My Metaphor: Getting Stronger--One Step at a Time
“The two things I did learn were that you are as powerful and strong as
you allow yourself to be, and that the most difficult part of any endeavor
is taking the first step, making the first decision.”
—Robyn Davidson
|
|
|
|
|
|
      
Dr. Jonathan T. Hughes, Director of the Ed.D. Program at the Oakdale Campus
Dr. Frank Smith, Professor at St. John's University at the Oakdale campus
Dr. Korynne Dunlop-Taylor, Professor at St. John's University at the Oakdale Campus.
Organizational Learning All Disciplines Function Together. Personal Mastery Mental Models Shared Vision Team Learning and Systems Thinking
If You Can Believe It, The Mind Can Achieve It." ---Ronnie Lott, Safety for the San Francisco Forty Niners.
Above are most of members of cohort 8 along with Dr. Jonathan T. Hughes (back left), Professor Faucetta (back right).
|
1. Below is a list of the courses I completed and a brief description of the goals and activities therein. Each course is divided into a category of administrative or instructional theme including Leadership, Management Science, Policy/Politics, and Organizational Theory. DESCRIPTION OF COURSES BASED ON ST. JOHN'S CATALOG
Program Synthesis The doctorate program at St. Johns' University has influenced me in many respects. I was a part of a cohort of students for the entire process of the curriculum. Our group of students, which began and ended the courses together, was called the 8th cohort at the Oakdale campus. The curriculum program lasted well over three years. After each of the courses, as we contributed in our own way to the collective process of learning, I began to develop skills in the fields of quantitative and qualitative research, in utilizing technology to disaggregate data, in recognizing various organizations in schools, and in making presentations to professional groups as well as student groups. T There are several categories of the curriculum I can identify with strengthening my professional skill level as a school administrator. One category of the coursework concerns policy/politics. In these courses I have learned new perspectives in explaining how individuals relate to one another in educational settings. Also, as members of the cohort presented material from scholarly texts, articles and excerpts, I learned about various theories in the changing rapport that educators developed over time with stakeholders and various organizations in the educational settings. The courses in policy/politics have conveyed how the principal leaders exert influence in the school culture and the school climate for the purposes of improving student academic performance. I have been able to discern the interaction of various groups of teachers, students, and family members as these stakeholders constantly contest for influence as they convince others of their point of view. There are individuals in the public sector who contend for resources as well, and they utilize their influence by manipulating the community as they cogently try to convince others about how to utilize resources for improving student academic performance. Indeed, policy courses have taught me that there are educators who garner the support they need to plan, implement, and assess curriculum, implement academic programs in various levels of education, as well as utilize data to interpret student skills. Scholars have recommended measures to improve student academic performance by studying the educators' particular roles and utilizing data to drive instruction. Another category of coursework entails certain leadership styles. I was able to discern the changing methods of leadership from "top down to collegial", and from "directives to discourse." Many of the courses have enabled me to develop my own leadership style from various readings which I have culled from reading list of he doctorate program. Indeed, from historical readings of education, I have been able to develop a rationale for the methods of my leadership style. The readings encountered in the doctorate program lead me to believe that leadership is paramount for an effective educational organization. Leadership is an important term; it connotes delegating tasks to individuals who must perform duties that enable the system to function well. Leadership is also the ability to make difficult choices in developing an effective school. The manner in which one exerts leadership skills is paramount in influencing others for improving the educational experience of our students. My leadership style is reflective of collaborative consensus in developing a rationale for decisions, and then be forthright in my intentions for explaining my decisions in a comprehensive approach. I have a quiet resolve which permeates the school climate and others depend upon my energies as they carry out their duties as educators as well. I am supportive of their endeavors, yet I am encouraging others continuously to be reflective of their performance as they make their own decisions in interpreting how to improve the educational experience of their students. There are several courses dealing with organizational theory, which breaks up the ability to discern information in various ways. For example, there were some courses where I was able to utilize specific objective data relating to student scores and interpret them to convey the ability for some students to perform certain functions in math and/or communicate in English. In other words, I was able to learn quantitative research as a means for determining how well students performed in various exams. Likewise, I was able to utilize information from surveys, interviews, and observations in qualitative research. Both techniques are mandatory for research efforts in earning a doctorate degree and the curriculum in the 8th cohort offered an in-depth view of qualitative and quantitative approaches in analyzing data. The above-mentioned categories are recognized as a means for developing skills as a school administrator. Indeed, I have been able to utilize the knowledge gleaned from these courses in my professional tasks as an Assistant Principal at Central Islip High School. I am confident that I have the resolve to lead a school setting. First, my personality is conducive to enduring the myriad of tasks demanded of me. I am tenacious, conscientious, dependable, and enthusiastic in my approach as an administrator. Also, my leadership style encourages all stakeholders in my district to play a role in the pursuit of improving our students academic performance. The doctorate courses have enabled me to notice the resolve of others and encourage them to convey their opinions, and to make contributions in their professional capacities which ultimately improves the educational culture and climate. Finally, I have learned the core knowledge in analyzing data expertly in a quantitative and qualitative approach as I can convey the academic strengths of our students as well as articulate what is needed for future improvement. All in all, the doctorate program at St. Johns University is a balance of policy, organization, leadership and technology for the purpose of high academic performance of our students. I intend to continue learning new skills in order to expand my professional duties and become stronger in my resolve to help others in the years to come.
Below are the individual courses I attended at St. John's University at the Oakdale campus. Each course was instrumental in my development as an administrator and a educational leader in a particular way. Whether concentrating on Politics/Politics, Management Science, Leadership, or Organizational Theory, I grew stronger in my resolve to develop a leadership approach to improving the educational experience of my students.
