Fenwick W. English

Occupation Professor of Educational Administration, UNC Chapel Hill

Spouse Betty English

Children Eric English, Erin Wentz and Daphne Bazenas

Fenwick W. English, born on August 3, 1941 is an American Educational Leader, author, professor, editor, auditor and advocate of improved leadership in educational administration. He is generally considered to be the "father" of the curriculum management audit and curriculum mapping. He has served as a University Professor, Dean, Department Chair, Superintendent of Schools, Assistant Superintendent of Schools, and Middle School Principal. Over the last two decades English has held many prominent positions in the American educational administration field; he is the author or coauthor of over 20 books, over 100 journal articles, editor of The Encyclopedia of Educational Administration, auditor of secondary school systems, President of the UCEA, and prominent leader in the field of Education.

In 2002, he became the Robert Wendel Eaves Sr. Chair at the University of North Carolina at Chapel Hill. This distinguished position honors one of this century’s great leaders in Elementary Education.

Early Biography

Fenwick English was born in Los Angeles, California to middle-class parents Mel and Phyllis. His father taught middle school woodshop and his mother taught music. From a young age, Fenwick was instilled with a strong passion for education, music, and the arts.

Fenwick's father and mother were both accomplished pianists.

English was active in extracurricular activities in High School, such as the school newspaper.

During high school, English began his lifelong study of leadership through the study of great leaders. His passion was for wartime and military leaders including Churchhill and Napoleon.

In 1956 English enrolled in college at the University of Southern California (USC) where he graduated with B.S. in English and Education in 1961, and an M.S. in elementary Administration in 1963.

While studying for his M.S. he was practicing education as a Classroom Teacher; teaching Third grade at the Tweedy Elementary School in South Gate, California. (Los Angeles School District).

Elementary Education and Leadership

From his career start as a third grade teacher, English quickly moved up in the ranks of practicing Educators and in School Administration. He taught Elementary and Middle School at Palm Crest Elementary School and Foothill Intermediate School in La Canada, California from 1961-1964. His leadership in the classroom was respected and this led to his promotion to Assistant Middle School Principal at that same Foothill Intermediate School from 1964-1965. In 1965 he moved up to Middle School Principal and Central Project Director, Temple City USD, Temple City, California.

It was during his five years at Temple City that he started to formulate his ideas in writing. His observations in the classroom and school became the groundwork for his first book Differentiated staffing: Giving teaching a chance to improve learning published in 1969.

The book was well received, and it was not long before he was putting his theories into practice. In 1970 he was asked to direct a project in staff differentiation with three pilot schools in the Mesa Public School district in Mesa, Arizona. The project was funded by Arizona State University where English was employed with the title of Project Director/Visiting Lecturer. In essence he was conducting practical research by being allowed to reorganize each pilot school along slightly different models and then measure performance differences. This work was the topic of his Doctoral Dissertation, and he received his PhD in 1972.

There was a clear improvement of student performance due to organization and differentiation of staff. The positive results were published in two books Strategies for Differentiated Staffing(1972) and School Organization and Management (1975).

What worked in Arizona on the small scale would get its true test in the Sarasota County Schools in Florida. English was hired as the Assistant Superintendent for Personnel and Program Development by that district. At 25000 students, the implementation was more difficult but just as effective as Arizona.

Rise to fame and career

English received national recognition for his achievements by being elected Associate Executive Director-American Association of School Administrators (the AASA) and Director of the National Center for the Improvement of Learning. Arlington, Virginia. Although this position was honorary, it gave him exposure to people and movements within education at the national level. It also gave him the opportunity to plan and direct two national summer conferences in Minneapolis and Denver. 1977-1979

1977 Principal (Partner) , Peat, Marwick, Mitchell & Co. (KPMG Peat Marwick) National Practice Director, North American Continent, Elementary and Secondary Education, in the firm’s Washington, D.C. Office. First year spent as a manager and then elected to the partnership. 1979-1982 1979

After achieving success with KPMG Peat Marwick, and earning his PhD, English decided that the tools used in business auditing were perfectly applicable to the field of education and School leadership. This led to the publication of his first book "Differentiated staffing: Giving teaching a chance to improve learning" and the followup companion "Strategies for differentiated staffing".

Measurement, auditing, observation and techniques that the school administrator could use to identify the needs of the school became a growing theme with the publication of "School organization and management", "Needs assessment: A focus for curriculum development" and "Quality Control in Curriculum Development".

