In the Lead with UCEA

UCEA
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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.

  1. 5 天前

    Season 5 Trailer

    Welcome back to Season 5 of In the Lead with UCEA!

    1 分鐘
  2. Steering Education Towards Effective Leadership with Paul Fleming

    7月15日

    Steering Education Towards Effective Leadership with Paul Fleming

    In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Paul Fleming, Chief Learning Officer at Learning Forward, where he works with states and districts to increase educator and leader effectiveness through student-focused, high-quality, professional learning. Mónica and Paul discuss Learning Forward's international outreach, including their popular annual conference and strong membership base. Paul emphasizes the importance of cohesive principal pipelines and the educator lifecycle and also the significance of professional learning standards, their development process, and their adoption by states. Paul explains why aligning high-quality professional learning practices across educational systems and the critical partnerships between state agencies and higher education is necessary.  In the Lead with UCEA is produced by University FM. Episode Quotes: The danger of not having a cohesive and comprehensive set of professional learning standards [08:46] We see this a lot, and I'm sure you do too, both in the higher ed space and in the K12 space, is that what we really want to keep doing is trying to help increase the pockets of excellence that are there, right? And we know that there's a lot of pockets of excellence that schools, systems, and higher ed institutions engage in. But without that kind of cohesive and comprehensive set of standards, the danger is then you have a lack of common language. You have silos happening in a way that perpetuates, sometimes, inequities. It perpetuates practices that are not always evidence-based. And so just the fact of having that kind of anchor, and we often call our standards, kind of, like, the anchor document, right? And instead of [a] roadmap, [it] provides a real, I think, sense of clarity for how to align then practices.  Why it’s no longer an option but a necessity to build a collaborative leadership space [13:09] We know the challenges right now of retaining high-quality teachers and principals. And so it's interesting that while educator pay is important, it's often the perception of the leader in the principal seat number one. Then the culture of collaboration support that's going to build into [it], so I think I am fortunate that I get to do some of that work with systems too, to help build their leadership team capacity. Because that's the other thing we're seeing is [that] the principal job has become, not to sound too informal, but ginormous, right? Like how large right now the principal role [is] and how many hats they wear. And I think that's another reason why it's no longer an option but a necessity to build a culture of collaborative inquiry and a culture of collaboration as a leader. Because if you think about the history of, like, operational leader, you know, books, boilers, and buses, that principals started with, to kind of, sole instruction leader and what that meant. And now it's really important to build a collaborative leadership space. On bringing leaders together across systems through the Leadership Team Institute [14:09] Monica: I think in some ways, particularly around the principal role, it also breaks down the sense of isolation that can be really overwhelming in schools, and particularly, like you said, as we continue to make roles more complex. And then, in addition, sort of, the context is becoming more complex. [14:27] Paul: Yeah. And I think that's the other important piece that you touched upon that I think is a lever for state agencies, and that is as an agency that has the power to convene. Leaders coming together because of what you just said—the isolation, the sometimes silos and challenges, and how often, and we have several networks that we lead and run, including one that I help lead called the Leadership Team Institute that brings leaders together across systems for that very purpose, right? To convene and to help spread and share both practices and challenges. Show Links:LearningForward.orgProfile | Learning ForwardLinkedIn ProfileSocial Profile on X

    28 分鐘
  3. Lessons from Transforming Missouri's Educational Leadership Systems with Paul Katnik

    7月1日

    Lessons from Transforming Missouri's Educational Leadership Systems with Paul Katnik