Edu 5743: Educational Planning Cohort 8: Summer –July 2007 (Cohort 2: Spring, 2002) Professor: Dr. Hughes and Dr. Smith
I began my first "foray" into the Ed.D. program at St. John's University located in Oakdale with the registration of this course which I attended two weekends (as I did most courses ) in February/March 2002. I remember fondly the intense discussions and debates arising from essential questions posed by Dr. Smith and Dr. Hughes about the purpose of education, the way in which schools operate, and the interaction between parents and teachers about the academic progress of their children. Also, Dr. Hughes encouraged us to incorporate various scholars in our presentations and papers as we studied traditional standards of academic performance and the early philosophies of arising from the reform efforts along the way; specifically, introducing Taylor and incorporating the machine metaphor as a way of simplifying complex concepts in describing the educational process. Various leadership styles were studied and each member of our cohort utilized new knowledge of Astound as we conducted presentations about Senge, and Hargreaves. As the first weekend drew to a close, I knew that this doctorate program would be like no other; indeed, our cohort did not sit aimlessly as I had in other courses, in fact, each member of the cohort was required to rely on the entire group for knowledge and student products, and they must also contribute to the projects as well. Dr. Hughes wrote copious notes as we copied them in our notebooks, and he asked critical analysis questions which we answered favorably. Dr. Hughes then encouraged us to participate in a cooperative exercise about systems thinking, while he circulated around the room to monitor our progress. Dr. Smith encouraged us to engage in cooperative exercises and present our findings of complex concepts derived from the texts, not just regurgitate information. Needless to say, it was an exhilarating first evening, which did not ebb throughout my entire classroom experiences of the Ed.D. program. The first weekend drew to a close as we became accustomed to actively engaging in debates, presentations, and/or scholarly interpretations and reviews of professional articles. The second weekend was still vey much exciting, the entire cohort continued to exude exhilaration at the "newness" of the cohort experience knowing that we had an opportunity to earn a doctorate at the far end of the long journey. As the last day drew to a close of the first course, our cohort watched a film delineating specific operations concerning Central Park East High School. As we discovered various episodes, we devised essential questions representing different conceptual frameworks as the basis for the questions. Another text, Sustainable Leadership by Hargreaves and Fink was a useful resource in our understanding of several characteristics of leadership. Our cohort also discussed scenarios in which sustainable leadership functioned most effectively. Central Park East High School Critical Incidents Technology Enhanced Research 101 Websites Productivity.pdf 2. Edu 5420: Politics in Education Summer –July 2007: /Cohort 2: Summer 2002: Professor: Dr. Frank Smith
This course is well renown for Dr. Smith's intensive research emanating from the text Policy Paradox, by Deborah Stone. I was able to glean much information as I slowly incorporated new knowledge from Stone's text about the importance of scrutinizing all data, even objective data, albeit some may stipulate a cogent response that objective information must never be questioned. This course, which I attended as a member of cohort 2, was instrumental in inferring various forms of quantitative research in subjective arguments designed to convince others of a viewpoint; in other words, Stone has clarified that even objective information can be interpreted as subjective opinion and researchers must be cognizant of bias in gathering any data in the course of developing a conceptual framework about a topic. Each member of our cohort read a few chapters of the text, we made presentations utilizing Astound, and then chose a conceptual framework (cultural, theater, brain, political) for clarifying our research. Also, cohort 2 wrote a paper in describing basic tenets of the skills required for a position as superintendent. Last, chose the cultural framework as I wrote a PowerPoint presentations and then shared my thoughts to the board of Education with other members of my committee at the Central Islip District Once during a board meeting, as a justification for an actual transfer of identification which led to the adoption of the Reed Junior High School, which became the Reed Middle School. as remains a middle school today as a result of our effects. There were other important concepts about the text, Policy Paradox and Sustainable Leadership. Both textbooks were instrumental in creating a cogent argument for a cohesive approach to provide support for each students entering the building as a middle school student. Below is a PowerPoint presentation I created, and I was a member of a committee to provide support for the transfer of a junior high into a middle school at Central Islip. During the presentation, I was able to provide an urgent appeal with enough evidence to persuade others that a middle school would be the best level of education suited for our students. Our presentation emphasized the need to support adolescents academically, emotionally, physically, and socially. I attended this course with the second cohort which had a different curriculum than my classmates in cohort 8. Nevertheless, the same requirement of reviewing Policy Paradox made for wonderful debates and intense discussions about policy paradox and the definitions that accompany the overview and ambiguous term. Each member of the cohort utilized the notes on Policy Paradox in order to create a presentation, utilizing their new technological skills of astound as a means for the slideshow in lieru of powerPoint. Transfer Reed Junior High to the Reed Middle School PowerPoint Presentation Chapter Notes (Efficiency) of Policy Paradox by Deborah Stone Letter of Intent for a Position as Superintendent utilizing conceptual framework EDU 5415: Intro to Educational Administration: District Based Data: Fall (September/October 2007/Cohort 2: Summer2002: Professor: Dr. Hughes
Here the inception of the Ed.D. program at the Oakdale campus Cohort 2 participated in utilizing MapInfo as well as incorporating Astound as a viable alternative to PowerPoint in creating presentations. During my experience in cohort 2 I was able to glean central powerful concepts in the "Drucker Series" where individual members of the cohort made presentations regarding Leaders of the Future, Organizations of the Future, as well as Community of the Future. It was my first experience in making in-depth presentations utilizing technology, and I am better equiped as I make presentations in carrying out my duties as an Assistant principal. I am grateful for discussing the central themes concerning the contemporary view that employees are hired to complete a job or perform a task, in lieu of remaining loyal to one organization for an entire career. Indeed, plans will be made to be more job specific in lieu of being on a career track where an employee will work for the same company for any length of time. Power Point Presentation/ Community of the Future EDU 5571: Administrative Leadership In Schools Fall September/October-2007:/Cohort 2: Summer 2002: Professor: Dr. Frank Smith
this Course was instrumental in providing a life
Learner Page Coursework/EDU 5571 ADMINISTRATIVE LEADERSHIPcultural questions.docx Blue Ribbon/Mini-dissert/STONE/Cohort 8.pdf EDU 5105: Multicultural Social Organization: Sprin (February/March: 2008): Professor: Dr. Korynne Taylor-Dunlop
