Educational Leadership Newsletter Fall 2017

FALL NEWSLETTER 2017 ISSUE 1

The Sage Colleges Department of Educational Leadership

MESSAGE FROM DR. JANICE WHITE

The first edition of the Sage EDL Newsletter is finally here! This has been an idea in development for a while based on feedback from our EDL alumnni. There are now 139 alumni in 11 cohorts, eight from Albany and three from New York City. Another two cohorts totaling 22 candidates will complete this December.

We continually hear about the accomplishments of our alumni as well as the 107 candidates in progress. This newsletter is our way to stay in touch with all of you both on a program level and as you influence others in varied ways through leadership.

There is always EDL news. Here are a few headlines.

The EDL program is expanding! An application to create an extension location in Suffolk County, Long Island was submitted in October. The Center for Integrated Teacher Education (CITE) will be partnering in this venture. The location will be Western Suffolk BOCES. If you know anyone who may be interested in this opportunity, invite them to contact me.

Sage EDL is committed to reinvigorating the Dawn L. Hochsprung Center for the Promotion of Mental Health and School Safety. It is the mission of the Center to explore, develop and share solutions that support the mental health of each child and safe school environments to maximize opportunities for teaching and learning. A grant application for funding from the NYS Department of Health was approved.

There are two major initiatives this year in the area of education and parenting.

On October 25, 2017, the Hochsprung Center held its third conference addressing issues regarding mental health and school safety. The title of the October 2017 conference was “Concerned and Active: Creating a culture of Mental Wellness in our Schools and Communities.

What have we done? What do we need to do now?”

The Hochsprung Center Lecture Series will continue the conversation with four lecture events at Opalka Gallery on the Sage Albany campus on November 20, January 22, March 19 and May 21.

Topics such as creating safe environments for LGBT students, protective factors to reduce bullying in schools, suicide prevention, and anxiety in adolescents are planned. Should you have an idea or want more information, contact me.

Continued on page 2…

Inside this Issue Where are our graduates? p 2 Meet our new cohorts p 3 Department News p 4 Cohort Stories p 4 Spotlight on Student Research p 5-6 News of our Graduates p 5-6 President Ames p 8 Graduation Photos p 8 Hochsprung Conference p. 9

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From Dr. Janice White (continued from page 1) We are reconstructing the Sage EDL Advisory Committee to monitor the program data, review initiatives and engage in strategic discussions. An alumni survey will be administered this year to solicit input. Focus groups with exiting candidates and other data points will be reviewed. Alumni with interest in this initiative should contact me.

The Impact of the Sage EDL Program: Where are our Program Graduates?

We know our graduates distinguish themselves in many ways after they graduate from Sage. Below is our attempt at identifying the locations of their positions which shows the geographic influence of our program.

EDL Fast Facts 10 years of transforming system leaders 139 graduates 30 current Superintendents in 3 states (NY, PA, MA) 33 building leaders in NYS

The colloquiums occurred in Albany and NYC! Albany Cohort IX presented their research on November 9, 2017 from 1:005:00 p.m. at the Capital Region BOCES, 900 Watervliet-Shaker Road, Albany, New York. The colloquium for NYC cohort III will be held on November 16, 2017 at 40 Rector Street, NYC, the Council of School Administrators’ offices, from 1:00-5:00 p.m.

107 currently enrolled Two locations expanding

81% on time completion rate. 91% completion rate within 7 years. National

As you can see, EDL is thriving. Our faculty extends its warm regards with the hope that you will continue this mission of transformational system leadership in your work.

Please stay in touch and tell us your good news! Use the QR below to access our website and application page.

Janice

to three in fall 2018

average 50% completion rate.

The key is coded: Red = Superintendent Yellow = District Leader Blue = School Leader White: Higher Education/Other Leader

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Meet our New Cohorts!

