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Comer: LBJ Changed My Life
By Cynthia R. Savo
When Dr. James P. Comer received the invitation to serve as a panelist at the Presidential Leadership Symposium, "Revisiting the Great Society: The Role of Government From FDR and LBJ to Today," at the Roosevelt House Public Policy Institute at Hunter College, he accepted right away. "Revisiting the legacy of LBJ resonated personally with me, because he played an important roles in my life's work. LBJ changed my life."
 | L to R: Dr. Comer, Luci Baines Johnson Turpin,
and Dr. Bettye Comer |
On May 22, 1964, Dr. Comer was one of the estimated 85,000 people sitting on the lawn at the University of Michigan in Ann Arbor who heard President Johnson's commencement address in which he proclaimed his plans for a "Great Society" that "demands an end to poverty and racial injustice." President Johnson received an honorary degree--Doctor of Civil Law--and Dr. Comer received an M.P.H. from the University of Michigan School of Public Health.
"I felt as though he was speaking directly to me. He said that we should use our talents to solve the problems of poverty. That tilted me away from returning to my hometown of East Chicago, Indiana and setting up a practice as a general practitioner and the town's health officer and toward something else. I was not sure what at that point."
Dr. Comer joined the Public Health Service to fulfill his military service requirement. He volunteered at Hospitality House, a program that served families who had lost their eligibility for welfare and were homeless and helpless in Washington, DC. There he saw many poor, Black kids who were like his three childhood friends in East Chicago who were on a downhill life course.
He saw that the world was changing rapidly. The demand for unskilled workers was decreasing, while the need for workers with higher levels for education and skills was increasing. He saw a great problem looming for society and non-mainstream young people. To understand how to break and prevent the cycle of family and community dysfunction that he knew could increase exponentially, he went to the University of Michigan to get a Master's degree in Public Health.
President Johnson's Great Society speech tipped him in the direction of public service rather than private practice. To address the issue of poverty, he needed to know more about people, so he chose psychiatry as his specialty. "My second year of training provided the tendency for me to think as much about the impact of relationships and groups as about inner individual determinants of behavior. It was in my Milieu Therapy training that I observed the powerful impact of peer pressure, the desire to belong, and the selective use of authority in a small supportive community; and how it motivated people to function well. It followed that schools were a logical place to intervene for people with behavior problems and in developing young people. That's how of my life's work began in two of New Haven's lowest performing schools in 1967."
After completing his residency Dr. Comer returned to Washington, DC to work at the National Institute of Mental Health. Dr. Al Solnit, the director of the Yale Child Study Center at the time, asked him to return to New Haven to run a community-based intervention program he had started in collaboration with the New Haven Public Schools.
Revisiting the Domestic Side of the Johnson Legacy
The two-day symposium focused on LBJ's major domestic policy accomplishments in poverty and economic opportunity, healthcare, education, and civil rights. Jonathan Fanton, former President of the MacArthur Foundation and Interim Director of Roosevelt House Public Policy Institute, set the stage for the symposium. Presidential historian, Michael Beschloss, gave the keynote address, "Presidential Leadership: Challenges and Responsibilities."
Panelists included Joseph A. Califano, Jr., LBJ's Chief Domestic Advisor; Dr. Louis W. Sullivan, former U.S. Secretary of Health and Human Services and President Emeritus of Morehouse School of Medicine; Henry Cisneros, former Secretary of Housing and Urban Development and Mayor of San Antonio; and The Honorable John Lewis, U.S. House of Representatives and former chairman of the Student Nonviolent Coordinating Committee (SNCC).
Luci Baines Johnson Turpin, the youngest daughter of President Johnson and Lady Bird Johnson, and her husband, Ian Turpin, attended the symposium. "She was pleased to hear how her father had affected my life and career," said Dr. Comer. "Many people have told her similar stories about how they embraced the challenges of his vision for a Great Society by choosing public service."
