Balanced preparation and support for leaders, schools and the global community The Department of Educational Leadership
The Department of Educational Leadership REVEAL, ADVOCATE AND CONNECT Yes, the gyroscope in the photograph really is spinning on the edge of a coffee mug. As you might guess, this kind of balance is not exactly an easy thing to achieve. But it is possible, specifically because of the gimbals that surround the gyroscope’s spinning center. Without the two symmetrical gimbals, the gyroscope could not keep balance and could not move forward on the edge of the mug. This is not only a lesson in science but also an illustration of what quality, authentic leadership preparation requires: a dedication to maintaining balance. Our department enjoys a national reputation for its cuttingedge approach to educational leadership development because of two symmetrical commitments that underscore everything we do: >> Producing knowledge through our innovative research efforts , and >> Translating knowledge into practice for school leaders and policymakers.
Like the gimbals in the photo, these two commitments keep us balanced and energized to move forward in our work. The following stories explain how we reveal, advocate and connect in our efforts to produce and translate knowledge for leaders, schools and the global community.
Professor Autumn Tooms Cyprès Chair, Department of Educational Leadership Cover: Riddhi Patel, Student Worker, Department of Educational Leadership
HOW DO WE TRANSFORM SCHOOLS? >>
BY PREPARING LEADERS WHO
Hazel Senechal and VCU mascot Rodney the Ram on their way to school.
TRANSLATE AUTHENTIC RESEARCH ON SCHOOLS, LEADERSHIP AND SOCIETY INTO QUALITY PRACTICE >>
BY REVEALING NEW UNDERSTANDINGS RELATED TO EDUCATION AND SOCIETY
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BY ADVOCATING FOR INCLUSIVE, EQUITABLE AND SAFE LEARNING ENVIRONMENTS
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BY CONNECTING THOSE WHO STUDY EDUCATIONAL LEADERSHIP WITH PRACTITIONERS AND POLICYMAKERS
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BY BALANCING A COMMITMENT TO PRODUCING KNOWLEDGE AND TRANSLATING KNOWLEDGE INTO PRACTICE
THAT’S HOW WE MAKE EDUCATIONAL LEADERSHIP REAL.
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WE MAKE EDUCATIONAL LEADERSHIP REAL THROUGH GRADUATES >> The graduation rate for the Ed.D. cohort program is 100%. >> 100% of Ed.D. graduates have been placed in school leadership positions. >> Dozens of our Ph.D. graduates have transformed urban school districts across the United States in the role of superintendent. >> Alumni of our programs have served in high-profile positions including: > Secretary of Education for the Commonwealth of Virginia, > Educational policy advisor to the Governor of the Commonwealth of Virginia, and > Architect of internationally adopted curriculum reform models. >> Our master’s degree program includes more than 100 graduates from Europe, South America and North America.
(l-r) School of Education Dean Chriss Walther-Thomas, Assistant Professor Cheryl Magill and Superintendent of Hanover County Public Schools Jamelle Wilson.
MASTER’S, ED.D. AND PH.D. PROGRAMS FACULTY >> 70% of our faculty have enjoyed rich careers in schools as principals, superintendents and district office administrators. >> Over 50% of our department members are nationally/internationally recognized scholars with seminal work and award-winning records of innovative scholarship in the field of educational administration. >> 30% of our department members have served the field of educational leadership nationally/internationally through roles that include membership on top-tier journal editorial boards, as leaders of special interest research groups and as president of the University Council for Educational Administration. >> The Department of Educational Leadership is one of the top leadership preparation models in the United States via membership in the University Council for Educational Administration and accreditation by the National Council for Accreditation of Teacher Education (NCATE).
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REVEAL Assistant Professor Genevieve Siegel-Hawley listens to doctoral students during a think-tank session.
Producing knowledge Forty years ago, the U.S. Supreme Court blocked the consolidation of the Richmond, Henrico and Chesterfield school districts. In recognition of the anniversary of this historic legal event, Dr. Genevieve Siegel-Hawley helped organize a conference focused on the impact and scope of Richmond-area school segregation. The twoday event brought together national and local researchers, policymakers, educators, community members and students. The group worked together to generate regional solutions for advancing high-quality, diverse learning opportunities. This is one example of the work Genevieve does to reveal educational inequities often hidden in plain sight. A graduate of Richmond Public Schools, she also began her career there as a teacher. In the past several decades, as many school reform efforts have veered away from directly addressing racial and economic segregation, her work has refocused our attention on these issues that affect the everyday experience of school for so many students.