SYNTHESIS This course gave me time for reflection on so many levels. It truly made me think about my intentions as I carry out my duties in my career. The texts that we read as a group and the presentations from Collins, Making Choices to Black Feminist Thought, caused us to really consider how minorities have overcome their harsh surroundings in the past, and then the subtle innuendos that they still have to endure today. First, as an “ice breaker,” we enjoyed different foods that members of cohort 8 prepared and shared with each other. This exercise brought us together as a way of understanding how different cultures use foods to describe their way of life. The old adage, “you are what you eat” applies, as cohort 8 sat down to enjoy the different flavors from Norway to Nigeria to Italy and back again. Afterward, Dr. Dunlop and the members of cohort 8 enjoyed a discussion about how these foods were made, and why they members decided to cook or make these delitious treats. Afterward, Dr. Dunlop encouraged individual members to make presentations concerning the above-mentioned texts. The presentations were certainly “food for thought,” and the subsequent discussions were informative about how minorities were treated in the united states historically, and in the present. Other days of the course were filled with additional presentations by other members of the cohort about how educators should be aware the various stereotypes that cause many false interpretations of minorities today. In particular, Black Femenist Thought was instrumental in describing about how Black females have been able to overcome their hardships and terrible treatment in the workplace. After each presentation of the works by Collins and Collins, it was apparent that Dr. Dunlop was able to encourage us as a cohort to bring to the fore our feelings about the treatment of minorities in our country. Also, toward the end of the course, I especially appreciated the two presentations about Schein’s Organizational Culture and Leadership. It wrapped up the course about how not only the background of one’s life can affect academic performance, but how the culture of groups in the schools can do so as well. Unions, teachers, families and positions can affect the atmosphere of a school settling as a leader tries to encourage a positive learning environment so our children can succeed academically. In addition to the texts of the treatment of minorities, Dr. Dunlop shared videos about Ellis Island and Lewis Hine’s pictures as it relates to the treatment of immigrants in American life. These videos were instrumental in detailing the experiences of immigrants, children and minorities as they struggled to reap the benefits of the “American Dream.” Another video describing how the pictures of Lewis Hine captured the faces of the children; they were especially poignant as Hine snapped pictures of them in factories, working in slovenly conditions in their youth which was not only unsavory, but abusive. All in all, Multicultural Social Organizations was a reminder that immigration plays a vital role in our lives today as we interact with one another in our respective careers. Dr. Dunlop was instrumental in encouraging us to present our thoughts as we shared our own experiences of being mistreated, and applied our own feelings to the experiences of how we should others. We were also able to utilize our new skills in technology in our presentations. ook Review Black Feminist Thought by Collins Education that is Multicultural and Social Reconstructionist Goals of five approaches in sleeter and grant EDU: 7801: Digital Portfolio: Spring (April/May: 2008: Professor: Dr. Jonathan T. Hughes
SYNTHESIS
This course was an adventure for many reasons. First, not only did I learn about how to create a website and navigate through many pages, but I am charged with actually creating a website, contact and pay for a company to run the website live, and upload everything from articles to papers and finally, make presentations from every type of scholarly report one could possibly fathom. This course began with a presentation by Dr. Hughes who quickly navigated through the front page website. In so doing, we followed along, or as you can imagine, I followed with the mouse, but I just listened to the many functions that our program, Frontpage offers. As I became acquainted with the myriad of options which accompanies FrontPage, I began to understand the advantages of utilizing this program. At first, Dr. Hughes presented his own website to us, which appeared neatly condensed, yet the topics appeared scholarly and very well connected to themes and metaphors. As Dr. Hughes went deeper into the folios of his website, I became amazed at the amount of work he had piled up, and comprehended the importance of saving my work in a digital format. Also, as Dr. Hughes shared the plethora of presentations he had amassed over the years, he was excited about the opportunity to share his work and the applicable skills in utilizing techology to communicate scholarly research. All in all, Dr. Hughes taught us how to utilize word, copy and paste different presentations, hyperlink from within a page, and from the internet as well as to the internet. In addition, Dr. Hughes showed us how to use bookmarks, how to utilize different fonts, and manipulate backgrounds, as well as making the pages clearer before we saved the files in pdf formats. During our meetings, there were presentations from other cohort members who have completed their websites. It was interesting to witness their websites and I learned a great deal from their presentations. Later on in the course, Dr. Hughes demonstrated how to create the index page in our website. This page was the first of several that we needed to create. All in all, Dr. Hughes showed us how to create the skeleton format of our websites with the creation and development of the index page, the personal page, the professional page, the learner page, the expert page, the scholar page, and the site map page. With each page, we reviewed how to include important information, albeit as we made brief demonstrations of our progress for each of these pages, it became evident that our websites would be as different as our tastes are for fashion. I was particularly intrigued about the different themes of our websites. Dr. Hughes made it clear that each member of the cohort must chose a metaphor in devising our websites. The chosen metaphor should become embedded in each of our pages, so that we would be able to demonstrate our unique leadership styles in our careers through the metaphor. I made a demonstration about utilizing a metaphor of a ladder trying to create the message of stepping up each rung on a ladder after a course. However, I have since altered my metaphor to show how after each course I have taken at St. Johns University at the Oakdale campus Doctoral Program I become stronger as a weightlifter does after each workout. As one would surmise, it is very difficult to complete the development of a website, even after two weekends of very intensive training. I am very appreciative of the offer that Dr. Hughes made about offering to review the development of pages of a website as a review class. In fact, Dr. Hughes has presented website development on several evenings during the week after EDU 7801 for several hours each night. I can attest that I learn many new ways to navigate through the pages of frontpage each time, and I am sure that I will become even better at website development as he presents frontpage again in the future. Also, the premise of website development is part and parcel of the idea of sharing knowledge with others and becoming a community of learners. I am appreciative of this educational philosophy and I have implemented some of the concepts of the cohort model in my duties as an Assistant principal at Central Islip High School. Indeed, there is too much information for all of us to learn in our duties in the public schools. I encourage each of us to share our individual talents with others so that we can grow as a group.