Reflecting on LBJ's Legacy in Public Education
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L to R: Dr. Comer, Dr. Patricia Albjerg Graham,
and Dr. David Steiner
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The other education panelists included Dr. Patricia Albjerg Graham, Charles Warren Professor of the History of American Education Emerita, Harvard University, and Dr. David Steiner, Dean of the Hunter College School of Education and former New York State Commissioner of Education. Dr. Joseph P. Viteritti, the Thomas Hunter Professor of Public Policy at Hunter College, moderated the panel.
The focus of the panel was the legacy of the Elementary and Secondary Education Act (ESEA) and Title 1--originally called Chapter 1--that provided additional funding for schools serving high numbers of students in poverty. The panelists discussed how ESEA had evolved into the No Child Left Behind Act (NCLB), its pros and cons, and limits.
"I made the point that the crisis in education is not a total American crisis. Asian Americans are first in the world," said Dr. Comer. "The problem is concentrated among African Americans and Latinos who were historically and currently closed out of the economic system; and the resultant underdevelopment and under preparation for academic learning; and an educational system that inadequately prepares its workforce to compensate for this problem. The reforms that have gained ascendency will help kids who come from mainstream backgrounds; not the most marginalized. What all kids need--especially those from non-mainstream backgrounds--is a focus on their overall development in every component of the educational enterprise; from the classroom to policy makers."
To watch the education panel discussion, click here.
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| Dr. Comer, Students Dialogue About Developmental Pathways
By Cynthia R. Savo and Sayerah Kennedy
At Michele Alex's invitation, Dr. Comer visited Room 325, her 6th grade classroom at Benjamin Jepson School in New Haven on February 16, 2012. "My class presents projects 4-5 times a school year. They decide who to invite, when the presentations will be held, and which students will present. My class wanted to go all out for Dr. Comer's visit. Each student had a job. Some made posters, some shared their projects, including a biography of Dr. Comer, and several read poems and raps about him, and one decided to play some music."
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L to R: Shelia Brantley, Dr. Comer, Michele Alex,
and Peggy Pelley
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Two of Michele's students and principal Peggy Pelley greeted Dr. Comer, Shelia Brantley, the District Comer Facilitator for the New Haven Public Schools, and Cynthia Savo, the SDP's Communications Director, when they arrived. Mrs. Pelley brought the group to the Jepson cafetorium where they had lunch and spoke with students. "Our students were thrilled that Dr. Comer chose to eat the school lunch in the cafetorium with them. This sparked conversation about our new salad bar and our organic garden, and how these initiatives support our students' growth along the physical pathway," said Mrs. Pelley.
After welcoming Dr. Comer and the other guests to Room 325, Michele moved to a corner of the classroom from which she directed the program. Five students read the poems and raps about Dr. Comer that they had written in small groups. One was haiku:
Dashing
Respectful
Cool
Original
Masters
Elder
Responsible
Several students presented their Black History Month projects about Scott Joplin, Maya Angelou, Malcolm X, and Dr. Comer. They then asked him questions about his life. "Dr. Comer told us about his life so far. We talked about how the Comer Pathways have helped us since the beginning of the year, and we took individual and group pictures with him. Our class hopes Dr. Comer can come back and visit us again," said Sayerah Kennedy who also wrote an article about Dr. Comer's visit for the Jepson Journal, the Room 325 newsletter.
"The students were fascinated by the stories Dr. Comer shared with them about the many challenges he faced as a youngster, and how those challenges helped to shape him into the man he is today," said Mrs. Pelley. She videotaped all the activities on her iPad, and an 8th grade student photographed the event for the Jepson yearbook.
Several 7th graders who were in Michele's class last year talked about the positive impact of learning and using the six Developmental Pathways--physical, language, cognitive, social, psychological, and ethical--that Dr. Comer says are critical to academic learning. A girl told Dr. Comer that when she was moved mid-year into Michele's class she "wasn't doing too well. This year I am a straight A student and a cheerleader." A boy said that learning about the Pathways had helped him get along better with other students.
The class shared with Dr. Comer that they use the Developmental Pathways to analyze characters in fiction and non-fiction books. Cynthia Savo invited the class to contribute to a new section on the School Development Program's website that will include an annotated list of books that address the Developmental Pathways.