NYC Cohort 5 Y

N ohort 5 NYC C

NYC Cohort 5N Noah Angeles Tamra Collins Maria Colon Ramona Duran Herman Guy Shonelle Hall Stephanie Holmes Jameela Horton Alexandra Krayets Hazel-Ann Lewis Katiana Louissant Lauren Oellerich Annette Perez Danika Rux Andrea Velez

NYC Cohort 5Y LaRhonda Butler Monique Campbell Melanie Diaz Maria Vera Drucker Cynthia Kerr Ann Leiter Beatrice Lopez Rani Pendharkar Diana Ramsawak Darryl Rascoe Deonca Renee Michelle Rochon Andy Szeto Hoa Tu

Alba

ny C

oh or

Albany Cohort 11 Asheena Baez Susan Bishop Susan Breton Gianleo Duca Camille Harrelson Amy Hawrylchak Beverly Bisnett-Jenks Darlene King Matt Lewis Alan Lockwood Stacy Morales Lawrence Moultrie James Niedermeier Mike Teator

t 11

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We have many students who share the power that the Sage cohort model brings to their doctoral journey. We also know that every cohort develops its own culture and “story.” We thought we would highlight a couple of them here from Albany Cohort 9 and NYC Cohort III.

Cohort 9 I was inspired by the spirit of teamwork that surfaced so quickly among my colleagues in Cohort 9. Early into the first semester, one colleague offered to share the spreadsheet he had created to organize assignment due dates with the rest of the cohort. Soon after, my colleagues texted each other offering to pick up coffee for one another before class or took turns running for take- out during our abbreviated lunch breaks. Although small gestures at first, I soon realized the signs of comradery, loyalty and a little healthy competition.

There was no question that members of Cohort 9 challenged each other to produce quality written work and professional presentations and this carried over into our individual dissertations. We latched onto the phrase, “Doing the Work” offered by the dean last summer. We saw it as a mantra, and chanted it regularly, texted it to one another, and even had it engraved on a coffee mug as a gift to every member. At the start of the second year, the cohort spirit kicked into double time.

Several members of the cohort reached out to assist one another, personally and with the work. When one member suffered illness, we reached out to him.

When another lost a loved one, we reached out to her. When members at risk of leaving our cohort struggled, we had long conversations into the night and offered tutorials to try to help bridge the gap.

When the work became intense, we shared documents, reminded everyone of deadlines and sent inspirational messages, along with some playful banter, to lighten the mood. In class, we engaged in spirited discussions with each other and our professors. Outside of class, we laughed and commiserated over cocktails. Being part of this team inspired me to “do the work” and raise my game alongside my Cohort 9 colleagues.

We now enjoy a new mantra. We “Did the Work,” having enjoyed the feedback and support of our colleagues in this learning community. We cheered each other on as each member of Cohort 9

defended their dissertations in August and rehearsed for the colloquium in October.

Cohort 9 began two years ago as a group of strangers brought together around a common goal and turned into a high functioning team, working together, building relationships and tapping into the strengths of each member.

- Eva Jones Orientation was a whirlwind experience where we were told that by the end of 27 months our group would bond as a cohort. While I love making new friends and collaborating with new colleagues, I was skeptical. The idea that individuals who work across the state in various educational leadership roles coming together just once a month could develop deep, meaningful connections was somewhat unbelievable. But… it happened.

How did Cohort IX bond? It was multiple experiences, both personal and educational, as well as a shared knowledge of the experience of The Sage Colleges doctoral program. Time spent in class on Friday nights and all day Saturday led our group to sharing the good, the bad, and the ugly. We celebrated new jobs and personal successes and supported one another through difficult experiences.

Although we saw each other only once a month, we were constantly connected. From early morning texts reminding us to “do the work” to late night POP team meetings, we had the opportunity to support one another daily. When we didn’t think survival was possible, the cohort would rally.

Future cohorts, this work is intense. Build your cohort, rely on one another, and open yourself to personal and professional relationships. Laugh with one another, cry when needed, but most importantly, support each other in whatever way works best for you. Many of us in cohort IX would recommend Friday nights at the Recovery Room with buffalo chicken won tons and nachos. Enjoy!

- Jen Cannell

We are superheroes, each with a unique and similar set of skills, attitudes, and abilities. We had a desire to be somewhere Individually and collectively. I think however, the journey was more important than the end of the matter. I helped eight other people through their journeys. I am not getting just one diploma. I am getting nine diplomas. I think Cohort Nine was made up of true educators. People who want to see other people succeed.

-Mario Fernandez

Twenty-seven months ago we embarked on our doctoral studies. Our intention was to expand our knowledge base and engage in a learning experience that would require determination and focus to successfully participate and complete the program. As life-long learners, we were excited and committed to the process.