7801 Digital Portfolio/7801DoctoralProgramBooklist.pdf Digital Portfolio: Paper: Middle School Technologies
EDU: 5419 Advanced Study in Organizational Theory: Summer 2008: Professor: Dr. Korynne Taylor- Dunlop
Synthesis This course enabled me to bring together all of my readings in how our educational system grew throughout the history of the United States. An ancillary benefit was the “peek” at putting together the first three chapters of the dissertation. Dr. Dunlop began the course with a general discussion of how our readings of various authors have led us to begin our conception frameworks. By the end of the course we had a general idea of where to proceed with the next step in developing our websites and the central ideas of our first three chapters of our dissertations. At the inception of the first course weekend, cohort 8 was “true to form” and ready to present the findings of articles about various theorists that were due for homework. Three members of the cohort presented their findings about Classical Organizational Thought. I was also ready to present my interpretation of an article dealing with neoclassical organizational thought, as well as articles 9,10.11.12. and 13 in the text. Basically, these presentations were interpretations about the historical significance of educational philosophy as it pertains to increasing academic performance in our schools today. One interesting concept revolved around the notion of whether activities should be grouped by product or function. Other important issues that were discussed included how choice affects differentiations among specialists, and integration and coordination. As often is the case, there were guest speakers who demonstrated their portfolios and they gave us ideas of how to develop our websites. These speakers were very informative and inspired me to keep current in my approach of inputting my files in an organized manner. The majority of the time was spent covering the concepts included in the two texts, Classics of organizational Theory and the other? Both texts were presented in a typical cohort fashion inclusive in a doctoral program. In other words, in lieu of lectures and requiring students to write copious notes and regurgitate the facts in an essay, Dr. Dunlop encouraged us to present our findings after we had read our respective theorists, discuss important issues embedded in the texts, and then elaborate how our new knowledge can be synthesized into our developing conceptional frameworks with respect to educational theories during the history of the United States in conjunction with the development of other organizations. Each of the cohort members presented their findings via PowerPoint and we developed a collective understanding of many theorists in a short time. There was a final project was comprised a lengthy paper in response to various fundamental issues, goals, and what else. The cohort was divided into two groups, but each group was responsible for the same paper. It was interesting how each group divided up responsibilities in the organization of the paper. It gave me tremendous insight of how group dynamics can influence the success of a project. In the beginning, it was difficult to make progress because our group members believed in that their individual comments were paramount to the group project. However, once we realized that we needed to present our ideas in a cohesive and collective manner in answering the questions, we were able to finish the project in an organized, researched-based, manner which was acceptable to each of the members of the group. This was a monumental task which taught me that to improve upon a task which is given to a group of individuals; we must find a collective understanding of how to proceed so that our individual voices can contribute in a collective manner, without all of our ideas being presented. Ultimately, I found this course useful in that I was privy to the first theorists in the scientific management, and then was able to discern the main ideas of educational philosophy and organizational development throughout the history of the United States to the present. As a history major in my undergraduate studies, with my background as a social studies teacher, I found this course to be refreshing. I was particularly intrigued by the depth of study of Schein’s text, the ----of CULTURE. I will now attempt to synthesize the ideas gleaned from this course into my dissertation dealing with middle school model
EDU 7800: Qualitative Research: Method and Analysis: Summer July 2008: Professor: Dr. Frank Smith Dr. Smith inculcated a sense of creating categories for each "piece" of data, known as bins and codes. First, we read a survey Synthesis: Dr. Smith's course of utilizing qualitative research as a means for discussing a person's data in generating answers for a dissertation was very informative. Dr. Smith began the weekend by encouraging each member of the cohort to engage in a problem solving routine in generating data and explainin how the data contributed to the researcher's ability to write his/her dissertation. dr. Smith encouraged the cohort to utilize discursives, and conversations, as well as survey's in order to crated qualitative research analysis, which some i th ecohort needed in order to gather information and genetate bins and codes about which his students were able to provide explanations and write reasons for gatherig and storing information . then, Dr.; Smith handed out an actual survey about the Northern Highlands Survey and encoraged students to create bins an dcodes in the analysis of coding information. When each of the student groups completed their task of gatheing iln groups and writing codes creating bins for their own benefit. Toward the end of the course, the members of the cohort made presentations about their unique interpretations of utiliizing qualitative data in creating bins and codes emanating from the Northern Highlands Survey. Bins and Codes from the Northern Highlands Survey An alternative look at Bins and Codes in the Analysis of Coding
EDU 5655: Data Analysis: Fall (September/October 2008) Professor: Dr. Jonathan T. Hughes Synthesis: During the journey it is incombent pon all of us to practice two improtant types of research, quantitative and qualitative strategies. In the data analysis class, Dr. Hughes emphasized quantitative data efforts inasmuch as we were expected to utilize SPSS program and a survey from an actual report which was not divulged as to the school district. The cohort was responsible to utilize several analysis survey questions, and then quantify them accordingly to ascertain whether individuals in the student body, the faculty, the parents, and the community members in separate studies were able to convey their agrreement as to how safe the district was, the curriculum, the quality of academic and extra curricula programs, as well as teh rapport among the various stakeholders. Then, Dr. Hughes made a cogent presentation about how to utilize SPSS in creating charts, graphs, and histories in presenting themes about popular and hidden themes that were broght to the fore today. On various occasions, we were encouraged to work in groups within the cohort, while Dr. Hughes circulated around the group members to ask critical analysis questions about quantative analysis, and how to utilize objective data in cogent arguments in dealing with different perceptions about the school district and the surrounding area. Finally, as each group presented its findings, Dr. Hughes critiqued the presentations and we changed our findings accordingly as a reaction to his critiques. Last, Dr. Hughes encouraged the cohort to continue inn our approach in utilizing a quantative approach to research as we presented our dissertation topics.
