New and Aspiring School Leaders Working Conference
Old Dominion University, Norfolk, VA
Developing Educational Leaders for an Equitable and Engaging Learning Environment
4th Annual Conference
2017 June 22- June 23
PK-12 Educational Leadership Program Educational Foundations & Leadership Dept Darden College of Education Norfolk, VA 23529 www.odu.edu/efl 1
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Conference Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Internet Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Program “At a Glance” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Breakout Sessions Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Roundtable Session Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lunch Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Knowledge Workers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Post Conference Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Monarch Lead at ODU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Executive Ph.D. in Educational Leadership. . . . . . . . . . . . . . . . . 23 Getting Around Norfolk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Map of ODU/Webb Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Conference Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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Old Dominion University
About the Educational Leadership Program @ ODU. . . . . . . . . . 5
New and Aspiring School Leaders
TABLE OF CONTENTS
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ABOUT About the Educational Leadership Program @ ODU The Educational Leadership program is committed to providing educators across the Commonwealth of Virginia and the nation, high quality learning opportunities designed to prepare and develop aspiring and current educational leaders. The program offers three degree options, in addition to a wide variety of professional learning initiatives. The Educational Leadership program offers Master’s (M.S.Ed.) and Educational Specialist (Ed.S) degrees that prepare aspiring leaders for building and divisionlevel administrative positions. The Ph.D. in Education with a concentration in Educational Leadership prepares educational leaders for professional positions in PK-12 schools, faculty positions in higher education, research positions, and state and national policy making. Professional learning opportunities provided for our educational partners include: • • • • •
Annual Working Conference for Aspiring and New School Leaders Free on-site professional development sessions Adaptive Schools training Webinars on educational leadership topics Design Thinking Cohort for Equity and Engagement
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CONFERENCE INFO New and aspiring school leaders will convene at the ODU Educational Leadership Program's Fourth Annual Working Conference. The Working Conference is designed as a unique professional development opportunity for new and aspiring school leaders. New and aspiring school leaders often have unique needs as they become acclimated to new leadership positions. The Fourth Annual Working Conference is designed and planned by Virginia Educational Leaders and Old Dominion University Educational Leadership Program faculty. Thank you to the following Working Conference Design Team members. Darra Belle-White Newport News Public Schools Diana Brown Virginia Beach City Public Schools Stenette Byrd III Suffolk Public Schools Katie Catania Virginia Beach City Public Schools Lauren Gay Virginia Beach City Public Schools Melissa George Virginia Beach City Public Schools Tiffany Hardy Hampton City Schools Debbie Hunley-Stuke Chesapeake Public Schools Phil Jepson Old Dominion University Christopher Jones Virginia Beach City Public Schools Shelley Labiosa Virginia Beach City Public Schools Patricia Leary Old Dominion University Mark Lineburg Halifax County Public Schools Colleen Loud Isle of Wight County Public Schools Steve Myran Old Dominion University Chris Nierman Southeastern Cooperative Educational Programs William Owings Old Dominion University George Parker Caroline County Public Schools Craig Pinello Chesapeake Public Schools Ricardo Randall Hampton City Schools Kimberly Rhodes Southeastern Cooperative Educational Programs Joshua Ringling Virginia Beach City Public Schools Jay Scribner Old Dominion University Amie Seigle Chesapeake Public Schools Daniel Smith Virginia Beach City Public Schools Karen Swann Williamsburg-James City County
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SOCIAL MEDIA Social Media You can find the Educational Leadership program on Facebook and on Twitter. Don’t forget to “Like” the Educational Leadership Program and “tag” the Working Conference in your tweets! Twitter: @ODUMonarchLEAD Facebook: https://www.facebook.com/ODUEducationalLeadership/ Tag the Working Conference on social media!: #MonarchLEAD Conference App: You can access the conference program online at: http://my.yapp.us/ODUELS2017 Or use the QR code: If using the QR code, you will be directed to a page where you have the option to access the conference app. If you do not already have the YAPP client downloaded onto your mobile device it will auto-detect your device and link you to the appropriate store (google play/android, app store/IOS, or Windows Mobile Store) to download. Once you have the client, you can re-scan the QR or type in ODUELS2017. Conference App Tech Support: Nick Swan, Newport News Public Schools A Tech Support table will be located at the back of the North Cafeteria (main conference room). Attendees requiring tech support can work with our on site technology coordinator.