    In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Paul Katnik, Assistant Commissioner at Missouri Department of Elementary and Secondary Education, where he has been instrumental in coordinating the state model educator evaluation system. Mónica and Paul discuss Paul’s role in the development and implementation of the Missouri Leadership Development System (MLDS) and the Missouri Teacher Development System (MTDS). Paul emphasizes the importance of a systemic approach to educator preparation, certification, and development, highlighting significant strides in teacher recruitment and retention. Paul also brings up the various challenges and successes of fostering statewide partnerships, using data to drive improvement, and continuously adapting to changing educational landscapes.  In the Lead with UCEA  is produced by University FM. Episode Quotes: The challenges that came with creating a leadership system. [12:26] We have to keep reminding ourselves that for the user, for the principal, trying to navigate their way through a career in school leadership, they only know what they do and they interact with all these partners, and if we all come at them with different agendas and different language, it just makes it harder for them. And so we try to meld those together as much as we can while still honoring the integrity of all those partners and what they bring to the whole thing. And so the relationships have certainly been a challenging part of this.  Data proves the lasting impact of MLDS on school leadership. [19:04] Data says that our MLDS principals have retention rates 10 percentage points higher than the state's average and has for every year that it's been in full implementation. 20 percentage points higher than if you're a non-MLDS principal. That data tells me that we're doing something right in terms of [the] longevity of school leadership. As a part of our annual evaluations, we have interviewed teachers. We've interviewed superintendents. And to me, it's important to not only ask the user, "Is this valuable?" but then to ask the people who surround them to say, "Do you see the impact of MLDS on their leadership?" and to have 80 to 90% of teachers say, "Absolutely, I can see a different change in practice that they learn. They bring things that they've learned into our school that supports me, helps me be a better teacher, and, in fact, helps my students learn at higher levels." That tells me something when superintendents say, "I can see my principal turning into a better instructional leader. Was blended funding the right call for MLDS? [20:56] We've always attempted to do blended funding because we didn't want the loss of any one source to be the end of all of this work. And at times, like now, that maybe has been a good plan of attack to kind of do it that way. But every piece of funding then comes again with its own limitations and its own uses and whatever, and you have to navigate all of that too. But we've managed to put together, kind of, a blended funding thing. When we first started getting our funding together, we went to the 3% that was allowed through the new national education law, and we did the math, and we picked out about 40 superintendents in the state who would be losing a bigger share of their Title II A funds if we did the 3% set aside. And we went and visited them. And so I sat in the office with a bunch of superintendents, and I said, "If we move ahead with creating this system and we use these funds for that, your district is going to lose this much money, and I want to hear your opinion of that." And every superintendent we talked to said, "Go ahead and do it, but do it right." Show Links:MLDS | Missouri Leadership Development SystemThe Educator Growth ToolboxProfile on LinkedInSocial Profile on X

    35 分鐘
  4. Exploring Equity and Compliance in Education with Dan Gordon

    6月17日

    Exploring Equity and Compliance in Education with Dan Gordon

    In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dan Gordon, principal at EducationCounsel where he leads a variety of K-12 projects focused on advancing learning system approaches and supporting school districts to expand opportunities and accelerate improved outcomes for all students.  Mónica and Dan discuss the evolving role of federal involvement in education under the current administration, including themes of reducing federal influence and focusing on leveraging the remaining capacities to advance specific priorities. Their conversation touches on challenges such as preemptive compliance and the importance of separating significant policy changes from media noise. Dan also highlights opportunities for institutions to rethink and recommit to Diversity, Equity, and Inclusion initiatives amid policy shifts. The conversation ends on the optimistic point of the power of coalition building and sustained partnerships to protect and advance educational values. In the Lead with UCEA  is produced by University FM. Episode Quotes: What is EducationCounsel and what work does it do? [02:29] We're a mission-driven education consulting firm. We do early childhood and K-12 and higher ed. My focus tends to be more on the K-12, just given my background. And we do a lot of things. We do some strategy work. We do a lot of connecting of dots and bringing folks together. Dan Gordon shares their biggest concern with misinterpreted signals and noise and its implications. [09:53] We worry a lot about what we call preemptive compliance, and I think the biggest risk of the signal and, like, confusing the signal for the noise or not finding the signal in the noise is that the noise is scary and all encompassing and really dramatic. And the concern is that folks, because they're not able to or are struggling to find that signal, instead listen to the noise and it drives them to comply, to change things, to comply with what they think or are being told what the law is, or that the law has suddenly changed to be. And they're complying not when they're forced to because there's been an investigation and/or a court case or something that is really sort of called the question, and instead they're preemptively complying in advance. Going beyond the headline is key to understanding the right time to comply. [16:18] If you're not someone who's familiar with the way litigation unfolds, you might see a headline that says, Courts find illegal this thing or courts find legal this thing. And the truth is that a lot of those are early decisions, temporary decisions, preliminary decisions that don't get to the point of a final say about whether something was legal or illegal. And so it's the other way, is that, you know, you also have to make sure that institutional leaders don't see, oh wow, this court temporarily put a hold on this thing, so therefore, you know, it's illegal and I don't have to pay attention to it. Well, and they may have just temporarily done it for the next couple [of] days while they considered full arguments about it. Or maybe they changed it only for the people in that one place in Vermont. And that doesn't apply to us too. So, it goes both ways in terms of whether it's news that you find good because of where you stand or news that you find troubling because of where you stand. It's really important to kind of go behind the headline.       Show Links:Education Counsel | ResourcesEducation Counsel | Executive Actions ChartEducation Counsel ProfileLinkedIn ProfileSocial Profile on BlueSkySocial Profile on X

