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I got Voice –In my MEd I am learning to be a leader and feeling free to ‘speaking my truth.’ Vision and Passion: my view of the future is that Venezuela will make progress, and I will be injecting enthusiasm and energy to transform the vision of education. University education, particularly the program communication and technology at UCV is rigid, follows a traditional pattern, offering a couple of courses via online. I have a simple vision:
To teach people that Life is a Journey and that this Journey requires flexibility, freedom and commitment to research to pursue happiness. Given the constant progress of communications and technology, the challenge is:
To seek the integral formation of the student so that he and she may develop positively and creatively in his or her environment, being committed to find new ways for his/her own growth, as well as that of his/her society. To help students to apply technology skills, as well as teaching in an online environment, research methods and abilities to value an integrated and a coherent curriculum. The final purpose is to encourage them to keep learning on their own. The use of different teaching techniques motivate students to learn better the material presented to them in class, besides providing them with enough tools to continue developing their learning skills on their own.
My Preparation: Courses taken M.Ed Communications & Technology in U Sask. Canada: EDCMM 802.6 Historical & Theoretical Foundations of Educational Technology (Fall 2006/Winter 2007) 6 cr. ECMM 804.3/ Distance Education Theory and Practice (Online option) (CRN: ECMM 804.3-82701) 2008 Dr Morrison EDCMM 873.3 Instructional Design: Designing Materials for Individualized Instruction (Fall 2007) 3 credit EDCMM 874.3 Advanced Principles of Instructional Design (Winter 2008) 3 U Dr Wilson EC&I 834.3 Teaching in an Online Environment,University of Regina(Spring/Summer 2008 ERES 800 Ed Research Dr Noonan –Spring/Summer 2009 ECUR 805 Ed Evaluation Winter 2009 Dr Jay Wilson ECUR 960 Ethics ECUR 990 Curriculum Seminar Fall/Winter 2009-2010 Dr Janet McVittie ECUR 991 Curriculum Portfolio Winter 2010 Dr Tim Molnar
My values are: freedom, honesty, balance, trust, determination, confidence, being healthy, contribution, family… Personal integrity: creating trust and being a good listener. Intellectual stimulation (researcher)
Confidence Principle & Personal Charisma: persuasiveness and sound self-esteem (no arrogance). “A confident persuader creates confidence in the persuaded.” The Route Forwards: inspirational motivation, finding the way forwards, feeling progress, collaboration…
Seeking to Transform: seeking change, to transform the organization. My focus will be on transforming traditional rigid view of teaching into a modern technology & freedom perspective, combining face to face with an online environment in my University in Venezuela: helping to restructure the graduate program of education (a specialization "Tecnologias de la Informacion Comunicacion") by improving program conditions e.g., "Communication & Technology for Freedom" emphasizing in three components: Research Methodology using Data Bases online, Curriculum Portfolio, teaching in an online environment. This program will be good not only for educators, teachers, faculty but also for lawyers, politicians, etc. (interdisciplinary). Different people often seek updating knowledge in Communication & Technology. This program can be transformed into a more freedom and happiness to the students. To that end, I will start today with a Survey questionnaire to participants and stakeholders to find out specific needs. Please click: https://survey.usask.ca/survey.php?sid=18846&preview_survey=1
“If you do not know where you are going, every road will get you nowhere.” ~ Henry Kissinger ~
“A single lie destroys a whole reputation for integrity.” ~ Baltasar Gracian ~
“As we look ahead into the next century, leaders will be those who empower others.” ~ Bill Gates ~
“Leadership is the challenge to be more than average.” ~ Jim Rohn ~
James S. Pounder (2006) in "Transformational Classroom Leadership The Fourth Wave of Teacher Leadership?" emphasizes in the following "waves" of teacher leadership: - 1. confined teacher leadership within the formal organizational hierarchy and merely placed the concept close to the teaching function - 2. placed more emphasis on the instructional dimension of the teaching function but still vested teacher leadership in formally created organizational positions such as team leader and curriculum developer - 3. teacher leadership is a process rather than a positional concept - 4. it could include transformational classroom leadership as one of the defining qualities of a teacher leader and could embrace both school and university contexts. The author notes that teacher leaders tend to possess many of the characteristics of transformational leaders.
Huber and West (2002) delineate the following stages: 1. The personality or trait theory of leadership: focusing on great men and women leaders in history, for example: Gandhi, Mandela, Churchill, Thatcher…. 2. Examining what good leaders actually do 3. Attention to the context in which leadership is exercised: Task-related and people-centred behaviours. 4. Linking the culture of the organization to the leader.
