re-envisioning leadership, refreshing practice, redefining...

UCEA Convention 2016November 17-20

Detroit, MI

Revitalizing Education in Complex Contexts:Re-Envisioning Leadership, Refreshing Practice,

Redefining Student Success

University Council for Educational AdministrationCurry School of EducationThe University of Virginia

www.ucea.org

UCEA Convention 2016Revitalizing Education in Complex Contexts:

Re-Envisioning Leadership, Refreshing Practice, Redefining Student Success

November 17-20, 2016Detroit Marriott Renaissance Center, Detroit, MI


Mailing Address: P.O. Box 400287Charlottesville, VA 22904

Shipping Address: 405 Emmet St. S., Ruffner Hall, Rm. 141 Charlottesville, VA 22903-2424

434-243-1041 [email protected]

twitter.com/uceaConvention Hashtag: #ucea16

Convention Welcomes ............................................................ 6UCEA Values, Vision, & Goals ............................................. 10Committees & Staff ................................................................11Convention Theme ............................................................... 12About the 2016 UCEA Convention.. ......................................13UCEA Online & Social Media ............................................... 14Events at a Glance .............................................................. 15New UCEA Members & Membership ................................... 16Wallace Foundation Events .................................................. 16UCEA SIG & Program Center Sessions ............................... 17International Summit & Sessions.......................................... 18Workshops ............................................................................ 20Graduate Student Summit & Sessions ................................. 21Jackson Scholars Network ................................................... 22Exhibitors & Sponsors .......................................................... 242015-16 Plenum Session Representatives .......................... 25Convention Program: Sessions & Meetings PRECONVENTION .................................................... 26 THURSDAY ................................................................ 35 FRIDAY ....................................................................... 66 SATURDAY................................................................117 SUNDAY ................................................................... 160List of UCEA Presidents ..................................................... 169UCEA Member Institutions ................................................. 171UCEA Award Recipients ..................................................... 172Program Participant Index .................................................. 177Program Subject Index ....................................................... 186Hotel Maps & Emergency Information ................................ 188

Table of Contents

6 UCEA ConvEntion 2016

UCEA Presidential Welcome

Dear Friends and Colleagues:

¡Bienvenidos a Detroit and the 30th Annual UCEA Convention! It is a great pleasure to welcome you all to the home of Motown, the Motor City, the City of Design, and the City of Hope.

This year’s theme, Revitalizing Education in Complex Contexts: Re-envisioning Leadership, Refreshing Practice, Redefining Student Success, reflects the crucial role of leadership in meeting the challenges faced by families, schools, and communities. The Planning Committee—Dana Thompson Dorsey, Kristy Cooper, and Wayne Lewis—has provided an opportunity for us to think critically and carefully about the kind of leaders we want to develop in our programs and what we need to do to make leadership matter. President-Elect April Peters-Hawkins has demonstrated the power that comes from enacting one’s values in authentic and community-centered ways. Together, they urge us to think creatively about our roles as scholars and leaders in order to “bring new life and vitality” to schools—and I would add, to our field. I applaud their efforts and am deeply thankful for their nuanced thinking and excellent work!

This year’s Convention speakers, Tonya Allen, president and CEO of the Skillman Foundation, and Geoffrey Canada, president of the Harlem Children’s Zone, will share their experiences navigating local needs while creating community-based, systemic changes. The Skillman Foundation asks—and works with communities to answer—“how do we best impact the lives of Detroit kids?” The Foundation invests in Detroit across different sectors, such as education, social innovation, youth development, and community leadership. The Harlem Children’s Zone works to strengthen school communities and address the perpetuation of generational poverty. Their work integrates a PK-16 educational pipeline, family and social programs, and community-building programs. Similarly, the EdTalk, The Fight for Equity, Dignity, & Public Education in Detroit: Front Line Perspectives, will bring together educational and community advocates to provide firsthand accounts of the complexities, challenges, and opportunities that make Detroit unique. The International Summit will highlight “high-impact engagement” in northern Tanzania to support the development of a school for girls and, more broadly, how higher education can foster international cooperation and leadership.

Our world continues to be riled by conflict, fear, isolation, and mistrust. Be it globally, nationally or locally, it is at these times of uncertainty that leadership matters most. It is at theses times that the work of UCEA and educational leadership can make a vital difference. And it is at these times that we must be ready to engage with each other and our communities to find new hope and new ways of being together. As the 55th UCEA President it is my honor to welcome you to our Convention. I wish you sincere and open dialogue, moments of quiet reflection, laughter, friendship, and a renewal of commitments to schools and social justice. ¡Adelante!

Mónica Byrne-JiménezHofstra UniversityUCEA President 2015-2016

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UCEA Executive Director Welcome

On behalf of the University Council for Educational Administration, I am pleased to welcome you to the 2016 UCEA Convention in Detroit, Michigan, a city that is rich in history, music, culture, and controversy. Known increasingly as the “Comeback City,” Detroit holds many lessons for leadership, education, and society.

The Annual UCEA Convention theme, Revitalizing Education in Complex Contexts: Re-envisioning Leadership,

Refreshing Practice, Redefining Student Success, was developed to capture the importance of the role of community contexts in which we all exist, navigate, and serve. Building on this theme, the planning team has created a thought-provoking program that challenges UCEA members and educational leadership stakeholders to reflect on how they can improve preparation, practice, and policies impacting educational leaders through their research and development initiatives.

We have some terrific general sessions featuring UCEA President Mónica Byrne-Jiménez; Geoffrey Canada, the founder of the Harlem Children’s Zone; Detroit’s own Tonya Allen, president of the Skillman Foundation; and a town hall session focused on the implications of the Every Student Succeeds Act (ESSA) for educational leadership. I hope you will join me in thanking this year’s convention planning team, including April Peters-Hawkins (UCEA President-Elect), Dana Thompson Dorsey, Kristy Cooper, and Wayne Lewis, for their excellent work.

