EDU 655D Leadership Fieldwork (Fall 2018)
Our fall term leadership project focused on crucial conversations. As a cohort, we practiced, role played and considered where these types of conversations might happen (it turns out that opportunities are everywhere). We read several texts, including Crucial Conversations (Patterson, Greeny, McMillan & Switzler 2012), that lent perspective on the importance of effective communication in healthy workplaces.
An expectation from EDU 655 was that we participate in a crucial conversation as well as support another conversation and write a well supported reflection piece on the experience and takeaways. My paper can be viewed from the following LINK
Our fall term leadership project focused on crucial conversations. As a cohort, we practiced, role played and considered where these types of conversations might happen (it turns out that opportunities are everywhere). We read several texts, including Crucial Conversations (Patterson, Greeny, McMillan & Switzler 2012), that lent perspective on the importance of effective communication in healthy workplaces.
An expectation from EDU 655 was that we participate in a crucial conversation as well as support another conversation and write a well supported reflection piece on the experience and takeaways. My paper can be viewed from the following LINK
EDU Leadership Fieldwork (Winter 2018-19)
Our winter leadership course focused on restorative practices. We were given some latitude in choosing what we would focus on for our project. I had been thinking about how important a strong culture of reflection is for a school that hopes to grow and evolve to meet the needs of their students. It also seemed to me that reflection has, to a degree, fallen off the radar at our school. The hopes for my winter leadership project was to re-model the process of reflection and lead our group through a reflective exercise where they would consider their practice and how they might make adjustments in their work that would improve the learning experience for their students. My paper can be viewed using this LINK
Our winter leadership course focused on restorative practices. We were given some latitude in choosing what we would focus on for our project. I had been thinking about how important a strong culture of reflection is for a school that hopes to grow and evolve to meet the needs of their students. It also seemed to me that reflection has, to a degree, fallen off the radar at our school. The hopes for my winter leadership project was to re-model the process of reflection and lead our group through a reflective exercise where they would consider their practice and how they might make adjustments in their work that would improve the learning experience for their students. My paper can be viewed using this LINK
EDU Leadership Fieldwork-Facilitating Anti-Racist Work in Schools (Spring 2019)
Our spring leadership fieldwork focused on facilitating anti-racist work in schools. The course consisted of two main components, learning through experience and a leadership statement. I have included links to my journals in two separate links.
Leadership Philosophy Statement and Field Notes
Our spring leadership fieldwork focused on facilitating anti-racist work in schools. The course consisted of two main components, learning through experience and a leadership statement. I have included links to my journals in two separate links.
Leadership Philosophy Statement and Field Notes
EDU Leadership Fieldwork (Fall 2019)
Our fall leadership fieldwork course focused on schools connection to families. Topics ranged from involvement, communication as well as systems and structures in schools that allow greater parent involvement in student learning. I chose to focus on how we might make adjustments to our Student Led Conferences (SLCs) to encourage greater parent attendance as well as make the process more meaningful. My paper can be accessed at this LINK
Our fall leadership fieldwork course focused on schools connection to families. Topics ranged from involvement, communication as well as systems and structures in schools that allow greater parent involvement in student learning. I chose to focus on how we might make adjustments to our Student Led Conferences (SLCs) to encourage greater parent attendance as well as make the process more meaningful. My paper can be accessed at this LINK
EDU 655B Leadership Fieldwork (Winter 2019-2020)
Our winter leadership fieldwork focused on facilitating professional development. A goal of the work was to plan, implement, film and reflect on our facilitation. Video, reflection and a "Seasons of Meetings" final product are attached in the following LINK
Our winter leadership fieldwork focused on facilitating professional development. A goal of the work was to plan, implement, film and reflect on our facilitation. Video, reflection and a "Seasons of Meetings" final product are attached in the following LINK
EDU 655 C Leadership Fieldwork (Spring 2020)
Our Spring leadership fieldwork project leadership and coaching. The course was designed to allow participant to role play scenarios as school leaders and receive feedback and coaching on our approach. We also As part of the role playing, we were meant to design a professional development as well as write an email response to a parent from our school community. The content of my work can be viewed in this LINK
Our Spring leadership fieldwork project leadership and coaching. The course was designed to allow participant to role play scenarios as school leaders and receive feedback and coaching on our approach. We also As part of the role playing, we were meant to design a professional development as well as write an email response to a parent from our school community. The content of my work can be viewed in this LINK