It began as school usually does. We met classmates, wrote papers, and managed our time to accomplish the expected assignments.

While the norms of school life were required and evident in this process, life presented surprised, inspiration, challenges, and touching moments that spanned the continuum of disruptive to awesome. The 5C’s of (1) community, (2) connection, (3) commitment, (4) collaboration, and (5) completion dominated our journey to the Ed. D. As a cohort, there were stories of the day-to-day demands of life, unforeseen circumstances, broken relationships, lawsuits, financial challenges, and death. These were all possible disruptors, but in the end these challenges became our inspirers.

As a community, Cohort III members demonstrated resilience and fortitude as they balanced the demands of the program and life.

We were each other’s greatest source via WhatsApp, supportive text messages, encouraging emojis and prayers sent. Yes, embarking on our doctoral experience had several ups and downs. The good news is that there were more highlights than low moments and for this, we are grateful. As we move forward in our lives and careers as educational leaders, we know that we are forever changed by this transformational experience and commitment to an accomplished dream. The memories of our doctoral journey scribed a new chapter in our lives and impacted who we now are as people who stand for children and the education they deserve to receive.

-Mauriciere deGovia

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DEPARTMENT NEWS

News from our Graduates The purpose of this column is to celebrate the post graduation achievements of our graduates.

Please let us know of any good news events so that we may highlight them in this section of our newsletters.

Please contact Marlene Zakierski mzakiem@sage.edu or Deb Shea shead@sage.edu for any news you wish to share !

Conference Presentations

Anita Famatta Chioke, Ed.D., Cohort II N met with NYC Mayor DeBlasio to discuss her research regarding the plight of homeless students in the New York City Schools. Dr. Chioke shared that the Mayor seemed inspired by the solutions her study offered. Additionally, she was invited to attend the 33rd global conference of Mayors’ World Conference of Mayors in Detroit, October 23-27, 2017. The theme of the Conference is “Sustaining Growth and Development in 21st Century Cities: Detroit, the City that Never Surrendered.”

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Alex Marrero, Ed.D. NYC Cohort I presented in Philadelphia, Nov 5th-7th, at the Association of Middle School Leadership Education conference. He wrote, “ As a result of my experiences and lessons from our doctoral program, I have developed a “managing complex change” workshop. I’ve presented in Brazil to superintendents, at the CSA conference, neighboring districts, and renewal schools. I’m humbled that I’m a presenter.”

The presentation deals with the importance of helping people adjust to change incrementally, rather than suddenly springing things upon them. I will demonstrate, in an interactive process, a specific eightstep formula for change. Once people respond emotionally to the lesson, their emotional reactions propel them into action.

This session will: 1) Help people see the need for change with compelling, eyecatching dramatic situations to visualize problems and solutions.

2) Let people feel as they are hit with the reality of their situation and feel the need to act.

3) Let people take their emotionally charged ideas into action.

“Through my story and successful implementation of the eight-step change process, principals will be able to develop a plan to implement change at their schools.”

Spotlight on Student Research Albany Title: An examination into the perceptions and leadership actions of superintendents to implement policy to support transgender students Ebony Green

Transgender students have recently become more visible within school systems. About 55% of LGBT students also report being the subject of harassment and bullying because of their gender expression (Kosciw et al., 2014). Superintendents of school districts have the leadership power to implement policy that could ensure a safe environment for transgender students (Kennedy, 2016). This quantitative study used the framework of Bolman and Deal (2013) to explore the perceptions of New York State K-12 superintendents concerning transgender students’ needs and how those perceptions impacted policies and processes implementation within school systems.

This study found that while most superintendents believe they understand the needs of transgender students, they misunderstand the actual characteristics of transgender students.

Further, less than half of superintendents currently have a policy for transgender students in their district. However, superintendents reported themselves as the most likely to initiate a discussion regarding the need for a policy for transgender students. Finally, superintendents in this study identified the structural framework (Bolman & Deal, 2013) as the frame they used most often when making decisions about transgender students.

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Spotlight on Student Research NYC

SCHOOL LEADERS’ PROMOTION OF THE ARTS AND HOW IT LEADS TO INCREASED ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS Author: Joel E. Heckethorn Schools across the United States have observed increased numbers of students whose first language is not English (Wixom, 2015). Because of the rise in these numbers, educational, community, and legislative leaders need to understand how to promote best practices to support student success. The purpose of this qualitative study was to explore to what extent system, school, and communitybased arts organization leaders promote the arts for 21st Century readiness for English language learners.

