Event

EdPrepLab at University Council for Education Administration

Location
Hyatt Regency Columbus, Columbus, OH
UCEA 2021 convention logo on edpreplab logo background
November 11-14, 2021 | 9 AM - 6 PM

The University Council for Educational Administration (UCEA) convention will be held November 11-14, 2021 in Columbus, OH. We are excited that members from several EdPrepLab institutions will be presenting over the course of the convention. See below for a list of session titles and descriptions, presenters, dates, and times.

EdPrepLab-affiliated institutions are indicated with: EdPrepLab-affiliated institutions


Asynchronous
Participant:
  • Rebecca Cheung, University of California, Berkeley EdPrepLab-affiliated institutions

This paper presents an intrinsic case study of a Leaders of Color Network implemented by a university-based leadership preparation program in a school district that is attempting to diversify its workforce. The participants experienced increased workplace stress, and the network provided promising supports in service of the retention and efficacy of leaders of color. This case presents the need for targeted and systematic support that uplifts, empowers, and amplifies the needs of leaders of color.


Asynchronous
Participant:
  • Jeremy Martin, University of California, Berkeley EdPrepLab-affiliated institutions

This essay argues that, historically, Black philanthropic organizations and their leaders operated in counterpublics. First, I examine current scholarship on philanthropy and k–12 education to argue that Black philanthropic practices have been erased. Second, I argue that Black philanthropists created alternative publics to assert their humanity and positive views of themselves and their communities. Finally, the paper ends with implications on how to examine Black philanthropic leadership in the contemporary era.


Asynchronous
Participants:
  • Martin Scanlan, Boston College EdPrepLab-affiliated institutions
  • Qiyang Zhang, Johns Hopkins University

Singapore is a multiracial, multicultural, and multilingual city-nation in Southeast Asia. This analysis found that Singapore’s bilingual policy has exacerbated racial inequality since its inception. To alleviate the problems, we propose three recommendations to revise the current bilingual policy: (a) the policy should be named as “Asian language,” not “mother tongue” language; (b) the policy should diversify language choices and grant more flexibility; and (c) reduce the stakes on the mother tongue language exam.


Wednesday, November 10, 2021 | 5:00-6:10pm ET (In person: Floor 2 Union ABC)
Participant:
  • Joy Esboldt, University of California, Berkeley EdPrepLab-affiliated institutions

Graduate Student Symposium Roundtable: Decolonizing School and Education


Thursday, November 11, 2021 | 3:45-5:00pm ET (In person: Floor 2 Delaware A)
Participants:
  • Gretchen Givens Generett, Duquesne University
  • Mark Anthony Gooden, Teachers College, Columbia University
  • Terrance Green, University of Texas at Austin
  • Muhammad Khalifa, Ohio State University
  • Kofi Lomotey, Western Carolina University
  • Sharon I. Radd, St. Catherine University
  • George Theoharis, Syracuse University
  • Henry Turner
Facilitator:
  • Martin Scanlan, Boston College EdPrepLab-affiliated institutions

In responding to educational inequities, educational leaders often use equity audits to diagnose systemic barriers to opportunities to learn and point toward structural change. Equity audits are often lauded as powerful tools for leaders espousing social justice reform. The purpose of this session is to engage participants in a Critical Conversation that interrogates this assumption, exploring the possibilities, pitfalls, and perils regarding how equity audits are used (and not used) in schools.


Thursday, November 11, 2021 | 3:45-5:00pm ET (Virtual Roundtables: Floor 1 Hayes)
Participants:
  • Soraya Sablo-Sutton, University of California, Berkeley EdPrepLab-affiliated institutions
  • Viet Nguyen, University of California, Berkeley EdPrepLab-affiliated institutions

Leadership coaches have the potential to support preservice and practicing leaders to disrupt systems of oppression. To engage in this work, coaches need sustained professional development to prepare them to have real-time coaching conversations about issues of inequity. This participatory action research study describes a model of professional learning that enables coaches to make personal connections to systemic oppression, grapple with their own biases, and work collaboratively to understand how oppression manifests in schools.