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INTERNET ACCESS Internet Access Account Username: odu-0757
Account Password: eflpk-odu-12
To Connect On WiFi, select AccessODU and log in through an internet browser. Use the Account Username and Password (above) to log in to an ODU network. The Internet Usage “Fine Print�: Acceptable Usage Policy Statement Computer and network users are granted access to computing, networks, and information stored electronically contingent upon their prudent and responsible use. Access is granted to the individual and no individual can transfer or share access with another. Customers may not (1) use information or resources for any illegal or unauthorized purposes or act, i.e.,to violate state or federal laws or any established policies and procedures of the University; (2) participate in any behavior that unreasonably interferes with the fair use of other customers or harms them in any way; (3) use resources or information for commercial purposes without prior authorization from the vice President for Administration and Finance. (Note that these acceptable usage policies are in addition to policies established by the Commonwealth of Virginia and do not supersede those Commonwealth policies.) Misuse of computing, networking, and information resources may result in sever consequences, including the loss of access to computing resources. (Please be aware that this loss of access could adversely affect the fulfillment of your University obligations.) By accepting, I acknowledge understanding of the information contained above and offer consent to the following: (1) in any investigation of suspect misuse by the account owner, the University may inspect, without prior notice (but with VP-A&F/auditor authorization), the contents of files, voice mail, logs, and related computer-generated or stored material, such as printouts; and (2) customer computer files may be inspected occasionally by systems personnel when assuring system integrity or preforming related resource management duties. 
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PROGRAM “AT A GLANCE” Purposes 1. To deepen our understandings around content-themed issues for new and aspiring school leaders 2. To investigate organizational complexities (school or division) for new and aspiring school leaders. 3. To support a growing professional learning network for leaders in Virginia. TIME 8:00 – 8:30 a.m. 8:30 – 9:00 a.m. 9:00 – 10:20 a.m.
10:20 – 10:35 a.m. 10:35 – 11:30 a.m. 11:30 a.m. – 12:30 p.m. 12:30 – 12:40 p.m. 12:45 – 2:10 p.m.
CONTENT Registration and Networking Welcome & Greeting • Purpose, Design &Agenda Preview • Networking Activity Break-Out Sessions North Café: Using Professional Learning Communities to Drive Success for All Newport News: Interviewing: It's A Lot Like Photography Hampton: The Story of One School's Journey and How Your School Can Do The Same River Room 1: Communication with Purpose: Addressing Difficult Topics for Positive Outcomes-Before, During, and After River Room 2: Observations and Student Engagement Evidence President’s Dining Room: School Leader as a Coach BREAK Roundtables Round 1: 10:35 – 11:00 Round 2: 11:05 – 11:30 Lunch & Leadership Panel (Advice for Aspiring and New Leaders) Lunch: 11:30 – 12:00 – Open Space Conversations Leadership Panel: 12:00 – 12:30 BREAK Break-Out Sessions North Café: Using Professional Learning Communities to Drive Success for All Newport News: The Story of One School's Journey and How Your School Can Do The Same Hampton: Are We Reinforcing the Right Behaviors? River Room 1: Instructional Coaching Through Courageous Conversations River Room 2: Observations and Student Engagement Evidence President’s Dining Room: Managing and Supporting the GEAR UP Grant
2:10 – 2:20 p.m. 2:20 – 3:40 p.m.
BREAK Break-Out Sessions North Café: Interviewing: It's A Lot Like Photography Newport News: Communication with Purpose: Addressing Difficult Topics for Positive Outcomes-Before, During, and After Hampton: Are We Reinforcing the Right Behaviors? River Room 1: Instructional Coaching Through Courageous Conversations River Room 2: School Leader as a Coach President’s Dining Room: Managing and Supporting the GEAR UP Grant
3:40 – 4:00 p.m.