FREQUENCIES OF COMMUNITY SURVEY FREQUENCIES OF PARENT CHARTS Output 1. Interpretations of Teacher Survey of Urbana Schools INTERPRETATIONS OF FREQUENCIES OF COMMUNITY SURVEY FOR URBANA SCHOOL DISTRICT EDU 7211: Statistics: Fall (November/December 2008) Professor: Dr. Nick Bernice
Synthesis EDU7211: Data analysis II Professor: Dr. Nicholas Bernice Data analysis II became a great opportunity for me to learn statistics in a secure environment where I was able to learn apply general terms of in quantitative research efforts to specific situations. Some of my responsibilities of article reviews were good reinforcement in developing an idea of how statistics can describe circumstances in education. Also, I was able to utilize SPSS and apply the descriptive analysis of charts in my presentations. After these presentations, the cohort members were able to discuss my findings and we were able to utilize my research results as a learning instrument in statistaical analysis. Each of us in cohort 8 was able to learn about statistical anlaysis in the same way. In fact, we were able to utilize the varied mechanisms of SPSS in this course and we reviewed how to use the program in our presentations as it related to prevalent educational themes today. Dr. Bernice was instrumental in his guidance in my quest to learn statistics; he gave me the impetus to utilize this proven program and discuss the results confidently, while I became accustomed to the nuances and became nimble in how to navigate the many “bells and whistles” of SPSS. I could still be able to discuss the results of my research in my presentations by analyzing the my data in general terms, and I learned more about quantitative anlaysis each day I utilized this important statistics computer program. Indeed, Dr. Bernice was instrumental in creating a learning environment where I could explain my results without being conscientious about my lack of experience in communicating results quantitatively. I still have a long way to go as far as interpreting the results of quantitative results, or utilizing a survey and discussing the charts and graphs from the raw data, yet, I have learned to be confident in asking the appropriate questions in my research analysis efforts. The text, Statistics For People Who Hate Statistics, is a good resource for me in many respects. The reading is easy to understand and the terminology is applicable to discerning how to describe raw data and, I look forward to utilizing the text to describe the data that I gather in my dissertation. I do realize that I have to be more adroit in using SPSS, but I have a better understanding of the terms and concepts inclusive in a quantitative research effort after my experience in this statistics course under the tutelage of Dr. Bernice. In addition, Dr. Bernice was very accessible; at the beginning, Dr. Bernice told us we had much of the weekend to work on our projects on our own or in groups, so I did not believe that he would be able to help me complete my projects that were due each session. However, Dr. Bernice answered each of my e-mails, he explainations during the sessions I attended were very clear and concise, and he enabled each of us to download the necessary information we needed to utilize in our research projects. Also, he offered to assist me in person, much the same way that Drs. Hughes, Smith, and Taylor-Dunlop have offered in the past and continue to do so. It is very comforting for me to have the sense that help is on the way, especially at times when I feel alone trying to understand something new. Dr. Bernice offered to help me every step of the way; that offer gave me the security to reach out, take intellectual risks and find out new things about quantitative research. By the end of the course, I learned a lot about descriptive and inferential statistics, variability, samplings, criteria, correlations and designs. It was a good base for me to review as I continue my quest in gathering information for my research efforts concerning my topic, middle school models. After each homework assignment and paper, I was better able to grasp quantitative analysis; specifically, the ability to utilize information, and explain the results in terms of statistical releveance. Dr. Hughes was the first to give me the ability to explain raw data in Data Analysis I and Dr. Bernice boosted my ability in this area to a new level. I intend to utilize this ability to use general terms in quantitative analysis my studies as I approach the writing of my dissertation topic, conerning effective middle schools.
Statisticsor statistics II ASSIGNMENT ONE ARTICLE ONE LAST PRESENTATION FOR DATA ANALYSIS II EDU: 5103: Educational Governance and Policy: Spring (February/March 2009) Professor: Dr. Kevin McGuire
EDU 5103 Governance and Policy in Education Spring 2009 Dr. McGuire Synthesis At the beginning of the first weekend Dr. McGuire presented notes comparing and contrasting the role of the Superintendent and the Board of Education. First, Dr. McGuire generated a discusson about the role of national government, the state and the local school boards and how they acquired their power to govern our schools. Accordingly, the US constitution mandates Congress to fund education in our schools, the federal agencies implements federal law, the state constitution provides the “nuts and bolts” of how the local schools should educate their students. The local school board is in charge of adopting policies to improve education on a local level. Toward the end of providing a positive learning environment in our local schools, Dr. McGuire handed out an article when Mr. Arne Duncan became the new Secretar of Education and proposes a 140 billion dollar stimulus package into the budget to renovate schools, to prevent layoffs, and provide for certified teachers. We discussed, at length, about how the local schools would be able to receive that money. We knew that the path of the money went from federal to state level, but sometimes it gets redirected to another source we are not aware of the final destination. Another issue that is being discussed is the fact that we do not have a national standards. We do have state standards that must be submitted to the federal government if we want the federal funding. Afterward, cohort 8 discussed at length about the functions and duties of the superintendent and the board of education. All in all the board is responsible to have a vision, to provide steps to accomplish their goals. One of those steps is to hire a superintendent who must implement the goals of the BOE. The first response is research and response. To illustrate the need for national standards, Dr. McGuire handed out the ISLLC 2008 standards. In different groups we engaged in a cooperative exercise to outline the 6 national standards. And then we read chapter one of the systems thinking in our workborks The Key works of School Boards: A Guidebook. After our outlines, we discussed each of the standards, and each chapter of the text Finance in Education. Then the two model of determining the roles of the superintendent and the boe wer presented in class. Jana, Agripina, Jana, John and myself met to present the five most important policies in the ISLLC National Standards. Afterward, the other group presented their findings.