Translating knowledge into practice
REVEAL
We all have different approaches to making sense of the world around us: as proof, consider the famous Rorschach inkblot test. Some see the inkblot as shaped like a butterfly and some see an airplane midflight. By focusing on the varied ways that we understand reality, Dr. Barbara Driver, Dr. Harold Wright and Dr. Cheri Magill work to help aspiring educational leaders understand leadership within educational systems. The team of three faculty members recently participated in an extensive research program focused on the Let Me Learn Advanced Learning System速, which reveals four mental processing patterns by which people can intentionally maximize how they learn and lead others.
(l-r) Graduate students William Noel, Sr., R.J. Greger, Assistant Professor Barbara Driver and Timothy Lampe, a graduate student.
Barbara, Harold and Cheri integrated the system into their courses and discovered that graduate students were so inspired by the possibilities for creating a healthier work environment that they brought the information to their employers. Ultimately, students reported that because of the lessons learned in their graduate courses in educational leadership, they were able to advocate successfully at their workplace to implement the Let Me Learn System速. The students were able to document signs of improved teamwork and productivity because of the lessons and models explored with Drs. Driver, Wright and Magill.
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ADVOCATE Professor Charol Shakeshaft (center), with (l-r) John Hendron, Derrick Deloatch, Shawnya Tolliver and Angie Kim discussing the Capstone research projects.
Producing knowledge More than 100 graduates of our master’s program hail from continents other than North America. Thus, serving the needs of diverse learners is a key part of the Department of Educational Leadership’s identity. We believe that leadership comes in a myriad of forms, from daily considerations of difference and equity in the classroom to advocacy work in the international arena. For three years, Dr. Charol Shakeshaft and Dr. Whitney Newcomb developed curriculum modules to strengthen leaders’ ability to advocate for the achievement of diverse learners all over the world. The two professors were invited to develop these modules by the University Council for Educational Administration (UCEA), one of the most prestigious consortia of international educational leadership institutions. They collaborated with scholars from multiple universities to develop powerful learning experiences that are authentic, meaningful and relevant to school leadership practice. Specifically, their teaching module focuses on arranging and using data to advocate for the success of all students. More importantly, this module critiques and deconstructs school and district practices from an equity perspective and is available to universities around the globe as a way for professors and their students to explore critical problems of practice.
Translating knowledge into practice
ADVOCATE
For Dr. Brenda Cowlbeck, early morning work involves visiting students where they are employed as school administrators and teachers. It is not unusual for Brenda to walk the halls of a school with a graduate student in order to think about challenges that range from coordinating bus schedules to completing paperwork to applying for graduation. Brenda’s dedication to fostering authentic and supportive relationships stems from her PK-12 experiences as a division superintendent, principal and science teacher.
Assistant Professor Brenda Cowlbeck working with students.
Real leadership in education requires university and school district collaborations with an eye toward the everyday challenges in schools. That is why Brenda is out in schools early in the morning. This kind of connectivity is crucial because current research has shown that there is a national shortage of school administrators – and creating partnerships that enhance the pipeline of quality school leaders ensures authentic school reform and success for all. Brenda nurtures our partnerships, one student and one campus at a time. When our students want to make sure that they have all their paperwork submitted for graduation, they call Brenda. And when our students celebrate landing a new job as a school principal or district superintendent, they call Brenda then too.
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CONNECT (l-r) Doctoral student Jessica Venable and Assistant Professor Katherine Cumings Mansfield.
Producing knowledge Dr. Katherine Cumings Mansfield is the first person in her family to graduate college. This benchmark achievement fuels her passion to promote equity and access for all students. She is equally committed to cheering her doctoral students toward success as she is looking at ways to help high school students achieve. Since 2008, Katherine has been studying a STEM (Science, Technology, Engineering and Math) magnet school to document connections between supportive school cultures and student success. Katherine’s commitment to making connections on behalf of learners extends to “Bridging Richmond,” a regional partnership between educators and policymakers designed to improve education and workforce preparation. Mentoring and supporting students are core values for Katherine, and her efforts also stretch around the nation. Most recently, she served as a guest lecturer at the University of Illinois and New York University.
Translating knowledge into practice
CONNECT
As educators know, the first day of school holds an unpredictable mix of anticipation, chaos and the promise of things to come. Dr. Yvonne Brandon and Dr. Thomas Beatty understand the rigors of the first day of school all too well; they have, between them, more than 50 year’s experience as urban school administrators. However, in 2013 they found the tables turned when they went back to school as new members of the Department of Educational Leadership. Instead of working through opening day concerns, Yvonne, a former school superintendent, and Thomas, a former director of secondary education, found themselves thinking about ways to connect with aspiring school leaders enrolled as graduate students in our program. How do you make the latest research accessible and relevant to students? How do you help leaders and aspiring leaders understand the nuances and demands of leading schools in an urban setting? How do you garner resources specific to anchor school districts in urban areas? The answers to these and other questions are the reasons Yvonne and Thomas add a particular expertise and balance to our efforts to prepare leaders in the rural and urban environments.