In addition to presenting and attending the many sessions during the UCEA Convention this year, we hope you will join us for our different networking events, including our Annual Awards Luncheon celebrating the many individuals who contribute to and serve as extraordinary representatives for our field, Opening General Session in honor of UCEA’s Past Presidents, a reception in honor of Barbara L. Jackson and the UCEA Jackson Scholars Network, and finally a celebration of UCEA’s 30th Annual Convention. This Motown-themed celebration will include an excellent dinner, drinks, music, and dancing and is a perfect way to wrap up what will certainly be an extraordinary annual meeting.

UCEA Convention 2016 is going to be a fantastic learning and networking opportunity, and we have many people and organizations to thank for the support they have provided. In particular, please help me thank and acknowledge the hard work and dedication of UCEA’s headquarters team. Lieve Pitts, Stephanie McGuire, Marcy Reedy, Katie Winn, Amy Reynolds, Angel Nash, Bryan A. VanGronigen, Gopal Midha, Frank Perrone, Jennifer E. Cook, Lisa Wright, and Sara Dexter have been critical in bringing together the program and the many different activities that make our annual UCEA Convention experience a meaningful one.

Sincerely,

Michelle D. YoungUCEA Executive Director


University of Virginia Welcome

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Host University Welcome

OFFICE OF THE DEAN441 EDUCATION BUILDING

5425 GULLEN MALLDETROIT, MICHIGAN 48202-3489313-577-1620 FAX: 313-577-3606

College of Education: The Urban Educator – Reflective, Innovative and Committed to Diversity

Dear UCEA Meeting Attendees:

It’s a great pleasure and privilege for me to welcome all of you on behalf of the Wayne State University and the College of Education to the 30th Annual Meeting of the University Council for Educational Administration. The theme, Revitalizing Education in Complex Contexts: Re-Envisioning Leadership, Refreshing Practice, and Redefining Student Success is certainly relevant today. I don’t think anyone can disagree that America’s schools and educators are living in a challenging and complex time. This is a great opportunity to meet and talk and plan for the challenges and the future of educational policy, research, and educational leadership. Hopefully, partnerships and coalitions will result that generate innovative directions in research and practice.

I want to thank the conference organizers for their wisdom in bringing the meeting to Detroit this year. For those of you who do not know Detroit, you are in for an awakening. Detroit has moved from urban troubles to its own awakening. We have become a city growing in young people choosing to live here. We have become a city of artists. And we are still a city of music and sports. While you are here visit Greektown, Corktown, Mexican town, and Eastern Market where during the week, and particularly on weekends, you can find vendors of all sorts and specialty shops. And visit the Detroit Institute of Arts, one of the premier art museums in the country—and while you are there walk across the street and tour Wayne State University—the comprehensive, research university that you probably didn’t know existed. Stop by the College of Education and say hello.

Again, welcome and please enjoy the intellectual stimulation of both the conference and the City of Detroit.

Sincerely,

R. Douglas Whitman, Ph.D.Dean, College of Education


UCEA ValuesUCEA is a community of learners that values:• Learning and social development for ALL children• Contributions of educational leaders to the success of all children• Systematic inquiry that is relevant, integral, and essential to the success of

children, schools, and school leaders• Quality and excellence in the preparation of school leaders and professors• Collaboration with schools, other educational and service agencies, and

professional organizations• Professional community, collegiality and respect for diverse perspectives• Educational and social policy that positively support the learning and

development of all children• Diversity, equity, and social justice in all educational organizations

UCEA VisionUCEA is a community of scholars committed to the improvement of leadership and policy that supports the learning and development of ALL children. UCEA actively initiates and leads educational reform efforts through its high quality research and preparation programs. UCEA institutions work collaboratively with schools and educational agencies to positively influence local, state, and national educational policy. UCEA constantly questions and reevaluates its practice and beliefs to ensure its effectiveness and relevance.

UCEA GoalsUCEA is a consortium of research/doctoral granting institutions committed to advancing the preparation and practice of educational leaders for the benefit of schools and children. In realizing this purpose, we:

• Promote, sponsor, and disseminate research on the essential problems of schooling and leadership practice

• Improve the preparation and professional development of educational leaders and professors

• Positively influence local, state, and national educational policy

Values, Vision, & Goals

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UCEA Committees & Staff

2016 Convention Committee

UCEA Staff

THE 2015-16 UCEA EXECUTIVE COMMITTEE Mónica Byrne-Jiménez, PresidentHofstra University

April Peters-Hawkins, President-ElectUniversity of Houston

Noelle Witherspoon Arnold, Secretary/Treasurer Ohio State University

Mark GoodenUniversity of Texas at Austin

Mariela RodriguezUniversity of Texas at San Antonio

Casey CobbUniversity of Connecticut

Liz HollingworthUniversity of Iowa

Terah Venzant ChambersMichigan State University

Gerardo LopezUniversity of Utah

Ex-officio:

Michelle D. YoungExecutive Director, UCEA University of Virginia

Sara DexterHeadquarters Associate Director, UCEA University of Virginia

April Peters-Hawkins, University of Houston

Dana Thompson Dorsey, University of North Carolina at Chapel Hill

Kristy Cooper, Michigan State University

Wayne Lewis, University of Kentucky

Michelle D. Young, UCEA, University of Virginia

Lieve Pitts, UCEA

Michelle D. Young, Executive DirectorSara Dexter, Headquarters Associate DirectorMichael O’Malley, Associate Director of

PublicationsJohn Nash, Associate Director of

CommunicationsLisa Bass, Associate Director for Jackson

ScholarsHollie Mackey, Associate Director for

Jackson ScholarsJayson Richardson, Associate Director of

Program CentersStephen Jacobson, Associate Director of

International AffairsSheneka M. Williams, Associate Director for

Policy & Advocacy

Ed Fuller, Associate Director for Policy & Advocacy

Lisa C. Wright, Financial DirectorLieve Pitts, Project and Events ManagerJennifer E. Cook, Publications EditorPei-Ling Lee, WebmasterStephanie McGuire, Administrative AssistantMarcy Ann Reedy, Program CoordinatorKathleen Winn, Research AssociateGraduate Research Assistants: Amy Reynolds Angel Nash Gopal Midha Bryan A. VanGronigen Scott Richardson Frank Perrone

Thank you to all 2016 proposal reviewers for your time and dedication to UCEA and the field of educational leadership.


