California Association of Professors of Education Administration
CAPEA 2018 Spring Conference
Building and Sustaining Leadership in Democratic Schools
March 2 (Friday) San Jose State University Connie L. Lurie College of Education San Jose, CA
About CAPEA
We are an organization of professors from private and public colleges or universities dedicated to the education of school leaders. We seek to vitalize the discourse necessary for blending theory and practice in ways consistent with current research and future projections. In addition, we strive to strengthen networks with other professional and public entities for the continued improvement of education in California. Our Mission CAPEA provides opportunities, services and benefits to college faculty and others involved or interested in the training of school leaders. As a CAPEA member you will have the information, resources and influence to help you: ●
Participate in the California collaboratives and partnerships
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Keep updated in the field through twice a year CAPEA Conferences and the publication of a national journal, Educational Leadership and Administration: Teaching and Program Development.
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Introduce new university faculty to the world of educational leadership and school reform.
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Implement Preliminary and Professional Level Credential Programs
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Respond to critical legislative and policy issues regarding educational administration
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Be aware of knowledge base in educational administration and leadership
CAPEA Executive Board
President RD Nordgren President Elect Noni M. Reis Secretary/Treasurer Becky Sumbera
2015-‐-‐-‐-‐-‐-‐-‐-‐-‐16 Past Presidents Membership CTC Liaison ACSA/CAPEA Liaison ACSA Supt Liaison ICPEL Liaison
Bobbi Plough Carol Van Vooren Wayne Padover Peg Winkleman Teri Marcos Cliff Tyler Gary Kinsey
Journal Editor Journal Editor
Gilberto Arriaza Noni M. Reis
Research Grants At Large
Teri Marcos Susan Belenardo
At Large At Large At Large At Large
Ron Oliver Sonia Rodriguez Cliff Tyler Brook Soles
Historian
Glenn Sewell
California Association of Professors of Educational Administration CAPEA 2018 SPRING CONFERENCE Friday, March 2, 2018 San Jose State University Connie L. Lurie College of Education ROOM 331
8:30 -‐-‐-‐-‐-‐-‐-‐-‐-‐ 9:30 a.m. Registration and Continental Breakfast (Rm. 331) 9:30 – 11:00 a.m. Welcome to San Jose State Dr. Paul Cascella, Interim Dean, Connie L. Lurie College of Education
CAPEA President’s Comments (R.D. Nordgren) Conference Logistics (Noni M. Reis)
Keynote Speakers: Dr. Delores Lindsey and Dr. Randall Lindsey
Finding Clarity Amidst the Noise
11:00 – 11:45 a.m. Presentation 1 Global Experiences in a Doctoral Program Dr. Arnold Danzig, Director, Ed.D. in Educational Leadership Program San Jose State University Radha Aravamudhan, Anji Buckner, Sara Douglas, Elida MacArthur, Rebeca O’Brien, John Schiling Ed.D. candidates, San Jose State University 11:45 – 12:30 p.m. LUNCH 12:30 – 1:15 p.m.
Presentation 2 Administrator Performance Assessment (APA) Gay Roby, California Commission on Teacher Credentialing Charles Weiss, Ardella Dailey, Keith Myatt, Alan Enomoto
1:15 – 2:00 p.m.
CONFERENCE SESSIONS (See Schedule)
2:15 – 3:30 p.m.
Business Meeting – Board Members Executive Committee Reports President R.D. Nordgren, National University President-‐-‐-‐ Elect Noni Mendoza. Reis, San Jose State University Secretary-‐-‐-‐Treasurer Becky Sumbera, California State University San Bernardino Committee Reports Membership Wayne Padover, National University Association of California School Administrators Teri Marcos, National University Cliff Tyler, National University CAPEA Historian Louis Wildman, CSU Bakersfield Journal –Educational Leadership and Administration: Teaching and Program Development Gilberto Arriaza, California State University, East Bay Noni Mendoza Reis, San Jose State University International Council of Professors of Educational Leadership Gary Kinsey, California State University, Channel Islands California Commission on Teacher Credentialli Peg Winkleman, California State University, East Bay
3:30 -‐-‐-‐-‐-‐-‐-‐-‐-‐3:45 p.m.
