2016 UCEA Convention

Open educational resource are becoming increasingly prevalent in the field of educational leadership. Given the growth of online courses in the field,they offer great potential value to UCEA member institutions’ faculty. This interactive, innovative UCEA Program Center session will allow presenters the opportunity to share digital simulations, digital games, or digital cases and highlight the role they might play in educational leadership preparation programs.

New Leaders’ evaluation team has designed an interactive “Evaluation Matrix” through which we collaborate with stakeholders to identify appropriate outcome measures based on each program’s unique design, objective, and theory of change. This session will be an interactive work group, where participants will break into small groups with a facilitator who will guide participants’ use of the tool, and engage the group critical conversations about the appropriateness different outcome measures for each program.

Session describes the development of STEAM Academy, a clinical partnership high school. In its 4th year, STEAM has engaged in structural transformations to the high school model, which will be shared, through a direct focus on a collaborative transformational leadership approach.

The purpose of this innovative session is to explore a shift in consciousness. More specifically, this learning exchange will begin by mapping how Reframing Community Partnerships in Education has been applied in a number of schools and communities. The session will then open space for everyone participating to unleash their imaginations and marshal story, theory, and reflection in order to revitalize and transform themselves, their schools, and their communities.

This innovative session engages participants in an exploration of digital video production and website design utilized to revitalize educational research and community engagement through post-qualitative inquiry (St. Pierre, 2015). We introduce the methods used for this project to create and launch a public website and listen to what administrators, teachers, and students have to say about their quest for love, learning, and equal education in the Kansas City, Missouri school desegregation period (1971-1997).
Participant:
Video and Website Construction with Administrators, Teachers, and Students Who Experienced Kansas City’s Desegregation Era Jennifer Friend, University of Missouri - Kansas City; Loyce Caruthers, University of Missouri - Kansas City; Candace Schlein, University of Missouri; Edward Underwood, University of Missouri - Kansas City
This innovative session will share the action-oriented scholarship process used to design and launch a public website that documents African Americans’ quest for equal educational opportunities in Kansas City, Missouri. The purpose of the project was to preserve and make accessible oral histories, narratives, and artifacts related to the experiences of educational leaders, teachers, and students who formed the legacy and struggle for educational equity during the school district’s desegregation era (1971-1997). The project co-investigators used digital video to record approximately 35 oral histories with school and district administrators, teachers, and students. The video clips were edited and posted on the project website, enabling educators and students to benefit from the abilities and talents of parents and elders, “to improve the performance of underachieving students from various ethnic groups—one that teaches to and through personal and cultural strengths, their intellectual capabilities, and their prior accomplishments” (Gay, 2010, p. 26). The significance of the project resonates with the conference theme of “Revitalizing Education in Complex Contexts” by introducing a post-qualitative inquiry (St. Pierre, 2015) that explores what community members have to say about student success, leadership, and equity in urban education. The website also includes digitized historical artifacts, maps, documents, and images from archives and personal memorabilia that were contributed for this project by community members. Future plans in Spring 2017 include launching a ‘Community Yearbook’ website feature that will allow individuals to upload photos and narratives for this project, and designing teaching guides and 1-credit-hour online continuing education courses to assist educators in utilizing the project website content as instructional resources for students.

Researchers have proven the value of an arts integrated curriculum for K-12 students. However, leadership preparation programs have very few requirements to teach about the arts. This innovative mini workshop will focus on how using arts based teaching strategies can challenge traditional concepts of leadership preparation by modeling and inspiring creativity as an essential part of social justice leadership.