Important issues associated with systems thinking Click here to read the essay about cllaborative relationships and Systems Thinking in Schools. Click here to peruse the events at a Board Of Education Meeting Power Point Presentation about Continuous improvement ISLLC 2008 Citation References Attached to this link is a reference for standards ISLLC referring to National Standards If you want a table of contents of the ISLLC Standards Click Here EDU 5741: Economics/Finances of Education: Spring (April/May 2009) Professor: Dr. Kevin McGuire
Synthesis EDU 5741/Spring 2009 Economics and school Finance Professor: Dr. Kevin McGuire At first, Dr. McGuire inoduced us to a rubric about the ISLLC standards. These standards were introduced as a way for each state to arrive at a common understanding of what learning is expected of all students in the United States. The goal of the national standards was to increase academic achievement of the students. In addition to the study of national standards, Dr. McGuire showed us a 20/20 special, “Stupid in America.” Moreover, Dr. McGuire displayed several slides about the nuances of how a budget is constructed in a public school. Last, Dr. McGuire introduced cohort 8 to a series of websites that may be helpful in our understanding of a budget. Specifically, http://www.osc.state.ny.us/localgov/schoosfa.htm and http://www.emsc.nysed.gov/mgtserv/gemsho.htm. During the course of the first weekend, Dr. McGuire shared many instances about how the budget is devised within the boundaries of the laws, commissioners Regulations, and local school policy. First, Dr. McGuire shared how the progress report card, required by education law 1716 (7), commissioner’s regulation 170.11 and chapter 57 of the laws of 2007 were to be made available to the public for the purposes of the budget vote each year. Then, a budget hearing must take place not less than 7 days and not more than 14 days prior to the vote. Each of the members of cohort 8 were expected to attend a budget hearing and we displayed our report in class, included in the learner’s page in EDU 5741. Also, during the course, Dr. McGuire shared information about how schoo finance is implemented in each of the local schools. The way in which the distribution of money was disseminated has to do with the distribution of money to each school district. Today, we know that the relationship of money to student achievement must be a positive flow of the available monies. The focus of school finance includes the phrase “Sine Quo Non.” First, equity was the standard in justifying per-pupil expenditures. However, as a result of the uneven distribution of the property tax base, a new rationale ilnfluenced the distribution of money. Productivity, or a link between the level and the use of funds with respect to student achievement. Finally, in present-day United States, Adequacy is the standard that is the most germane rationale with respect to financing local public schools. Dr. McGuire emphasized that there is no simple answer, districution of money to the people who need it the most is a subjective concept. During the first weekend, Dr. McGuire continued with his presentation of Good to Great, by Jim Collins. The two noteworthy concepts included in the book regarding improving student academic achievement has to do with distinctive impact and lasting endurance. Then, Cohort 8 engaged in a cooperative exercise in outlining the national standards, and making presentations about our outlines. Afterward, we engaged in another cooperative exercise about the connections between Collins’ improvement and finances; specifically concerning the equity shift, and the new equity problem. Then, we discussed the two major issued involved with school finance and educational leadership polich standards; equity and adequacy. Dr. McGuire led a discussion about the different levels of assessilng property taxes: local towship level where the size of the house, its location, and the assessment plays a role; the state level where your property and your income are compared with other property owners; and equalilzation where the state utilizes an equalization formula to designate the amount of monies distributed. The problems with these concepts were discussed at length. Afterward, a worksheet “Buildilng capacity in low performing schools-What matters?” was discussed concerning the research based elements associated with increased student achievement. Then Ms Cynthis Curtis-Seniuk made a presentation about her budget were she discussed the vision, mission, the district goals. Afterward, there was a discussion about the presentation. The second weekend had to do with Dr. McGuires presentation of the worksheet he handed out with the title: The aims of the university of the state of New York (USNY). Afterward, we were privy to two tremendous presentations by Audrey Nilsen and Rory Manning. It is a great experience to watch professionals at work in their craft. First, Audrey explained how she devised a special education budget in the Consewogue school district. Her explainations were clear and concise, she was articulate, and presented each slide in a manner consistent with her notes. Rory’s presentation about the budget of the Sachem East High School made me think about how I could possibly perform as a principal in such a tremendous place. Rory gives me confidence, similar in the way that I think about my professors, who each have made presentations of their own and continue to have that personality trait to improve the lives of students in our society. “In a nutshell.” That is what leadership is all about, to me it is about doing what needs to be done to improve the “immature” students around you in order to leave a legacy of a better tomorrow.” Toward the end of the course, Dr. McGuire reviewed the process of how we should construct our websites. I am still in the process of doing so, but after each course I complete, I am closer to my goal of completing my goal of #1 completing my coursework, #2 completing my website, #3 writing my dissertation. I have learned a lot about how finances can affect the academic performance of a school district. I read a book, Savage Inequalities, written by Jonathan Kozol, who wrote about the comparison of destitute school districts across the country and their rich partners, close-by, the reasons for their comparisons, and the way to improve the lives of the students. My uncle Ronnie, in fact, is the Assistant Principal at Woodrow Wilson High School, near Camden NJ a destitute place where students are not promised a better tomorrow. I was interested to hear about his day at Woodrow Wilson and some of the horrors. Ironically, Cherry Hill, NJ. Is a place in comparison of Woodrow Wilson as its rich partner. My other uncle, Uncle Bill, lived there and his 4 kids went to Cherry Hill, and I thought about the ironic comparison and contrasts.