UCEA Convention Theme

The 30th Annual UCEA Convention theme, Revitalizing Education in Complex Contexts: Re-envisioning Leadership, Refreshing Practice, Redefining Student Success, is intended as an occasion to talk, meet, think, and organize for a renewed vision, goal-setting, and coalition-building that will bring new life and meaning to the role of education and educational leadership. The theme highlights the context of of the convention location in Detroit, a city that has faced significant challenges and undergone tremendous change, with a lens on the educational, political, civic, corporate, and community revitalization that occurs in such contexts.

UCEA’s 2016 Convention logo aims to capture the determination and resilience expressed in the Spirit of Detroit and use that same strength to refresh, re-envision, and redefine educational leadership and practice. This year’s logo was designed by two local Detroitians—Edward Irmen and Michael Polakowski. Edward Irmen is a Senior in the Illustration Department at the renowned College for Creative Studies located in Detroit. He has a penchant for comic books, street art, watching Detroit sports, and exploring the city for good eats and views. Michael Polakowski is an Illustrator and Graphic Designer also currently studying at the College for Creative Studies in Detroit. His interests in street art and music are what inspired him to pursue design, and these influences are evident in his work.

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About the 2016 UCEA ConventionThe 2016 Convention Program provides a complete list of all presentations, registration information, hotel information, and general information regarding the University Council for Educational Administration. Each session is listed with a title, a room assignment, presentation time, and the list of presenters. UCEA has developed an accompanying website for the convention where participants can find information on session types, program updates, and more. See: www.ucea.org under Convention. A room layout of the hotel can be found at the back of the program.

REGISTRATIONIf you have not registered for the convention, we urge you to do so as soon as you

arrive at the hotel. UCEA Registration is available in the Renaissance Foyer: Wednesday 10:00 am – 6:00 pm

Thursday 7:00 am – 8:00 pmFriday 7:00 am – 6:30 pm

Saturday 7:00 am – 5:00 pm

NAMETAGSNametags, received at registration, are required for all sessions and events.

DISPLAY OF ANNOUNCEMENTSA table in the Exhibit area has been made available for you to display announcements, reports, and other publications from your institution.

INTERNETBasic Internet is complimentary in the meeting spaces.

EXHIBITORSUCEA is proud to host its book and educational resource sponsors at this year’s

convention. Exhibitors will be in the Renaissance Foyer. Exhibition Hall hours are the same as Registration.

WORKSHOPSEach year, UCEA hosts a small number of workshops, specifically designed to

meet the needs of educational leadership scholars.

THE UCEA ANNUAL BANQUETThis year’s Annual Banquet will be held Saturday 7:00-10:00 pm at the Waterview

Loft just outside the hotel: Port Detroit, 130 E. Atwater St., 48226. The banquet will be a 30th Convention Celebration with a Motown theme.

SPONSORSHIP OF UCEA EVENTSIf you are interested in hosting a future convention or sponsoring an event, contact

UCEA Headquarters at 434-243-1041. Hosting and event sponsorships are excellent ways to increase the visibility of your institution while providing valuable

resources to UCEA.


UCEA Online & Social MediaStay in touch with UCEA! Join our website as a member to access all your UCEA needs in one place and receive a free subscription to our listserv premiering exclusive content and opportunities. Follow us on Twitter and friend us on Facebook! UCEA provides countless free resources at ucea.org and is a great way to connect with others in your field.

Registering for an account on the UCEA website is easy and is accessible in the upper-right-hand corner of our website: “Account Access,” and then click “Can’t login” to register.

https://members.ucea.org/account_registration/claims

Twitter: @UCEA

· UCEA JacksonScholars: @JacksonScholars

· UCEA GSC: @UCEAGSC

· CASTLE: @UCEACastle

· UCEA International: @UCEAissl

Facebook:

· UCEA Leadership-Matters (our interactive page)

· UCEA Barbara L. Jackson Scholars

· University Council for Educational Administration (UCEA)

LinkedIn

· UCEA Headquarters

· University Council for Educational Administration Graduate Student Council

· UCEA Jackson Scholars Network

www.ucea.org

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MONDAY, November 14Executive Committee meeting 8:00 am–6:00 pm

TUESDAY, November 15Executive Committee meeting 8:00 am–6:00 pm

WEDNESDAY, November 16Convention Registration 10:00 am–6:00 pmGraduate Student Summit Registration 10:00 am–5:00 pmUCEA/BELMAS Research Collaboration: The International School Leadership

Development Network workshop 9:00 am–5:00 pmPlenary Session 1:00–6:00 pmGraduate Student Summit (registration required) 12:00–6:00 pmTested film and reception, 6:00–8:00 pm

THURSDAY, November 17Registration 7:00 am–8:00 pmPlenary Session 7:30–11:00 amGraduate Student Summit (registration required) 8:00–11:20 am Jackson Scholars Network Research Seminar 8:00–10:50 amUCEA Awards Luncheon 11:30 am–1:30 pm Sessions 1:40–5:30 pmGeneral Session I: Opening General Session Featuring Tonya Allen 5:40–7:00 pmConvention Opening Reception 7:00–8:00 pm

FRIDAY, November 18Registration 7:00 am–6:30 pmMeetings 7:00–7:50 amSessions 8:00–9:10 amGeneral Session II: Town Hall 9:20–10:50 amSessions 11:00 am–1:30 pmGeneral Session III: Mitstifer Lecture Featuring Geoffrey Canada 1:40–2:50 pmSessions 3:00–6:50 pmFilm Festival I 4:20–5:30 pmUCEA Barbara L. Jackson Scholars Recognition Ceremony 7:00–8:00 pmFilm Festival II Sip & Screen 8:30–9:30 pm

