In the Lead with UCEA

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In the Lead with UCEA

UCEA presents pivotal conversations with people making an impact on educational leadership preparation, practice, and policy. Learn about the latest happenings and cutting-edge research from UCEA’s community of scholars.

10/12/2024

Developing Equity-Centered Principal Pipelines with Mark Anthony Gooden

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Mark Anthony Gooden, Christian A. Johnson Endeavor Professor of Education Leadership, Teachers College, Columbia University, about the report he was lead author on, ‘A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals.’ and culturally responsive school leadership. Mark explores the origins, development, and impact of his report focused on anti-racist leadership and equitable educational environments. Mónica and Mark discuss critical consciousness, inclusive pedagogy, and the importance of principal preparation programs, underscoring the necessity of continuous, collaborative partnerships between universities and school districts. Mark shares how Dallas and Houston ISDs demonstrate the benefits of such partnerships, emphasizing leadership supervision, instructional leadership, and pre-service principal preparation. They also address systemic issues, such as transportation inequities affecting Latinx students, advocating for consistent equity-oriented practices and vigilant support for educational leaders at all levels. Submit your takeaways and/or questions here: forms.gle/qFEL3BMUfJnBdMoP9 In the Lead with UCEA is produced by University FM. Episode Quotes: Having critical consciousness is having an understanding of historical oppression [08:44] I tend to think about starting this conversation around an interrogation of race, because it is so interwoven into our systems, it's interwoven into our personal ways, our personal mental models or personal paradigms, but also, in our systems paradigms or our collective paradigms. So, we have to start with that critical consciousness of the leader. Like, how do they think about these systems? Do they think about these multiple levels in terms of oppression? And then, if they do, then certainly, they're going to be looking at the school systems, for instance, moving right into instructional leadership. How do they, not necessarily go around and work with their teachers and say, “I'm going to show you how to be culturally responsive,” but we would think that, with a critical consciousness lens, they can go into a classroom and see if there are inequities happening, or if there are students who are not getting access to a curriculum that represents them, if there's a curriculum that doesn't present them in a favorable light, for instance, or at all. So often, right now, we're seeing more with things like the 1619 curriculum coming out on board over the last few years, but so often, complete cultures have been left out. Or oftentimes, they haven't been left out, they’ve been misrepresented.They've been flattened, and so that they're one-dimensional. And so we said, it needs to be that they're supporting cultural-responsive pedagogy. That was very, very important. The necessity of rich research-practice partnerships to strengthen the comprehensive, aligned principal pipelines. [16:01] Some of the districts around the country have started to embrace these research-practice partnerships, right? And when we think about that, Wallace started to strongly encourage these conversations between university prep programs and districts. So, we now can theorize forward a little bit more about equity is in there, and it's, sort of, woven in between, and those folks who are hiring and selecting principals, school districts, are now looking back and saying to the university prep program, “Yes, we want the equity piece. We want to know how you're doing it,” but then I'll go a step further and say, the people that I started with, the supervisors of those principals, now have a, kind of, three-way conversation and a piece there that we can get excited about because it's more connected, it's fertile ground for, really, creating a rich research-practice partnership. And it's also something that we can have equity really nicely interwoven throughout. So, that was something that we were excited about. I mean, we didn't articulate that as well as I've just said, because obviously, I've had a couple of years since, but, obviously, one of the things that we were saying really pushed that thought directly forward to say, this is what should be in there and this is how we should be thinking about it. Is there a leveraging point to impact the whole pipeline? [22:32] I think high-quality principal preparation seems to be the biggest one if it is tightly connected to the other ones. I think we have to move away from that independent thing, because I think if you have high-quality principal preparation and you have a weak set of standards, it's going to be hard for our colleagues who are less comfortable doing this work to look at standards and see how can I be more equity-focused? It doesn't even say that in the standards, right? And even if it does, it's still like, “That's probably not speaking to me.” So, it has to be tightly connected. Show Links:A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals Guest Profile:GoodenPhD.comFaculty Profile at Teachers College, Columbia UniversityLinkedIn ProfileSocial Profile on X

