As a first year student caught between the first semester's fresh-faced heady excitement of theoretical studies on how to save our national educational system and the second semester's actual grind of practice methodology, I sooooo.... needed this symposium! The passion with which the newly minted Dr.'s showed off their inquiries, methods, and findings was a vital infusion. If they can do it, I can do it! And if the symposium had met just that goal, I would have been satisfied with how I spent my Saturday. But when the post-presentation discussions began, the thoughtful inquiries and candid answers revealed not only a shared set of interests and goals between all the participants but also a remarkable display of best practices in education that we all aspire to.

            This small symposium managed to cover the most pressing issues facing our educational system. Every presenter revealed some salient feature of educational practice that I spent last semester reading about. A study on school choice revealed motives behind parental behavior that lead to a resegregation of society; students' weaknesses in math are much harder to trouble shoot as the complexity of the content increases; community colleges need to prepare more students for university, but universities also have to have the seats; and it's important to pay attention to the practices of ethnic studies pedagogies if we are to successfully address the needs of our changing demographics.

            I made it a point to listen in on the Packard Scholars' conversation. These first and third year students were funded by the Packard Foundation to research and evaluate early childhood and after-school programs in California. It was quite a relief to hear the strategies of the third year students, how they were organizing the write up of their findings, and to take note of how confident and calm they sounded. I was especially impressed by a group of four first year Packard Scholars doing a coordinated study of the implementation of transitional kindergarten, each taking a different perspective: teachers, parents, administrators, and politicos. I envied them their built-in support system.  But mostly I was amazed that, aside from the initial stage of the project they were describing, they sounded just as confident and knowledgeable as the third year students. I think this strategy deserves a closer look.

            Every group of presenters reinforced that what I am learning in class directly impacts my research project. Presenters explained their methodology, how they chose sample groups to interview, coded artifacts to find themes, used their quantitative and qualitative analysis classes to work the wrinkles out of their interview questions. Just how do you get authentic answers from a politician or a high-powered administrator conscious of the importance of a public image?

            The penumbra of recommendations in the research findings also aligned very much with last semester's studies. Teachers count. Meaningful professional development matters. Teachers need dedicated coaches to push their cognitive development and thinking on their own pedagogy. Teachers of even our youngest students need training on an entirely new, as yet undeveloped, pedagogy related to the value of play. Stronger pathways for future teachers attending community colleges need to be developed to get them to the university. Yes, education is all about developing a strong teaching force. It was not lost on me that the Packard Scholar cohort, aspiring toward the highest recognition academia has to offer were focused on the importance of using best practices to implement education for our youngest scholars.

            I also noted that even though most of the presenters were newly minted Drs, the process was not over, their work remained open to critical questioning. In one instance a program director queried a presenter on whether or not one appropriate theoretical lense had been applied. In another instance presenters were challenged to articulate exactly how their research applied to future leadership positions. This is the strength of the program, its applied research into the practicalities of leading our educational institutions into the future. The leaders we need have to be fully cognizant of the entirety of the educational proposition. We have to understand the relationship between parents, educational choice, marketing, business partnerships, data-informed decision-making. And we have to support ourselves. Here the symposium really shined. There was a perfect brown bag lunch, and plenty of coffee.  Contacts were shared, business cards handed out, pictures were posed for, and certificates of recognition were awarded. And I met two future students who came to see what the EDDL program was all about. They plan to apply.  

 

 

 

 

Courtney Rudd

 

          The first annual Northern California Educational Leadership Symposium offered inspiration, honesty, determination and commitment.  The fervent passion for educational leadership by participants, hosts, and presenters alike was palpable.  Students mingled with professors, while old colleagues reunited and others made new connections.  The Symposium began with a warm welcome from the Director of San Francisco State's Ed.D. program, Dr. Robert Gabriner. Then, the first sessions began with full audiences in each of the three seminar rooms. I was able to attend three of the nine sessions throughout the day. Here, I will share and reflect on these experiences.

         In the "Special Challenges for P-12 Leaders" session, we heard from Dr. Dan Zaich on the relationship between resegregation in suburban areas and parent's expectations of school choice.  Dr. Cara Mendoza shared salient research on the cumulative effects of multiple years of layoff notices on teacher morale and persistence.  Research by Dr. Kathy Pon examined the importance of interim assessments and inquiry protocols for schools and teachers.  Common themes that arose in this session's discussion included a commitment to support a community of learners while building relationships to gain district wide and site-specific support.  Each of the presenters affirmed that building supportive, stable communities of educators and beyond are integral to supporting Leaders in navigating challenges in P-12 education.

        In the second session, "Teachers Transcending the Odds," Dr. Macheo Payne shared his findings from examining the causes of the disproportionate suspensions of African American males.  Dr. Payne interviewed teachers who were not disproportionately suspending African American males, and he identified three promising practices:  "commitment to courage, emotional commitment, and a commitment to equity."  Dr. Gregory Peters delivered research talk on his critical analysis of the ways teachers transform and transcend hegemonic roots.  Dr. Peters described the cases of interruptive and catalytic experiences of teachers as they began to critically examine the biases of themselves, their classrooms, schools, and the educational system.  In the final presentation of the session, Dr. Jeff Alves examined the technology practices of social science teachers at three socioeconomically diverse high schools. He identified several vital practices: teachers "using workarounds" and making the best of current technology, high-speed wireless Internet access, and high usability of technology devices. This session's discussion period focused on how we can scale these cases of transcending the odds to the district or regional levels.  The presenters agreed that some of the innovation and scaling up might be "decentralized" and exist as "pockets of innovation" that can support change within a school community.          It was also discussed how the educational leadership work of presenters and the audience is on improving education for current and future generations of students and teachers. The presenters agreed that all of this work is critical for the field of educational leadership in the present day and years to come.  The presenters agreed that as we continue in the educational leadership field, "we need the patience and tenacity to persevere."

        In the afternoon, we enjoyed lunch and refreshments with another opportunity to talk with colleagues and presenters. As a second-year Ed.D. student, it was rewarding and inspiring to meet other Ed.D. students and graduates from California programs. In the final session, "Governance, Accreditation, and Internationalization Policies," Dr. Richard Tevis shared his findings on perceptions of accreditation by Christian College staff and faculty.  Dr. Tevis identified the ways accreditation was valued by the colleges and how accreditation can affect a college's mission. Dr. Kati Bell examined perceptions of equity and internationalization with respect to college policies.  The research by Dr. Bell highlighted the importance of examining equity and diversity practices in light of current internationalization policies.  The Northern California Educational Leadership Symposium culminated with a thought provoking and inspiring wrap-up session.  The Symposium was a great opportunity to meet new colleagues and hear about cutting edge research in the educational leadership field throughout the northern California region.