SPRING NEWSLETTER 2018 ISSUE 2
The Sage Colleges Department of Educational Leadership
Dr. Bob Reidy’s April EDL 720 in NYC
MESSAGE FROM DR. JANICE WHITE EDL Colleagues, The spring season is a time for growth, revitalization and change. There are areas of the EDL program that highlight that positive energy. We are celebrating a new group of EDL graduates this spring! Twenty-four candidates from Albany Cohort IX and NYC Cohort III crossed the stage at the Houston Field House on May 12, revitalized for their next adventures. That raises our alumni count to 161 graduates over the 10 years of the program. The next generation of system leaders is expanding our influence in the educational leadership community. The seeds of this program will bear fruit in many places. This newsletter is expanding as well. You will see in these pages information about program initiatives, recognition of alumni and research examples that keep us connected. If you have news to share, please let us know. EDL is regenerating the Alumni Advisory Committee after a hiatus of a few years. This has been a goal of the department and we appreciate the service of those listed in the newsletter. Our first meeting is May 22. Tapping this resource of representative alumni, adjunct and current faculty and executive coaches is intended to keep us grounded in our mission yet informed about possibilities. Another way we are expanding is in scope. Recruitment for the first Long Island cohort is underway for Fall 2018. The Center for Integrated Teacher Education (CITE) is our partner in this initiative. The location of weekend classes will be 31 Lee Avenue, Wheatley Heights, New York, a building in the Western Suffolk BOCES. If you know anyone who is a good fit, please tap them to apply.
Department at The College of St. Rose in Albany. Her contribution to Sage EDL has improved program quality. Her personal commitment has been a constant to the EDL candidates. As she expands her influence, we know she takes a piece of Sage EDL with her. Our collective thanks to Deb for her presence among us. “What is remembered in our work is what is still alive in the hearts and minds of others,” (Whyte, 2001, p.178). Best wishes, Janice
Inside this Issue Department News – Graduate Survey p 2 Graduates in the News p 3 Awards and Recognitions p 3 Leadership Story p 3 Research to Practice p 4 Sage Advisory Board p 4 Graduation Photos p 5
Thanks to Deb Shea and Marlene Zakierski for their talent and ability as writers, editors and publishers of this second newsletter.
Finally, our colleague and friend Dr. Deb Shea has accepted a position as the Program Coordinator of the Educational Leadership
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Department News Educational Leadership Alumni Survey In December 2017, the EDL faculty distributed an alumni survey to graduates from nine Albany cohorts and four NYC cohorts. The survey was created by faculty of the program and was designed to elicit the opinions, perceptions, and suggestions of alumni of the program in order to make improvements to the program. As of December 2017, the EDL program graduated 156 students over ten years (see table 1). Nearly all of the graduates, 96%, work in New York State. Almost half (49%) of EDL graduates report that they changed their position since earning their Ed.D. and 71% of those report that it was an advancement in their position. EDL graduates hold positions of system leadership in K-12, 49% are district level leaders and of that 30% are superintendents. The EDL alumni also report working in a variety of settings, 40% in urban schools, 30% in suburban schools, 21% in rural schools and more than half (53%) lead schools that have 50% or greater free and reduced lunch populations. Table 1: Alumni Characteristics Albany 1-6 20092014 (n=42)
Graduates were asked to respond to questions about their perception of their own development as a leader, specific leadership skills, and the use of those skills within their current career. Some highlights include: All alumni (100%) agreed or strongly agreed that in their leadership roles they were able to effectively apply principles of change theory, they used best research practices, and they were reflective educational leaders. Most respondents (more than 80%) agreed or strongly agreed that they understand the effects of race, poverty, gender and disabilities on the achievement of children, can develop and implement a strategic vision, and understand the larger contexts surrounding education. In addition, alumni were asked to provide answers to open ended questions about their experiences in the EDL program and their recommendations for changes or improvements to the program. Overall, alumni reported that as a result of the program they felt that the program had enhanced their leadership skills, made them into systems thinkers, and gave them personal confidence and professional credentials which aided them in advancing their career.
NYC 13, Albany 7-9
Total All Graduates* 2009-2017
Additionally, alumni emphasized positive aspects of the EDL program: The cohort model, collaborative and teamwork opportunities throughout the program, networking opportunities during the program and beyond, experienced, professional, and supportive faculty, and opportunity to grow as a leader and as a person.
20152017
(n=146)
Four key quotes highlight these findings: •
These skills have served me well in all walks of my life not just my career. My perspective and understanding of systems has certainly supported my career moves (I have had three different and very positive experiences since I graduated / retired) and my Sage experience has helped me to advance through each one successfully; as I navigated the organizations and developed relationships with the people I have worked with. My Sage experience has indeed been a valuable asset to me.
•
The program was transformational in many ways for me. I am a stronger systems leader, a better communicator, more reflective, and better informed.
•
It made me a more reflective leader in terms of thinking as a system leader and engaging all stakeholders in order to impact student achievement. This program prepared me to be intentional within my position and to be mindful of my influence. To recognize the players that are involved in order to tap into their potential and elevate the quality of the work.