Session Closing
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BREAKOUT SESSIONS Breakout Sessions Titles, Presenters, and Descriptions Are We Reinforcing the Right Behaviors? Kimberly Rhodes, Southeastern Cooperative Education Programs Adam Brown, Southeastern Cooperative Education Programs Students need more than core academic content to prepare them for life beyond school. For students with mild and moderate disabilities, assessing the general curriculum and the content within can be overwhelming. For teachers, these students’ challenging (and sometimes unsafe) behaviors and lack of pre-requisite academic skills are frustrating. Join us to examine how sound behavior management principles can impact the overall teaching and learning environment. Additionally, discover how to reinforce the right behaviors! Be ready to be actively engaged during this highly interactive session. Communication with Purpose: Addressing difficult topics for positive outcomes-Before, During, and After Linda C. Owen, Halifax County Public Schools Annie M. Stith-Willis, Halifax County Public Schools This session will guide participants through the process of preparing, having, and following up when difficult situations demand administrative intervention. Strategies provided will assist in positive outcomes when communicating about difficult topics. Participants will leave with before, during, and after strategies for having courageous but often times difficult conversations. Learn how to address difficult topics and help defray possible confrontation. Learn what can be done prior to needed interventions to prepare and deflate negative repercussions. Follow-up tips to ensure implementation of proposed actions and follow through will be discussed. Presenters will engage in modeling and role play to encourage purposeful dialogue. Instructional coaching through courageous conversations Ana Cingel, Virginia Beach City Public Schools Cameron Vadersen-Jacob, Virginia Beach City Public Schools By leading teachers through a coaching cycle of planning, observation, and reflection, participants will learn how they can leverage courageous conversations into instructional coaching. Participants will engage in dialogue and learn how to effectively coach a teacher through the continuous learning cycle. Each coaching component discussion will focus on: What is it? Why is it important? What does it look like in practice? How do we do it? The coaching cycle presented in this session is for new and aspiring building and central office administrators. Interviewing: It's A Lot Like Photography Phil Jepson, Old Dominion University We will view the interview process through different lenses and build interview confidence. We will learn what it means to focus on what's important, share snap shots of ones best work, and determine what went well and what requires further developing. The format will feature discussion of interview best practices and the preparation of individual interview strategies
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BREAKOUT SESSIONS Breakout Sessions Titles, Presenters, and Descriptions Managing and Supporting the GEAR UP Grant Gail Barker, Suffolk Public Schools The GEAR UP grant program is designed to increase the number of low-income students prepared to enter and succeed in post-secondary education. GEAR UP's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Funds are available in this matching grant to improve academics, climate, and culture. Although benefits are wonderful, program administration and record keeping can be daunting for administrators. This session will offer suggestions for how to work with a federal grant and how to get the most out of a grant for your school. Observations and Student Engagement Evidence Lauren Gay, Virginia Beach City Public Schools Troy Walton, Virginia Beach City Public Schools Student engagement, what does it look like from the other side? This session is designed to assist new administrators with teacher observations when it comes to student engagement. The session will cover three components of engagement including: visible learning, opportunities to respond, and look-fors of high levels of student engagement across various instructional settings. This session will be collaborative and high energy! School Leader as a Coach Teri L. Tucker, Virginia Beach City Public Schools The session will work with leaders to define the three main types of coaching teachers may need: Content, Cognitive, and Instructional, and work through the Observation Process to design potential coaching questions in the 3 areas of coaching. School Redesign: The Story of One School's Journey and How Your School Can Do The Same Jennifer Stanley, Williamsburg-James City County School redesign is the focus of many districts throughout the state of Virginia. This interactive and entertaining breakout session will share the personal journey of one high school as they accept the challenge of creating a new course, LINC5, that blends 5 disciplines, project based and blended learning to empower students to embrace the 5 C's of critical thinking, creativity, communication, collaboration, and civic/community engagement. Using Professional Learning Communities to Drive Success for All Kimberly Pinello, Chesapeake Public Schools While the term professional learning communities (PLC) is commonly used to describe schools, schools that utilize PLCs with fidelity focus on learning for all students; thus, making PLCs the perfect framework for school improvement and equity in our schools. This session will explore the role of school leaders in effective PLCs.
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ROUNDTABLE SESSIONS Roundtable Sessions 50 Minute Sessions – Only offered once and for the entire Roundtable Session Title, Presenters, and Descriptions Newport News Room
Transformational Learning: Building Teacher Capacity Katie Catania, Virginia Beach City Public Schools Johanna Ortiz, Virginia Beach City Public Schools Abigail Dougherty, Virginia Beach City Public Schools Molly Lewis, Virginia Beach City Public Schools Kathleen Niehoff, Virginia Beach City Public Schools Lesley Hughes, Virginia Beach City Public Schools This session will explore strategies and resources to build teacher capacity around the 5Cs (Communication, Collaboration, Creativity, Citizenship, & Critical Thinking). Specifically, we will explore instructional strategies and curriculum integration that support implementation.
