The Leading Edge - June 2016

Doctoral Program in Educational Leadership

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LEADINGEDGE

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June 2016

CONGRATULATIONS MAY GRADUATES! A Message from the Editor: Congratulations to our May graduates. We applaud all the hard work, dedication, long days, and perseverance it took to walk across the stage. Similarly, you will notice that this issue is filled with evidence of our faculty and advising communities’ long days, dedication, and hard work.

You will also see student and alumni accomplishments as they continue to impact the world of education through their publications, presentations, and awards.

As we slide into summer, we like to recognize and congratulate all the fine work of the Edgewood Ed.D. community.

Dr. Suzanne C. Otte, Editor Left to Right: Drs. Dani Scott, Ryan Christianson, Karen Franker, Jim Pillar, Antonio Molina Rivas, Jerry Pritzl, Debbie Bebeau, John Gaffney, Cathy Scheder, and Arwa Alsughayyer.

WELCOME HIGHER ED COHORT 2016 Left to right: Louise Paskey, Jerry Edmonds, Robin Gore, Josie de Hartog, Elizabeth Brzeski, Damaso Hodges, Regina Lowery, Heidi Weisensel, Jenna Alsteen, Trenton Sorensen, Derek Johnson Not pictured: Antone Piculell, Brenda Brandt, Lakia Lewis, Marsha Salzwedel, John Sorenson, Nikolas Hoel, Lisa Farmer

NOTABLE DISSERTATIONS The Advising Community nominated some of the outstanding dissertations they encountered over the semester. Some of their suggestions are highlighted here as notable dissertations. Search ProQuest or request a copy of the full dissertation from the Oscar Rennebohm Library.

Leadership Strategies in Implementation of High School Standards-Based Grading Systems Jerome Pritzl, Ed.D. Abstract: This multi-site case study examined leadership strategies used during successful implementation of standards-based grading systems in three Wisconsin high schools. It found that leaders’ reported commitment, patience, and persistence showed evidence of sustainable, highfunctioning systems. It drew two main conclusions: first, school leaders need to take their time in learning and planning stages.

By being patient with the change process, participants stated that natural leaders emerged within the staff which led to increased buy-in from the rest of the staff and ultimately a successful SBG implementation. Second, implementation of SBG should be a primary focus of professional development.

Q: What was the most memorable experience about completing your dissertation?

A: The most memorable experience about the dissertation was going through it with my cohort-mates. We would meet regularly for class, and our instructors led us as we worked together to troubleshoot our research question and methods.

The collective struggle and working through something difficult and meaningful was the most memorable for me.

Q: How have you or others used your research?

A: My dissertation topic aligns closely with the work that is being done in my school district. Our leadership team has presented throughout the state on the benefits to having a true K-12 standards-based grading system. I have used parts of my findings in these presentations, and have used some ideas from other districts in my own school to refine our grading, assessment, and intervention practices.

Q: How have you changed your perspective on leadership as a result of your research?

A: I have further cemented the concept that effective leaders can bring about meaningful change. I researched the literature about change leadership, and spoke to others about their experiences.

Throughout all of those findings, it is clear that effective leadership is built on trust, humility, and a good plan. This process has caused me to examine my own practices, reflecting on the impact I have with my staff and students.

College Readiness: High School Principals’ Perceptions of Students’ Self-Monitoring Skills Ryan Christianson, Ed.D. Abstract: This qualitative study examined high-school principals’ perceptions of students’ self-monitoring skills. It used a grounded-theory approach to interview 10 volunteers from a purposive sample of Wisconsin public high schools that had demonstrated high rates of college persistence among recent graduates.

Participants were asked to describe self-monitoring skills, along with other skills identified as ownership of learning (Conley, 2014). Six themes emerged from data analysis: student-staff relationships, teaching staff, resource time, inherent student ability, community support, and continuous improvement. Five actionable considerations are recommended for leaders to establish high-school learning cultures that contribute to graduates’ success in college: identity, leadership, intentionality, expectation, and vision.

Saudi Continuous Professional Development and Leadership Skills Awareness Arwa Alsughayyer, Ed.D.* Abstract: Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers.

Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative approach, possible associations between the frequency of attending PD programs domestically or internationally and the awareness of needed leadership skills for effective performance in higher education.

The participants of this study were higher education leaders from Princess Norah University, a large all female institution in Riyadh, Saudi Arabia. The study found the frequency of PD activities to be positively associated with increased awareness of necessary leadership skills. All outcome measures were found to be significantly higher among those classified as high attenders compared to individuals classified as low attenders.

Those significant differences remained even after adjusting for the confounding effects of years of working experience. These findings were also consistent after performing the analyses incorporating multiple imputations to address missing values.

Findings from the study analysis helped provide theoretical and practical implications. Also recommendations were offered to conduct further research to study the barriers behind low attendance in PD among educational leaders, and to identify effective ways to motivate leaders especially females. Finally, recommendations were offered to the Ministry of Higher Education (MOHE) retains their efforts to provide more PD focusing on the skills leaders need.

Q: What was the most memorable experience about completing your dissertation?

A: That would certainly be the exceptional support I had from my committee members and everyone in our program from our head Dr. Burke to amazing people in other departments like librarians and Qualtrics experts. Although I had a tight timeline to graduate, every one was there for me on the frontline, answering my questions with immediate responses and helping me any way I needed. I will always be in their debt for making this dissertation get completed on time and get recognized as exceptional. I am proud to graduate from suwwch community.

Q: How have you or others used your research?

A: Because we just finished this dissertation project, I do not believe that it has been used by others, yet. As for me, the research findings were presented at Edgewood Engaged seminar. I hope that may contribute to the area of professional development research in the U.S. and elsewhere. The next step would be research dissemination where it is most needed back in Saudi Arabia.

Q: How have you changed your perspective on leadership as a result of your research?

A: Before my doctoral program, I viewed leaders as those who were born with leadership abilities. After going through this program and finishing this project, I realized that leadership serves better when it is developed and most importantly when it is nourished in order to better lead, especially in higher education institutions.

*Congratulations to Arwa and Suliman on the arrival of their new baby girl, Hoda.

Utilization of Trauma Informed Policies, Procedures, and Practices Within Six Wisconsin Elementary Schools Danielle Scott, Ed.D. Abstract: Research has shown a high number of students are the victims of trauma. These children bring their traumatic experiences into our schools and classrooms on any given day. These traumatic experiences can have a negative impact on the child’s ability to learn and grow academically, behaviorally, emotionally, and socially. School personnel are faced with the challenge of how to effectively

educate these children given the impact trauma has on their lives. Effectively mitigating the effects of trauma on learning requires a highly trained school staff that is knowledgeable about trauma and its impact on development and can employ skills and strategies that prevent or reduce effects on children. Integrating trauma-informed guiding principles into our daily actions within schools is

one way to effectively meet this challenge. This qualitative study examined to what extent six elementary principals and teachers have in place policies, procedures, and practices aligned to six trauma-informed guiding principles to support traumatized children. Additionally, the study identified obstacles teachers and principals perceive to implementing the trauma-informed strategies they identified as important. Study results suggest a lack of identifiable policies and procedures are in place to support children impacted by trauma. All participants, however, noted numerous practices aligned to the identified six traumainformed guiding principles were present. Results of this study suggest principals and teachers recognize and acknowledge childhood trauma is a major concern; however, there is a continuing need to build awareness around trauma-informed guiding principles and how these principles can inform district policies and procedures along with classroom practices.

Q: What was the most memorable experience about completing your dissertation?

A: Aside from the countless hours of writing, the most memorable experience about completing my dissertation was the thoughtful feedback I received from my dissertation committee. Dr. Evert

and Dr. Lange provided endless encouragement and helped me find my voice through the research process. Dr. Houseman was phenomenal in helping me perfect my academic writing skills.

My dissertation truly was a team effort. I couldn’t have done it without them.

Q: How have you or others used your research?

A: I am using my research to help educate staff within my district about trauma, its impact on students, and how elementary teachers and principals can incorporate trauma-informed principles into their daily work.

Q: How have you changed your perspective on leadership as a result of your research?