"Jepson students were honored to discover that Dr. Comer has invited them to assist the School Development Program faculty in compiling a list of books that incorporate the six Developmental Pathways. The list will serve as a valuable resource for Comer schools across the country and the world."
After Dr. Comer and the other visitors left, Michele's students wrote thank you notes to him. The following are excerpts from their letters:
We worked very hard to show what a good school we are and that we not only follow the Comer Pathways but also inspire others to do the same. I think the Comer Pathways were an excellent idea to help people reflect on their actions and use critical thinking to do what's right.
One thing you said that stuck in my head was making a difference takes time. Also you inspired us to follow our dreams. I hope one day I'll be a very successful person.
I thank you for making the Pathways because without them, I wouldn't be thankful, polite, respectful, or physical.
If it weren't for you I wouldn't be the person I'm now.
Thank you for inspiring us to follow our dreams and to stick to the pathways.
Thank you for telling the story about your teacher's words that helped you and how your teacher was fast to jump for you. It reminded me of Mrs. Michele because she is fast to jump for us too.
Today was the best day we had.
What you said really spoke to me.
I hope you can come to our class again to talk about your job and what's it's like being a man that could come up with a great thing called "Comer Pathways."
"I enjoyed my recent visit to Benjamin Jepson and Michele Alex's 6th grade class," said Dr. Comer. "I was impressed by the way her students talked about the positive impact of learning and applying the Developmental Pathways to themselves personally and as a class."
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In Memoriam: Robert Dunwell, Ed.D.
By Cynthia R. Savo
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Robert R. Dunwell, Ed.D.
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Dr. Robert R. Dunwell, a professor emeritus and the former chairperson of the Department of Education at Washburn University in Topeka, Kansas died on March 9, 2012. Dr. Dunwell gained the support of the Washburn administration to initiate a formal partnership with the Topeka Public Schools in the fall of 1989, when the district began implementation of the Comer School Development Program model in seven schools. Until his retirement in 2001, he served as the University Facilitator of the model school/university partnership. "His goal was to work closely with the Comer Schools and to educate his university staff about the SDP so that the philosophy and processes could be infused in undergraduate curriculum. Dr. Dunwell felt strongly about preparing pre-service educators to work in urban schools and to develop the whole child," said Dr. Sara Cocolis, who worked closely with Dr. Dunwell as the District Comer Facilitator in Topeka from 1994 to 2001. Dr. Dunwell was a featured contributor to the Spring 1997 SDP Newsline article, "SDP School/University Partnerships: A Model for K-16 Education Reform." He described his role as the University Facilitator working in partnership with the District Comer Facilitator and the principals of the Comer schools in Topeka. As a member of the Comer Coordinating Committee's research subcommittee he worked on identifying factors responsible for significant growth in achievement scores in the Comer schools. Dr. Dunwell also described the ways in which the Comer Process was integrated into Washburn University: We refer to the Comer SDP model in all classes, particularly graduate classes in Educational Administration, as the single example of the school effectiveness movement which is theory-based, validated in action, and philosophically humane. Faculty in the Department of Education have adopted the Comer guiding principles of no-fault [problem solving], collaboration, and consensus decision making as operational principles for all department actions. This has resulted in a much more positive atmosphere. The University Support Team, which includes faculty members from the School of Nursing and the Department of Social Work, are available on call for both staff development and individual consultation; university faculty see themselves as more closely allied with Comer school personnel. Individual faculty members serve as members of the School Planning and Management Team at several Comer schools. The Teacher Education curriculum has been aligned to model child development principles identified in the Comer SDP. Pre-service teacher education must incorporate knowledge, attitudes, and skills relevant to working with diverse groups of parents, and we must do so much earlier in the pre-service program. We must also help practitioners see these efforts as essential to the healthy growth and development of the child and not merely some frill that is added on. We must learn how to enlist the responsible adult as a direct participant and partner in the overall development of the child. Remembrances James P. Comer, M.D., M.P.H., Maurice Falk Professor of Child Psychiatry, Child Study Center, Yale University School of Medicine and Director, School Development Program I was saddened to learn of the passing of Dr. Dunwell. He was a strong and true friend of SDP. Without him our SDP-University-District Partnership would not have happened. He had a deep understanding of how relationships, development, and learning are linked; and a gift for helping others understand. He served students, parents, and colleagues well. He will be missed, but remembered. Jan Stocklinski, SDP National Faculty and the SDP Implementation Coordinator for the Washburn University-Topeka Public Schools-School Development Program partnership
I remember meeting Dr. Dunwell at one of the Yale trainings many years ago and was so impressed with his leadership and enthusiasm for the School Development Program. At that time, the concept of university staff involvement at the local school level to help train and support the implementation of SDP was relatively new on the horizon. He believed in it, modeled it, and worked with the Topeka Public Schools to help make it a reality there.