Dr. McGuire differentiated between the theories of equitable spending, productive spending and adequate spending when referring to state appropriations to individual school districts. The cohort then looked at several presentations about how President Obama's state aid package may impact upon individual school districts in New York and across the country. Also, there were several slides presentations about individual school budgetary propositions. The first weekend the entire group read an article about how President Obama intended to spend grant money on his education initiatives. Economics Finances of Education:Effective Teaching Paper Slide Presentation/ School District Budget: Presentation about District Business and Finances EDU 7900: Advanced Research Design: Summer (June: 2009) Professor: Dr. Korynne Taylor-Dunlop
EDU 7900 Advanced Research Qualitative Research: Method and Analysis This course, led by Dr. Dunlop, was an excellent way for me to begin my understanding of the qualitative research process. Nowadays, I can attest to the fact that I have a clear sense of more effective questions in surveys, and I have a better sense of coding information. Through this course I learned how to integrate theories into situations I experienced in my career. First, through a brief observation exercise, I wrote a brief description of my observation using a qualitative approach. Afterward, we began to bring our conceptional frameworks to the fore as we shared our topics to the class. It was telling how Dr. Dunlop introduced to each of us the important theorists in our approach to writing the first three chapters of our dissertations. For example, I presented my topic about middle school models and immediately Dr. Dunlop introduced me to Goodlad. Dr. Dunlop shared new insights into our topics as we began to present a more comprehensive focus of our conceptual frameworks. In fact, Dr. Dunlop was instrumental in utilizing the entire cohort in clarifying our conceptual frameworks after we presented our topics. For example, as I presented my topic of middle school models, through the discussion with the members of the cohort Dr. Dunlop encouraged me to develop a more refined thought process which ultimately led to my first attempt at a conceptional framework; to survey 8th grade students in various middle school models as it pertains to the New York State Standards. The thought process became more refined in the upcoming year and it became a more comprehensive approach to how the effective middle school, based upon considerations of various models (ADC, Turning Points, Breaking Ranks, etc.), are aligned with the ELA and Math score reports in targeted middle schools across Suffolk county. To date, I am sure my conceptional framework will transform into a more refined and yet comprehensive focus of middle schools in Suffolk County. Yet, this exercise was instrumental in encouraging each of us in the cohort to begin to think about our first three chapters, and it gave us a focus for more targeted research. Afterward, I was part of a large group of students who answered questions in a three part process that ultimately became a paper about the qualitative research process. It was a tremendous undertaking and it felt like a monumental task at the time of the exercise. As usual for the cohort model of instruction, Dr. Dunlop was true to form as the third leg of the triumvirate, with Dr. Hughes and Dr. Smith as the other two legs that completed the group of individuals who most influenced my philosophy of education at St. Johns University. Dr. Dunlop first gave us the assignment, and then modeled a few of the answers to give us an indication of how to integrate our experiences in our careers as a model for answering the comprehensive questions in the assignment. The questions were divided into three categories: fundamental issues, in-depth review, and probing further. The intriguing aspect of the exercise was the uncanny ability of how we negotiated, and ultimately compromised, in presenting one voice in the paper. There are so many ways to complete work in groups, we utilized the process of working together on the entire assignment after each of us completed a portion of the assignment independently. It was truly a great lesson in working together. Also, in this paper we were able to utilize the conceptual frameworks of so many theorists in the thought process of answering the questions. It was truly a good lesson of utilizing a conceptual framework for answering questions that made an impact in our careers as educators.
Dr. Dunlop inspired our cohort to utilize our knowledge in gathering data in a qualitative research effort and to utilze the data in order to create essential questions which enabled us to integrate in our dissertation topic. Later, I was able to utilize my topic of whether sixth grade students may be included in a middle school setting or a junior high setting, as I surveyed several teachers. i was able to integrate my new knowledge of creating essential questions in mhy approach to provide answers germane to the topic of a middle school setting. Afterrward, I wrote about my impressions in a focus group paper.
Qualitative Research Method and Analysis; Neoclassical organizational Theory Article Reviews /The Qualitative Doctoral Dissertation Proposal.docx Focus Group Questions and answers EDU 7701: Research Development in instructional Strategies (Fall 2009): Professor: Dr. Frank Smith This course was very fascinating as it entailed a truly integrated approach in utilizing technology and pedagogy. Our first task was to give our impressions of an authentic approach to learning; students and teachers gathered at HTH, in California, to utilize individual skills in an effort to solve practical problems by collectively sharing their strenghts and contributing to a project. This is a unique approach as an alternative to learning isolated skills. Afterward, our cohort utilized moddle in an effort to give our impressions of a Jamestown lesson plan, and then our group devised our own lesson plans from the event, Hurricane Katrina in New Orleans. This course was insightful on many levels. I am impressed by Dr. Smith’s ability to reach out and try new instructional strategies. Previously, Dr. Smith introduced our cohort 8 to Moodle, an online instructional aide to communicate to others just about anything for purposes of improving teaching and learning. There is so much one can do with Moodle, it is intimidating just to begin the process of learning the rudimentary components. Yet, Dr. Smith taught us how to utilize Moodle in order to create lesson plans, research current educational strategies, and share knowledge with others with wikis. All in all, Dr. Smith taught us the principal components of Moodle so we would have the capability of utilizing current technology as we move along with our careers in education. At the inception of the course, our first task was to write an essay sharing our reaction to HTH, High Tech High. HTH is a learning environment where students and teachers utilize conceptional frameworks in an endeavor to share strategies to solve current problems in our society today. The educators at HTH encourage their students to use whatever talents, individual learning styles, and intelligences to make a tangible improvement in our lives today in an unorthodox approach to teaching and learning. HTH is an educational setting where student search for problems and interact with others in their quest to fix them. Cohort 8 members shared their reactions and Dr. Smith added information and the pros and cons of utilizing this approach in public schools. The Video was especially informative because the manner in which teacher interacted with each other and with their students was very different from anything that I had experienced. The students utilized knowledge in order to create a project that produced tangible results. The professors worked together in an interdisciplinary approach to encourage their students to work on their projects to ensure that they may apply whatever they learned to the project. All in all, HTH is an interactive community of learners where instructors are “guides on the side,” and students become life-long learners. HTH was a precursor for cohort 8 to utilize as we were about to begin our interdisciplinary approach to creating a lesson utilizing our special talents and individual learning styles to be actively engaged in creating a solution to a problem that we believe