•
It enhanced my personal organizational skills, time management and discipline to achieve personal goals. It prepared me to better understand the workings of the educational and governmental policy and practice in the field. Writing my dissertation allowed me to have access to the views of some visionary and convincing school administrators who inspired me with their passion for education, their beliefs in the present and vision for a very near future that requires constant adjustment, persistence and tenacity to conquer their goals. It immersed me in, and guided me through, a well-organized and guided research that gave me a clearer understanding of how educational research is conducted.
(n=49) Response rate of participants
58%
67%
62%
Participants who work in NYS
93%
98%
96%
Participants who changed positions after earning Ed.D.
74%
29%
49%
Percentage of those who changed position that considered it an advancement
71%
K-12 superintendents
40%
20%
30%
K-12 district leaders
57%
42%
49%
Participants who work in higher education
7%
4%
5%
Participants who work in K12 urban settings
10%
65%
40%
Participants who work in K12 suburban settings
37%
22%
30%
Participants who work in K12 rural settings
32%
13%
21%
Participants who work in schools with 50% or greater free and reduced lunch population
38%
65%
53%
71%
71%
*Graduates who were able to receive the survey by email. Total 156 EDL graduates across 13 cohorts.
As a result of the annual survey, faculty continually review and update all aspects of the program. We appreciate your valued contributions to this process.
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News from our Graduates
Tammy Holloway was awarded the Outstanding Student Award NYC Cohort 3.
Susan Breton – appointed the acting Superintendent, Mount Olive School District in Flanders, NJ.
Dr. Jason Andrews had his dissertation work on sharing Superintendents referenced in the Lockport Journal newspaper, http://www.lockportjournal.com/news/local_news/sharing-asuperintendent-has-benefits-challenges/article_b64a4af3-9f18-5097ab1c-22122e3e58c2.html
Christopher Abdoo was awarded the Outstanding Student Award, Albany Cohort 10.
Dr. David Casamento was appointed to the position as Assistant Superintendent of Curriculum and Instruction in the East Meadow School District.
Dr. David Casamento presented his research as a recipient of the Broughton Graduate Fellowship Award. Each fellow is required to give a lecture at the annual Sage Graduate Research Symposium.
Dr. Jim Davis In October 2017, began working as the Executive Director of the Samaritan Counseling Center of the Mohawk Valley in Utica, NY. Website: http://www.samaritancentermv.com/In June 2017, he had his first children's book published. The title of the book is Positive Pete Penguin's First Bus Ride. Jennifer Seymour is the illustrator. What makes this book special is that Jennifer was a student he worked with at Shaker High School when he was the Student Assistance Counselor there. She is now an Art Teacher at Mechanical High School. They developed Brightside Books LLC and are working on our second children's book together. Website: www.positivepetepenguin.com.
Dr. Brian Bailey presented his research on data-driven leadership practices at the 2017 DATAG summer conference. He also presented two sessions, “Leading with the Heart in Mind” and “Being the Leader You Want Everyone to Become at the NERIC Ignite Leadership Conference in Lake Placid, N.Y. You can find his article in the Fall 2017 Issue of the SAANYS Practices from Practitioners. http://bit.ly/2fqWsZd Dr. Stacey DeLaney is enjoying teaching preparation courses and American Sign Language courses at HVCC and SCCC. She shares that her work at Sage certainly prepared her for this part of her life’s journey. Dr. Joanne Shelmidine was invited to participate in the AASA National Women’s Leadership Consortium. The consortium will focus on leadership opportunities and challenges that women face as school district superintendents. Dr. Alex Morrero was promoted to Assistant Superintendent, East Ramapo Central School District, Spring Valley, NY.
Awards and Recognitions Dr. Stan Harper received the Outstanding Young Alumnus Award at the Alumni Association’s education lecture on April 5.
Leadership Story from an EDL Graduate Dr. Vincent Porfirio. Before the ink could dry on my Educational Leadership Doctoral diploma I was raising my right hand and swearing an oath as the newest member of the United States Navy. It was a career change for sure. My time with the military has been both challenging and rewarding but has also allowed me to put my degree from the Sage Graduate School into practice. It was in November of 2014 that I was unexpectedly contacted by a doctoral student who had come across my dissertation and wanted to expand on my findings. I was thrilled. I was also stopped short in my tracks that someone besides my folks had read the thing. Transitioning to the other side of the doctoral defense table was an interesting endeavor since I am now a doctoral faculty member. Honestly, I was very fortunate to have the faculty at The Sage Colleges and their expertise knowledge to guide me. They prepared me, in ways that I couldn’t imagine, to take on this new level of mentorship, leadership and academic council. Working with doctoral students from around the globe by way of the online program has been truly fulfilling. As a member of the dissertation committees I have been able to put what I learned at the Sage Graduate School to work. My current students are focused on the lightening-speed globalization of the economy of Cuba and student development theory in community colleges across the United States. I would not be able to make the transition from doctoral student to dissertation faculty without my exceptional degree from The Sage Colleges.
