Effective teaching is the cornerstone of my work at the University. I am always reflecting on my practice and looking for for ways to improve the curriculum, instruction, and assessment of my classes. I do this by incorporating culturally responsive andragogy, current and relevant curriculum, and planning for and inserting racially conscious perspectives to all class experiences. The result has been overwhelmingly positive educational experiences for my masters, specialist, and doctoral students - and for me as well! Another part of my duties is as Chair of the Department of Educational Leadership. In addition to the administrative portion of this role, I feel responsible for providing the resources and opportunities for my faculty and staff colleagues to fulfill the mission and vision of the department.
Course Evaluations
| fall_2021-edld747__01_82_organizational_and_critical_race_theory___analysis._pdf |
| fall_2021-edld-670-82-portfolio_review.pdf |
| fall_2022-edld662__01_82_research_in_educational_leadership.pdf |
| spring_2021-edld-674-82-supervision_and_administration.pdf |
| spring_2021-edld646__01_82_leadership_and_instruction_for_race_and_culture__1_.p_df |
| spring_2022-edld-670-83-portfolio_review.pdf |
| summer_2022-edld-673-82-leadership_of_special_programs.pdf |
Examples of Student Work
The following artifacts illustrate masters, specialist, and doctoral students' understanding and application curriculum and competencies through an equity lens.
The following artifacts illustrate masters, specialist, and doctoral students' understanding and application curriculum and competencies through an equity lens.
| program_foundation_assignment.pdf |
| case_study_-_group_presentation_-_twice_exceptional_learners.pdf |
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Master's course: EDLD 641 - Critical Race Theory in Education
This presentation demonstrates students' understanding of one of the five tenets of Critical Race Theory - Differential Racialization. The assignment called for each small group to research their assigned tenet, uncover the history and legal ramifications of the tenet, present current examples of the existence of the tenet in everyday life, and involve their peers in a culturally relevant learning experience to learn more deeply about this particular tenet. |
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Specialist Course: EDLD 673 Leadership of Special Programs
Student work outlining the need for equity and the strategies needed to support transgender students in schools. This is an example of the depth of understanding and application of knowledge that is required of our students. |
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Doctoral Course: EDLD 747: Organizational and Critical Race Theory & Analysis – Example of feedback given to a student.
In their first doctoral course, students are instructed to critically examine their nascent dissertation topic and based on a short review of the literature, outline the pros and cons of studying that particular topic. This assignment allows them to explore their topic while simultaneously requiring them to use research to support their choices, write academically, and expose how equity considerations may or may not show up for them in their work. This artifact is some of the feedback given in D2L. Of course, there is feedback and suggestions given in the body of the paper as well.
In their first doctoral course, students are instructed to critically examine their nascent dissertation topic and based on a short review of the literature, outline the pros and cons of studying that particular topic. This assignment allows them to explore their topic while simultaneously requiring them to use research to support their choices, write academically, and expose how equity considerations may or may not show up for them in their work. This artifact is some of the feedback given in D2L. Of course, there is feedback and suggestions given in the body of the paper as well.
EDLD 735: Professional Development Colloquium 2
This doctoral course is focused on each student completing their first three chapters of the dissertation. It is a very labor intensive course for both student and for me as the instructor. I read every word and give extensive feedback on the review of the literature regarding their topics, their research design, their academic writing and use of proper APA style and formatting. This artifact illustrates a bit of that feedback.
This doctoral course is focused on each student completing their first three chapters of the dissertation. It is a very labor intensive course for both student and for me as the instructor. I read every word and give extensive feedback on the review of the literature regarding their topics, their research design, their academic writing and use of proper APA style and formatting. This artifact illustrates a bit of that feedback.
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Institute for Courageous Teacher Leadership
Since 2018, I have been the Lead Facilitator for the Teacher Institute. Pam MacKinnon and I have welcomed a new cohort of K-12 classroom teachers who desired to implement proven and research-based strategies to address racially predictable gaps in their schools. Teachers take a pre and post evaluation of their skills and perspectives --always showing growth and confidence in their abilities at the end of the Institute. |
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Institute for Courageous Principal Leadership
Since 2017, I have coached principals in the Institute as well as being called on to provide and teach racially conscious content and interrogate commonly held school practices that perpetuate racially predictable outcomes for students. These monthly coaching sessions have allowed me to stay involved and current in the present work of school districts. |
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EDLD Department Meetings
The Department meets bi-monthly to discuss administrative business and to plan or refine educational experiences for our students. We use this time to gather and analyze data to make improvements to our programs and operating procedures. It is also a time for professional growth as we open each meeting with a faculty-led grounding that provides a time of reflection about how we might better realize equity in our lives and in our practice. |
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