River Rooms
What Are They Going To Ask Me? Phil Jepson, Old Dominion University Interviewing for a leadership position is a challenge. We will discuss possible themes and ideas that may be covered in school leadership interviews.
President’s Dining Room
Using Principles of Formative Assessment and Feedback to Improve Instructional Supervision Steve Myran, Old Dominion University Developmental models for instructional supervision (Glickman, 1985; Glickman, Gordon and Gordon 2001) conceptualize teachers as learners with varied prior knowledge and experience and are designed to foster high levels of skill, knowledge and professionalization. Given this learning focused outlook, formative assessment principles, particularly feedback, can play an important role in fostering professional growth among teachers. This session will provide a brief background on the concept of using formative feedback and provide specific examples and support materials practitioners can use in the field.
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ROUNDTABLE SESSIONS Roundtable Sessions – Offered Twice Title, Presenters, and Descriptions
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Reaching the Unreachable Student Basil Marin, Portsmouth Public Schools All students are capable of learning and achieving academic success no matter the student’s ethnicity, social class or disability present. Teachers who are supportive and show belief in their students all possess a common trait. These successful teachers understand that creating positive teacher-student relationships is the essential key to closing the prevailing student achievement gap. Positive teacher-student relationships draw students into the process of learning and ultimately promote their desire to learn. Want to know how to reach your most challenging students in the classroom? This round table discussion will focus on establishing productive ways to build relationships with students while providing rigorous instruction.
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Aligned Formative Assessment... It's Necessary! Jessica White, Hampton City Schools Teachers give frequent formative assessments during a lesson to check for student understanding and to shape future instruction. How effective is an assessment if it isn't properly aligned? As an administrator, measuring this part of a lesson is imperative to evaluating the learning taking place in YOUR classrooms.
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Chronicles of a first year principal Anthony Perry, Newport News Public Schools Mr. Anthony Perry is a first year principal that will lead a discussion highlighting the glows and grows of being a first year principal. Topics of discussion will include establishing goals and expectations, developing your focus plan, forming relationships, the role of stakeholders, defining the culture of the building, courageous conversations, and effective communication. The goal of the discussion is for aspiring educational leaders to understand the importance in developing your brand as an instructional leader and the importance in reflecting on your practices.
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Supporting New Teachers: The Administrator's Role Bevin Reinen, Virginia Beach City Public Schools Administrators play a critical role in new teacher success. Come learn about how administrators can better support induction and mentoring practices within the school building, as well as strategic, practical tips for inspiring and empowering educators who have just embarked on their careers in education.
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ROUNDTABLE SESSIONS
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Building Bridges: The Assistant Principalship and Connecting with Families Ashby Johnson, Albemarle County Public Schools This session will focus on the many roles of the assistant principal with an emphasis on building relationships with students and families. Participants will learn about the day-to-day work, but also learn about the importance of building rapport with the families and students you serve. Real-life examples and strategies will be shared of how we can connect with families and students of all backgrounds. Participants will walk away with strategies to implement immediately in your schools.
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SPED Leadership for Aspiring and New Administrators Casey Thrift, Hampton City Schools Many new and Aspiring Administrators become overwhelmed with the task of managing special education staff and processes. This roundtable discussion will provide new and aspiring administrators with information that will help them to navigate through the world of Compliance and Discipline as it relates to Special Education.
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How about “Leading Teachers, Defining the Roles” Gregg Mottinger, Norfolk Public Schools Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. Join us as we discuss what it means to be a teacher leader, and what you can do to thrust yourself into leadership opportunities in your building.
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Making the Transition Josh Ringling, Virginia Beach City Public Schools Aspiring administrators often place the majority of their focus on acing the interview, but what happens once you land the job? This roundtable will focus on what to expect when transitioning from teacher to administrator and how to make the transition as smooth as possible during your first days as an AP. A question and answer session will conclude this roundtable for aspiring administrators.
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The Role of the Assistant Principal in Supporting Students with Disabilities Ryan O’Meara, Virginia Beach City Public Schools The assistant principal is responsible for monitoring compliance with special education law and providing instructional support for special education and general education teachers to best meet the needs of students with disabilities
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ROUNDTABLE SESSIONS
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Exploring the Role of the Speech-Language Pathologist in Public Schools Le Alexander, Suffolk Public Schools In Virginia, speech-language impairment may necessitate both primary and related services. Thus, there is a strong possibility that many students in general and special education placements may be supported by School-based SLPs. SLPs are flexible professionals who support the educational process in a variety of ways whether conducting comprehensive assessments, serving on interdisciplinary teams, providing teacher/family trainings or supporting student access to the educational environment, school-based SLPs are valuable contributors to your school structure. This round table discussion will help you determine what you know about the role of SLPs, what supports SLPs need and how their skills can be used to support student growth.