Jack Gillette, Ph.D., Dean, Lesley University Graduate School of Education and the former SDP Implementation Coordinator for the Washburn University-Topeka Public Schools-School Development Program partnership
I was sad to hear about Bob Dunwell's death. He was a great advocate for educating every child long before it became a popular mantra. He was also one of the best navigators between the two worlds of universities and public schools. People on both sides respected and trusted him because he was smart, open to listening, and clearly someone who cared. He didn't need the spotlight. To him what mattered was real results for kids.
Dr. Gloria Dye, Professor, Washburn University who succeeded Dr. Dunwell as the University Comer Facilitator
Dr. Dunwell was a 'relationships person' all of his life and probably the main reason he was drawn to the School Development Program. It was never more evident to me than at his funeral. People attended from every part of his life from his youth to his college years to every aspect of his career, and of course to his family.
Without him, the partnership with the Topeka Public Schools and Washburn University may never have happened. Dr. Dunwell always understood the importance of people and embraced the SDP concepts of relationships as a foundational piece to all else that happens in schools.
Sara Cocolis, Ed.D., Principal, Winnwood Elementary School in Kansas City, Missouri and the former District Comer Facilitator for the Topeka Public Schools
Dr. Dunwell was passionate about the Comer Process and worked to make sure that the SDP would be part of his legacy at Washburn University and the Topeka Public Schools. When he retired, Dr. Dunwell saw to it that Dr. Gloria Dye was trained and ready to take over where he left off with the partnership. Even today, in 2012, twenty-three years since the implementation of the SDP in Topeka, Dr. Dye and Topeka Public Schools principals, staff, and parents continue to carry on the SDP teachings and processes to ensure the development of the WHOLE child.
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Dr. Comer Receives Award from Historic New Haven Church
By Cynthia R. Savo
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Rev. Edwin Edmonds
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Dr. James P. Comer received the award in the field of Education/Child Development given in memory of the Reverend Dr. Edwin Edmonds on February 12, 2012 at the 192nd anniversary commemoration of the Dixwell Avenue Congregational United Church of Christ. For 35 years the late Rev. Edmonds was the pastor of the church, the oldest formally recognized African-American Congregational Church in the world. He was also a member of the New Haven Board of Education for many years. "I worked with Rev. Edmonds on a major community project and was impressed by his competence, savvy, determination, and commitment. The last thing I noticed was that he was blind. I am honored to receive the award in his memory," said Dr. Comer. In the field of education, Mrs. Lola Nathan, the principal of Davis Street Arts and Academics Magnet School in New Haven, was honored in memory of Emma Ruff, New Haven's first African-American teacher and Connecticut's first female high school principal. Davis Street has been a Comer school for many years. The honorees also included Dr. Curtis Patton, Howard K. Hill, William Houde, Alfred Marder, Wesley Lee Thorpe, Sr., and Judge John Turner.  | State Representative
Toni Edmonds Walker |
Rev. Dr. Frederick J. Streets, the acting pastor of the Dixwell Avenue Congregational United Church of Christ and the former University Chaplain at Yale University, gave the invocation. The keynote speaker was State Representative Toni Edmonds Walker, the daughter of the Rev. Edwin Edmonds and the late Maye Bailey Edmonds, who was a teacher at Martin Luther King, Jr. School in New Haven, where Dr. Comer and his colleagues at the Yale Child Study Center developed the School Development Program in collaboration with the New Haven Public Schools.
