2014-15 Coursework
Throughout my residency year I have been immersed in a thought-provoking learning community. Each link below provides a summary of some of my learning experiences and the final products from my masters coursework.
Core Values and Foundations (HTH 200)
This class served as a crash course in the ways of HTH and the GSE. Course activities included hands-on experiences, reading and discussion of scholarly articles, personal reflection, interviewing, and writing. We participated in the HTH Odyssey, an introductory institute for all new HTH staff members, and attended class sessions with fellow GSE students. The course culminated with an in-depth presentation of learning.
This class served as a crash course in the ways of HTH and the GSE. Course activities included hands-on experiences, reading and discussion of scholarly articles, personal reflection, interviewing, and writing. We participated in the HTH Odyssey, an introductory institute for all new HTH staff members, and attended class sessions with fellow GSE students. The course culminated with an in-depth presentation of learning.
Equity, Diversity, and Design Principles (HTH 205)
In this course we explored the implications of culture - particularly the relationship between "home culture" and "school culture" - for teaching and learning. As students, we were asked to reflect on our personal experiences with equity and diversity in schools, compare and research various models, and discuss our understanding of the political and social context surrounding equity in public schools today.
In this course we explored the implications of culture - particularly the relationship between "home culture" and "school culture" - for teaching and learning. As students, we were asked to reflect on our personal experiences with equity and diversity in schools, compare and research various models, and discuss our understanding of the political and social context surrounding equity in public schools today.
Design & Leadership For Deeper Learning (HTH 210)
This course focused on deepening our understanding of instructional design. Throughout the course we worked on designing an integrated project, with careful consideration given to project design, assessment, student ownership, and exhibition.
This course focused on deepening our understanding of instructional design. Throughout the course we worked on designing an integrated project, with careful consideration given to project design, assessment, student ownership, and exhibition.
Leadership for School Change (HTH 220)
In this course we explored how change happens in schools. We focused on identifying resources that support and hinder the creation of equitable learning environments, and how school leaders can leverage assets to create change.
In this course we explored how change happens in schools. We focused on identifying resources that support and hinder the creation of equitable learning environments, and how school leaders can leverage assets to create change.
School Design (HTH 235)
This course provided us with an overview of the issues involved in creating a school. Some of the topics covered included the core values, design principles, and physical features of a school.
This course provided us with an overview of the issues involved in creating a school. Some of the topics covered included the core values, design principles, and physical features of a school.
School Budgeting (HTH 245)
This class focused on the political aspects of school finance and the application of managing school budgets, with an emphasis on issues of equity and adequacy. Throughout the course we balanced an investigation of the evolution of school funding trends in the U.S. with a practical approach to planning, implementing, and evaluating school budgets.
This class focused on the political aspects of school finance and the application of managing school budgets, with an emphasis on issues of equity and adequacy. Throughout the course we balanced an investigation of the evolution of school funding trends in the U.S. with a practical approach to planning, implementing, and evaluating school budgets.
School Law (HTH 250)
In this course we focused on U.S. Constitutional law as it applies to public school settings. We participated in case studies, situational dilemmas, and discussions of U.S. Supreme Court cases and additional readings to investigate protected rights for both students and teachers and how these influence school leadership decisions.
In this course we focused on U.S. Constitutional law as it applies to public school settings. We participated in case studies, situational dilemmas, and discussions of U.S. Supreme Court cases and additional readings to investigate protected rights for both students and teachers and how these influence school leadership decisions.
Inquiry into Practice I, II, and III (HTH 300, 305, 310)
This Inquiry into Practice courses were a strand that extended the length of the year to support and guide our action research projects. In the first session, we focused on identifying our research topic and conducting a thorough literature review and setting description. The second session provided support for our methods and data collection. In the final session we focused on describing our findings and writing our conclusion. The final product for these courses is my masters project.
School Leadership Fieldwork I, II, and III (HTH 400A, 400B, 400C)
The fieldwork courses gave us an opportunity to reflect on our residency experience. Throughout the year I was embedded at High Tech Middle as a school leadership resident. I shadowed a critical friend director and provided support to teachers and students at my school. The fieldwork courses provided me with an opportunity to share and reflect on my residency experiences with other members of my cohort. We also focused on various skills and dispositions needed for effective leadership, such as coaching teachers, creating a positive school climate, hiring staff members, giving and receiving feedback, and professional development.
The fieldwork courses gave us an opportunity to reflect on our residency experience. Throughout the year I was embedded at High Tech Middle as a school leadership resident. I shadowed a critical friend director and provided support to teachers and students at my school. The fieldwork courses provided me with an opportunity to share and reflect on my residency experiences with other members of my cohort. We also focused on various skills and dispositions needed for effective leadership, such as coaching teachers, creating a positive school climate, hiring staff members, giving and receiving feedback, and professional development.