Program+Goals

Program Goals

· Envision and guide organizational change.

One of the ways I have guided change at the organizational level has been through my work with the faculty climate committee. Though I merely waded in the pool of ideas my first few times meeting with the committee, my role has become much more active as I have become more comfortable in my position in the school and more willing to be a voice to help guide change. Instead of being a passive listener, I find myself talking more often and contributing more to the group, offering input directly to two building principals who sit on the committee. Most recently, I revised a draft of a new building-wide cell phone policy to incorporate ideas discussed by me and other committee members for implementation next fall.

· Communicate effectively, engage constituents, develop people and build community.

Most of my work regarding this disposition has been at the classroom level where communicating effectively, engaging constituents, and building community are fundamental building blocks of learning. Though I communicated effectively in my undergraduate work at UWGB and in various observational roles at Green Bay schools such as Jefferson Elementary and West High School, I did not enter Bay Port a budding Ronald Reagan: I was not the great communicator.

Since becoming a teacher, I have recognized the need for clarity and simplicity in communicating with students. As I have become a more effective teacher and communicator, engaging students, connecting with them, and building a classroom community has become more and more intuitive, and I have gone from the “uptight” end of the teacher spectrum closer to the “fun” end while teaching them more effectively because of better communication. One area I hope to improve is communication to parents, which I hope to do more consistently and effectively as a result of this program.

· Advocate and promote equity for diverse populations, and respect for individuals.

One area of surprise for me early in my career concerns the lack of respect students have for each other. In these early days of my teaching, when simple lessons could yield unanticipated hurdles, I firmly held my students to the standard set by the golden rule. Then and now, I have no tolerance for disrespect among students in my classroom.

Still, promoting respect only goes so far toward full integrating and advocating for diverse populations, and I continually strive to make my most diverse students comfortable and engaged in class. This year, I focused on making accommodations for my ELL students, one who is Somalian and two who are from former Soviet states. In the past, these students have struggled socially and academically, but more attention and an increased awareness of their needs and accommodations has made this year more successful than ever before. · Integrate theory, data, research and ethical standards into the context of one's practice through continual learning.

Through this goal, the MS Educational Leadership program has covered its interests. How better to attract teachers willing to enhance their practice through continual learning than by providing an avenue to do just that? From the student perspective, the program’s focus on growth and change is exciting as it is important to balance practical classroom instruction with an evolving body of educational theory and research. Without opening oneself to new research and ideas, there is a point where any classroom teacher stops growing his or her practice, a too-common state of affairs that can lead to unengaged students and teachers.