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In Memoriam: Deborah Davis
By Cynthia R. Savo
Deborah Davis, the former Comer-Zigler (CoZi) coordinator at Wexler-Grant School in New Haven and a team leader at the Comer Kids' Leadership Academy, died on February 10, 2012.
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L to R: Shelia Brantley, Nancy Ramirez,
Deborah Davis, and 2003 Comer Kid Melissa Quintana
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In his remarks at her funeral service, Dr. Edward T. Joyner, the former executive director of the Comer School Development Program, said "Deborah was an iconic figure like the many special people before her that devoted their entire lives to others." He compared her to Esther "who is the supreme iconic figure representing women who make personal sacrifices for the collective good."
She and a group of students had demanded an equal education and by her senior year Hillhouse High School offered their first African-American History class taught by Ed Joyner. "Deborah was in the first class I taught right out of college, and she was one of my all time favorite students."
Deborah served as the Comer/Zigler (CoZi) Coordinator and a Family Advocate in the Family Resource Center at Wexler-Grant School. She participated in Comer 101 and 102 and was a certified Parents as Teachers facilitator. "From the early days of the Comer Renewal to Comer Kids' Camps, Deborah Davis modeled the foundation of the Comer Process: building relationships by giving respect to everyone she met. With laughter and hard work, she made a difference in the lives of children and adults in New Haven," said Shelia Brantley, the District Comer Facilitator for the New Haven Public Schools and a member of the SDP National Faculty. Shelia and Deb served together as team co-leaders at the Comer Kids' Academy.
"I greatly appreciated her dedication to SDP, particularly her contribution to the Kids' Academy," said Dr. James P. Comer.
Dr. Valerie Maholmes, who started and managed the Comer Kids' Academy while she was on the SDP faculty, described Deborah as "a wonderful person we could always count on her for the Comer Kids' Academy, especially the 'day at City Hall.' She was vivacious and so full of life. The kids loved her and I did too. I am saddened that the circle of friendship and fellowship in the Comer family has been broken. I'll remember her most for her beautiful smile and warm heart. She truly really believed in the guiding principles, and her behavior followed her beliefs. She'll be deeply missed."
Nancy Ramirez, a former member of the SDP staff who provided administrative support to the Comer Kids' Academy, described Deborah "as a valuable leader and team player and an outstanding SDP facilitator in the New Haven Public Schools. Everyone loved her and could relate to Deb because she was one of the most down to earth people. We were all blessed to have known her and to have her on our team. She will be missed immensely."
In Chapter 6 of Child by Child: The Comer Process for Change in Education, "Preregistered for Success: The Comer/Zigler Initiative"by Barbara M. Stern and Dr. Matia Finn-Stevenson, Deborah Davis described the positive effects of the Comer Process on children, families, and the community:
The SPMT (School Planning and Management Team) has representatives from the Student and Staff Support Team and the parent group as well as the community, so if folks want to bring something into the school, it comes to the SPMT first. Then the information gets to everyone: teachers, administrators, community, and parents. We know that whatever planning we are doing is going to enhance the quality of life for our children. That, in turn, affects the community. So if a child is succeeding, it's because the family has been touched by it, and if a family feels good about what's going on, it radiates in the child and it also radiates in the community.
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To learn more about the
Comer School Development Program, go to:
www.schooldevelopmentprogram.org |
Our Mission
The School Development Program is committed to the total development of all children by creating learning environments that support children's physical, cognitive, psychological, language, social, and ethical development.
Our Vision Our vision is to help create a just and fair society in which all children have the educational and personal opportunities that will allow them to become successful and satisfied participants in family and civic life.
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 What I Learned in School: Reflections on Race, Child Development, and School Reform
By James P. Comer, M.D., M.P.H.
What I Learned in School highlights, in one volume, the major contributions of world-renowned scholar Dr. James P. Comer, whose visionary work has dramatically shaped the fields of school reform, child development, psychology, and race. This small collection of Dr. Comer's work is beautifully arranged and includes an introduction and engaging updates from the author. These works paint a remarkable picture of what we've all learned so far, and what we all must learn going forward.
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Cynthia R. Savo
Editor
Cynthia.Savo@yale.edu |
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