Executive Director of External Relations & Development Magnus Johnsson and Executive in Residence Yvonne Brandon in a strategic planning session.
Assistant Professor Thomas Beatty reflecting with master’s degree students at James Monroe High School.
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FACULTY >>
Autumn Tooms Cyprès, Ed.D. Professor and Chair of the Department of Educational Leadership Dr. Cyprès serves as the chair of the Department of Educational Leadership. Prior to joining academe, she was a biology/chemistry teacher and school administrator at the elementary, middle and high school levels in Phoenix, Arizona. She has served academia at the national and international levels as the 50th president of the University Council for Educational Administration. Her research examines the politics of school leadership and school reform with an area of emphasis on principalship. She is particularly interested in work that bridges the gap between those who prepare educational leaders and those who are actually leading in schools.
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Thomas H. Beatty, Ed.D. Assistant Professor Dr. Beatty is a former principal and assistant school superintendent. As someone who has recently transitioned from K-12 to higher education, Dr. Beatty uses his professional experiences to translate theory into best practices for those who desire to lead schools or other educational entities. His line of inquiry is focused on unpacking how minority children are marginalized in public school settings.
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Yvonne Brandon, Ed.D. Associate Professor/ Executive in Residence Dr. Brandon brings to the department 35 years of K-12 experience, nearly 15 of those years in school leadership. She has also been a teacher, principal and school counselor. Educating children in an urban environment requires a special skill set that demands an understanding of the context, specifically in terms of environment, poverty, school readiness and academic success. Dr. Brandon’s experiences help her work with her colleagues as a lecturer and a co-facilitator and help prepare candidates for success as they work toward leading educational organizations.
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Brenda F. Cowlbeck, Ed.D. Assistant Professor, Internship Coordinator Dr. Cowlbeck, a highly respected former school superintendent, serves as the primary recruiter for the Graduate Educational Leadership programs. Her primary interest is teambuilding, and her central responsibilities include working with aspiring school leaders to understand nuances of building and maintaining trusting relationships that lead to more effective and productive teams.
FACULTY >>
Barbara Driver, Ph.D. Assistant Professor Dr. Driver is a former special education director in a large metropolitan school district. She focuses on the support and development of leadership preparation programs for school principals that blend theory and practice in authentic and relevant ways. Currently, she is studying what assistant principals uniquely require in terms of preparation and training to ensure their success as educational leaders.
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Cheryl Magill, Ph.D. Assistant Professor, Coordinator for Ed.D. Dr. Magill is a former principal and Virginia Department of Education leader. She serves as the coordinator of the Ed.D. in Leadership program. This involves scheduling, student advisement, coordinating curriculum and instruction, and overseeing benchmark assessments and Capstone projects. Her primary area of teaching is education law and policy, and she has a specific interest in the rationale behind the development and implementation of laws and policies related to schools and education.
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Katherine C. Mansfield, Ph.D. Assistant Professor Dr. Mansfield uses critical and interpretive frameworks with qualitative methods to study educational policy, with a particular focus on examining political discourse, policy interpretation and implementation, and the impact of policy in relation to intersecting dynamics such as history, gender, race and place.
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Whitney S. Newcomb, Ph.D. Associate Professor, Track Coordinator for Ph.D. Dr. Newcomb advances the study and practice of social justice leadership with a particular focus on women and marginalized students, using critical, ethical lenses, including feminist theory and critical race theory. She has been recognized locally and nationally for her social justice-focused teaching and scholarship, and has two books in press that give voice and advancement to women and girls in education.
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FACULTY >>
Charol Shakeshaft, Ph.D. Professor Dr. Shakeshaft is an internationally renowned expert in areas of gender issues in leadership, educator sexual misconduct and the relationship of technology to learning. She is the principal investigator of a U.S. Department of Education grant to develop a simulation, “The Year in the Life of a Middle School Principal,” to be used in the preparation of school administrators.
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Genevieve Siegel-Hawley, Ph.D. Assistant Professor Dr. Siegel-Hawley’s research focuses on segregation, inequality and opportunity in U.S. schools, along with policy options to promote an inclusive, integrated society. She is particularly interested in policies designed to address educational inequities at the regional level.
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Harold Wright, Ph.D. Associate Professor Dr. Wright is a former secondary school principal. He is the a co-coordinator for the National Council for Accreditation of Teacher Education (NCATE) and the Southern Association of Colleges and Schools™ (SACS™) for Virginia Commonwealth University. He also serves as a reviewer for educational leadership programs seeking national recognition. His research interests include assessment, school law, school improvement and the process of change in education.
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