A: As a result of my research, I have become more cognizant of the impact on trauma on our students as well as the impact it has on learning. As an educational leader, I need to incorporate this knowledge into my daily work with building level principals and teachers. It is imperative that staff possess the knowledge, skills, and disposition necessary to work traumatized students.

CONNECTIONS Connect via WebEx the last Tuesday of each month from 12:0012:30pm beginning in September for the Virtual Lunch Meet UP . We will...

Please visit our Facebook page! It is a great place to connect with alumni and engage in significant conversations regarding the world of education.

• discuss current issues in education and explore possible solutions from multiple perspectives

Our LinkedIn page gives you an opportunity to network and find out what’s happening in the Ed.D. program.

• further community and civic engagement

Cohort 11 is holding a mini-reunion at Cafe Hollander at Hilldale in Madison on July 29th at 5:00. All are welcome.

• create and enhance connections among alumni, faculty, and students.

STUDENT & GRADUATE ACCOMPLISHMENTS • Yee Lee Vue was invited to present at the spring conference in La Crosse at the Annual Widening the Circle Native American and Hmong Indigenous Education Conference on the topic of “Responsive Pedagogy: Understanding Indigenous Identities & Positive Imagery.”

• Veronica Watson will be presenting at the XVI World Congress of Comparative Education Societies at Beijing Normal University in Beijing, China this August. Her presentation is titled “Obstacles and Innovations in International Institutional Partnership: A Case Study on International Network of Education Institutes.”

• As of July 1st James Brewer, who was the principal at Northern Pines High School in Eagle River, will be the superintendent in the Clinton Community Schools, Clinton, Wisconsin.

• Scott Garner, who was the principal of Washington Elementary School in Janesville, will be the Director of Curriculum and Instruction in the Janesville Schools, upon the retirement of another Edgewood doctoral program graduate, Dr. Steve Sperry.

demand action from legislators, state and federal; companies; and educational institutions to establish common-sense gun reforms.”

• Several alumni presented at the WASDA Annual Educational Conference in May:

- Denise Wellnitz, Superintendent in Darlington, WI presented “Using Solar to Your Advantage”

- Ron Walsh Superintentent in Elk Mound, took part in a “Veterans Panel” - Roger Rindo, superintendent from Oconomowoc presented “Trust Building Through Community-Based Advisory Committees”

- Claire Martin, Superintendent, Chilton, presented “Women & Leadership”

• Kelly Spors (Cohort 2012) has been hired as superintendent in Omro, WI. • Amy Vesperman (Cohort 2013) is the new superintendent in Albany, WI.

• Emily Keown is a co-head of Moms Demand Action for the state of Texas. Moms Demand Action “was created to

FACULTY ACCOMPLISHMENTS • Faculty and advisors, Amy Van Deuren, Tom Evert, and Bette Lang, reviewed findings of applied research published in two recent books Board/Superintendent Interactions: Ideas for success and Recent Research Findings by Rowman & Littlefield and AASA. They presented their findings at the WASDA Annual Educational Conference.

• Instructor Dr. Jane Kittle recently accepted a position as CFO for ConnexUs Credit Union.

• Suzanne Porath presented her Paper (2016, April) at American Educational Research Association (AERA). Washington, D.C.

titled “I want to appear like a virtuous teacher: Carnivalques reflection as examination of practice.”

• Drs. Amie Dragoo and Richard Barrows published an article titled “Implementing Competency-Based Education: Challenges, Strategies, and a Decision-Making Framework” in The Journal of Continuing Higher Education, June 2016.

• Hamad Alghamdi, Doctoral Candidate and Dr. Suzanne Otte published an article titled “The Challenges and Benefits of Study Abroad” in the International Journal of Humanities and Social Science Volume 6, no. 5 in May 2016.

Comments and Inquiries:

Please respond to: Dr. Peter Burke, Director, Doctoral Program Edgewood College School of Education 1255 Deming Way, Madison, WI 53717 pburke@edgewood.edu • 608-663-2351

PUBLICATION NOTE: The Leading Edge is a publication of the Educational Leadership Program within the School of Education at Edgewood College, Madison, Wisconsin.

Dr. Suzanne Otte, Editor