Conference Evaluation and preview of Fall Conference
ABOUT OUR SPEAKERS Randall Lindsey, Ph.D.., has dedicated his professional career to ensuring that the benefits of our democracy are accessible to all demographic groups attending public, private, and parochial schools. He has taught that "School leaders can only care for the child when they understand what it is like to be part of that child's culture; what it is like to be unable to speak the language of the classroom; or what it is like to go home to a shelter every night." He teaches educational leadership faculty that it is "our responsibility to develop equity-‐-‐-‐-‐-‐-‐-‐-‐-‐focused, culturally proficient school leaders who connect with children and youth; to get to know and better understand the learner's interests: what they care about, what gives them joy, and what they might wish for if they dared." After teaching at the junior and senior high levels, Dr. Lindsey's career in higher education began in 1975. He remembers the professoriate as having been overwhelmingly white and male. Few women or people of color held faculty positions, and courses rarely mentioned topics of diversity and equity. Now schools are more diverse, partially due to Dr. Lindsey's leadership. Faculty now examine student achievement gaps/disparities and disproportionality. He has focused attention on privilege and entitlement as outgrowths of systemic sexist and racist oppression, having helped present a conceptual framework of cultural proficiency as a set of tools for addressing issues of equity and access. In having fostered this effort, Dr. Lindsey has encouraged educational leadership faculty to play a prominent role in guiding our country in becoming a truly inclusive democracy. Randall B. Lindsey is an Emeritus Professor at California State University, Los Angeles. Previously he was Interim Dean at California Lutheran University; a Distinguished Educator in Residence at Pepperdine University; Chair of the Education Department at the University of Redlands; and Director of the Regional Assistance Centers for Educational Equity-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐a regional race desegregation assistance center. He has a B.S. from Western Illinois University, an M.S. from the University of Illinois, and a Ph.D. from Georgia State University. He has co-‐-‐-‐-‐-‐-‐-‐-‐-‐authored Cultural Proficiency (2018), Culturally Proficient Practice (2010), A Culturally Proficient Response to the Common Core (2015), Teaching and Supporting Migrant Children in Our Actions Reflect Our Stated Core Values? (2017). In 2016 he was awarded the "Living Legend Award" from the National Council of Professors of Educational Administration. Delores B. Lindsey, Ph.D., retired as Associate Professor of Education at California State University, San Marcos, CA, but did not retire from the education profession. As a former middle grades and high school teacher, assistant principal, principal, and county office of education administrator, and associate professor for educational leadership, her primary focus continues to be developing culturally proficient
leadership practices. She helps educational leaders examine their organizations’ policies and practices, and their individual beliefs and values about cross-‐-‐-‐-‐-‐-‐-‐-‐-‐cultural communication. Her message to her audiences centers on socially just educational practices, culturally proficient leadership practices, and diversity as an asset to be nurtured. She facilitates educators to develop their own inquiry and action research. Her favorite reflective question is: Are we who we say we are? She is also a Training Associate for Cognitive Coaching and Adaptive Schools. Delores and husband Randall, her favorite Sage/Corwin author, continue to co-‐-‐-‐-‐-‐-‐-‐-‐-‐write about the application of the four Tools of Cultural Proficiency. They enjoy working together with school districts to guide school leaders on their journey toward equity and socially just practices.
MARK YOUR CALENDAR!
CAPEA FALL 2018 CONFERENCE DATES: October 19 &20, 2018 LOCATION: BAHIA RESORT, SAN DIEGO www.capea.org
SESSION SCHEDULE
1:15 – 2:15 pm.
Room # 211
212
230 230 230
231 331
332 335 335
335
412
Title
Presenters
Building a Vision for a Doctoral Program
Heidi Eisips, Kevin Wan, Jennifer Wang, Laura Schroeder, Angela Schlindwein, Tri Nguyen Ed.D. Candidates, San Jose State Reforming the Teaching of Quantitative Stanley Pogrow Methods Courses in Ed.D. and Masters San Francisco State University Program Braided Narratives of Latina Principal Patty Lopez, Ed.D. Candidate Careers: A Critical Race Examination University of Phoenix Xiaofei Zhang, Ed.D. Candidate Move Marginalized Migrant Children to the Center in China CSU East Bay Administrators and School Natasha S. Ferrell, Tricia Crosby-Cooper Psychologists: Bridging the Gap for National University Educational Leadership Focus on the Purpose: Skills Jessica Evans, Victoria Folks, Development for Beginning Coaches Cheryl Wilson, The Reach Institute PLENARY SESSION Jayson Richardson University of Kentucky From Innovation to IntegrationRecipient, 2017 CAPEA Research Grant Insights from Technology Savvy Leadership Equity for All? African American Students and California’s Local Control and Accountability Plans A Scaffolded Approach to CAL APA Implementation Using Scenarios and Case Studies to Improve and Enrich Student Learning in Instructional Leadership Three Design-Based School Improvement for Building and Sustaining Educational Leadership Finding Home: Bridges and Barriers The Educational Experiences of Homeless Students and Families in Santa Cruz County
Will Greer CSU San Bernardino Teri Marcos and Angel Barrett National University Quintin L. Robinson, Santa Clara University, Mei Yan Lu, San Jose State, Irina Okhermtchouk and David Celoria, San Francisco State University Brooke Soles, CSU San Marcos Elizabeth Baham, The Reach Institute Elizabeth Guneratne, The Reach Institute Jennifer Ann, Ed.D. Candidate San Jose State University
SESSION ABSTRACTS Plenary Session: From Innovation to Integration- Insights from Technology Savvy Leaders