SATURDAY, November 19Registration 7:00 am–5:00 pmMeetings 7:00–7:50 amSessions 8:00–9:10 amGeneral Session IV: UCEA Presidential Address 9:20–10:50 amSessions 11:00 am–4:30 pm General Session V: Ed Talk 4:40–6:10 pmBanquet: 7:00–10:00 pm

SUNDAY, November 20International Summit 8:00 am–12:15 pmJRLE Editorial Board Meeting 8:00–9:30 amJCEL Editorial Board Meeting 8:30–10:00 amEAQ Editorial Team Meeting 9:40–11:00 amPost Convention Workshops 10:00 am–12:00 pmUCEA Publications Meeting 10:30 am–12:00 pmUCEA Program Design Network 8:00 am–12:00 pm

2016 Events at a Glance


MembershipNEW MEMBERS

UCEA welcomes the following new member institutions to our community: George Mason University, University of North Texas, University of Arkansas, and Purdue University. Please help them feel welcome by introducing yourself and offering words of congratulations.

SESSION ON MEMBERSHIP IN UCEA

UCEA continues to serve as the field’s leading professional organization and maintains an international reputation as a consortium of the most prestigious universities with doctoral programs in educational leadership. UCEA’s mission is to advance the preparation and practice of educational leaders for the benefit of all children and schools, and membership in UCEA is a marker of program quality. During the Membership Session, Executive Committee members will provide information and answer questions. Deans, department chairs, and faculty from non-UCEA member universities interested in pursuing membership are invited:

SATURDAY November 19 8:00 to 9:10 am Session 198. Informal Session on UCEA and UCEA Membership Detroit Marriott at the Renaisance Center: Floor 4 - CabotOr contact:

Sara Dexter, UCEA Headquarters Associate Director, [email protected]

Over the last 16 years, The Wallace Foundation has invested significant resources in educational leadership preparation, research and policy. UCEA has been a partner to the Foundation, seeking ways to leverage important research and development activities within higher education. This year at the UCEA Convention, The Wallace Foundation is sponsoring the following events; all UCEA Convention participants are welcome to join.

THURSDAY, November 173:00 to 4:10 pm 062. Developing Principal Supervisors who Foster Leadership

Effectiveness 068. Navigating the Shift to Intensive Principal Preparation in

Illinois

FRIDAY, November 189:20 to 10:50 am 112. Town Hall: Harnessing the Potential of Educational

Leadership Under ESSA

SATURDAY, November 1912:20 to 1:30 pm 234. The University Principal Preparation Initiative: Investing in

the Development of School Principals

Wallace Foundation Events

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UCEA SIG & Program Center SessionsTHURSDAY, November 171:40 to 2:50 pm 054. Advancing Scholarly Agendas of the CSLEE: A UCEA

Center Sponsored Symposium4:20 to 5:30 pm 076. UCEA Center for the International Study of School

Leadership: Why Internationalism Is Essential to Educational Administration

082. Digital Simulation Cases and Games: UCEA Program Center for the Study of Technology and Leadership in Education (CASTLE)

FRIDAY, November 187:00 to 7:50 am 090. Politics of Education Association Breakfast and Meeting 091. Carnegie Project on the Education Doctorate (CPED)

Member Meeting 092. UCEA Consortium for the Study of Leadership and Ethics

in Education (CSLEE) 093. UCEA Center for the Advanced Study of Technology

Leadership in Education (CASTLE) 094. UCEA Center for the International Study of School

Leadership 095. Supervision and Instructional Leadership SIG 096. The Call for Leadership: Why Department Chairs Serve,

What They Do, How They Are Prepared, and How Long They Serve (Center for the Study of Academic Leadership)

097. UCEA Review Editorial Team Meeting 097a. Indigenous Scholars and Scholarship SIG Meeting

SATURDAY, November 197:00 to 7:50 am 185. Latino Research SIG 188. Gay Straight Alliance 189. UCEA Taskforce on Distance Learning 190. Jackson Scholars Advisory Board Meeting 191. Leadership for Social Justice SIG 192. Leadership for School Improvement SIG 193. Program Centers Director Board of Directors and

Advisory Board Meeting 194. UCEA Research on Women in Leadership SIG 195. Learning and Teaching in Educational Leadership (LTEL)

Executive Committee SIG8:00 to 9:10 am 209. UCEA Program Center for the Study of Leadership in

Urban Education Proposal


SUNDAY, November 20 270. UCEA International Summit: UCEA Engagement and Participation in Global Initiatives. Summit Planning Committee: Stephen Jacobson, University at Buffalo, and Bruce Barnett, University of Texas at San Antonio.

8:00 to 8:20 am Registration and breakfast

8:20 to 8:30 am Welcome and introductions by Michelle D. Young and Stephen Jacobson

8:30 to 10:00 am Presentation 1: Exploring the Promise of High-Impact Engagement: Stories From the Buffalo-Tanzania Education Project (BTEP). Mara Huber, University at Buffalo

10:00 to 10:15 am Break

10:15 to 11:30 am Presentation 2: Developing Global Citizenship and Intercultural Competencies: Examining the Work of the International Higher Education Teaching and Learning Association (HETL). Patrick Blessinger, HETL/St. John’s University

11:30 am to 12:00 pm Presentation 3: Initiating an International Congress on Leadership and Management. Philip Woods, BELMAS, University of Hertfordshire

12:00 to 12:15 pm Concluding remarks by Stephen Jacobson

Fifth Annual International Summit

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MORE INTERNATIONAL SESSIONS

THURSDAY, November 171:40 to 2:50 pm 047. Examining Educational Leadership and Policy in

an International Context

3:00 to 4:10 pm 061. Bridging Educational Leadership Studies and Curriculum Theory/Didaktik for Understanding Complex Times and Contexts.

