coe-staff: Colloquium Invitation: Educational Leadership Tenure-Track Faculty Candidates

[Jennifer McGovney]

Please mark your calendars for the following colloquium presentations by candidates for Educational Methodology, Policy, and Leadership's tenure-track faculty search. Each event will be held from 10:30am-12:00pm in Lokey Ed 119, including a 1-hour presentation and a 30-minute Q&A session. Coffee and snacks will be provided.
________________________________

Thursday, January 18: Channa Cook-Harvey, PhD
Voices from the Reform - A Chronicle of Student, Parent, and Community Experiences with New Orleans Schools in the Decade after Hurricane Katrina

With a nearly 100% charter operated school system, New Orleans is a model for the market-based charter reform movement in the United States. After Hurricane Katrina, the state legislature significantly expanded the definition of a failing school thereby transferring the majority of Orleans Parish schools to the control of the state-run Recovery School District. Since 2005, the RSD has gradually turned over the daily management and oversight of public schools to independent charter operators. In the wake of such drastic changes, schools in New Orleans continue to be academically, racially, and socio-economically segregated. Based on qualitative data collected from students, parents, educators and community members and a thorough document analysis, findings suggest that a student's academic and demographic characteristics predict the range of school options available and the corresponding academic and social experiences he/she is likely to have in school. Findings also indicate that students who enter schools with lower or fewer academic skills are likely to experience a more stringent disciplinary atmosphere and a more narrow curriculum; whereas, students who enter school more academically advanced are likely to experience more intellectual and social freedoms in school. As a result, students are segregated from one another hierarchically in a form of city-wide ability tracking where schools are organized and managed in direct relation to the student population they serve thereby reproducing inequity.


Channa Cook-Harvey is a senior researcher at the Learning Policy Institute (LPI) in Palo Alto, CA where she co-leads LPI's Deeper Learning<https://learningpolicyinstitute.org/topic/deeper-learning> Team and provides leadership and support for several Deeper Learning initiatives, including California Performance Assessment Collaborative<https://learningpolicyinstitute.org/project/california-performance-assessment-collaborative> and managing the organization's Whole Child research portfolio. Cook-Harvey started out as a high school English teacher and literacy coach in the Los Angeles Unified School District. She co-founded the Sojourner Truth Academy in New Orleans, which focused on preparing students for college and community leadership. Later, she worked as a research associate at the Stanford Center for Opportunity Policy in Education, where she studied student-centered learning and social emotional learning for high school students. She mentors student teachers and teaches courses in the Stanford Teacher Education Program. Cook-Harvey holds a Ph.D. in Education, an M.A. in the Teaching of English, and a B.A. in English and African American Studies-all from Stanford University. She also holds an M.S. in Educational Leadership and Administration from Pepperdine University.
Monday, January 22: David Liebowitz, EdD
Responding to Shifting Challenges Faced by School Leaders: From Formative Assessments to Bathroom Fires
The tasks of school leadership have become more and more complex, especially in schools facing increasingly concentrated levels of need. As a result of waning legal and political enthusiasm for school integration policies and growing levels of family income inequality, public schools have become more segregated by income and unequal in their outcomes for poor and minority students. At the same time, students' academic and social skill development has never been more important to their future success. Schools serving large concentrations of low-income students, and the adults working in them, are asked to accomplish a dizzying array of goals. Principals must lead and manage schools towards those goals with little training, less support and weak evidence on what works. Nevertheless, emerging strategies from practice suggest that school leaders can make choices that meaningfully improve organizational effectiveness and student outcomes. In this talk, I draw on original empirical research highlighting the growing challenges schools face and on practical insights to overcome some of these challenges gained as a principal in a low-income, urban community. I close with suggestions to build these leadership competencies in current and future school leaders.

David Liebowitz is a Policy Analyst at the Organisation for Economic Co-Operation and Development. He works on the School Resources Review team, which provides policy analysis and advice on the effective use of financial, physical and human resources in OECD school systems. David recently completed five years of service as a middle school principal in a low-income community in Massachusetts. Prior to his work as a principal, David was a policy advisor to the Massachusetts Secretary of Education and the New York State Commissioner of Education, a Graduate Fellow at the Center for Education Policy Research, and a middle school English teacher. David has published work on the effects of the end of school desegregation, student assignment plans, and human capital policies. He holds a doctorate in Education Policy, Leadership and Instructional Practice and Master's degrees in School Leadership and in Learning and Teaching from the Harvard Graduate School of Education. He earned his undergraduate degree in English and Comparative Literature from Columbia University.

Thursday, January 25: Angela Urick, EdD
Leadership for Access as School Quality
For the last few decades, the field of educational leadership has been focused on linking a common set of school leader behaviors to student achievement. This approach has not accounted for varying school needs or mediating outcomes which define processes that lead to student success. Two main issues in this literature can be addressed to extend findings on how leaders might improve schools. First, leadership varies across school contexts beyond long-established styles to meet community needs. Second, complex processes and inputs in schools influence the extent that students have access to opportunities to learn content and skills. Investigations of school quality which include a comprehensive framework of leadership and organizational variables to attend to this variation might shift the ways in which we measure it in policy and structure improvement in practice.

Angela Urick is an assistant professor at the University of Oklahoma in the Department of Educational Leadership and Policy Studies where she trains school, district and state/policy leaders in the Educational Administration, Curriculum and Supervision program. She specializes in the application of advanced quantitative methods to the study of leadership for school improvement. Her research interests include principal and teacher perceptions of leadership, leadership styles, shared instructional leadership, school climate, organizational and social structures in schools, teacher retention, school facilities, and school improvement. She earned her doctorate in educational leadership and policy studies at the University of Texas at San Antonio.


Jennifer McGovney
Administrative Program Assistant
Educational Methodology, Policy, and Leadership
102 Lokey Education
5267 University of Oregon | Eugene, OR 97403
p: 541-346-5171 | f: 541-346-5174

[cid:image001.png at 01D38965.596D3DB0]

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists-prod.uoregon.edu/pipermail/coe-staff/attachments/20180110/f88df41b/attachment.html>
-------------- next part --------------
A non-text attachment was scrubbed...
Name: image001.png
Type: image/png
Size: 18230 bytes
Desc: image001.png
URL: <http://lists-prod.uoregon.edu/pipermail/coe-staff/attachments/20180110/f88df41b/attachment.png>