Key characteristics of Instructional & Transformational Leadership that I as teacher-scholar experienced during my M.Ed experience: I got Voice –means feeling free to ‘speaking my truth.’ Vision and Passion: a view of the future, injecting enthusiasm and energy I have a simple vision: To teach people that Life is Happiness My values are: freedom, honesty, balance, trust, determination, confidence, being healthy, contribution, family… Personal integrity: creating trust and being a good listener. Intellectual stimulation (researcher) Confidence Principle & Personal Charisma: persuasiveness and sound self-esteem (no arrogance). “A confident persuader creates confidence in the persuaded.” The Route Forwards: inspirational motivation, finding the way forwards, feeling progress… Seeking to Transform: seeking change, to transform the organization, the followers are the product of the transformation… for example, my focus at the University in Venezuela: helping to restructure the graduate program of education(a specialization "Tecnologias de la Informacion Comunicacion") by improving program conditions e.g., "Communication & Technology for Freedom". This program will be good not only for educators, teachers, faculty but for lawyers, politicians, etc. as well. Different people often seek updating knowledge in Communication & Technology (see: http://www.ucv.ve/?id=1684) http://www.ucv.ve/ Transformational Leadership Sources: http://changingminds.org/disciplines/leadership/styles/transformational_leadership.htm http://www.waynelee.com/become-a-great-leader.htm
Hallinger’s (2003) re: instructional leadership proposes three dimensions: 1. defining the school’s mission, 2. managing the instructional program, 3. promoting a positive school-learning climate.
Marks and Printy (2003) the term “instructional leadership” should replace the hierarchical and procedural notion with the concept of “shared” instructional leadership. In this model, the principal is the “leader of instructional leaders” not the person who is independently responsible for leadership initiatives within the school…
Dimmock (1995) asserts that instructional leadership is too prescriptive and relies on a top down process of management. A better strategy would be a bottom-up approach. The proposed “backward mapping” would begin with student outcomes and then progress up through the following: learning styles and processes; teaching strategies; school organization and structure; and leadership, management, resources and culture/climate. The challenge for many principals is to work with the various educational stakeholders to maintain some sense of balance…
Adams and Kirst (2004)state, “Policy makers, educational leaders, practitioners, and parents also continued to seek better student performance and accountability through management practices, professional standards, teacher commitment, democratic processes, and parent choice” (p. 466).
New terms began to emerge in literature such as: shared leadership, teacher leadership, distributed leadership and transformational leadership. Burns’ latest book entitled Transforming Leadership: A New Pursuit of Happiness (2003) offers an expansion of his earlier book.
Bernard M. Bass & Bruce J. Avolio (1998) "Multifactor Leadership Questionnaire" (MLQ). Components of transformational leadership: 1. Charismatic Leadership, or Idealized Influence. Transformational leaders are role models; they are respected and admired by their followers. Followers identify with leaders and they want to emulate them. Leaders have a clear vision and sense of purpose and they are willing to take risks. 2. Inspirational Motivation. Transformational leaders behave in ways that motivate others, generate enthusiasm and challenge people. These leaders clearly communicate expectations and they demonstrate a commitment to goals and a shared vision. 3. Intellectual Stimulation. Transformational leaders actively solicit new ideas and new ways of doing things. They stimulate others to be creative and they never publicly correct or criticize others. 4. Individualized Consideration. Transformational leaders pay attention to the needs and tthe potential for developing others. These leaders establish a supportive climate where individual differences are respected. Interactions with followers are encouraged and the leaders are aware of individual concerns (Bass, 1998) Source: http://www.umanitoba.ca/publications/cjeap/articles/stewart.html
Topics: Topic 1-Jan 10th What are your plans for developing your final portfolio, presentation or performance? Describe your initial ideas, what you may focus on as meaningful from your M.Ed experience and perhaps a hint of why. 1 To create and maintain a learning environment that encourages and supports the growth of the whole student. 2 To demonstrate a professional level of knowledge about the curriculum and the skills and judgment required to apply this knowledge effectively. 3 To demonstrate and support a repertoire of instructional strategies and methods that are applied in teaching activities. 4 To carry out professional responsibilities for student assessment and evaluation. 5 To reflect upon the goals and experience of professional practice, and adapt oneʼs teaching accordingly. 6 To work with colleagues in mutually supportive ways and develop effective professional relationships with members of the educational community. 