Objective 1. Develop, revise, and implement syllabi and course design for EDLD 641 - Critical Race Theory in Education; EDLD 671 - Introduction to School Administration; EDLD 642 - Program Evaluation; and EDLD 671 - Supervision and Administration
Expected Achievement: Analyze student feedback to adjust course syllabi, design, learning expectations, and texts.
Expected Achievement: Analyze student feedback to adjust course syllabi, design, learning expectations, and texts.
| edld_641_critical_race_theory_syllabus_1__1_.docx |
Mid-Semester Course Evaluation of EDLD 641-83 Critical Race Theory in Education
Final Course Evaluation Report: EDLD 641-83 Critical Race Theory in Education
| fall_2017-edld-641-83-critical_race_theory_in_education.pdf |
Syllabus for EDLD 674-83 Introduction to School Administration
Mid-Semester Course Evaluation: EDLD 674-83 Introduction to School Administration
Course Evaluation Report: EDLD 674-83 Introduction to School Administration
| fall_2017-edld-671-83-introduction_to_school_administration.pdf |
Reflections on Feedback and Subsequent Action
There were some student comments about lack of clarity in the syllabus as it pertained to assignments and timelines. This was addressed and mitigated with the addition of some redundancy between platforms - in both the syllabus and D2L. Furthermore, the syllabi that were created for Spring semester's EDLD 674 - Supervision and Administration, and EDLD 642 - Program Evaluation, reflected the student feedback for increased clarity. A link to a syllabus is published below:
EDLD 642 Program Evaluation Syllabus
There were some student comments about lack of clarity in the syllabus as it pertained to assignments and timelines. This was addressed and mitigated with the addition of some redundancy between platforms - in both the syllabus and D2L. Furthermore, the syllabi that were created for Spring semester's EDLD 674 - Supervision and Administration, and EDLD 642 - Program Evaluation, reflected the student feedback for increased clarity. A link to a syllabus is published below:
EDLD 642 Program Evaluation Syllabus
Objective 2. Coach Participants in Cohort 7 of the Institute for Courageous Principal Leadership
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Reflection: In meeting with my assigned building leaders from St. Paul Public Schools and St. Louis Park Schools, we coalesce around the common data that has racially predictable outcomes (achievement, discipline, parent involvement, etc.) and how to change building policies and systems that perpetuate this racial disproportionality in schools. Much of it comes down to how our personal narratives and cycles of socialization shape our world-views and our thoughts about race. I included as an artifact an exercise that I created that to help building leaders think about their cycle of socialization - " I Am From" This exercise is meant to examine how we come to think, know, and believe certain things about ourselves and our world-views through a lens of racial equity.
Also, I modeled my own Racial Autobiography to provide a "template" for those who would eventually volunteer to do their own. | ||
Objective 3. Co-Facilitate Institute for Courageous Principal Leadership 2.0
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Reflection: I included as an artifact some of the data that 3 African American Female principals and I will be presenting to the group about the experience of Black girls in Minnesota K-12 education. Our charge is to examine the the Black female student perspective in terms of school experience, personal narratives, achievement and discipline data, socialization, and prospective post-secondary futures.
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Objective 4. Participate in the process of solidifying the alignment of student outcomes to competencies in preparation for the Minnesota Board of School Administrators (BOSA) review.
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Reflection: Students were able to show how competencies were being met by reflecting on the classwork and field assignments and aligning them with the competencies stated in the syllabus. By becoming familiar with not only the competencies, but also the working language of describing what those competencies look like in a school setting, aspiring school leaders can tailor their work to meet and demonstrate as many competencies as possible through their coursework and field experiences.
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