4:20 to 5:30 pm 074. Leadership Practice and Accountability Policy: Lessons From the U.S., Denmark, Finland, and Sweden

076. UCEA Center International Study of School Leadership: Why Internationalism Is Essential to Educational Administration

078. International and Comparative Perspectives on Instructional Leadership

FRIDAY, November 1812:20 to 1:30 pm 130. Extraordinary Women in Educational Leadership:

Voices of Latina, African American, and Pakistan Female Leaders

132. Leading Schools in Complex Settings

3:00 to 4:10 pm 141. Privatization and School Choice Within International Educational Institutions

4:20 to 5:30 pm 169. Educational Leadership and Demographic Change: Diversity, Im/migration and Change From Cities Around the World

SATURDAY, November 198:00 to 9:10 am 202. Mexico/U.S. Collaborative: Re-envisioning

Principal Success in Complex Contexts

12:20 to 1:30 pm 236. Cross-Cultural Intersections of Gender & Race Among English, South African, & American Black Female School Leaders

2:00 to 3:10 pm 241. Racially and Ethnically Diverse Women Leading Education: A World View

3:20 to 4:30 pm 258. Leadership Standards in the U.S. and Nordic Contexts: A Comparative Review

265. Factors that Help and Hinder Social Justice Leaders Around the World


WorkshopsWEDNESDAY, November 169:00 am to 5:00 pm 003. UCEA/BELMAS Research Collaboration: The

International School Leadership Development Network

THURSDAY, November 17

3:00 to 4:10 pm 064. UCEA Policy Associates’ Policy Brief Writing Workshop

4:20 to 5:30 pm 082. Digital Simulation Cases and Games: UCEA Program Center for the Study of Technology and Leadership in Education (CASTLE)

087. Culturally Sustaining Approaches to Educational Leadership Development and Mentoring

FRIDAY, November 18

11:00 am to 12:10 pm 124. Strategies for Determining Appropriate Impact Measures for Leadership Preparation Programs: The Evaluation Matrix Tool

12:20 to 1:30 pm 135. Writing in Graduate School: A Workshop to Expand Your Toolbox

3:00 to 4:10 pm 142. Clinical Scholarship: The Story of STEAM: Clinical Collaborative Leadership for Transformational Change

5:30 to 6:20 pm 176. Revitalizing Communities and Schools: Stories of Uniting the Power of Place and Wisdom of People

SATURDAY, November 19

11:00 am to 12:10 pm 222. Video and Website Construction With Administrators, Teachers, and Students Who Experienced Kansas City’s Desegregation Era

3:20 to 4:30 pm 254. Clinical Scholarship: Arts-Based Teaching Practices for Preparing Social Justice Leaders

SUNDAY, November 20

10:00 to 11:50 am 275. Redesigning Technology-Infused Lessons and Units

10:10 am to 12:00 pm 276. How to Be a Successful Reviewer

8:00 am to 12:00 pm 278. UCEA Program Design Network

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WEDNESDAY, November 1612:00 to 1:00 pm 006. Graduate Student Summit (GSS) Orientation 1:10 to 2:15 pm 007–011. GSS Sessions 1–5. Requires GSS registration. 2:25 to 3:30 pm 012–016. GSS Sessions 6–10. Requires GSS registration.3:40 to 4:45 pm 017–021. GSS Sessions 11–15. Requires GSS registration.4:55 to 6:00 pm 022–024. GSS Roundtable Sessions. Requires GSS registration.

THURSDAY, November 178:00 to 9:05 am 027. GSS Session 16. Requires GSS registration.9:15 to 10:20 am 033–036. GSS Sessions 17–20. Requires GSS registration.10:30 to 11:20 am 041–044. GSS Mentor Feedback Sessions. Requires GSS

registration.1:40 to 2:50 pm 055. Healing as Resistance: Attending to Self-Care During

Oppressive Trauma—Candidacy to the Professoriate 057. Julie Laible Memorial Session for New UCEA Jackson

Scholars 3:00 to 4:10 pm 064. UCEA Policy Associates’ Policy Brief Writing Workshop 069. “Shoulda, Coulda, Woulda . . .”: What We Wish We

Had Known Before Becoming a Professor4:20 to 5:30 pm 083. Graduate Writing Ignite!: Tips for Crafting Your Best Work

FRIDAY, November 188:00 to 9:10 am 107. Demystifying the Academic Job Search, Part I: Tips and

Resources for Those Considering the Professoriate11:00 am to 12:10 pm 122. Building Networks of Support: You’re Not in This Alone12:20 to 1:30 pm 131. Graduate Students of Color Mentoring Session 135. Writing in Graduate School: A Workshop to Expand Your

Toolbox3:00 to 4:10 pm 150. Digging In: How to Read and Digest the Research4:20 to 5:30 pm 165. Dissecting the Curriculum Vitae (CV) for Job Winning

Success (bring copies of your CV!)5:40 to 6:20 pm 179. Finding and Maintaining Balance in Graduate School

SATURDAY, November 198:00 to 9:10 am 205. AERA Divisions A & L Graduate Student Breakfast:

Publish and Thrive: Steps to Jumpstart the Publishing Process11:00 am to 12:10 pm 221. From Positivist to Critical: Paradigms and Perspectives in

Educational Research12:20 to 1:30 pm 235. Demystifying the Academic Job Search, Part II: The Nuts

and Bolts2:00 to 3:10 pm 249. Negotiating a Contract: A Guide for First Timers on the

Academic Job Market3:20 to 4:30 pm 264. Graduate Student Closing Session

Graduate Student Summit & Sessions


Jackson Scholars Network

THURSDAY, November 178:00 to 8:50 am 028. Jackson Scholars Research Seminar Convocation

JACKSON SCHOLARS RESEARCH SEMINAR PAPER SESSION 1

9:00 to 9:50 am 029. Teachers as Social Justice Leaders: Understanding Complex Relationships Between Teachers, Equity, and Student Success

030. Examining the Curricular and Pro-Social Contributions of the Broader School Community

031. Examining Higher Education Programming and Policy Effecting Underrepresented Students

032. School Leaders and 21st Century Change: Re-Envisioning Leadership for New Challenges and Opportunities

JACKSON SCHOLARS RESEARCH SEMINAR PAPER SESSION 2

10:00 to 10:50 am 037. Redefining Success: Developing Cultural Competence through Partnerships, Social Capital, and Mindfulness

038. State Level Policy in Complex Contexts: Examining Practice-Based Institutional Outcomes of Policy

039. Principal Identities and Leading in Complex Contexts: How Experiences Inform Building Level Practices

040. Student Success: Examining What We Know to Improve Schooling in Complex Contexts

1:40 to 2:50 pm 057. Julie Laible Memorial Session for New UCEA Jackson Scholars

FRIDAY, November 1812:20 to 1:30 pm 131. Graduate Students of Color Mentoring Session

7:00 to 8:00 pm 183. UCEA Barbara L. Jackson Scholars Recognition Ceremony

UCEA welcomes the new 2016-2018 Barbara L. Jackson Scholars. Additionally, Jackson Scholars are urged to register for the Graduate Student Summit and engage in Graduate Student Sessions.

