Year One: PLanting seeds
Rethinking Leadership
Leadership is one of the key foundational components to successful systems. This course presented the evolution of leadership thought and theory, with an emphasis on the distinction between, and interrelatedness of, effective management and leadership. We had opportunities to reflect on the nature of leadership as it is practiced in various organizational settings and its direct connection to issues of social justice. We explored our leadership skills by applying critical, self-reflective leadership practice through structured activities.
leadership research practicum
Throughout this course we embraced Cultural Proficiency as our personal work that was build upon our assets. We also initiated cultural autobiographies as a means to continue our professional growth. We then evaluated our personal core values/principles and ethical leadership practices which formed a foundation to our actions. We encouraged one another to apply ethical leader behaviors and practices that mobilize individuals and the broader community in commitment to action directed toward attainment of a shared vision. Finally, we learned how to leverage technology as a tool to enhance and support research, pedagogy, networking, and leadership skills.
educational research and evaluation design
Educational Research and Evaluation Design was delivered in a three quarter sequence. In this sequence we progressively developed a beginning level of expertise needed to design and conduct a doctoral research project and to write a dissertation.
The first course in the series focused on: a) the nature of the educational research enterprises, including its history, range, rationale, context, and controversies; b) our interactive reading and analysis of scholarly articles that present theoretical frameworks and empirical studies; and c) our learning about the importance and nature of a literature review.
In the first of the three quarter sequence, we: (1) studied the nature of research design and methodology; (2) learned and used the technical vocabulary of research and evaluation (oral and written); (3) practiced scholarly writing (summarizing and synthesizing current research thought); (4) read and responded to research studies; (5) initiated our annotated bibliography as a first step toward writing our review of the literature; and (6) prepared a literature review addressing a topic of our choice.
The first course in the series focused on: a) the nature of the educational research enterprises, including its history, range, rationale, context, and controversies; b) our interactive reading and analysis of scholarly articles that present theoretical frameworks and empirical studies; and c) our learning about the importance and nature of a literature review.
In the first of the three quarter sequence, we: (1) studied the nature of research design and methodology; (2) learned and used the technical vocabulary of research and evaluation (oral and written); (3) practiced scholarly writing (summarizing and synthesizing current research thought); (4) read and responded to research studies; (5) initiated our annotated bibliography as a first step toward writing our review of the literature; and (6) prepared a literature review addressing a topic of our choice.
leadership for a diverse society
This course addressed theories and practices for achieving schools and classrooms that are informed by and built around the participation of diverse communities and cultures. The emphasis in this course was on how leadership intersects with socio-historical and socio-cultural theories that suggest the organization of schools and instruction is critical to student inclusion and outcomes. A basic premise of this course was that a socially just learning theory begins with using all of the resources and knowledge of families, communities and cultures in formulating policy and practice.
We described how educational leadership was influenced by socio-historical and socio-cultural contexts. We described our developing identity as an educational leader and researcher in a diverse society. We developed a plan of action for engaging in transformative conversations focused on equity for all in our workplace communities. We then linked research on issues of social justice with our own research focus.
We described how educational leadership was influenced by socio-historical and socio-cultural contexts. We described our developing identity as an educational leader and researcher in a diverse society. We developed a plan of action for engaging in transformative conversations focused on equity for all in our workplace communities. We then linked research on issues of social justice with our own research focus.
leadership for organization development
Leadership for Organization Development provided readings, learning activities, and a supportive context for deep reflection, engaging dialogue, and an intentional focus on bridging theory to practice on understanding leadership skills that recognize and value the collaborative, networked aspects of organizations as well as the ability to leverage existing organizational strengths. Recent research suggests that one of the main functions of leadership is to support and develop organizations to meet a shared vision of excellence.We applied a critical, self-reflective, social justice lens on our work through structured learning activities that offered opportunities to further hone and explore leadership skills in serve of developing organizations.
I chose to revise and deepen the work with my dissertation topic around distributed leadership and student voice in relation to organizations by growing my annotated bibliography. I then created an Ignite presentation, an application and integration project that drew on theoretical work discussed in the course and applied it to an organizational 'problem of practice' with twenty slides in five powerful minutes.
I chose to revise and deepen the work with my dissertation topic around distributed leadership and student voice in relation to organizations by growing my annotated bibliography. I then created an Ignite presentation, an application and integration project that drew on theoretical work discussed in the course and applied it to an organizational 'problem of practice' with twenty slides in five powerful minutes.
Leadership for learning
Leadership for Learning enabled us to explore various models of curriculum and instruction in response to students’ learning needs. We also examined models of school organization and the leader’s role and responsibility in developing a school culture that promotes student achievement, using evidence-based decision making. A major emphasis was placed on evaluating research on which theories and practice are based.
Our rich dialogue was facilitated on adult learning and leadership implications. We engaged in theory, empirical study, and discussions of practice to synthesize, critique, and apply material for multiple purposes: future research, leadership practice, and continuous learning. The framework of the course offered an introduction to several learning theories as a foundation for the examination of current schools structures for teacher learning. This content offered us an overview of current discussions, providing opportunities for continued study of concepts introduced. We designed our own conceptual model of teacher learning, conducted leadership for learning interviews, and wrote a final paper on building future research.
Our rich dialogue was facilitated on adult learning and leadership implications. We engaged in theory, empirical study, and discussions of practice to synthesize, critique, and apply material for multiple purposes: future research, leadership practice, and continuous learning. The framework of the course offered an introduction to several learning theories as a foundation for the examination of current schools structures for teacher learning. This content offered us an overview of current discussions, providing opportunities for continued study of concepts introduced. We designed our own conceptual model of teacher learning, conducted leadership for learning interviews, and wrote a final paper on building future research.
Contact: melissahan411 [@] gmail.com