28 phút
03/12/2024

Leadership Preparation with Dr. Marjorie Wechsler

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Marjorie Wechsler, the Principal Research Manager at the Learning Policy Institute, about the report she was co-author on, ‘Developing Effective Principals: What Kind of Learning Matters?,’ and the importance of high-quality learning for principal preparation and professional development. With over 30 years of experience in policy research, Marjorie details the genesis and key findings of a report sponsored by the Wallace Foundation that explores features of effective principal preparation, access to learning opportunities, and the role of policy at the state and local levels. Marjorie emphasizes the importance of applied learning, mentorship, and district partnerships in shaping competent school leaders who can drive student success. Submit your takeaways and/or questions here: forms.gle/qFEL3BMUfJnBdMoP9 In the Lead with UCEA is produced by University FM. Episode Quotes: Having cohorts and networks can reduce the isolation that many principals face. [12:06] Being a principal is not an easy job. Having someone to say, “You've got this. Yes, you struggled on that, but look at how well you did on that.” And just providing alternative perspectives. In the same way that mentors and experts are important, so is just having a cohort of other principals. Being in a cohort and in a principal preparation program or having a network of principals can really help principal learning, having professionals learn and grow together. Having a space to ask questions, admit challenges, learn from others who might have been through whatever it is that you're facing, [and] try out ideas, and also, cohorts. Particularly, for practicing principals, cohorts and networks can reduce that isolation that many principals may face. Why having a good relationship between preparation programs and the district is very important. [14:39] Dr. Mónica Byrne-Jiménez: In order to have authentic experiences in a preparation program, you have to have an authentic relationship with the district. And it needs to be in alignment in what is a high-quality learning opportunity, as well as what is high-quality practice. And so, it makes a lot of sense that you have to align the program, the relationships, and the opportunities in order for aspiring principals to go through a really enriching experience. I think that's really important. And I think, as a result of that, we saw a lot more district partnerships, some district preparation research, partnerships with districts. But the heightened need and understanding of and to use your language, we're still in the same ecosystem here, right? So, we need to be in communication with each other. [15:26] Marjorie Wechsler : Yeah. Absolutely. And also, having those strong relationships allows the districts to know that the principals who are coming out of these programs understand the district and it allows them to say, “Hey, this is really important. Here are our students. And we have found that our most successful principals know these areas very well.” So, both the district and the programs share an investment, a motivation for developing these principles as well as they can be developed. Marjorie talks about some of the recommendations coming out of the research [22:53]: Having paid internships or residencies can open up really good learning opportunities for some of the most promising candidates, and not just those who can afford a program. This is just one of several examples, but North Carolina has a state Principal Fellows Program, which provides scholarships to individuals who are looking to get their master's degree in school administration and work as a North Carolina public schools. The first year, they get a stipend, which pays for tuition and books and living expenses while they can study full time. And then the second year, they receive the salary of a first-year assistant principal, as well as an educational stipend, so they can do that full-year internship, they can afford it, working under the mentorship of a veteran principal. And in return, they work four years in a North Carolina public school. So it's win-win: high-quality preparation, and then the public schools have this well-developed principal. Show Links: Recommended Resources:Developing Effective Principals: What Kind of Learning Matters? Guest Profile:Profile at Learning Policy Institute