    30 分鐘
  5. Cross-State Synergy: Advancing Education Through Shared Practices with Zeke Perez

    6月3日

    Cross-State Synergy: Advancing Education Through Shared Practices with Zeke Perez

    In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Zeke Perez, Assistant Policy Director at the Education Commission of the States (ECS). Zeke  tracks legislation related to statewide longitudinal data systems, school safety, and post-secondary campus safety. He's also done recent comparisons of state strategies to support the preparation and development of high-quality school leaders. Mónica and Zeke discuss the importance of connecting different role groups and states to share information and best practices in education. They highlight the cyclical nature of educational challenges from past decades, and their conversation emphasizes the need for collaboration and innovation among and across states to address persistent issues more effectively. Tune in to hear how ECS supports leaders in its ‘weaver’ role. In the Lead with UCEA  is produced by University FM. Episode Quotes: Zeke discusses some of the most important state & local context factors that shape the work that he does with state policy makers.  [06:42] We work on every issue under the sun, really. But recently, our steering committee came together and brainstormed a few policy priority areas that we'll be unveiling and working on more as the year goes on. But yeah, so we will primarily focus on those areas and see where we can proactively help states beyond that, you know, we're reacting to state needs, and like you said, the varying state contexts really impact how we're talking to any given state, right? We know that Wyoming maybe cares more about South Dakota or Montana than it does New York or California. You know, we just know that the different levels of funding, the different student populations, the different spread of schools across the state from urban to rural. We know that it all impacts what a state's looking for. And so while we won't advocate for any specific policy or tell states what to do, we'll connect them with other states that have the same populations, have the same type of funding challenges or opportunities, states that are working on the same issues, and we'll try to connect them so that they can work with like states to share the best information and share the approaches that they're all taking and learning from. Recurring challenges emerging across states. [11:10] I think one challenge consistent across states is the lack of experience that we've seen in those leadership roles. So, we've seen a study that shows that over 40% of principals working in their current schools have been there for three or fewer years. Right, and so, I think these pipelines help get individuals into school leadership positions earlier so that they can stay there longer and build that experience. But I think another way that we've seen states approach that is providing a lot more professional development and supporting teachers, regardless of experience or the type of school that we're in. I think we've seen that across a few different buckets. We've seen states tackle that broadly. So, for instance, Alabama developedtheir principal leadership development system that provides professional development and other supports to principals in their systems, just generally. We've also seen states look at a more targeted approach for schools and then a targeted approach for subjects. [12:23] So again, just a broad spectrum of how states are providing support to school leaders. How ECS is weaving connections to make impactful changes [22:54] One of the areas where we hope to weave states is, you know, they're each working on these different issues and making progress in their own ways and innovating in their own ways, but finding the opportunity to help them find those best practices and work across states and continue to build towards solving these problems that have been on their plates for a short time or  for decades. Just making sure that they can connect and grow and shape the best policy possible. Show Links:In the Lead with UCEA with Mary Erina Driscoll  Education Commission of the States Profile   LinkedIn Profile