Furthermore, the research targeted educational leaders who worked with English language learners in high schools in a large urban system. This research was a qualitative study that used interviews and current, relevant research to inform system and school leaders on how best to embed arts instruction, support professional development, and fund the arts in schools with English language learner populations.

The first finding that emerged was the importance of English language learners to be immersed in literacy rich classrooms where highly qualified teachers are the instructors Secondly, leaders in the interviews referenced that 21st Century readiness, including communication, creativity, critical thinking, and collaboration, is important for English language learners. An additional finding was that leaders promoted arts learning by being innovative with scheduling, funding, and collaborative professional development. Leaders advocated for equity

when promoting the arts for English language learners.

Lastly, the leaders in this study believed academic successes made by English language learners including improved attendance and engagement with school, are due, at least in part, to the ubiquitous embedding of the arts in meaningful ways.

Ultimately, the arts cannot be ancillary for English language learners (Jensen, 2001). Leaders, alongside families and legislators, need to understand promoting educational equity for all students, including English language learners, will only ensure a better economy, a safer world to live, and ultimately, a more aesthetically aware society.

Career Moves Sal D-Angelo (Albany cohort 5) named new superintendent of Chatham Central School District Brian Bailey (Albany cohort 8) named new Superintendent of Ravena-Coeymans – Selkirk Central School District Jim Francini (Albany cohort 6) named new superintendent of Averill Park Central School District.

Mike Patton, (Albany cohort 8) named new superintendent of Saratoga Springs City School District.

Awards and Recognitions Jennifer Spring (Albany cohort 5, Cohoes City School District) recognized as a national “Superintendent to Watch” by the National School Public Relations Association.

Jim Schlegel (Albany cohort 6) Blue Ribbon designation for his school, Christian Brothers’ Academy.

Matt Lee (Albany cohort 7) – Blue Ribbon designation for his high school in the Clinton Central School District.

Constance Evelyn (Cohort 9) Superintendent of Valley Stream Union Free School District 13 – Interview regarding the importance of teachers of color as a formative educational experience. https://seeourtruth.edtrustny.org/view-from-the-top/

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Inauguration of President Ames

In describing the changes on our campuses over the decades, Dr. Ames explained, “What has stayed the same through those manifestations? How can we understand the Sage of today from its

origins at the beginning of the twentieth century? First of all, we must

Albany Cohort 8

acknowledge the spirit of the founders who not only created collegiate opportunities for women who were denied those

and

opportunities in most of American higher education but who also

NYC Cohorts II Y and II N

understood the power of bringing the excluded half of society into the mainstream of American economic and creative life. Facilitating individual opportunities went hand in hand with a commitment to the

common good through social change. Individual transformation feeds social transformation.

That remains Sage’s commitment today. That spirit is expressed by an ongoing dedication to women’s education, leadership and empowerment. And it is reflected in our co-ed branches through the deep engagement with individuals who are the first in their families to

attend college or who come from low-income backgrounds or both.

We directly address the inequities that are baked into our society in which a child born in the top income quartile has a 60% higher likelihood of graduating from college as a child born into the lowest family income quartile. When those students walk across the stage at commencement, not only are their opportunities magnified but the opportunities of their descendants are multiplied as well. And their crucial voices are amplified in our society and enrich it…….”

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the Netflix series 13 Reasons Why. The student’s program is called 13 Reasons Why Not. Originally three students were to speak, but were unable to attend because of soccer sectionals. Nevertheless, their heartfelt stories of suicidal ideation and attempts hit home the fact that suicide could affect any one of us. All schools should have a program similar to 13 Reasons Why Not. The eleven breakout sessions included school districts and private agencies from around the capital district region. Cohoes, Shenendehowa, Ballston Spa, Hoosick Falls Central School District, Kingston, and East Greenbush School Districts shared their Social and Emotional Learning programs to help students. In some cases, these schools have developed partnerships with private agencies to implement their work.