7 To conduct all professional relationships in ways that are consistent with principles of equity, fairness and respect for others. ECUR 801.6 - Principles and Practices of Curriculum Construction ERES 800.3 - Research Methods: Introductory Level ECUR 990.0 - Seminar in Curriculum Research ECUR 992.6 - Project or ECUR 991.3 – Portfolio ECUR 994 - Thesis ECUR 805.3 - Trends and Issues in Educational Research and Development ECUR 809.3 - Models and Methods for the Evaluation of Educational Programs ECUR 810.3 - Design and Practice of the Evaluation of Educational Programs ECUR 819.3 Trends and Issues in Mathematics Education ECUR 820.3 Introduction to Graduate Studies in Science Education ECUR 830.3 Research in Teaching and Learning ECUR 832.3 Practicum in Professional Development ECUR 843.3 Reading Process and Practice ECUR 870.3 Literacy Education and Curriculum ECUR 872.3 Trends and Issues in the Study of Writing ECUR 888.3 Trends and Issues in Social Studies ECUR 898.3 or ECUR 899.6 Individual Reading Courses in Curriculum ERES 845.3 Qualitative Research ERES 840.3 Quantitative Research _________ Required courses for the MEd degree in Educational Technology and Communication: ECMM 802.6 - Historical and Theoretical Foundations of Educational Technology ERES 800.3 - Research Methods: Introductory Level ECUR 990.0 - Seminar in Curriculum Research Elective courses for the MEd degree in Educational Technology and Communication: ECMM 803.3 - Principles and Practices of Designing Multimedia Resources ECMM 804.3 - Distance Education ECMM 873.3 - Principles and Practices of Instructional Design ECMM 874.3 - Advanced Approaches to Instructional Design ECMM 876.3 - Organization and Administration in Educational Technology ECMM 877.3 - Advanced Video Production in Education ECMM 879.6 - Television in Education University of Saskatchewan: Department of Curriculum Studies - ECUR 991.3 Scholarship in Teaching Course Description Students will demonstrate their scholarship in teaching through developing a collection of academic and professional work. The work may be represented through a variety of media, such as portfolios (including electronic portfolios), multi-media presentations, and professional development initiatives. This course will be a culmination of students’ research into professional knowledge and identity undertaken throughout the MEd degree within a transformative and reflective learning culture. Course Objectives • To analyze, synthesize and evaluate teaching scholarship through growth in understanding educational theory. • To demonstrate academic and professional competence in their chosen field of curriculum studies or educational communication and technology. • To reflect on teaching and learning philosophy. • To demonstrate awareness of the ethical nature and practice of professional work and research. Teaching methodologies Since students in this course are likely to be studying part-time, a variety of distance approaches (online discussion boards, video/podcast) as well as face-to-face meetings, will be used. Academic Honesty Students are expected to follow the University of Saskatchewan’s guidelines on academic honesty detailed at http://www.usask.ca/honesty/pdf/dishonesty_info_sheet.pdf Honesty and integrity are expected in class participation, examinations, assignments, and other academic work. Perform your own work unless specifically instructed otherwise. Follow examination rules. Discuss with your professor if you are using the same material for assignments in two different courses. Use the same standard of honesty with fellow students, lab instructors, teaching assistants, sessional instructors and administrative staff as you do with faculty. Course Activities and Topics As they build their portfolios, students may: • Identify major trends in curriculum theory, and major trends in their own specific areas of interest, then identify how their understanding of curriculum has evolved through participation in their MEd courses. • Decide on the final form of their Scholarship in Teaching portfolio and presentation. • Reflect on teaching practice. Through examples from their own and others’ experiences, students will describe ways in which they can influence practice in different educational settings, as well as identify ways in which they can best represent their skills, challenges and changes. • Take a problem-solving approach to evaluating practice and to curriculum implementation. • Reflect on issues of diversity, including Aboriginal issues, teaching and learning in multicultural contexts, and working with the full range of student needs. • Represent learning from their academic and professional growth during the MEd program. • Make a presentation to the class or to another academic/professional group. • Carry out a final interview with a faculty member, based on their portfolio. • Construct an annotated personal curriculum vitae that demonstrates leadership in curriculum or educational technology. Evaluation: • Online discussions and/or in-class presentations: 30% • Final interview/oral examination 25% • Portfolio 45% Student work will be evaluated using the grading system from the College of Graduate Studies and Research. It is available at http://www.usask.ca/calendar/gradstudies/additional/grading/