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Putting the #JOY Back in Professional Learning Akilah Ellison, Virginia Beach City Public Schools Participants will engage in a variety of activities that inspire, ignite and empowerment in their Professional Learning. Emphasis will be on tapping into JOY to harness the best out of professional learning as leaders. Participants will leave with a toolbox of ideas to implement in their schools
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Learning to Lead Nicole Duplain, Suffolk Public Schools Learning how to transition from the role of teacher to leader can be overwhelming. This roundtable discussion focuses on allowing teachers to become better prepared for leadership roles, equipping them with the necessary tools to be successful.
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Time Management for School Leaders Karen Swann, Williamsburg-James City County Many school leaders will face the challenge of prioritizing tasks and getting them completed under time constraints in a busy, often interrupted day. To address this and speak to not becoming too overwhelmed or burnt out, this table discussion will provide strategies and practices for managing time and keeping balanced in order to effectively lead and motivate/ inspire others
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Monarch LEAD @ ODU Bill Owings, Old Dominion University Jay Scribner, Old Dominion University Are you interested in the PK-12 Administration and Supervision licensure program that leads to a Master’s or Educational Specialist Degree? Or are you interested in earning your Ph.D. in Education with a concentration in Educational Leadership? Learn more about these programs @ ODU!
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LUNCH SESSIONS Open Space Conversations 11:30 – 12:00 Join your Working Conference colleagues in conversations around salient topics of interest related to educational leadership. Open Space conversation topics will be posted prior to the start of lunch. Open Space conversation themes were identified through the Working Conference registration process. Leadership Panel 12:00 – 12:30 Thank you to the following educational leaders who are sharing their knowledge and expertise during the lunchtime leadership panel.: • Diana Brown, Virginia Beach City Public Schools • Ashby Johnson, Albermarle County Public Schools • Anthony Perry, Newport News Public Schools • Kimberly Pinello, Chesapeake Public Schools • Josh Ringling, Virginia Beach City Public Schools
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KNOWLEDGE WORKERS Knowledge Workers Thank you to the following Educational Leadership Graduate Students serving as Knowledge Workers at the conference. If you have questions throughout the day you can connect with one of the Knowledge Workers. David Alexander Donna Anderson Pam Archer Lauren Bellamy Lakeisha Cotman Eddie Kennedy Dan Lavallee Jalisa Logan James Marken Amanda McCauley Chandler McKnight Matt Mescall Sybil Randall Michelle Stanek Michelle vanDursen Allie West Kristen Young
Rockbridge County Schools Halifax County Public Schools Halifax County Public Schools Virginia Beach City Public Schools Norfolk Public Schools Hampton City Schools Virginia Beach City Public Schools Portsmouth Public Schools Virginia Beach City Public Schools Virginia Beach City Public Schools Williamsburg-James City County Schools The Maryland School for the Blind Hampton City Schools Virginia Beach City Public Schools Newport News Public Schools Hampton City Schools Newport News Public Schools
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POST CONF WORKSHOPS Post Conference Workshops June 23, 2017 Defining Teacher Leadership Kim Richardson, Hampton City Schools North Cafeteria Session Description: Are you a current or aspiring teacher leader? Do you select or train teacher leaders? Come learn about the knowledge and skills, roles and opportunities, and dispositions that a teacher leader should have. Assess professional development needs of teacher leaders and develop an action plan that will positively impact learning for students in your school or division. Edcamp-ing: Adventures in Participant-led Professional Learning Kate Wolfe Maxlow, Hampton City Schools River Rooms Session Description: An equitable and engaging learning environment isn’t just for the students. Educators yearn for and deserve professional learning experiences that empower them to determine relevance, make meaningful connections to practice, and share expertise with colleagues. The Edcamp format is an innovative approach to an important element of the profession, and one that is sure to inspire. The Road Less Traveled: Navigating Special Education Chris Nierman, Southeastern Cooperative Educational Programs Craig Pinello, Chesapeake City Schools Hampton/Newport News Rooms Session Description: This interactive session will focus primarily on building-level concepts associated with supporting students with disabilities including Local Education Agency (LEA) responsibilities as well as compliance monitoring and instructional practices. Equity concerns related to special educational policies, procedures, and practices will be emphasized.