Dr. Richard Rose was awarded the Daughters of the American Revolution Medal of Honor Award on April 19.
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Research to Practice Yazmin Perez- NYC Researchers have found teacher quality to be highly correlated with student learning and success (Darling-Hammond; 1999, Kimball et al., 2004; Odden et al., 2004). Hence, an exploration on how system leaders use the feedback process to evaluate teacher effectiveness and the extent to which the evaluation feedback aligned to professional development opportunities to improve teacher effectiveness and student outcomes is vital. The purpose of the study was to examine teacher perception of the Advance Evaluation System and the difference between teachers in high performing and low performing schools. Teachers in high performing schools perceived that Advance has value in shifting teacher effectiveness through the process of collaboration, observation and feedback, and professional development opportunities, while their counterpart teachers in low performing schools disagreed or strongly disagreed. The most essential conclusion of this study is that the practices of school leaders following an observation are important in relation to building teacher efficacy, increasing collaboration, and seeing the value in the feedback process. In an effort to make connections between my own leadership practice and the study, I have infused instructional walkthroughs centered on the Marzano Protocol. The Marzano Protocol has been used outside of the Evaluation System in an effort to raise teacher efficacy. Instructional rounds is a type of learning that can positively impact a teacher’s ability to build collaboration and foster trust. The real goal behind instructional rounds is for the teachers who are visiting and observing to compare their pedagogical practices with those teachers they are observing. This process allows for a collaborative discussion centered on practice to take place between teachers so that an increased level of trust is established and so that teachers can begin to see the benefits of collaboration as part of the evaluation system. Teachers should conduct instructional rounds in groups and debrief later in the day to discuss best practices and to reflect on their own practice. School leaders may also lead rounds, but it is crucial to understand from the outset that the purpose is not to evaluate the teachers being observed. Using instructional rounds is a new practice in our school community; however, teachers are embracing the practice and concept behind this type of learning. This might be attributed to the fact that the Marzano Protocol is being used as a learning tool and not as an evaluative tool. Or perhaps teachers appreciate feedback more so from their colleagues than their supervisors. The work we have done so far has had an impact on the notion behind collaboration. Teachers are beginning to realize that they must shift practice and opening their classrooms to other colleagues can help them move practice. This process has fostered an increase in collaboration which is essential in the framework of an evaluation system. In the upcoming school year, I will be including instructional rounds in our professional learning plan. The scheduling of rounds will allow us to conduct pre and post instructional rounds centered on specific elements based on data gathered from the Advance formal an
informal observations. This will allow us to truly capture a clearer picture of how the instructional rounds have impacted teacher effectiveness outside of the Advance Evaluation System. - In press, New York Academy of Public Education Research Journal (NYAPE), May, 2018 Dr. Ebony Green is making a point about treatment of students when presenting her paper, “ An Examination into the Perceptions and Leadership Actions of Superintendents to Implement Policy to Support Transgender Students” at the American Education Research Association Annual Conference in N.Y.C., April, 2018.
EDL Advisory Board Members Thank you to the following EDL program adjuncts, coaches, and graduates who are committed to our program’s excellence: Robert Bradley, retired Superintendent, Sage EDL emeritus, adjunct *Dave Casamento, new role as Assistant Superintendent, East Meadow School District *Charles Dedrick, Executive Director, NYSCOSS Joe Dragone, Senior Executive Office, Capital Region BOCES, adjunct Laura Feijoo, Senior Supervising Superintendent NYC DOE Kathryn Gerbino, retired district system leader, adjunct *Mauriciere deGovia, Executive Director Brooklyn South Field Support Center, NYC DOE *Doug Huntley, Superintendent Queensbury School District, adjunct Peter Ianniello, Executive Director of Human Resources NYC DOE, adjunct *Alex Marrero, Assistant Superintendent East Ramapo Central School District *Sonia Martinez, NYC DOE/Council of Supervisors and Administrators (CSA), Supervisory Support Program Coordinator *Mia Pate, Superintendent, Community School District 23 (CSD23), Brooklyn, New York, Adjunct *Mike Piccirillo, Executive Director of CASDA, adjunct *Joanne Shelmidine, Superintendent, New York Mills Union Free District *Cosimo Tangorra, Superintendent, Niskayuna Central School District *Lynne Wells, Assistant Superintendent for Curriculum and Instruction at Cap Region BOCES *Li Zhu, Director for Special Education, Bronx Field Support Center * indicates a program graduate
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Graduation
From left to right: Trini Fernandez, David Casamento, Mario Fernandez, Aaron Bochniak, Jennifer Cannell, Eva Jones, Rebecca Devries, Connie Evelyn, Tom Palmer, Ebony Green
From left to right: Hector Uribe, Alexandra Estrella, Yazmin Perez, Melody Kellogg, Patricia King, Mauriciere deGovia, William Cooper, Ozella Winston-Prosper, Minerva Zanca, Andrew Rocco, Yessenia Rosario-Adon, Joel Heckethorn
Not in photo: Victor Gathers (NYC) and Jarret Powers (Albany)