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2015-2017 Jackson Scholars CohortNahed AbdelRahman, Texas A&M UniversityAdrienne Aldaco, Texas State UniversityArlisa Armond, University of North Carolina at

GreensboroElizabeth Auguste, College of William and MaryAmber Banks Grubb, University of WashingtonSabrina Brown, University of North Carolina at

CharlotteVictoria Carter Jones, Texas A&M UniversityLiliana Castrellón, University of UtahCharles Collingwood, University of ArizonaDallawrence Dean, University of Texas at AustinJulie Desmangles, Clemson UniversityOsly Flores, University of Pittsburgh Asia Fuller Hamilton, University of Illinois at

Urbana-ChampaignWellinthon Garcia, Hofstra UniversityElijah Granger, Stephen F. Austin State UniversityJoycelyn Hughes, Howard UniversityStephanie Johnson, Stephen F. Austin State

University Amieris Lavender, Michigan State UniversityDenice Liggins, The Ohio State University

Julia Mahfouz, Pennsylvania State UniversityWarapark Maitreephun, University of MissouriMahmoud Marei, University of ArizonaJocabed Marquez, Texas State UniversityChy McGhee, New York UniversityAngel Nash, University of VirginiaJacqueline Perry-Higgs, North Carolina State

UniversityMarilyn Player, Auburn UniversityAditi Rajendran, University of WashingtonKim Ransom, University of MichiganRana Razzaque, University of DenverGenesis Ross, Miami UniversityVanessa Sansone, University of Texas at San AntonioHugo Saucedo, University of Texas at San AntonioTommy Sigala, University of Texas at El PasoPaul Spradley, University of PittsburghDarrius Stanley, Michigan State UniversityKimberly Starks Berglund, University of MissouriWei-Ling Sun, University of Texas at AustinElsa Villarreal, Texas A&M UniversityWarren Whitaker, University of San DiegoRui Yan, University of Utah

2016-2018 Jackson Scholars Cohort

Jantina Anderson, Indiana UniversityEmily Bautista, Loyola Marymount UniversityRipsime Bledsoe, University of Texas at San

AntonioFatima Brunson, University of Illinois at ChicagoAndrene Castro, University of Texas at AustinJinmyung Choi, University of MissouriAndrea Cobb, University of WashingtonAmanda Jo Cordova, University of Texas at San

AntonioShelby Dawkins-Law, University of North Carolina

at Chapel HillDonna Druery, Texas A&M UniversityChristopher Eckford, Sam Houston State UniversityAlejandro Gonzalez, San Diego State UniversitySiqing Erica He, Rutgers UniversityMoniqueca N. Hicks, University of Tennessee-

KnoxvilleDeAngela Hill, Howard UniversityShannon Holder, University of ConnecticutLori Hunt, Washington State UniversityLaTeisha Jeannis, North Carolina State UniversityRoderick Jones, University of South FloridaTrevon Jones, Texas Christian University

Maraki Kebede, Pennsylvania State UniversityAnthony R. Keith, George Mason UniversityTaeyeon Kim, Michigan State UniversityAdam Lara, University of WashingtonMayra Lara, Loyola Marymount UniversityBrett Lee, Texas State UniversitySandra Leu, University of UtahTracie Lowe, University of Texas at AustinIsaiah McGee, Iowa State UniversityJason McKinney, University of MissouriTuan Nguyen, Vanderbilt UniversityPamela Norris, Auburn UniversitySasanehsaeh Pyawasay, University of MinnesotaClare Resilla, Sam Houston State UniversityLaSonja Roberts, University of South FloridaYasmin Rodriguez-Escutia, University of Wisconsin Clauida Kramer Santamaria, Texas State UniversityVanessa Scott, Rowan UniversityNicole Smerillo, University of MinnesotaIsaac Solano, University of DenverKandice Sumner, University of Massachusetts-

BostonNicole Walkinshaw, Florida Atlantic UniversityJesse Wood, University of Tennessee-Knoxville


Sponsors

2016 Exhibitors & SponsorsIn the 30 years that UCEA has held its convention, many institutions have served as generous sponsors and exhibitors. In all cases, these cooperative endeavors served to create a more dynamic relationship between UCEA and those institutions and organizations. UCEA acknowledges the substantive contributions that the following sponsors and exhibitors have made to this year’s 30th Convention. We greatly appreciate their support and continuing endorsement:

Pennsylvania State UniversityTexas A&M UniversityUniversity of Houston

Brock International Prize Chapman UniversityUniversity of Louisville

SAGE PublishingRoutledge, Taylor & Francis GroupIAP – Information Age Publishing, Inc.Rowman and Littlefield

Exhibitors

Contributors

Wayne State University Michigan State UniversityThe Wallace Foundation

Partners

Host Sponsors

Mónica Byrne-JiménezCasey CobbEllie Drago-Severson Chetanath Gautam

Elizabeth GilMark Anthony GoodenLiz HollingworthW. Kyle Ingle

Gerardo R. LopezCarol MullenKent PetersonAmanda PottertonAndrea RorrerMegan Tschannen-MoranPamela D. TuckerDawn Williams

Donations

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UCEA PSRs serve an important function for their respective institutions and for UCEA. PSRs provide a link between institutions and UCEA, serve as a major part of the electorate for Executive Committee members, determine their

institutions’ contribution to UCEA’s mission, and can serve as a catalyst for many UCEA activities.