28 phút
12/11/2024

Rethinking Assistant Principal Roles with Ellen Goldring

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Ellen Goldring, Patricia and Rodes Hart Professor of Educational Leadership in the Department of Leadership, Policy and Organizations and Vice Dean from Peabody College Of Education and Human Development at Vanderbilt University, about the report she was lead author on, ‘The Role of Assistant Principals Evidence and Insights for Advancing School Leadership,’ and in what ways the AP role could make more powerful contributions to educational equity, school improvement, and principal effectiveness. They discuss the increasing number of AP roles and the growing complexity of their roles in educational leadership. Ellen explores the shift from their traditional image as disciplinarian to their important roles in community building and leadership development. The discussion also delves into disparities in career advancement for assistant principals, particularly among educators of color and women, and underscores the importance of mentorship and equitable opportunities for leadership progression. Submit your takeaways and/or questions here: forms.gle/qFEL3BMUfJnBdMoP9 In the Lead with UCEA is produced by University FM. Episode Quotes: Data uncovers the dramatic increase of assistant principals, expanding sixfold compared to principals. I think the first thing that was just really, really surprising, and we had no idea using national data was the extent to which the number of APs has increased over time. I don't think anyone anticipated that, or certainly we didn't. So the first thing that we found is, Wow, this is a role that's being implemented in schools more and more, and in fact, we estimated that the APs have grown more than six times as fast as the number of principals, from 1990 up to 2015. Has the role of assistant principals changed over time? 09:36 The literature review suggests that [the roles has] probably overemphasized that assistant principals do student discipline, because as we know, student discipline doesn't happen in a vacuum. And I think, in many ways, it is much more related to the instruction of the teacher and how the teacher is being mentored and supported to engage students in teaching and learning and how the students are being addressed in the classroom. So, separating out student discipline as separate from mentoring of teaching and coaching of teaching is a little problematic. One of the things we talk about a lot in the report is, how are we conceptualizing roles? And how do we think about roles when there's so much interconnection in practice? And we might want to think about this a little bit differently. The misalignment of feedback and evaluation for assistant principals. 19:47 Most states evaluate assistant principals on the same rubric as principals, and how that's handled is very variable. Some districts say, “Well, if you're assistant principals, you can't be exemplary because that's only for principals.” So you're starting out and you get to a certain threshold. Others include the assistant principal in the principal's overall school evaluation. It depends on the rubric. And what is often the case, though, in both of these scenarios is how misaligned feedback and evaluation is for assistant principals to the work that they're actually doing. So, why am I bringing that up now? I think there's also very few states, and we talked about this in the report, that have differential licensing and differential certification processes. A few do. We have no research on whether these differential certification processes or licensees somehow bring a different outcome or more people into the profession or it's developmental approach. That's a whole area that needs work. But what I think is important is that we consider the unique roles and responsibilities that assistant principals do that are distinct from principals, and this gets into the pipeline work. Show Links: Recommended Resources: The Role of Assistant Principals Guest Profile: Faculty Profile at Peabody College of Education and Human Development at Vanderbilt University

27 phút
29/10/2024

How Principals Affect Students and Schools with Jason Grissom

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Jason Grissom, Patricia and Rodes Hart Professor of Public Policy and Education at Vanderbilt University's Peabody College and Faculty Director of the Tennessee Education Research Alliance, about the report he was lead author on, ‘How Principals Affect Students and Schools,’ a comprehensive synthesis of two decades of research commissioned by the Wallace Foundation. Jason discusses how his research underscores the significant impact of principals on student learning outcomes and educational equity. Their discussion also delves into the importance of an equity lens in school leadership, essential skills for principals, and the future directions for research in this field. Submit your takeaways and/or questions here: forms.gle/qFEL3BMUfJnBdMoP9 In the Lead with UCEA is produced by University FM. Episode Quotes: Four key behaviors of effective principals according to the research [05:09] We spent months and months culling through these studies and trying to come up with what were the studies that we could really lean on in terms of making that connection and what could we learn from them about. Those domains of behavior that seemed to be linked most clearly to better outcomes for kids. And so we identified four of those. And so we call those engaging and instructionally focused interactions with teachers, building a productive climate, facilitating collaboration and professional learning community, and managing personnel and resources strategically. The equity lens opens an opportunity for self-reflection [11:37] The equity lens idea is the idea that principals should be driving their schools towards more equitable outcomes for marginalized and non-marginalized students in their schools, which means that their work in these 4 domains of practice have to reflect that priority. And we liked the metaphor of the lens because it emphasizes a perspective on the broader work. So, as a principal, I'm working to build a productive climate for my building. But that means a productive climate for all kids, right? Regardless of background. So, how am I ensuring that students, regardless of who they are and what they come to school with and what their identity characteristics are and so forth, how are all of those kids experiencing those levels of trust and care and self efficacy, you know, those goals that I have for a productive climate? And so that's the lens idea. So I'm all kids in mind, climate is not just the typical kid or the average kid or the kid who I see the most often. It's a productive climate for kids regardless of their background. Leadership expectations are often set beyond realistic human capabilities. [16:20] I think a challenge we have in the field of educational leadership is that the standards that we set for what we expect of school leaders is very high. Sometimes I think we're expecting superhumans, not real humans. And if standards are aspirational, right? And some part of what you do when you write down a standard is you're giving a person something to aspire to. And I think that's important. I do think, though, that when you're having to train and prepare on so many different dimensions at once, that it can lead that preparation for the candidate even to feel unfocused. Like, there's so much I have to learn and I don't understand on what timeline I need each one of these things. And so, what I hope our results can do bring a little bit of focus to where we can start as we're trying to provide people with a set of skills and capacities that they need to enter leadership. And be as successful as they can be right at the beginning of the career. Show Links: Recommended ResourcesHow Principals Affect Students and Schools Guest Profile:JasonGrissom.comFaculty Profile at VanderbiltSocial Profile on XGoogle Scholar Page