Jayson Richardson, University of Kentucky Recipient, 2017 CAPEA Research Grant Drawing upon findings from two recent research projects, this session offers analysis from leaders who have been recognized as innovative leaders in their schools and districts. Offering insights on infusing digital technologies and applications, fostering an innovative learning culture, utilizing tech tools and applications, and bolstering differentiated professional development, this session will be relevant for anyone interested in the study of innovative school and district leadership and finding new ways to give students and faculty voice and power in their work. Building a Vision for a Doctoral Program Kevin Wan, Jennifer Wang, Laura Shroder, Angela Schlindwein, Tri Nguyen, Heidi Livingston Eisips, Sonia Vargas, Ed.D. Candidates, San Jose State University In this presentation, doctoral candidates from the Ed.D. program at San Jose State will report on a comprehensive and collaborative group process for developing shared mission and vision statements, to drive both group cohesion as well as individual student success. Reforming the Teaching of Quantitative Methods Courses in Ed.D. and Masters Programs Stanley Pogrow, San Francisco State University Convert the teaching of quantitative methods away from the classic and highly technical statistical methods derived from laboratory based psychology experimentation to more intuitive ones that are more authentic for real-world decision-making and thereby enable leaders to successfully use evidence in a more inclusive manner to improve their schools Braided Narratives of Latina Principal Careers: A Critical Race Examination Patty Lopez, Ed.D. Candidate, University of Phoenix The purpose of this qualitative narrative inquiry study was to investigate how Latina principals in County M overcame the barriers and challenges they faced advancing their careers. Investigating the stories within human experiences through perceptions, senses, beliefs, and judgments of the Latina principals within the southern California bay area of one county revealed common texts and patterns and provided different descriptions. Latina principals’ beliefs and experiences related to their career advancement have impacted their educational leadership (Méndez-Morse, 2004; Rodriguez & Oseguera, 2015; Tschannen-Moran & Gareis, 2004).
Move Marginalized Migrant Children to the Center in China Xiofei Zhang, Ed.D. Candidate C SU , Eas t Ba y Rural-urban family migration has become a main characteristic of Chinese society, and it inspires this research that asks two questions: What are the educational experiences of Chinese migrant children in a small county? How do these experiences affect their educational aspirations? Administrators and School Psychologists: Bridging the Gap for Educational Leadership Natasha S. Ferrell and Tricia Crosby-Cooper, National University Paradigm shifts in the field of school psychology have resulted in school psychologists taking on more leadership roles in their schools. Unfortunately, many school psychologists continue to be viewed primarily as assessors. This presentation will identify leadership roles focusing on methods for strengthening collaboration. Focus on the Purpose: Skills Development for Beginning Coaches Jessica Evans, Victoria Folks, Cheryl Wilson, The Reach Institute Instructional coaching has been shown to be supported by the use of a structure (James, Hall & Fraiha, 2015). This research study asked: When using a particular post-observation conference structure, is there an order in which beginning coaches should focus their attention to stay focused on the purpose of the observation?
Equity for All? African American Students and California’s Local Control and Accountability Plans Will Greer, California State University, San Bernardino In this presentation, we will review a recent study on the representation of African American students in school district LCAPs. We will compare actions and expenditures for African American children to those of other high need students, discuss the equity implications, and outline strategies for improving LCAPs. A Scaffolded Approach to CAL APA Implementation Teri Marcos and Angel Barrett, National University This session highlights a scaffolded approach to CalAPA implementation at National University. From the 2016-17 Pilot, and 2017-18 Field-Test, to going operational in Fall 2018, lessons learned to support full implementation are discussed. Attendees will take away key-learnings from session participants as EDA faculty articulate their CalAPA implementation strategies.
Using Scenarios and Case Studies to Improve and Enrich Student Learning in Instructional Leadership Quintin L. Robinson, Santa Clara University; Mei Yan Lu, San Jose State University; Irina Okhermtchouk and Davide Celoria, San Francisco State University High quality programs use context-specific problems to connect coursework and practice to enrich candidates’ skill development (Sutcher, Podolsky, & Espinoza, 2017). Incorporating casestudies/scenarios have been used by many EDAD faculty. However, most case-study textbooks lack of examples represent the complex California context. The authors have a recommendation for this challenge. Three Design-Based School Improvement for Building and Sustaining Educational Leadership Brooke Soles, California State University, San Marcos; Elizabeth Baham, The Reach Institute; Elizabeth Guneratne, The Reach Institute The purpose of this proposal is to explore three design-based school improvement studies for building and sustaining educational leadership. This methodology offers educational leaders opportunities to explore problems of practice within their own institutions by providing a solid research-based conceptual framework addressing a theory of action, change and intervention. Finding Home: Bridges and Barriers: The Educational Experiences of Homeless Students and Families in Santa Cruz County Jennifer Ann, Ed.D. Candidate, San Jose State University This study explores in depth interviews of parents, teachers, and educators within Santa Cruz County, California. The data was obtained via video format and was then edited to produce a documentary focused on the experience of homeless students and families as they interact with schools
