Leading Beyond the Institution: Graduates as Learners, Leaders, and Scholarly Practitioners

1. Leading Beyond the Institution: Graduates as Learners,Leaders, and Scholarly Practitioners Drs. Ron Zambo, Debby Zambo, Ray R. Buss

2. Arizona State University Ed.D. in Leadership and Innovation A professional doctorate to prepare educators to lead beyond the institution by rigorously and systematically improving their professional practice. We work to develop our students as scholar-practitioners; that is agents of change who using inquire techniques, can apply both practical and scholarly knowledge to their educational settings, design research-based responses and implement and evaluate the impact of their actions.

3. Arizona State University Ed.D. in Leadership and Innovation A professional doctorate to prepare educators to lead beyond the institution by rigorously and systematically improving their professional practice. We work to develop our students as scholar-practitioners; that is agents of change who using inquire techniques, can apply both practical and scholarly knowledge to their educational settings, design research-based responses and implement and evaluate the impact of their actions.

4. Educators We take a broad view of educators— The new students were K-12 teachers (7), an assistant principal (1), a principal (1), university clinical faculty (3), community college faculty (3), an advisor (1), a college curriculum developer (1), and a school district data administrator (1). The graduates were K-12 teachers (5), assistant principals (2), principals (6), a parent liaison (1), a school district art director (1), and community college faculty (2).

5. Arizona State University Ed.D. in Leadership and Innovation A professional doctorate to prepare educators to lead beyond the institution by rigorously and systematically improving their professional practice. We work to develop our students as scholar-practitioners; that is agents of change who using inquire techniques, can apply both practical and scholarly knowledge to their educational settings, design research-based responses and implement and evaluate the impact of their actions.

6. Agents of Change Are leaders who- • Understand the change process, how educational innovation stimulates change including the relationship of mission, vision, leadership, goals and objectives to decision making. • Lead and manage change and create collaborative action that supports community advancement

7. Arizona State University Ed.D. in Leadership and Innovation A professional doctorate to prepare educators to lead beyond the institution by rigorously and systematically improving their professional practice. We work to develop our students as scholar-practitioners; that is agents of change who using inquire techniques, can apply both practical and scholarly knowledge to their educational settings, design research-based responses and implement and evaluate the impact of their actions.

8. Action Research • Action Research is a form of disciplined, reflective inquiry into one's professional practices for the purpose of moving towards a principled vision. • Students design and implement multiple cycles of action research within their workplaces – their laboratories of practice -- that culminate in action research dissertations. • Faculty in core research courses use students’ experiences with ongoing research as the vehicle for presenting, practicing, and refining action research. • Faculty model and demonstrate action research by conducting their own studies in their workplace. • Students write up then report research cycles to the university community through roundtables, posters, and symposia.

9. Arizona State University Ed.D. in Leadership and Innovation A professional doctorate to prepare educators to lead beyond the institution by rigorously and systematically improving their professional practice. We work to develop our students as scholar-practitioners; that is agents of change who using inquire techniques, can apply both practical and scholarly knowledge to their educational settings, design research-based responses and implement and evaluate the impact of their actions.

10. Dissertation in Practice • a targeted review and synthesis of relevant literature; • an initiative, selected on the basis of published research, to address the identified problem • a mixed-methods design that includes the collection of data, scheme of analysis, and framework for assessing the effects of the proposed action project; • an analysis of data collected; • a presentation of results and conclusions; and • a discussion of the implications of findings for policy, practice, and research, as well as a discussion of the leadership lessons learned.

11. Quantitative Results

12. New Students How they saw themselves as leaders (Who am I as a leader?) • job-related and situational • hesitations How others saw them as leaders (How do others see me?) • hesitant to speculate beyond workplace How they felt about the identity of a leader (How do I feel about this identity?) • positive and negative feelings • help others • stress of assuming a leadership role • pressure put on themselves

13. Graduates How they saw themselves as leaders (Who am I as a leader?) • care about education and willing to challenge the status quo • works collaboratively with others, inspires, leads by example, not top-down • leads in the service of others How others saw them as leaders (How do others see me?) • someone with answers • someone who listens and acts • not sure colleagues would use/know this term How they felt about the identity of a leader (How do I feel about this identity?) • pride • responsibility • uneasiness, leaders make tough decisions

14. Actions beyond the University • As director of community education, this graduate worked to develop a parent involvement program. For her dissertation, she focused on increasing student achievement through parental involvement. She developed Academic Parent-Teacher Teams (APTT) as an alternative to parent-teacher conferences. • A principal organized teachers in this PLC and encouraged them to conduct their own classroom action research and serve as a resource for others who wanted to do action research. As he devised is action research study, it was important that participating teachers had the opportunity to instruct, learn, interact and share with others in their community and beyond. • The arts director’s vision was to develop intellectual spaces for creative collaboration and support the participation and engagement of teachers. As an action researcher, he approached his study as a means to inquire with teachers and expand arts integration learning and professional development.

15. Action Beyond (after) the Dissertation A community college instructor implements cooperative learning into her development algebra course. The increased completion rates impress the curriculum director. He is recruiting additional instructors to be trained in and implement cooperative learning in their developmental courses. An instructor at a private university uses lesson study with his undergraduate, secondary education, math students to prepare them for teaching in the classroom. The students find it very helpful, they talk about it with other instructors, those instructors contact the graduate, and there are plans to make lesson study a component of all methods courses in the program. A primary school teacher uses cognitively guided instruction for math with her second grade students. They go from not being able to solve word problems, to working at almost 100% accuracy by the end of the semester. The other second grade teachers plan to implement cognitively guided instruction next school year.

16. tapadhleibh zambo@asu.edu http://belmaszambo.weebly.com/