, Master of Science in Education
PhD, Education and Social Policy
|1982||MA, Educational Administration||University of California, Berkeley|
|1978||BA, Elementary Education, minor in Math||Purdue University|
Research InterestsTeacher and principal evaluation, the changing role of principal, teacher leadership, professional development
Dynamics of Middle School Curriculum The objective of this course is for students to understand and explore the dynamic environment of middle schools and young adolescents, and to consider the impact of middle school principles, structures and practices on classroom learning and instruction. Students will examine the unique characteristics of middle school learning and the educational needs of young adolescent learners, and they will compare and contrast a variety of middle school models, including policy statements, visions and reform proposals. Students will share and consider their personal experiences, and those of the entire class, as they investigate the many and varied issues that impact any middle school and its community. Major topics include public policy issues, adolescent development, standards and curriculum, measures of intelligence, learning differences, school structure and culture, instructional relationships and strategies, literacy and reading in the content areas, the development of critical thinking skills, culturally responsive and equitable practices, interdisciplinary instruction, assessment methods, middle school leadership, and technology. Given the important transitions and cognitive milestones that occur during the middle school years, we will consider efforts to strike a balance between rigorous curriculum standards and developmentally appropriate modes of learning. We will consider the views and proposals of many of the parties with an interest in middle grades reform, and students will be given an opportunity to research and share their knowledge of particular subjects.
TLE: Instructional Coaching and Evaluation This course provides theoretical foundations and practical experiences regarding instructional coaching and teacher evaluation to improve teacher effectiveness and student achievement. Course participants will study varied models of instructional coaching and teacher evaluation, the distinction between coaching and teacher evaluation, the coaching cycle, teacher-coach relationships, and the evaluation of coaches, coaching, and teacher performance. To put theory into practice, each participant will practice newly learned coaching and teacher evaluation skills in class and/or in their school. Students will learn to mentor, motivate, and build trust with their colleagues. Students are expected to engage in reading, viewing and creating videos, analysis, reflection, discussion of information (texts and videos) both as a participant and as a group leader, and actively practice coaching skills in class. Assessment will be based on the quality of writing, participation, and presentation.
Instructional Coaching and Evaluation Summer intensive, July 25-29
Practicum in School Leadership I Course earns 0.5 credit for Winter, 0.5 credit for Spring Meets every other Monday The purpose of the course is to develop teachers’ understanding of and openness to growth as leaders by helping them to think insightfully about leadership and identify strategies to improve their effectiveness as leaders in schools. We will achieve this in two ways: (1) by implementing, reflecting upon, and redesigning a leadership routine (“action-observation-reflection”) to accomplish established goals at teachers’ school sites, and (2) by examining various aspects of leadership that can facilitate teachers’ personal leadership practice and development.
Last Updated: 2016-03-29 13:30:17