Objective 1. Develop, revise, and implement syllabi and course design
|
EDLD 674 - Supervision and Administration EDLD 642 - Program Evaluation EDLD 647 - Organizational and Systems Change EDLD 644 - Politics and Education EDLD 734 - Professional Development Colloquium II EDLD 673 - Leadership of Special Programs EDLD 662 - Research in Educational Leadership EDLD 747 - Organizational Theory and Analysis EDLD 641 - Critical Race Theory in Education EDLD 671 - Introduction to School Administration |
Since my last Professional Development Report in March of 2018, I have taught 8 of 10 courses for the first time. This entailed research and preparation of the subject matter, development of syllabi, embedded racial equity content, and implementation of culturally relevant teaching and adult learning strategies to fully engage students at the Masters, Specialist, and Doctoral levels.
|
Syllabi
Examples of syllabi from the Masters, Specialist, and Doctoral courses. My ultimate goal is to convey responsiveness, clarity of expectations, and to provide a logical connection between student input and course outcomes.
EDLD 641 - Critical Race Theory in Education - Masters Level
EDLD 671 - Introduction to School Administration - Specialist Level
EDLD 747 - Organizational Theory and Analysis - Doctoral Level
Course Evaluations: Formative
| doctorate_student_opinion_report.pdf |
Course Evaluations: Summative
| spring_2018-edld-674-83-supervision_and_administration.pdf |
| spring_2018-edld-642-83-program_evaluation_in_educational_leadership.pdf |
| fall_2018-edld-662-82-research_in_educational_leadership.pdf |
| fall_2018-edld-734-01-professional_development_colloquium.pdf |
Objective 2. Provide an increased level of in-depth and personalized feedback and suggestions for student work.
Masters Level Students in the Research course were provided many opportunities to grapple with the nuances of of various research methods. They were required to complete - with 90% accuracy - a series of quizzes on D2L to assess their learning. All quizzes were timed, but students could take the quizzes as many times as necessary to reach mastery. This mastery technique demonstrates both culturally responsive and adult learning strategies.
|
Masters-level research students were required to take an online training - complete with case studies and video vignettes - from the Indiana University School of Education on plagiarism. Students needed to demonstrate 90% accuracy on the plagiarism test before they were issued an Advanced Level Certificate of Completion.
|
Objective 3. Co-Facilitate Institute for Courageous Teacher Leadership
|
|
As a co-facilitator, I participated in the planning, preparation, and execution of each of the 4 day-long sessions. This included employing best practices for culturally relevant and adult learning strategies in which to engage teachers. The response of the teachers to the exit evaluation was overwhelmingly positive. Most teachers grew in their ability to recognize and address embedded practices that threaten racial equity.
|
Objective 4. Serve as a Coach for Cohort 7 Institute for Courageous Principal Leadership
|
I coached principals from St. Paul Public Schools, St. Louis Park Public Schools, and Anoka-Hennepin Schools. During those coaching sessions, we discussed issues of race and how it affected policy, protocols, and relationships among students and staff. As we began to build trust as a group, these principals became very transparent and vulnerable - bringing very real and urgent issues to the group for the purpose of problem-solving. I was cognizant to keep race at the forefront of the conversations so that we did not apply technical solutions to adaptive problems. We were able to address many of the issues and craft feasible and equitable solutions to very complex problems.
|
Plate of Gratitude – Participants from Cohort 7 presented me with a plate of thank you notes for my work with them.
|