was important enough to fix. Dr. Smith instructed the members of Cohort 8 to utilize our talents to create a project for an important current day situation and a problem we knew had and had a solution. Our first task was to research a program, Jamestown, which is an interactive project about the development of the colony of Jamestown. A visitor into the website would answer a few questions and they would have to react to the consequences, which required more choices. The interesting characteristic of the interactive computer program was that the consequences of your choices would be different according to the decision that you made. There were several common questions each of the visitors of the site must answers in order to move forward. The visitors had choices of being either Native American, English colonists or indicial members. Once a visitor was identified, the other choices had to do with where they established their colony (coast or inland), sedentary or nomadic lifestyles, shelter, types of food, types of duties within the colony, how to interact with other inhabitants, and duties to survive the conditions of the new land. Jameson was an interesting experience concerning interactive programming to include the student in the historical viewpoints. We discussed the pros and cons of the components; spoke about the relevance of its use in public schools, and the attractiveness of including others into the Jamestown experience. Dr. Smith then instructed us to use Jamestown as a guide to create a unit plan where we would be able to fix a societal problem or react to a challenge. My partner for this project was Rory Manning. Rory and I decided to create a plan to arrest the deleterious effects of Hurricane Katrina in New Orleans. First, we utilized Pfeiffer’s matrix as a conceptional framework for creating the unit plan, our goal was to utilize the resources necessary to heal New Orleans, and then, we devised a plan to ensure that New Orleans would not be in jeopardy in the event of another hurricane. A model was devised, as well as utilzing the Moodle for the unit plan. We were instructed in the process of communicating via wiki. Finally, we were expected to present our findings in a presentation. Rory and I utilized a unit plan, a then we conducted a presentation about the recovery of New Orleans. The wikis were informative because the other members of the cohort reacted to our unit plans as they were drawn. In turn, Rory and I reacted to their plans as well. Other presentations were conducted as well. Intermittently, Dr. Smith asked critical analysis questions which enabled us to reflect upon the interactive experience. I learned a great deal utilizing Moodle as a resource in creating lesson plans and actually learning about interactive computer programs. HTH was informative, and the ideals of Habits of Mind and Lesson Study gave me a good base for understanding how to include some of my students who are not proficient in some areas of learning. Each activity of the course gave me an edge in attributing a conceptional framework to suggest how to improve teaching and learning. I added habits of mind and lesson study to my knowledge base, and Moodle gave me confidence of computerized community sharing of ideas of improving teaching and learning. How would this course fit into my metaphor as a weightlifting? Indeed, there are many aspects of Moodle which made me stronger. As an administrator, I have been able to share my knowledge about how to utilize technology in encouraging educators in being reflective and include others in the process of being creative when devising lesson plans and incorporating new ideas in teaching and learning. http://moodle.org/
Dr. Smith's Moodlle, HTH, WIKIS 4900 and Jamestown Learner Page Coursework/Lesson Study Guidelines with RoryLS Guidelines.pdf Dr. Smith's moodle exercise featuring various wikis concerning 4900 EDU 5500: Advanced Digital Portfolio Design: Fall (September/October 2009)Professor: Dr. Jonathan T. Hughes: Dr. Hughes gave our cohort another opportunity to develop our websites under his tutelage in this course and we are appreciative of his assistance. I chose to develop my website utilizing FrontPage and Half Price Hosting is putting it on their server to give everyone an opportunity to view it online. The process of developing a website is impossible in my opinion, unless there is an individual who can be available several times, to provide lectures, reviews, and one-on-one tutoring. Dr. Jonathan Hughes has always been available for anyone in need of assistance. At first glimpse, it may not seem all that involved in organizing a website. However, there are many nuances which must be included in order to present a website that is fluid, concise, and meaningful. This course encouraged all of us to gather our documents, organize our papers, and reflect upon how our metaphors told the story of the impact of the doctorate program on our lives as we embark upon the next step our our endeavors in completing the doctorate program, writing the dissertation. Thus far, creating this website inclusive of each of the folios and the documents herein, I can attest that my metaphor of weightlifting rings true in the sense that I feel much stronger in my resolve to complete the doctorate program knowing that my website demonstrates all that I have accomplished. Half Price Hosting The company Holding My Website.
EDU 5721: Bargaining/Negotiations in Education: Spring 2010: Professors: Dr. Jonathan T. Hughes and Dr. Joan Hughes
Collective Bargaining was an intensive "realization" of the drama that takes place during negotiations of contracts, whether they comprise the teachers' contract, or CSEA contract agreement. During the course Drs. Joan and Jonathan Hughes shared their expertise of contract negotiations by handing out their agreements during their tenure as school district administrators. Both professors gave us a set of expectations and rulesof engagement. Then, we were charged with delineating an agreement based upon priorities on both sides of the bargaining table; specifically whether it appealed to labor or administration. Afteward, Drs. Hughes shared notes as our groups in the cohort reflected about the bargaining process. I would attest that the bargaining process and negotiations proceedings were labor intensive and I learned a great deal about how one decision may have drastic consequences upon future dealings with other individuals or groups. The first sessions of the course emphasized the procedures of negotiations and the impact of specific strategies and/or moves upoi the members of the "labor" group as well as the ad the adminitrators' "selling points" as they attempt to convince the opporsite side of the rationale behind their official postion in the negotiating ponts of the teachers' contract. Intermittently, Dr. Joan Hughes brought to the fore critical analysis questions which tested our resolve and provided us with opportunities to determins who might deviate from the very principals they promulgated begore the negotiations proc eedings. As the sessions became more itense, Dr. Jonathan Hughes instrcuted the entire cohort to observe ptresentations concerning each phase of a negotiation she was fortunate to supervise in Connecticut. Ms. Joan Huhes offered detailed notes and a power point presentations, which I found to be very inlfortmative There were several principals about the "art" of negotiations, and several recommendations about the importance and style of interpersonal relations that were discussed. There were several presentations by Drs. Hughes concerning the finer points of negotiation; Dr. Joan Hughes demonstrated several areas of expertise pertaining to how insurance may affect the outcome of any negotiation procedure, while Dr. John Hughes presented various scenarios concerning the procedure of bargaining. Intermittently, there were discussions about strategy and consensus building. Ultimately, it was a practical approach to contract negotiations. The cohort utilized an actual contract and negotiated terms based upon actual standard of living and budgetary figures. It was an exhilirating experience and it was appropos to be the last course of our cohort before we embarked upon our individual endeavors in developing our topics for our dissertations.
Collective Bargaining Class Notes about Negotiating Contract Negotiations Presentation.
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
This site was last updated 05/15/12