Thursday, November 11, 2021 | 3:45-5:00pm ET (In person: Floor 2 Delaware D)
Participants:
  • Emily Hodge, Montclair State University EdPrepLab-affiliated institutions
  • Serena Jean Salloum, Ball State University
  • Susanna Benko, Ball State University

In the wake of states adopting the Common Core State Standards, state education agencies (SEAs) sought to support instructional practice. Research found that states’ approaches to supporting standards varied widely, with some SEAs providing resources created internally, by other states, or by external organizations. We investigate the social networks of state English language arts (ELA) coordinators, who are key decision-makers in each state for supporting teachers’ literacy instruction across an entire state. We find that the ELA coordinators’ social networks shape curation behaviors.


Thursday, November 11, 2021 | 5:15-6:30pm ET (Virtual Roundtables: Floor 1 Hayes)
Participants:
  • Lihi Rosenthal, University of California, Berkeley EdPrepLab-affiliated institutions
  • Thomas Green, University of California, Berkeley EdPrepLab-affiliated institutions
  • Morgan Bessette, University of California, Berkeley EdPrepLab-affiliated institutions

Special education is a tricky enterprise, but you would not know it by looking at the professional learning options made available to its leaders. This roundtable session describes one university’s efforts to address this gap through the establishment of a community of practice for teams of special education leaders. A review of current research will be followed by a discussion of additional areas of inquiry that would benefit the field.


Thursday, November 11, 2021 | 5:15-6:30pm ET (In person: Floor 2 Delaware C)
Participants:
  • Pat Maslin-Ostrowski, Florida Atlantic University
  • Ellie E. Drago-Severson, Teachers College, Columbia University
  • Jessica Blum-DeStefano, Bank Street College EdPrepLab-affiliated institutions
Facilitator: 
  • Michelle D. Young, Loyola Marymount University

Based on our mixed-methods, longitudinal research with 141 leaders, we highlight central learnings about how leaders make sense of their most pressing challenges inside-out, how leaders help teachers manage change, and how leaders understand their internal experiences of leading for social justice; building individual, team and organizational capacity; and supporting student learning. Findings underscore the social-emotional and developmental capacities needed to exercise leadership. We emphasize implications for strengthening leadership practice, preparation, and workplace learning to sustain leaders.


Thursday, November 11, 2021 | 5:15-6:30pm ET (In person: Floor 2 Delaware B)
Participant:
  • Rebecca Cheung, University of California, Berkeley EdPrepLab-affiliated institutions
Facilitator: 
  • Kathleen M. W. Cunningham, University of South Carolina

This paper presents an intrinsic case study of a Leaders of Color Network implemented by a university-based leadership preparation program in a school district that is attempting to diversify its workforce. The participants experienced increased workplace stress, and the network provided promising supports in service of the retention and efficacy of leaders of color. This case presents the need for targeted and systematic support that uplifts, empowers, and amplifies the needs of leaders of color.


Thursday, November 11, 2021 | 5:15-6:30pm ET (Virtual Roundtables: Floor 1)
Participant:
  • Joy Esboldt, University of California, Berkeley EdPrepLab-affiliated institutions

Teacher Preparation, Networks, and Relationships


Friday, November 12, 2021 | 8:00-9:10 am ET (In person: Floor 2 Delaware B)
Participants:
  • Elizabeth Arnett Zumpe, University of California, Berkeley EdPrepLab-affiliated institutions
  • Corrine Aramburo, San Francisco State University/University of California, Berkeley EdPrepLab-affiliated institutions
  • Heinrich Mintrop, University of California, Berkeley EdPrepLab-affiliated institutions

The prevailing school improvement paradigm centers around training teachers to implement research-based “best practices,” but in recent years an alternative, and more promising, approach has emerged: problem-driven development. Shifting toward problem-driven development in districts must, however, contend with an ingrained logic of implementation. The proposed paper explores key tensions in this shift—what we call “crucibles”—using data from participant observation with a district leadership team and three schools as part of a research–practice partnership.


Friday, November 12, 2021 | 10:40-11:50 am ET (In person: Floor 2 Franklin D)
Participants:
  • Elizabeth Arnett Zumpe, University of California, Berkeley EdPrepLab-affiliated institutions
  • Corrine Aramburo, San Francisco State University/University of California, Berkeley EdPrepLab-affiliated institutions
  • Heinrich Mintrop, University of California, Berkeley EdPrepLab-affiliated institutions

Continuous improvement (CI) methods have garnered increasing attention in education, but little research exists about the learning processes entailed for leaders to undertake CI in typical district environments. This paper uses data from participant observation with a district leadership team at a professional development series about a CI method designed by a university team in a research–practice partnership. The paper traces key affordances and challenges of the series for fostering more productive problem-solving.