    24 分鐘
  6. From Isolation to Collaboration: Exploring State-Level Education Policy with Paul Manna

    5月20日

    From Isolation to Collaboration: Exploring State-Level Education Policy with Paul Manna

    In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Paul Manna, Isabelle and Jerome E. Hyman Distinguished University Professor of Government at William & Mary.  Mónica and Paul discuss Paul’s career focused on K-12 education, federalism, and policy reform. Paul shares his insights on how states act as educational policy actors and his recent work with the Wallace Foundation to support the preparation and development of high-quality principals. Their conversation also delves into the impact of state-level policies, the importance of leadership within education, and how educational institutions can better collaborate for effective policy implementation. In the Lead with UCEA  is produced by University FM. Episode Quotes: Engaging elected officials in conversations about supporting education leaders. [05:41] The good news from the education policy [and] education leadership field is there's a lot of evidence that great principals also make differences in schools and in school districts and in the lives of children. And so, obviously, military leaders and business leaders, their jobs aren't identical to what principals do. There's differences. There's important differences, but some of these broad principles of leadership do cut across these arenas, and so I think having conversations with elected officials that remind them about those other contexts where there's parallels that's, in a way, could be a door opener for them to understand the import of this and why it's worth it to train up people and support people who are leading schools, just like we would want to have great people leading businesses, large or small, or leading troops, or whatever it might be. We need great people leading in schools. Politicians sometimes gloss over the nuanced differences that exist within educational leadership. [09:28]  I think even within education there could be a better appreciation for the varieties of leadership roles that there are in education, right. And I think state standards in some place, like, they've started to come around to this that it's not necessarily a great idea to just have general standards for leaders because the principal of the school has a different kind of job than the superintendent of the district, right? Or some other leader, like within a school, a teacher who's maybe a department head within a certain program area, or a leader who leads the assessment, part of a district role, or the nutrition part. Like, these are different roles. And so I think having an appreciation for that difference is important. And sometimes politicians, kind of, gloss over that, because they just think leadership is all the same, you know? But to your point, like, it isn't necessarily, and so helping them understand that maybe what you're expecting out of an assistant principal for licensing doesn't necessarily need to be the same thing as what you would expect out of a principal. And you'd want something even different or more for a superintendent, let's say. Good policy entrepreneurs know how to communicate with policy makers. [21:15] If you really have an interest in policy and getting involved in conversations to shape policy, then you should have some element of your work that gets your nose into the weeds of how policy is actually carried out. [21:24] Sometimes the worst impulse of faculty, and everybody's fallen prey to this at some point in their career, is that we think we've got these great ideas and these great answers, and then we show up in a room and we're speaking a language that nobody understands.  Show Links: Developing Excellent School Principals to Advance Teaching and Learning Considerations for State PolicyFaculty Profile | William & MaryLinkedIn ProfilePaul Manna’s Home PageDemocracy in Five Minutes PodcastGoogle Scholar PageWallace Foundation ReportsSocial Profile on XSocial Profile on Bluesky

    29 分鐘

  7. 5月19日

    Season 4 - Trailer

    In the Lead with UCEA brings you pivotal conversations with people making an impact on educational leadership preparation, practice, and policy. We're back with season four of In the Lead with UCEA. This season, we will be talking with leaders from some professional organizations and UCEA partners who develop, track, and advocate for educational policy work at the state and national levels. We also learn how we can focus our efforts at the state level to advocate collectively for educational leaders, school communities, and children. Hear from our exciting lineup of guests about how their organizations are working to improve educational leadership across states and contexts.  Join our conversation. Tune into the first episodes releasing soon and check out our past episodes. Subscribe to In the Lead with UCEA wherever you listen to podcasts.

    1 分鐘
  8. Developing Equity-Centered Principal Pipelines with Mark Anthony Gooden

    2024/12/10

    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 分鐘
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簡介

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.

資訊

  • 創作者
    UCEA
  • 活躍年代
    2023年 - 2025年
  • 集數
    25
  • 年齡分級
    兒少適宜
  • 版權
    © All rights reserved.
  • 節目網站
    In the Lead with UCEA