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NETWORKING New and Aspiring School Leaders Working Conference: Examining Successful Leadership Practices Leadership Talent Search – Community Networking Network with your peers and capture their names, email addresses, and work location (division/organization)
Has or is attending Adaptive Schools training through ODU Ed Leadership.
Is currently an assistant principal.
Has demonstrated knowledge of leading formative assessment initiatives.
Has served as summer school principal.
Has served as a mentor or coach for a teacher or other school personnel.
Has experience with the school budgeting process.
Has developed a schoolcommunity partnership.
Has experience coordinating and/or leading PLCs.
Is involved in and/or learning about projectbased learning.
Is aspiring to serve in a central office position, or currently holds one (specify position).
Has experience with curriculum development.
Has provided professional development (specify PD).
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Educational Leadership Program at Old Dominion University Monarch Lead Cohort PK-12 School Leadership Licensure Transforming Today’s Educators Into Tomorrow’s Leaders Would you like to be a lead teacher, assistant principal, principal, work at the central office in your school system, or serve in another school leadership position? The Monarch Lead Cohort is a field-based educational leadership preparation program that provides an opportunity for outstanding educators to earn a Master’s or Educational Specialist degree in Educational Leadership and obtain PK-12 Administration and Supervision licensure in Virginia. This program is ideal for educators working full time. You can complete your degree in less than two years and are able to continue to work while earning your degree and obtaining school leadership licensure. Virginia public school employees receive a 25% discount off of per credit tuition. The program is designed to provide aspiring school leaders the requisite knowledge and skills to serve as high-quality and ethical instructional leaders in diverse school settings and to inspire them to create equitable educational opportunities for all students. Throughout the program students in the Monarch Lead Cohort will participate in courses that offer practical, research based knowledge in the following areas: organizational leadership and management, leadership for organizational change and improvement, instructional practices for diverse learners, professional development for school improvement, data-informed decision-making, and curriculum leadership. Monarch Lead Cohort students complete coursework while concurrently completing their internship activities in schools and offices in their own schools and area school divisions and organizations. This program will be held in a live, on-line format delivered through a virtual web-based classroom. Students are not required to drive to campus or to a higher education center to attend class, except for accelerated cohort members.* All classes may be attended through the convenience of your own home or work computer. Career pathways for graduates of the Monarch Lead Cohort include leadership positions such as assistant principal and principal, department chair, grade level lead and central office director. *Accelerated Cohort students (ML 12) starting summer 2018 are required to participate in a one week Summer Institute at Old Dominion University, as well as two weekend instensive sessions during the program. Applications are being accepted for Fall 2017, Spring 2018, and Summer 2018 Cohorts. Cohort students will attend class on the same day throughout all semesters for the program.
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5 Semester Cohort Programs ML 9: Fall 2017 – Spring 2019 Wednesdays ML 10: Spring 2018 – Summer 2019 Thursdays ML 11: Summer 2018 – Fall 2019: Tuesdays Students in the five semester cohorts are not required to come to ODU main campus for classes. All classes may be attended via computer. Accelerated/4 Semester Cohort Program ML 12: Summer 2018 – Summer 2019 Mondays *Students in ML 12/Accelerated Cohort are required to attend an on campus one week Summer Institute June 18 – 22, 2018. ML 12 students are also required to come to two weekend intensive sessions during the 2018-2019 academic year. Core Program for 5 Semester Cohorts (Example): Semester I Strategic Leadership and Management for School Improvement Strategic Communication and External Relations Semester II Accountability and Organizational Improvement Educational Politics and Policymaking Semester III Internship I Learning Theories and Professional Development Semester IV Instructional Leadership and Supervision Semester V Internship II Educational Law and Ethics *EdS students may transfer in up to 3 research credits into the program.
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Field Based Activities
Application
Applications are due two weeks prior to the start of the semester you wish to begin. Submit your application online: https://blue.odu.edu/admission/apply/ Application components include: • Resume • Transcripts from all previous institutions • Submission of 3 professional references (1 reference must be a supervisor; 1 reference must be a colleague at your work location; and 1 additional reference of your choosing within the educational field) • Completed application essays: - Provide a 1-page description of your anticipated career path and how this program can help you achieve your professional goals. *Indicate on this essay you are applying for the Monarch Lead Cohort and indicate which number and semester start. - Develop a 2-page essay on a instructional or school improvement issue and discuss the implications for school leaders. - Discuss how your involvement in the cohort program can contribute to furthering the vision and mission of your school or organization. Contact Dr. Karen Sanzo, Graduate Program Director, for more information: ksanzo@odu.edu or 757-683-6698.