23 phút
15/10/2024

Vision for The Wallace Foundation Leadership Initiatives with Rotunda Floyd-Cooper

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Rotunda Floyd-Cooper, Vice President of Education Leadership at The Wallace Foundation, about The Wallace Foundation’s Equity Centered Pipeline Initiative (ECPI), which aims to develop equity-oriented school principals across eight diverse school districts in the U.S. The discussion explores the initiative's impact on educational leadership and practices, the critical role of community and university partnerships, and the unique, context-specific approaches to defining and implementing equity in education. Rotunda also shares insights into the continuous improvement processes and upcoming research findings that are expected in the future. Submit your takeaways and/or questions here: forms.gle/qFEL3BMUfJnBdMoP9 In the Lead with UCEA is produced by University FM.

24 phút
24/09/2024

Shaping Future Leaders and Communities with Bronwyn Bevan

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Bronwyn Bevan, Vice President of Research at The Wallace Foundation, about the foundation's learning strategies and research initiatives. Dr. Bevan elaborates on the foundation's focus areas: educational leadership, youth development, and the arts, highlighting their long-term goals or 'North Stars' for each area. She also shares insights into the foundation's current initiatives, such as developing equity-centered leaders in education and supporting arts organizations founded by communities of color. Mónica and Bronwyn explore the interconnectivity of these focus areas and the strategies adopted by the foundation to innovate and document impactful change. Bronwyn also reflects on her own professional background and how it has influenced her work at the foundation. Submit your takeaways and/or questions here: forms.gle/qFEL3BMUfJnBdMoP9 In the Lead with UCEA is produced by University FM.

