Teacher Education and Professional Development Commons^™

Navigating Emotional Discomfort In Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework, Taeyeon Kim, James Wright

Department of Educational Administration: Faculty Publications

Abstract

Background: Given that K–12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of eq-uity-oriented school leaders. However, there has been relatively limited exploration of peda-gogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership de-velopment programs, adult learners will likely miss crucial opportunities for personal growth and transformative change.

Purpose: This theoretical article aims to enhance and expand existing scholarship on the ped-agogies …

Meaningful Work When Work Won't Love You Back: Sociological Imagination And Reflective Teaching Practice (Reports From The Field), Andrea Baer

Libraries Scholarship

This essay explores the tension between pursuing meaningful work in instruction librarianship and the realities of working in a society in which many jobs provide little fulfillment or pleasure, or, as the journalist Sarah Jaffe puts it, “Work won’t love you back.” Drawing on a recent conference keynote by Anne Helen Petersen, C. Wright Mills’s conception of sociological imagination, and an ecological model of teacher agency, I propose that one way librarians can sustain their teaching practices and preserve their well-being is by actively investigating how social structures and relationships influence their teaching roles.

Negotiating For Release Time And Leave, Maura Mast, Nathan L. Tintle

Faculty Work Comprehensive List

Many large-scale research projects require a course release or a complete reduction in teaching responsibilities for a semester, year or more. This article suggests some ways to get them.

Differences In Assessments Of Organizational School Climate Between Teachers And Administrators, Brandy Duff

Doctoral Dissertations and Projects

The purpose of this quantitative study was to examine the organizational school climate perceptions of teachers and principals and to ascertain the extent to which their perceptions differed. This causal comparative study used the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) as the survey instrument for data collection. The OCDQ-RE was administered to 244 teachers and 11 administrators in four north Georgia elementary schools. The mean scores of the teachers and administrators were compared. The results indicated relationship the organizational school climate perceptions of teachers and administrators in only one of the four schools were alike. Administrators in each …

Mentoring Programs: Key Differences In Support For Beginning Teachers, Virginia Fick

Doctoral Dissertations and Projects

This study explored the issue of mentoring and its problems in aiding in the induction of new teachers into various school systems. Such a study is justified because teacher shortages remain a real threat in many areas of this country. The research sought to demonstrate that a mentor program without clear guidelines and accountability may actually damage new teachers. Some of the goals of a mentoring program were considered: the suitability and selection of mentors, the training of mentors, and program evaluation. A review of the literature included such topics as the high cost of attrition, the needs of new …

Interpreter Roles And Transition For Public School Students Who Are Deaf: A Multiple Case Study, John Hinz

Doctoral Dissertations and Projects

This qualitative multiple case study research project examines interpreter use for students who are Deaf in the public school system and juxtaposes it with interpreter use found in the work sector after the school-to-work (STW) transition. Semi-structured interviews with 16 Deafness professionals and 6 study participants who are Deaf, as well as workplace observations yield bits of data which are coded and themed for review. Results confirm that interpreter use is abundant in public schools and scant in the work sector. Further results determine that STW placements for students who are Deaf can be haphazard, while employers are largely unaware …

Library Sector Leadership: Bridging Theory And Practice, Melanie Mills, Charlotte Innerd

Western Libraries Presentations

Explore the issue of leadership in libraries with one current student and one graduate of The University of Victoria's Professional Graduate Certificate in Library Sector Leadership. Looking specifically at Kouzes and Posner's 'Five Practices of Exemplary Leaders' and Quinn et al.'s 'Competing Values Framework', we hope to share our own discoveries and insights and add to the important discussion of leadership in Libraries.

When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border

Professional and Organizational Development Network in Higher Education: Archives

Disabilities are usually discussed in academe in the context of the undergraduate student population; nevertheless, graduate students and faculty also represent a certain percentage of persons with disabilities. This essay presents a case study and an analysis of a consultation with a graduate instructor, inviting us to examine the issues of disability in the life of a teacher.

Rhode Island Teachers Ahead Of The Crowd, Chester Smolski

Smolski Texts

"For teachers this is the time to enjoy the summer break to travel, stay home with their own children or just take a vacation. But for the majority there is something called professional development. Summer is the usual time when teachers go back to school to hone their skills, learn more about their subject area, work for advanced degrees or pick up some new practices for that high tech equipment sitting in the classroom. Like may other professionals who want to advance their careers and keep up with new ideas and practices, teachers also take courses during the school year …

Retaining And Revitalizing Teachers, Chester Smolski

Smolski Texts

"Bankers do it; corporate members do it; even non-refundable profits do it, so why in the world can't teachers do it? What I'm talking about is the opportunity to get away from the job for a short period to have some free time, to contemplate, to talk with your colleagues, be pampered and to learn. This so-called retreat provides the opportunity to relax and reflect on your life and your work, to refresh yourself and to be recognized for the important work that you do. This is what they do for teachers in North Carolina, the only state to have …

Teachers Make Marks In, Out Of Classroom, Chester Smolski

Smolski Texts

"Doing field work on the Northern Fur Seals of Pribilof Islands in the Bering Sea off the coast of Alaska; laboring in the lab at the University of Texas; examining gender and geography at Trinity College in Hartford; finding out about China at Yale; doing surveys on tourism and sustainability at the University of Maine; studying with the National Geographic Society in Washington, D.C. and teaching and working with other teachers at Roger Williams University and Rhode Island College, 20 Teacher Consultants (TCs) of the Rhode Island Geography Education Alliance had themselves a busy and productive summer."

Bringing Geography To Life!, Chester Smolski

Smolski Texts

"When Gil Grosvenor, president of the National Geographic Society, called a meeting of Kit Salter and other geographers from California nearly a decade ago, he had no idea that the discussion would have a profound impact on the teaching of geography in the nation's schools."