UCEA Plenary Session Representatives

Arizona State University: Jeanne PowersAuburn University: Lisa KenslerAustralian Catholic University: Lauren StephensonBank Street College: Margaret (Terry) OrrBowling Green State University: Chris WillisBrigham Young University: David BorenChinese University of Hong Kong: Paula KwanClemson University: Janie LindleCollege of William and Mary: Megan Tschannen-

MoranDuquesne University: Amy OlsonEast Carolina University: Matthew MilitelloFlorida Atlantic University: Maysaa BarakatFlorida State University: Marytza GawlikFordham University: Gerald CattaroGeorgia State University: Yinying WangHofstra University: Eustace ThompsonHoward University: Cristobal RodriguezIllinois State University: Lenford SuttonIndiana University: Samantha ScribnerIowa State University: Joanne MarshallKansas State University: Jia LiangKent State University: Christa BoskeLehigh University: Floyd BeachumLouisiana State University: Sonya HayesLoyola Marymount University: Elizabeth ReillyMiami University: Andrew SaultzMichigan State University: Madeline MavrogordatoNew York University: Edward FergusNorth Carolina State University: Lisa BassNorthern Illinois University: Teresa WasongaOhio State University: Karen BeardOklahoma State University: Katherine CurryPennsylvania State University: Marsha ModestePortland State University: Deborah PetersonPurdue University: Rachel RoegmanRowan University: Anna SunRutgers University: Melinda ManginSaint Louis University: Jo WoodSam Houston State University: Pamela GraySan Diego State University: Cynthia UlineSouthern Methodist University: Dan BerebitskySt. Johns University: Mary Ellen FreeleyStephen F. Austin State University: Patrick JenlinkTemple University: John HallTennessee State University: Janet FinchTexas A&M University: Daniel BowenTexas Christian University: Marla McGheeTexas State University: Patricia GuerraTexas Womans University: Teresa StarrettUniversity at Buffalo, SUNY: Corrie Stone-JohnsonUniversity of Alabama: Jingping SunUniversity of Arizona: Jill KoyamaUniversity of Arkansas: Ed Bengtson

University of Cincinnati: Carlee Escue SimonUniversity of Connecticut: Richard GonzalesUniversity of Dayton: Barbara De LucaUniversity of Denver: Susan KorachUniversity of Florida: Bernard OliverUniversity of Georgia: Sheneka WilliamsUniversity of Houston: Bradley CarpenterUniversity of Illinois at Chicago: Shelby CosnerUniversity of Illinois at Urbana-Champaign: Anjalé

WeltonUniversity of Iowa: Leslie LockeUniversity of Kansas: Thomas DeLucaUniversity of Kentucky: Wayne LewisUniversity of Louisville: Carlos McCrayUniversity of Maryland: Betty MalenUniversity of Massachusetts-Boston: Catarina da

SilvaUniversity of Michigan: Maren ObermanUniversity of Minnesota: Muhammad KhalifaUniversity of Missouri: Emily CrawfordUniversity of Nebraska-Lincoln: Jiangang XiaUniversity of New Mexico: Allison BordenUniversity of North Carolina at Chapel Hill: Dana

Thompson-DorseyUniversity of North Carolina at Charlotte: Brenda J.

McMahonUniversity of North Carolina at Greensboro:

Kimberly HewittUniversity of North Texas: Miriam EzzaniUniversity of Northern Colorado: Michael CohenUniversity of Oklahoma: Timothy FordUniversity of Oregon: Keith HollenbeckUniversity of Pennsylvania: Michael JohanekUniversity of Pittsburgh: Jill PerryUniversity of San Diego: Robert DonmoyerUniversity of South Florida: William BlackUniversity of Tennessee at Knoxville: Kerry

RobinsonUniversity of Texas at Austin: Terrance GreenUniversity of Texas at El Paso: David DeMatthewsUniversity of Texas at San Antonio: Nathern OkilwaUniversity of Texas Rio Grande Valley: Fred GuerraUniversity of Toledo: Randall VeselyUniversity of Utah: Irene YoonUniversity of Virginia: David Eddy SpicerUniversity of Washington: Ann O’DohertyUniversity of Wisconsin-Madison: Peter GoffUniversity of Wisconsin-Milwaukee: Leigh WallaceVanderbilt University: Jason GrissomVirginia Commonwealth University: Charol

ShakeshaftVirginia Tech: Carol A. MullenWashington State University: Kristin HugginsWayne State University: Carolyn Shields


Convention Sessions & Meetings

001. UCEA Executive Committee Meeting IMeeting8:00 am to 6:00 pmDetroit Marriott at the Renaissance Center: Floor 3 - Latitude

002. UCEA Executive Committee Meeting IIMeeting8:00 am to 6:00 pmDetroit Marriott at the Renaissance Center: Floor 3 - Latitude

003. UCEA/BELMAS Research Collaboration: The International School Leadership Development Network

Pre/Post Convention Work Sessions and Workshops9:00 am to 5:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotResearch team members from the International School Leadership Development Network will meet to discuss research findings and future directions. Teams from around the world will (a) refine research designs for projects dealing with leadership for high-need schools and social justice leadership, (b) examine potential funding sources to support research projects, (c) establish plans for reporting findings at future professional conferences, and (d) determine outlets for publishing research findings.

005. UCEA Plenary Session IPlenary Session1:00 to 6:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - Cartier

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006. Graduate Student Summit OrientationGraduate Student SummitSpecial Session12:00 to 1:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusIn this session, we will formally welcome all UCEA Graduate Student Summit (GSS) registrants to the 5th annual GSS. During this time you will have an opportunity to meet the members of the UCEA Graduate Student Council, learn about programming for graduate students at UCEA, and meet fellow graduate students. We will also honor outgoing members of the GSC during this time.