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Executive Ph.D. in Educational Leadership Old Dominion University Transforming Today’s Educators Into Tomorrow’s Leaders Are you interested in earning a Doctorate in Education with a Concentration in Educational Leadership while working full-time in your current school leadership role? Applications are now being accepted for the Executive Ph.D. Cohort 4 beginning Summer 2018 at Old Dominion University. Applications are due February 1, 2018. The Executive Ph.D. in Educational Leadership Cohort is designed for educational leaders working full-time in PK-12 schools and divisions. PK-12 school leaders take classes as part of a cohort in which students discuss and research educational problems of practice and policy. Course content is designed to help students use research, theory, and their own professional expertise to advance organizational change in their own organizations. The Cohort program builds an intensive professional learning community in an executive-style accelerated doctoral program. Program Overview: The Ph.D. in Education with a Concentration in Educational Leadership consists of a minimum of 60 credits. Up to six credits from students’ previous graduate degree programs may be transferred into the program with faculty approval. Course work is targeted to fold in dissertation work throughout each semester, allowing students to complete their doctoral degrees in approximately three years. This program allows students to use their own workplaces, where applicable, for data collection and opportunities for applied study. Cohort students receive a 25% discount off of the regular student tuition at the university during their cohort membership. The Cohort program is offered in a hybrid format that includes both live, web-based courses via video conferencing where students may attend classes from the convenience of their offices or homes and on-campus classes two to three times each semester plus one weekend class during the fall and spring semesters. The Educational Leadership Program is committed to building a support network to foster critical dialogue, exemplary research, and collaborative engagement around problems of practice. Our growing network of practitioner-scholars, alumni, faculty, and external stakeholders convene throughout the year in various formats to foster this. Application: o A resume o GRE scores (Official scores must be submitted by March 1, 2018) o Transcripts (unofficial copies for the cohort application are acceptable, official copies are required for all accepted students into the cohort) o Completed essay questions: Essay 1: The first essay should be approximately 1,500 words (including citations) discussing a current topic in educational leadership. This should be written as a research-based position paper (formerly submitted papers are acceptable). Essay 2: The second essay of approximately 500 words should state the candidate’s qualifications, professional and career goals, and reasons for seeking the Ph.D. in Educational Leadership. Essay 3: The third essay of approximately 1000 words should focus on a learning issue facing your organization and discuss the implications for school leaders and/or policy makers.
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Course Sequence: Year 1 Summer Semester 2018 Introduction to Statistics Educational Leadership Seminar in Doctoral Studies Year 2 Summer Semester 2019 Advanced School Finance Advanced Qualitative Research Year 3 Summer Semester 2020 Accountability Systems in Education Leadership for Equity and Inclusive Education
Fall Semester 2018 Policy and Politics in Education Organizational Theory and Behavior in Education
Spring Semester 2019 Advanced Research Design
Fall Semester 2019 Leadership for Social Justice Leadership for Teaching and Learning
Spring Semester 2020 Advanced Program Evaluation Leadership Theory for School Improvement
Fall Semester 2020
Spring & Summer Semester 2021 Dissertation Research
Dissertation Seminar
Advanced Statistics
Optional Elective in Advanced Topic Study
The Educational Leadership Program is committed to building a support network to foster critical dialogue, exemplary research, and collaborative engagement around problems of practice. Our growing network of practitioner-scholars, alumni, faculty, and external stakeholders convene throughout the year in various formats to foster this. Networking opportunities include an annual Graduate Research Colloqiuium, Professional Learning Workgroups, program sponsored trips to research conferences, Adaptive Schools training, program sponsored professional development training initiatives, annual conferences, and collaborative research and publishing opportunities. Contact Dr. Karen Sanzo, Graduate Program Director, for more information: ksanzo@odu.edu or 757-683-6698.