Friday, November 12, 2021 | 10:40-11:50 am ET (In person: Floor 1 Taft - A)
Participants:
  • Pascal Barreau, Virginia State University
  • Janis Carthon, Albany State University
  • Robert Corley III, Virginia State University
  • Tim Drake, North Carolina State University EdPrepLab-affiliated institutions
  • Richard Gonzales, University of Connecticut EdPrepLab-affiliated institutions
  • Stacy Leggett, Western Kentucky University EdPrepLab-affiliated institutions
  • Daniel Reyes-Guerra, Florida Atlantic University
Facilitators: 
  • Alejandro Gonzalez Ojeda, San Diego State University 
  • Ann O’Doherty, University of Washington EdPrepLab-affiliated institutions

Leadership preparation programs across the United States have been conceptualized with a specific sequence of courses. This Critical Conversation extends a mixed-methods study to explore decisions that influence course sequence in selected leadership programs. We define how their program has addressed racial justice; what has been learned from the past year around content, delivery, and/or sequencing of learning experiences; and what actions have been or will be taken based on what has been learned.


Friday, November 12, 2021 | 1:20-2:30 pm ET (Floor 2 Madison)
Participants: 
  • Cynthia Kay Barron, University of Illinois at Chicago EdPrepLab-affiliated institutions
  • Shelby A. Cosner, University of Illinois at Chicago EdPrepLab-affiliated institutions
  • David H. Eddy Spicer, University of Virginia
  • Sandy J. Lochhead, Denver Public Schools
  • Margaret Terry Orr, Fordham University
  • Natasha Saunders, Fairfax County Public Schools
  • Farnoosh Shahrokhi, George Mason University
  • Elizabeth Leisy Stosich, Fordham University 
Facilitators:
  • Erin Anderson, University of Denver
  • Kathleen M. W. Cunningham, University of South Carolina
  • Kris DeFilippis
  • Tinkhani White

This Critical Conversation will explore the ways university–district partnerships are addressing the problems of practice that pre-K-12 educational leaders currently face as they react to the impact of COVID-19 on their school communities. Participants will be invited to discuss responses to examples of how university–district partnerships are using an improvement science lens to address three pressing problems of practice: educational equity, unfinished learning, and social-emotional considerations.


Saturday, November 13, 2021 | 8:00-9:10 am ET (In person: Floor 2 Delaware B)
Participants:
  • Ellie E. Drago-Severson, Teachers College, Columbia University
  • Jessica Blum-DeStefano, Bank Street College EdPrepLab-affiliated institutions
  • Deborah Brooks-Lawrence, Teachers College, Columbia University
Facilitator:
  • Terah Talei Venzant Chambers, Michigan State University

Drawing from in-depth qualitative interviews and developmental assessments with 50 educational leaders in various roles from across the United States, this paper presents a developmental continuum of social justice leadership. More specifically, it explores how leaders’ ways of knowing influence their leadership on behalf of social justice, as well as how the unique strengths and growing edges of different meaning-making systems can influence practice. Implications for leadership preparation and in-service professional development are discussed.


Saturday, November 13, 2021 | 8:00-9:10 am ET (In person: Floor 1 Taft A)
Participants:
  • William Black, University of South Florida
  • Joshua Bornstein, Fairleigh Dickinson University
  • Vincent Cho, Boston College EdPrepLab-affiliated institutions
  • Decoteau J. Irby, University of Illinois at Chicago EdPrepLab-affiliated institutions
  • Melissa Ann Martinez, Texas State University
  • Raquel Muñiz, Boston College EdPrepLab-affiliated institutions
  • Sharon I. Radd, St. Catherine University
  • Jessica G. Rigby, University of Washington EdPrepLab-affiliated institutions
  • Rosa Rivera-McCutchen, Lehman College, CUNY EdPrepLab-affiliated institutions
  • Carrie Sampson, Arizona State University EdPrepLab-affiliated institutions
  • Martin Scanlan, Boston College EdPrepLab-affiliated institutions

This Critical Conversation examines the realities of parenting as education professors during the COVID-19 pandemic. Kicking off with readings of excerpts from a new collection of essays, we create space for critical reflection and discussion. We bring authors and audience together to explore fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time.