27 phút
18/06/2024

Connections Across PK12 and Higher Education with Mary Erina Driscoll

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Mary Erina Driscoll, Vice President of Academic Affairs at Regis College, and president of UCEA from 1999-2000, about how her experiences in Catholic education and interactions with mentors shaped her dissertation on schools as communities. Mary provides a deep dive into UCEA's evolution from an exclusive club of doctoral institutions to an inclusive organization championing diversity and collaboration. Leadership in education is a complex dance of balancing resources, advocacy, and communication. Drawing from her extensive experience as a dean and provost, Mary offers invaluable insights into the dynamics of leadership and partnership within higher education and its interplay with K-12 education. This episode is packed with practical advice and reflections. Listen in and gain a deeper understanding of the challenges and rewards of educational leadership and policy, all while celebrating the rich history and ongoing impact of UCEA. In the Lead with UCEA is produced by University FM. Episode Quotes: Discussing the challenges within the higher education When I went to City College, which is a great place, but, interesting in terms of the politics, and people would say to me, "Well, you're in leadership," and especially when I went into the provost position, "What books have you read?” And I said, "Wolf Hall." And the reason I said that is because Thomas Cromwell, who's a very difficult character in that, not anybody that you would want to necessarily emulate in terms of his particular values but one of the leadership behaviors he engages in is he looks at the people that he's working with, and he tries to figure out in a given situation what is it that they want, what is it that's important to them, not what would he want if he were in that situation. And it's amazing when you look at some leaders. They can't make that shift. And I think, as a dean of education, or as a professor that was working in partnership when I was at NYU, again, with my colleagues with districts, it was very important to say, "What's important to the people that I'm working with in K-12? What are they looking for out of this relationship? And what can we provide there, not what makes sense for us to do?" On being vocal about the value and importance of education It is important for our scholarly community to be vocal about the value and importance of education, period, and increasingly higher education. It's not just because it's our bread and butter. We, sort of, self-select into it because we like it or we see its value or whatever, but in most cases, it's an exceptional case where that's driven by, boy, this is a great economic place to be in. I mean, how many of our professors are teaching either master's students or doctoral students that are making two, three times their salaries as district administrators. They deserve it, but I think we have to talk about, so, what is it that this community allows us to do? What are the benefits, not just to us personally, but benefits that accrue in helping to elevate the scholar practitioner within that K-12 community? We don't do a great job of supporting people once they finish their degrees, right? We're, sort of, not set up to do that. When we're able to bring together policy makers, scholar practitioners, professors, graduate students into one space, it can be really extraordinary. One of the greatest things UCEA has done as a guild organization One of the things that UCEA has done as a guild organization, which I think is great, is provide opportunities for you to work with other people on joint projects. And even smart people have to learn how to do that well. As director, you have to learn how to work with an executive committee. You have to learn how to work with a board. You have to learn how to deal with the plenum. If you're reviewing something, you have to understand what does a good review look like? What's actually going to be helpful for somebody? If you're doing a joint project or planning a program, how do you get as many voices at the table as you can and have a coherent message? And how do you articulate that? And how do you defend it? And how do you listen to what people think about it? I mean, they're good life skills. Show Links:Faculty Profile at Regis CollegeLinkedIn Profile

39 phút
04/06/2024

Leading Toward a Global Future with Paula Cordeiro

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Paula Cordeiro, Dammeyer Distinguished Professor of Global Leadership and Education at the University of San Diego, and president of UCEA from 1997-1998, about the globalization of ed leadership, and how the field has expanded internationally. Paula shares how her own journey started with a US-centric approach and expanded to international horizons, emphasizing how she saw cultural diversity enrich the fabric of academia. Paula brings with her a treasure trove of experiences, discussing the milestones that have reinvented educational leadership and policy, as well as the vital role UCEA has played in pioneering this expansive vision. Paula and Mónica dissect the profound impact of global partnerships, the significance of study tours, and how these experiences have the power to improve our understanding of our domestic education systems. Paula also reflects on what she thinks UCEA’s role will be in this field going forward into the future. Paula’s insights shed light on the importance of cultural understanding and the transformative power of international collaboration in shaping the educational leaders of both today and tomorrow. In the Lead with UCEA is produced by University FM.

24 phút

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TRAILER

Season 2 - Trailer

Welcome to Season 2 of In the Lead with UCEA. I'm your host, Mónica Byrne-Jiménez, Executive Director of the University Council for Educational Administration. In this podcast, UCEA presents pivotal conversations with people making an impact on educational leadership, preparation, practice, and policy. Learn about the latest happenings and cutting-edge research from UCEA's community of scholars. Check out our previous season on the University Principal Preparation Initiative and stay tuned for new episodes and interviews every other week celebrating UCEA's 70th anniversary and exploring insights with some of UCEA's past presidents. In the Lead with UCEA is produced by University FM.

19/04/2024

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UCEA presents pivotal conversations with people making an impact on educational leadership preparation, practice, and policy. Learn about the latest happenings and cutting-edge research from UCEA’s community of scholars.

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UCEA
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2023 - 2024
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In the Lead with UCEA