2017 Hochsprung Conference

On Wednesday, October 25, 2017, the Dawn Lafferty Hochsprung Center for the Promotion of Mental Health and School Safety hosted the third in a series of annual conferences at the Armory at the Sage Colleges in Albany. The theme for the conference this year was Creating a Culture of Mental Wellness for Schools and Communities. What has been done? What do we need to do now?

The conference ended with a broader discussion of Social and Emotional Learning. The panel included Dr. Paul Padalino, Superintendent of Kingston City School District, Mr. Ken Facin, Superintendent of Hoosick Falls School District and Dr. Diana Wogan, a researcher with the Regional Education Laboratory Northeast and Islands (REL-NEI) in Boston.

As a follow up to this conference, the Dawn Lafferty Hochsprung Center will be hosting a Lecture Series beginning on Monday, November 20, 2017, at The Opalka Gallery on the campus of the Sage Colleges in Albany. Dr. Peter DeWitt and Dr. Ebony Green, both graduate of the Sage Doctoral program in Educational Leadership will be the guest speakers that evening.

The Dawn Lafferty Hochsprung Center Presents The Hochsprung Lecture Series

Dr. Ann Marie T. Sullivan, New York State Commissioner for the Office of Mental Health was the Keynote Speaker.

Dr. Sullivan provided conference participants with an overview of programs throughout New York State that are geared to address mental wellness issues. She touched upon issues of poverty, depression, suicide, the opioid epidemic as well as a framework to help resolve these issues. Her keynote provided a segue for the eleven breakout sessions.

Creating a Culture of Mental Wellness and School Safety Helping our LGBT Students Learn in a Safe School Environment At

The Opalka Gallery 140 New Scotland Avenue Albany, New York 12208

Monday, November 20, 2017 6:00 p.m.— 8:00 p.m.

This Lecture Series is free to the public and is supported by a grant from the NYS Office of Mental Health.

Peter DeWitt (Ed.D) earned his Doctorate in Education Leadership at The Sage Colleges in Albany and is a former K-5 teacher (11 years) and principal (8 years). He runs workshops and provides keynotes nationally and internationally focusing on collaborative leadership, fostering inclusive school climates, and connected learning. Within North America, his work has been adopted at the state level, university level, and he works with numerous districts and school boards where he works with leadership teams and coaches building-level leaders.

Additionally, Peter is a Visible Learning Trainer for John Hattie, and Instructional Coach for Jim Knight. He is the Series Editor for the Connected Educator Series (Corwin Press) and the Impact Series (Corwin Press) that include books by Viviane Robinson, Pasi Sahlberg, Yong Zhao and Michael Fullan.

His Finding Common Ground blog was published 3 times a week by Education Week for 6 years and is not a monthly column. He is the 2013 School Administrators Association of New York State's (SAANYS) Outstanding Educator of the Year, and the 2015 Education Blogger of the Year (Academy of Education Arts & Sciences).

Dr. Peter DeWitt

Peter is the author of several books. They include:

Educator and Writer

Dignity for All: Safeguarding LGBT Students (Corwin Press. 2012) School Climate Change (ASCD, co-authored with Sean Slade. 2014)

Delaware Academy Superintendent Jason Thompson, School Counselor, Matt Albright, and Special Education Teacher, Michelle Hasselbarth, delivered the lunchtime keynote. Their topic was based upon a program developed by their high school students in response to

Ebony Green, (Ed.D) was born in Brooklyn, NY but grew up in Orange County, NY. She graduated from Mount Saint Mary College (BA), Binghamton University (MA), City College of New York, (MS) and Mercy College (MS). She is in the final stages of completing her doctoral degree in Educational Leadership from The Sage Colleges in Albany. While studying at Mount Saint Mary College, she spent much of her time volunteering within the Newburgh community.

In 2016, Ms. Green was selected to head up the Department of Equity and Access as Executive Director of Equity and Access within the Newburgh Enlarged City School District. Within this leadership position, she has great autonomy in redefining and reconstructing the systems in place that serve all underrepresented youth within the district. There, she continues to leverage resources to support the needs of all students, particularly those who have systemically been marginalized within the school district and greater society.

Dr. Ebony Green Executive Director, Equity and Access Newburgh City School District

In August, Ms. Green successfully defended her doctoral dissertation entitled: An examination into the perceptions and leadership actions of superintendents to implement policy to support transgender students.