Saturday, November 13, 2021 | 10:40-11:50 am ET (In person: Floor 2 Franklin D)
Participants:
  • Nicole Thompson, Arizona State University EdPrepLab-affiliated institutions
  • Betsy Hargrove
Facilitators:
  • Manuelito Biag, Carnegie Foundation for the Advancement of Teaching
  • Louis Gomez, University of California, Los Angeles EdPrepLab-affiliated institutions
  • David Imig, University of Maryland

This symposium features studies from six district–university partnerships engaged in the Improvement Leadership Education and Development (iLEAD) network. The session explores how partnerships between school districts and universities can serve as a strategic resource to build capacity for student-centered improvements in educational practices, particularly during periods of instability. We seek to demonstrate how partnerships focused on continuous improvement can overcome traditional ways of working and institutional boundaries to enable more coordinated responses to shared challenges.


Saturday, November 13, 2021 | 10:40-11:50 am ET (In person: Floor 2 Franklin D)
Participants:
  • Shelby A. Cosner, University of Illinois at Chicago EdPrepLab-affiliated institutions
  • Cynthia Kay Barron, University of Illinois at Chicago EdPrepLab-affiliated institutions
Facilitators:
  • Manuelito Biag, Carnegie Foundation for the Advancement of Teaching
  • Louis Gomez, University of California, Los Angeles EdPrepLab-affiliated institutions
  • David Imig, University of Maryland

This symposium features studies from six district–university partnerships engaged in the Improvement Leadership Education and Development (iLEAD) network. The session explores how partnerships between school districts and universities can serve as a strategic resource to build capacity for student-centered improvements in educational practices, particularly during periods of instability. We seek to demonstrate how partnerships focused on continuous improvement can overcome traditional ways of working and institutional boundaries to enable more coordinated responses to shared challenges.


Saturday, November 13, 2021 | 2:40-3:50 pm ET (In person: Floor 2 Franklin D)
Participants:
  • Tim Drake, North Carolina State University EdPrepLab-affiliated institutions
  • Bonnie Fusarelli, North Carolina State University EdPrepLab-affiliated institutions
  • Lacey Seaton, Virginia Commonwealth University
  • Mario Jackson, North Carolina State University EdPrepLab-affiliated institutions

Five district–university partnership educational leadership programs explore the impact of the compound crisis starting in March 2020. Given the explicit and implicit inequities the pandemic caused or amplified—compounded by the racial injustices revealed and rapid transitions that were experienced in terms of learning facilitation—this symposium focuses on how this influenced curriculum, program delivery, and partnerships. Dialogic engagement will prioritize the present and future challenges to promote effective educational equity leadership.


Saturday, November 13, 2021 | 2:40-3:50 pm ET (In person: Floor 2 Delaware C)
Participants:
  • Hilary Lustick, UMass Lowell
  • Vincent Cho, Boston College
  • Katie Kinnaman, Boston College EdPrepLab-affiliated institutions

Through the lens of institutional logics (Bridwell-Mitchell & Sherer, 2014), we examine the perspectives of educators at one urban charter school. This frame allows us to surface the myriad logics that play a role in teachers’ and leaders’ perspectives. These include a commitment to justice in theory and a sense of accountability to academic standards. We translate these into dilemmas that practitioners should think through in order to promote a sustainable and equitable restorative practice.


Saturday, November 13, 2021 | 4:00-5:10 pm ET (In person: Floor 2 Delaware C)
Participants:
  • Tim Drake, North Carolina State University EdPrepLab-affiliated institutions
  • Lacey Seaton, Virginia Commonwealth University
  • Laura Ivey, North Carolina State University EdPrepLab-affiliated institutions

The internship is considered one of the most important components of high-quality principal preparation. We use weekly reflection logs of 26 full-time principal-interns to explore how interns make sense of their internship, including how it shaped their conceptions of leadership and what experiences were most formative. We found that interns who openly and consistently reflected on their learning seemed better able to advocate for and receive opportunities to experience the full breadth of the principalship.


Saturday, November 13, 2021 | 4:00-5:10 pm ET (In person: Floor 2 Madison)
Facilitator:
  • Rebecca Cheung; University of California, Berkeley EdPrepLab-affiliated institutions

This Critical Conversation centers on the affordances, possibilities, and challenges of a unique statewide partnership that seeks to provide equity-centered professional learning for educational leaders of schools and districts across a state. A brief overview, discussion, and questions will be facilitated among the panel and participants. For example, how does engagement in the partnership impact and influence the work of faculty and programs?

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