a community that is far from wealthy. Local councils in the Oceania region are donating exercise books, pens, pencils and paper – not a lot, but the kind of practical assistance that allows children to resume their education. The packages are small enough to be easily airmailed and successfully managed by the recipients without excessive red tape.

Participants at the recent New Zealand Reading Association annual conference contributed over 300 new children’s books for distribution to South Pacific schools. Imagine the effect on a traumatized child of being given a book!

The 4^th IRA International Leadership Conference was held in Toronto, Canada in July, and was completely removed from those areas that have had hurricanes and other natural disasters. Approximately 300 people represented the world of IRA and had four days of productive dialogue and learning from and with each other. This gathering demonstrated the diversity of cultures, language, geography and life styles that contribute to the richness of IRA. Leaders network, and the leaders at this conference showed the human face that is global IRA. By being with each other we are able to increase our understanding of what we have in common and how IRA leaders all over the world work to support the achievement of IRA goals in different but complementary ways.

By Heather Bell

Principal, Rosebank School

Avondale, New Zealand

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