Superintendent of Schools, Northport-East Northport UFSD, Long Island, New York. 7000 pupils, k-12. 500 professional staff. $40 million dollar budget. 1982-1984 1982 Professor, Educational Administration, Department of Leadership, Instruction and Technology, College of Education, Lehigh University, Bethlehem, Pennsylvania. Doctoral and masters level instruction. 1984-1987 1984 Professor and Department Head, Educational Administration, College of Education, University of Cincinnati, Ohio. Doctoral and masters level instruction. UCEA member program. 1987-1991 1987 Professor, Department of Educational Administration and Supervision, College of Education, University of Kentucky, Lexington, Kentucky. Doctoral and masters level instruction. UCEA member program. 1991-1995 1991 Professor and Dean, School of Education-Indiana University-Purdue University Fort Wayne (IPFW). Responsible for 20 FTE faculty, 800 undergraduate students, 400 graduate students (masters). 1995-1996 1996 Vice-Chancellor for Academic Affairs-Indiana University-Purdue University Fort Wayne (IPFW). Responsible for 7 academic units (Arts and Sciences, Engineering and Technology, Fine Arts, Education, Nursing, Business, Continuing Education) 159 degree programs, 11,500 students, 500 faculty. 1996-1998 1998 Professor and Program Coordinator-Educational Administration, Department of Educational Leadership and Policy Studies, College of Education, Iowa State University, Ames, Iowa. 7 FTE faculty. Doctoral and masters level instruction. UCEA member program. 1998-2001 2001 Professor and Program Coordinator-Educational Leadership Program. R. Wendell Eaves Distinguished Professor of Educational Leadership. 5 FTE faculty, 6 adjuncts (clinical). Doctoral and masters level instruction, UCEA member program, University of North Carolina at Chapel Hill. Also served as Interim Dean of the School of Education, July-October 2003. 2002 2007

In 1964-1968 he worked for Peat Marwick KPMG. The exposure that this job gave him to the techniques of the financial audit, would make a lasting impression that would later allow him to develop the anAudit for Curriculum.

In 1968 he entered Arizona State University where he graduated with a Ph.D. in Secondary Education in 1972.

Bridging from Practical Administration to Academia

To make a mark in the field of education requires the credentials of a University Professorship at a minimum. Yet almost none of the Professors in U.S. Academia have ever practiced Education or Educational Administration in a real secondary school district. The gap between Academia and Practical Administration was huge (and still is). Bridging the gap became a quest for English that would take him to many positions at many academic institutions throughout the US. His career jumps in building this bridge would earn him the nickname "The Gypsy" from friends and family.

In Academia, the yardstick of prestige and success is publications. From his vantage point as a Secondary School District Administrator, English knew that in order to jump to Academia, he would have to out-write and out-publish the most prolific and successful Educational Administration Professors in the country. And he did.

His early books included ????

Later book included ????

Academic Leadership

Lehigh University in Bethlehem PA was looking to expand their standing in the field of Educational Leadership. In ???? they hired English as ????

At Indiana Purdue University at Fort Wayne (IPFW) from 1995-1998 Fenwick English was the Dean of the School of Education. At the same time he was the Director of the National Center for the Improvement of Learning He was promoted during his stay at Purdue, to Vice Chancelor for Academic affairs.

University of Kentucky 1992-1995, Member of the Graduate Faculty

Iowa: ????

UNC Chapel Hill: ????

Current projects

English's rise to the "top" of Educational Leadership has not been accompanied by a softening of his views on the status quo of Education. He remains a radical. A 2000 article on the ISLLC standards is illustrative...English, F. (2000). Psst! What Does One Call a Set of Non-Empirical Beliefs Required to be Accepted on Faith and Enforced By Authority? [Answer: a religion, aka the ISLLC Standards].

With firm grounding in Practical Educational Administration, Academia, and Publications, English is perfectly positioned to criticize all of these accepted bodies of the Intelligencia, and challenge then to revisit their science and transform it. The transformation should balance performance and accountability to become an Art. Only through the application of Educational Leadership as an Art can we communicate the whole message that creates better Educational Leaders, better school administration, better teachers and better education.

In 2005 English was elected to the Presidency of University Council of Educational Adminstration. <ref>http://soe.unc.edu/fac_research/profile/english.php

Bibliography

• English, Fenwick W. (1972). Strategies for Differentiated Staffing. {{cite book}}: Cite has empty unknown parameter: |coauthors= (help); Unknown parameter |month= ignored (help)

External Links

• UNC Chapel Hill at http://soe.unc.edu/fac_research/profile/english.php
• Sage Publications at http://www.sagepub.co.uk/authorDetails.nav?contribId=527771
• Phi Delta Kappa International at http://www.pdkintl.org/icmc/icmchome.htm
• Curriculum Systems at www.curriculumsystems.com
• Purdue University at http://news.uns.purdue.edu/UNS/html4ever/1997/9707.Educ.reform.xprts.html