Resources and References Resources on portfolios and e-portfolios Anderson, R. S., & DeMeulle, L. (1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25(1), 23. Bartell, C. A., Kaye, C., & Morin, J. A. (1998). Teaching portfolios and teacher education. Teacher Education Quarterly, 25(1), 5. Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal Of Teacher Education, vol, 44(3), 200-210. Berliner, D. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13. Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.). London: SRHE and Open University Press. Biggs, J., & Tang, C. (1998). Assessment by portfolio: Constructing learning and designing teaching. In P. Stimpson & P. Morris (Eds.), Curriculum and assessment for Hong Kong: Two components, one system (pp. 443-462). Hong Kong: Open University of Hing Kong Press. Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal Of Teacher Education, vol, 48(5), 345-357. Cambridge, B. (2001). Electronic portfolios as knowledge builders. In A. Cambridge (Ed.), Electronic portfolios: Emerging practices in student, faculty and institutional learning. New York: AAHE Publications. Grant, G. E., & Huebner, T. A. (1998). The portfolio question: A powerful synthesis of the personal and professional. Teacher Education Quarterly, 25(1), 33-43. Heath, M. (2003). Telling it like it is: Electronic portfolios for authentic professional development. Library Media Connection, 21(6), 38. Hopper, T., & Sanford, K. (2004). Representing multiple perspectives of self-as-teacher: Integrated teacher education course and self-study. Teacher Education Quarterly, 31(2), 57-74. Hopper, T., Sanford, K., Lauzon, L., Yeo, M., & Stogre, T. (2003). Enhancing professional development through integrated campus/field-based teacher education: Rekindling the passion for teaching. Paper presented at the CATE, CSSE, Halifax. Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press. Munby, H., Russell, T., & Martin, A. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904).Washington, DC: American Educational Research Association. Young, J. R. (2002). "e-portfolios" could give students a new sense of their accomplishments. Chronicle of Higher Education, 48(26), 31-32. Resources on educational issues Aoki, T. T. (2005.). In Pinar W., Irwin R. L., (Eds.), Curriculum in a new key :The collected works of ted T. aoki. Mahwah, N.J.: Lawrence Erlbaum Associates Publishers,. Ayers, W., Miller, J., & Miller, J. (1998). A light in dark times: Maxine Greene and the unfinished conversation. New York: Teachers College Press. Ayers, W., & Schubert, W. H. (c1992.). Teacher lore :Learning from our own experience. New York ;: Longman. Battiste, M. A. (2000.). Reclaiming indigenous voice and vision. Vancouver: UBC Press. Battiste, M. A., & Barman, J.,. (c1995.). First Nations education in Canada: The circle unfolds.Vancouver: UBC Press. Clandinin, D. J., Huber, J., Huber, M., Murphy, M.S., Pearce, M., Murray-Orr, A., & Steeves, P.(2006). Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. London: Routledge. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, Calif.: Jossey-Bass. Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press. Davis, B., & Sumara, D. J. (2006). Complexity and education : Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum Associates. Delpit, L. D. (1995). Other people's children : Cultural conflict in the classroom. New York: New Press : Distributed by W.W. Norton. Dewey, J. (1938). Experience and education. New York: Simon and Schuster Inc. Dewey, J. (1966). Democracy and education : An introduction to the philosophy of education. New York: Free Press. Fine, M. (c1992.). Disruptive voices :The possibilities of feminist research. Ann Arbor: University of Michigan Press. hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge. Huber, J., Murphy, M., & Clandinin, D. (2003). Creating communities of cultural imagination: Negotiating a curriculum of diversity. Curriculum Inquiry, 33(4), 343-362. Huber, J. C.,Jean. (2002). Ethical Dilemmas in Relational Narrative Inquiry with Children. Liston, D. P. (1991.). In Zeichner K. M. (Ed.), Teacher education and the social conditions of schooling. New York: Routledge. Mirochnik, E., & Sherman, D. C.,. (c2002.). Passion and pedagogy :Relation, creation, and transformation in teaching. New York: P. Lang. Paley, V. G. (1992). You can't say you can't play. Cambridge, Mass.: Harvard University Press. Pinar, W. (c1998.). Curriculum:Toward new identities. New York: Garland Publ. Reason, P., & Bradbury, H. (2001.). Handbook of action research :Participative inquiry and practice. London ;: SAGE. Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, N.J.: Rutgers University Press. Schwab, J. J. (1978.). The practical: Translation into curriculum. In I. Westbury, & N. J. Wilkof (Eds.), Science, curriculum, and liberal education: Selected essays [Science, curriculum, and liberal education : Selected essays] (pp. 365-383). Chicago: University of Chicago Press. Sleeter, C. E. (2005). Un-standardizing curriculum : Multicultural teaching in the standardsbased classroom. New York: Teacher College Press. Sleeter, C. E., & McLaren, P. (1995). Multicultural education, critical pedagogy, and the politics of difference. Albany: State University of New York Press. St. Denis, D. V. Literature review on racism and the effects on aboriginal education. Ottawa, Ontario November 15/2002.: Van Manen, M. (1990). Researching lived experience : Human science for an action sensitive pedagogy. London, Ont.: Althouse Press. Woyshner, C. A., & Gelfond, H. S. (1998). Minding women: Reshaping the educational realm. Cambridge, Mass.: Harvard Educational Review.