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Application: o A resume o GRE scores (Official scores must be submitted by March 1, 2018) o Transcripts (unofficial copies for the cohort application are acceptable, official copies are required for all accepted students into the cohort) o Completed essay questions: Essay 1: The first essay should be approximately 1,500 words (including citations) discussing a current topic in educational leadership. This should be written as a research-based position paper (formerly submitted papers are acceptable). Essay 2: The second essay of approximately 500 words should state the candidate's qualifications, professional and career goals, and reasons for seeking the Ph.D. in Educational Leadership. Essay 3: The third essay of approximately 1000 words should focus on a learning issue facing your organization and discuss the implications for school leaders and/or policy makers. o Completion of 3 letters of reference 2 references from supervisors 1 additional professional reference of your choosing Applications are due by February 1, 2018. Submit your application online: https://blue.odu.edu/ admission/apply/ Applicants will be invited to participate in an interview at ODU.
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AROUND NORFOLK
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AROUND NORFOLK Grocery
The Fresh Market Farm Fresh Harris Teeter
924 W 21st Street 730 West 21st Street 1320 Colonial Avenue
1.1 miles 1.2 miles 1.8 miles
Restaurants
University Village directly across campus Ghent Business District 1.5 miles Local Area Recommendations The Grilled Cheese Bistro - American Comfort The Greenhouse Kitchen - American Upscale Salads Handsome Biscuit - Breakfast/Brunch Chow - American Southern Orapax - Greek Luna Maya - Contemporary Latin/Mexican Rajput - Indian Cuisine Bangkok Garden - Thai Toast - American Southern The Dirty Buffalo - Wings Bardo - Tapas The Public House - Gastropub 757 Crave - Casual Comfort Food
Shopping
MacArthur Center Ghent Business District Prime Outlets
Attractions
Chrysler Museum Virginia Aquarium Virginia Beach
Norfolk, VA Norfolk, VA Williamsburg, VA
4 miles 1.5 miles 47 miles
Norfolk, VA Virginia Beach, VA Virginia Beach, VA
2.4 miles 22.9 miles 21 miles
27
ODU CAMPUS MAP
28
1047 1047 1047 1071
1045 1047 1047 1047 1047 1047 1047 1047 1047 1047
29
Entrance to 1007
House of Blue (Food Court) 1038
South Mall-1063
Cafe 1201 Seating
Auxiliary Services 1200
Game Room
1107
Fac. Senate 1106
Subway 1062
Card Center 1056
Study Lounge
Monarch Market 1060
(Princess Anne Garden)
Peace Garden 1235
Elkhorn Ave
Kitchen
Front Lobby
1100
Kaufman Mall
1104
1103
Closet
Tonelson Garden 1108
Cafe 1201 Seating
Cafe 1201
1105
1216
1217
1218
1219
1223
Loading Dock
1221 1222
1225
Chik-fil-A 1410
Student Health Services 1007
Women’s Center 1000
Elevator
U-Center 1047
Leadership and Student Involvement 1071
WODU 1045
WODU U-Center Student Government Assoc. Mace & Crown T.R.U.S.T. Conference Room Student Activities Council ODU Out Fraternity & Sorority Life Center for Service & Civic Engagement Student Veterans Association F.O.R.E.I.G.N.E.R.S. Sign Room Leadership and Student Involvement
Future Monarchs Presentation Room 1102
Future Monarchs 1101
Elevator
1544
1413
Center Cafeteria 1401
Storage
1310
Storage
Virginia Rice Webb 1307
ATM
Starbucks 1542
The Norfolk Room 1416
1317
Cyber Cafe Lounge 1545
North Mall-1545
Monarch Techstore
1543
North Cafeteria 1402
1316
1306 1305 1304 1303
1300
Board of Visitors 1302
1500
Elevator
Health Promotion 1525
Counseling Services 1526
Suffolk 1541
49th Street
Catering Webb Info Desk, Catering & Night/Weekend Manager Faculty Senate Maintenance Manager Housekeeping Manager Webb Center Manager Housekeeping office Maintenance Office James River Lynnhaven River York River Potomac River President’s Dining Room Newport News Hampton Webb Media Services Center for Major Exploration Health Promotions Suffolk Room ODU Credit Union
ITS 1504
1103 1104 1105 1106 1219 1221 1222 1223 1225 1303 1304 1305 1306 1310 1316 1317 1413 1500 1525 1541 1544
Webb University Center - First Floor
ODU WEBB CENTER
CONFERENCE NOTES
30
CONFERENCE NOTES
31
Educational Foundations and Leadership, 4300 Hampton Blvd, Suite 2300 Norfolk, VA 23509 757-683-5163 32