The NNER seeks nominations annually for the following two awards:
Nicholas Michelli Award for Promoting Social Justice
This award recognizes a setting or a group within a setting for work that promotes social justice as described in the Agenda for Education in a Democracy (AED). It recognizes the NNER’s commitment to access to knowledge and providing a nurturing learning environment for all students by acknowledging a setting that is making advances on this fundamental aspect of our work. the award is intended for a cross-role team including arts and sciences, schools, colleges of education, and community.
Nicholas Michelli’s commitment to social justice is noteworthy, and he remains a strong voice for the NNER work in this area. As he expressed at the 2002 NNER Annual Conference, “Ultimately, our moral responsibility is to children—we must be able to justify our positions/actions in the context of kids’ best interests.” This is a reminder to us that the work of the NNER—to provide access to quality knowledge to all children—must be advanced at all levels and in all roles throughout our work.
2017 Metropolitan St. Louis Consortium for Educational Renewal
2016 Center for Pedagogy, College of Education and Human Services Teacher Education Program at Montclair State University
2015 California State University at Chico REACH Program
2014 Miami of Ohio Urban Teachers’ Cohort
2011 University of Missouri Partnership for Educational Renewal Mental Health Leadership Academy and the CUNY – New York Dept. of Education Partnership (co-recipients)
2010 Ken Jones, University of Southern Maine Teacher Democracy in the Classroom Case Studies
2009 Brandon, Manitoba School District – District Finance Policy Ensuring Underserved Students’ Schools are Fully Funded
2008 Illinois State University Little Village Chicago Partnership
2007 University of Nebraska and Pershing Elementary School Developing Networks (NeNER)
Richard W. Clark Award for Exemplary Partner School Work
This award recognizes a partner school collaboration— public school, arts and science, and college or school of education—that is advancing the complex work of developing, sustaining, and renewing partner schools. And it recognizes the contributions of Richard W. Clark whose leadership in partner school research and practice continues to influence NNER partner schools.
In his writing on partner schools, Clark communicates deep understanding of the range of collaboration and commitment needed to develop and sustain quality partner schools that address the Agenda for Education in a Democracy through the partner school functions of providing quality access to knowledge to all students, ensuring quality learning environments for preservice teachers, providing professional development for all adults (university and school faculty) engaged in the work, and promoting a culture of inquiry for renewal of school practices.
2017 Hunter Street School in partnership with Winthrop University
2016 University of Connecticut, Naeg School of Education and the E.B. Kennelly School
2015 Dayton Public Schools/Wright State University, Boys Academy
2013 Winthrop University-School Partnership Network
2010 University of Connecticut Naeg School of Education and Bulkelely High School
2009 Montclair State University, Franklin Elementary School
2008 Ho’okulauwi Community, School and University Partnership for the Vitalization of Native Hawaiian Education, University of Hawaii
2007 Missouri Partnership for Educational Renewal, University of Missouri, Mary Paxton Keeley Elementary School
2006 Colorado Partnership for Educational Renewal, Rishel Middle School
2005 Montclair State University, Grover Cleveland Middle School