EDU 600: Core Values & Design Principles
This course looks at creating a shared vision through equitable learning spaces and self-reflection. It delves into a variety of texts and activities that illuminate the need for critical feedback and pedagogy to deepen the meaning of our leadership and learning environments.
This course looks at creating a shared vision through equitable learning spaces and self-reflection. It delves into a variety of texts and activities that illuminate the need for critical feedback and pedagogy to deepen the meaning of our leadership and learning environments.
EDU 605: Leading for Diversity, Equity & Integration
We began our journey of really looking critically at our own school culture and the issues of diversity, equity and inclusion within the walls of our own environments. Through empathy interviews and data analysis, it became evident that BIPOC representation and leadership opportunities were lacking at my school.
We began our journey of really looking critically at our own school culture and the issues of diversity, equity and inclusion within the walls of our own environments. Through empathy interviews and data analysis, it became evident that BIPOC representation and leadership opportunities were lacking at my school.
EDU 610: Cultivating Conditions for Deeper Learning
In this course, we heard from master teachers in how they have created and maintained conditions for deeper learning. We were then asked to focus on one area that addresses a real community need in a school context to enhance condition(s) of Deeper Learning. In my Capstone project, one of the lenses that I became interested in is how personality, in this case, specifically introversion, may affect someone's ability to fully engage in deeper learning. Through empathy interviews, reading critical texts, and engaging with a student panel, I decided to create my Signature Project: A Teacher's Guide to Inclusion, looking specifically at Introversion in Deeper Learning.
In this course, we heard from master teachers in how they have created and maintained conditions for deeper learning. We were then asked to focus on one area that addresses a real community need in a school context to enhance condition(s) of Deeper Learning. In my Capstone project, one of the lenses that I became interested in is how personality, in this case, specifically introversion, may affect someone's ability to fully engage in deeper learning. Through empathy interviews, reading critical texts, and engaging with a student panel, I decided to create my Signature Project: A Teacher's Guide to Inclusion, looking specifically at Introversion in Deeper Learning.
EDU 615: Facilitating Adult Learning
This course's main focus was humanizing the experience of professional development. So often also we forget to align the mission and vision of our schools with the actual professional development that we offer. Using the National Equity Projects, Leading for Equity Framework, this class helped move us forward in creating, maintaining, and delivering adult learning opportunities that push for change and move us towards the ultimate Freedom Dreams of our schools and careers.
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This course's main focus was humanizing the experience of professional development. So often also we forget to align the mission and vision of our schools with the actual professional development that we offer. Using the National Equity Projects, Leading for Equity Framework, this class helped move us forward in creating, maintaining, and delivering adult learning opportunities that push for change and move us towards the ultimate Freedom Dreams of our schools and careers.
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EDU 620: Positive School Culture & School Law
An exploration of how law and the amendments directly and indirectly affects schools was explored in this course. We were given a variety of scenarios and had to connect relevant legal cases to them. We were given the freedom to explore our own interpretations of the law and make our own conclusions as to the outcomes that we would recommend in these scenarios. Equity was at the center of all decisions and we were given ample opportunities to read about outcomes in schools that raised equity concerns.
An exploration of how law and the amendments directly and indirectly affects schools was explored in this course. We were given a variety of scenarios and had to connect relevant legal cases to them. We were given the freedom to explore our own interpretations of the law and make our own conclusions as to the outcomes that we would recommend in these scenarios. Equity was at the center of all decisions and we were given ample opportunities to read about outcomes in schools that raised equity concerns.
EDU 625: Financial Resourcing for Equity
This course focused on the advocacy aspect of financing for equity. This class had us participate in a mock board meeting in which three groups (parents, site leaders, and union reps) made recommendations for a middle school who was losing students and hence was receiving less per pupil funding from the state.
This course focused on the advocacy aspect of financing for equity. This class had us participate in a mock board meeting in which three groups (parents, site leaders, and union reps) made recommendations for a middle school who was losing students and hence was receiving less per pupil funding from the state.
EDU 630: Leading Innovative Schools
This course was multifaceted! At first, we completed our own leadership profile - looking at our compass direction leadership styles and other assessments that gave a clear view of our strengths and weaknesses. Then we moved onto case studies of school districts and their plans for change. We compared and contrasted leadership through a transformational change lens and identified pillars of leadership.
This course was multifaceted! At first, we completed our own leadership profile - looking at our compass direction leadership styles and other assessments that gave a clear view of our strengths and weaknesses. Then we moved onto case studies of school districts and their plans for change. We compared and contrasted leadership through a transformational change lens and identified pillars of leadership.
EDU 645 A & B: Examined Leadership
In this two part course, we were pushed to delve into our own habits. We took a good, hard look at ourselves in order to identify our strengths and weaknesses and how those inevitably end up in our leadership styles. From ITC Mapping to Tiny Habits, we were constantly asked to evaluate our pinches, our inherent courage, and our desire to change. Better Me, Better We.
In this two part course, we were pushed to delve into our own habits. We took a good, hard look at ourselves in order to identify our strengths and weaknesses and how those inevitably end up in our leadership styles. From ITC Mapping to Tiny Habits, we were constantly asked to evaluate our pinches, our inherent courage, and our desire to change. Better Me, Better We.
EDU 670: Inquiry into Practice 1
In this course, it was our job to find a potential place for change within our own school contexts. In my unique school, we have weekly Family meetings. Family is a kinder, gentler advisory group. It is a place to build school culture, relationships and student voice. In my Capstone project, I focused on creating a more engaging and equitable experience for both family heads and students.
In this course, it was our job to find a potential place for change within our own school contexts. In my unique school, we have weekly Family meetings. Family is a kinder, gentler advisory group. It is a place to build school culture, relationships and student voice. In my Capstone project, I focused on creating a more engaging and equitable experience for both family heads and students.
EDU 675: Inquiry into Practice 2
In this section of the Capstone Project, we put our change ideas to work. After identifying themes and drivers, we were pushed to create tangible cycles of improvement. After learning more about improvement science and its role in creating equity in schools, we began the implementation of our PDSA cycles. We created methods and processes to collect data that included empathy interviews, focus groups, exit cards and surveys. We learned how to collect and measure both quantitative and qualitative data and use them to inform our next steps.
In this section of the Capstone Project, we put our change ideas to work. After identifying themes and drivers, we were pushed to create tangible cycles of improvement. After learning more about improvement science and its role in creating equity in schools, we began the implementation of our PDSA cycles. We created methods and processes to collect data that included empathy interviews, focus groups, exit cards and surveys. We learned how to collect and measure both quantitative and qualitative data and use them to inform our next steps.
EDU 680: Inquiry into Practice 3
This is it! The culmination of the entire year! In this course we finished our Theory of Action with a Methods, Findings and Conclusions section. We discussed social science writing techniques and had the opportunity to choose a final project. In our final Presentation of Learning, we look at the implications for self, site and education overall and see how our journey through this program and our research has effected daily lives and future plans.
This is it! The culmination of the entire year! In this course we finished our Theory of Action with a Methods, Findings and Conclusions section. We discussed social science writing techniques and had the opportunity to choose a final project. In our final Presentation of Learning, we look at the implications for self, site and education overall and see how our journey through this program and our research has effected daily lives and future plans.
