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Developing leadership and community: Roles of portfolios and web platforms in graduate cohorts

Developing leadership and community: Roles of portfolios and web platforms in graduate cohorts. Linda Tafel Stuart Carrier National-Louis University. National-Louis University’s Administration and Supervision Programs. Learning Community preparation philosophy

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Developing leadership and community: Roles of portfolios and web platforms in graduate cohorts

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  1. Developing leadership and community: Roles of portfolios and web platforms in graduate cohorts Linda Tafel Stuart Carrier National-Louis University

  2. National-Louis University’s Administration and Supervision Programs • Learning Community preparation philosophy (Lambert et al., The Constructivist Leader, 2nd ed., 2002; Norris et al., Developing Educational Leaders, 2002) • Program approved in Illinois, Wisconsin, Florida for initial principal licensure • Nationally recognized by NCATE and ELCC ( programs meet all standards, 2003)

  3. National-Louis University’s Administration and Supervision Programs Needs: • Establish and maintain Learning Community • Provide multiple, flexible delivery models • Align coursework and assessments to ELCC standards • Assure ELCC and state standards are met by all students • Assure NETS*A standards are met by all students • Provide for comparison across cohorts and geographical sites

  4. National-Louis University’s Administration and Supervision Programs Initial Solutions: • Intense faculty efforts to design 2 + 1 model (coursework + internship) = new use of time and space • Assessment System emerges • Faculty identify program’s 26 Performance Expectations (PEs) aligned to ELCC, state, and NETS*A standards

  5. National-Louis University’s Administration and Supervision Programs Fine Tuning: • Rubrics developed; on-going faculty training conducted • Internship opportunities refined and codified • All students use electronic portfolio supported by LiveText to document meeting Performance Expectations; all faculty apply rubrics

  6. National-Louis University’s Administration and Supervision Programs New Frontiers: • Entire Program Assessment; renewed focus on Dispositions • Blended and online-only courses/full program • New discoveries about creating and maintaining the Learning Community • “Modularizing” and “customizing” the program

  7. Program Assessment • Electronic portfolio (Live-Text) proving to be effective vehicle for documenting acquisition of knowledge and application of knowledge and skills http://college.livetext.com/ • Current faculty efforts centering on closer look at leadership dispositions pre- and post- • How can EDL program assessments best be integrated with and supported by college and university assessment systems?

  8. Live-Text Advantages: • Program portfolio was designed by faculty and aligned to ELCC and state standards; the portfolio is downloaded by students in the first term of the program. They understand that it is the place where evidence of their learning will be “housed” and assessed • Report and Forms functions provide a sophisticated tool for manipulating data • Sample: Performance Expectations 1 & 2 completed in EDL 510 around the “Vision” Standard

  9. Supporting Online Classes Same Program Philosophy, Same Assessments • Collective Negotiations and Personnel Administration (one face-to-face session for simulation required) • Supervising Instruction • Perspectives on and Administration of Educational Policy • Communication and Technological Skills for School Leaders • Educational Law and Governance

  10. Blended (Moving Toward Online) • Leadership and Organization Development of Schools • Research for School Leaders • Administration of Curriculum • Professional Development • Academic System Improvement • Educational Finance • School and Community Relations

  11. WebCT Samples • EDL 553—Supervising InstructionOn-line Course http://nl.eduprise.com • EDL 551/554—Professional Development & Academic Systems Analysis Blended Courses (face-to-face and WebCT)

  12. The Learning Community Redefined:A reconsideration of Lambert’s questions Considering our use of web platforms and portfolios: • In what (new) ways have faculty created a context that supports the building and sustaining of trusting relationships? • In what (new) ways are faculty facilitating a group to foster growth in the individual—and the group to support the growth of the group?

  13. The Learning Community Redefined:A reconsideration of Lambert’s questions • In what (new) ways are faculty designing activities that elicit and sustain authentic interest, investment and engagement in learning? • What (new?) content serves as grist for constructing new meaning and building new knowledge, and skills, and affirming/strengthening dispositions?

  14. The Learning Community Redefined:A reconsideration of Lambert’s questions • How are online and blended classes creating or fostering a “powerful pedagogy” for reflection and thoughtfulness? • In what (new) ways are our students transformed as leaders?

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