007. GSS Session 2: Reshaping Dominant Structures Within SchoolsGraduate Student SummitPaper Session1:10 to 2:15 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Persevering for “Our Kids”: Three African American Women Counternarratives. Osly Flores, University of PittsburghA Case Study of Intersection Between Structure and Agency in Indonesia. Asih Asikin-Garmager, University of IowaRace in Elementary Science Classrooms: Implications for School Leaders. Stefanie Marshall, Michigan State UniversityRevolutionizing Data Use in Schools: Student Use of Data in Personalized Learning Environments. Alan Arthur Barnicle, University of Wisconsin-MadisonFacilitator:

Colleen Larson, New York University

008. GSS Session 3: Rural SchoolsGraduate Student SummitPaper Session1:10 to 2:15 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Exploring the Influence of Context on the Leadership Capacity of Rural Public School Principals. Ian Christopher Kinkley, Michigan State UniversityFostering Regional Learning Improvement Coherence: A Study of Educational Service Agencies and Successful Rural Schools. Wesley Henry, University of Washington

GRADUATE STUDENT SUMMITRegistration for the Graduate Student Summit will be available 10:00 am–5:00 pm on Wednesday, november 16. When you register for the Summit, you will also receive your registration materials for the Convention.


Facilitator:Cindy Reed, Northern Kentucky University

009. GSS Session 1: Ignite! Collaborations and Partnerships: Bringing People TogetherGraduate Student SummitIgnite Session1:10 to 2:15 pmDetroit Marriott at the Renaissance Center: Floor 5 - JolietParticipants:Educational Leadership Beyond School Walls: Engaging Immigrant Latino Families Through Learning from Community-Based Initiatives. Elizabeth Gil, Michigan State UniversityEthnographic Case Study of Collaborative Leadership Structures. Gregory R. VanHorn, Ohio State UniversityUnderstanding Faculty Laggards and Administrative Technologies. Robert Benjamin Simon, Clemson UniversityCultivating Kinship: The Doctoral Student’s Role in a Successful Cohort Model. Cori Canty Woessner, Rana T. Razzaque, Tina Louise Goar, Mary Graft (University of Denver)Facilitator:

James Koschoreck, Northern Kentucky University

010. GSS Session 4: Developing Principals Before and On the JobGraduate Student SummitPaper Session1:10 to 2:15 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Transformative Learning in Principal Leadership Development. Taeyeon Kim, Michigan State UniversityLeading from the Inside Out: Examining Principal Efficacy and Practice. Lori Wilt Silver, George Mason UniversitySchool Leaders and School Leadership Standards: An Exploratory Case Study. Annie Reinish, University of MichiganCultivating Leadership for School and Community Change: A Case Study of Theory, Research and Practice. Samuel Garcia, Texas State UniversityFacilitator:

Gary Crow, Indiana University

011. GSS Session 5: The Current State of Educator PreparationGraduate Student SummitPaper Session1:10 to 2:15 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:A Systematic Literature Review: Understanding the Research About Principal Preparation Programs. Jeremy B. Landa, University of ConnecticutIndividual Reflections on Principal Certification in the “Third Space.” Karina C. Canaba, Rodolfo Rincones (University of Texas at El Paso)Restructuring the ESEA: Articulating Empirically Based Pathways for States to Promote Principal Preparation Program Redesigns. Craig Warner De Voto, University of Illinois at ChicagoFacilitator:

Michael O’Malley, Texas State University

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AY012. GSS Session 7: Maintaining Focus on Student Achievement in SchoolsGraduate Student SummitPaper Session2:25 to 3:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Linking Collaborative Leadership Practices to Increased Student Achievement. Pamela M. VanHorn, Ohio State UniversityTeacher Perception of Attributes Related to Teaching Effectiveness in Urban Schools. Meredith Lea Wronowski, University of OklahomaThe School Leaders’ Role in Students’ Mathematics Achievement Through the Lens of Complexity Theory. Emma Bullock, Utah State UniversityFacilitator:

Scott Christopher McLeod, University of Colorado-Denver

013. GSS Session 8: Understanding and Tackling Policies and PoliticsGraduate Student SummitPaper Session2:25 to 3:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:The Politics of Hungry Students: A Historical Analysis of Paradigm Shifts in School-Based Nutrition Programs. Christine Tran, University of WashingtonSmall Schools Reimagined. Aisha Haynes, New York UniversityClinical Scholarship: A Tale of Two School Districts, Addressing De Facto Segregation in Montgomery County, PA. Heather Nicole Bennett, Pennsylvania State UniversityThe Power of People: How Grassroots Movements Inspire Change. Debra Sue Vance Noelk, Florida Atlantic UniversityFacilitator:

Stephen Jacobson, University at Buffalo, SUNY

014. GSS Session 6: The Intersection of Culture and Principal LeadershipGraduate Student SummitPaper Session2:25 to 3:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - JolietParticipants:Leadership Perceptions of Campus Programs for Refugee Students. Richard Pelton, A. Minor Baker (Texas State University)Bilingual Teacher Identity Development in a Culturally Relevant Educational Space. Brenda Rubio, University of Texas at AustinServing Students Through Culturally Proficient Leadership. Miriam D. Ezzani, Renee Agent, Jeffrey Bradley, Ivy Foss, Nakendrick Johnson, Laura Koehler, Conrad Streeter (University of North Texas)Facilitator:

Michael Dantley, Miami University

015. GSS Session 9: School Working Conditions and ClimateGraduate Student SummitPaper Session2:25 to 3:30 pm


Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Leaders’ Framing of School Climate Policy. Scott Hurwitz, Sarah Woulfin (University of Connecticut)Teacher Job Satisfaction, Victimization, and Authoritarian Discipline. Ryan Kapa, Belinda G. Gimbert (Ohio State University)Significant Predictors of Urban Principal Turnover. Lorna Beckett, University of DenverRe-Envisioning Teacher Leadership to Improve Working Conditions: Implications for School Governance and Teacher Retention. Sara Kemper, University of MinnesotaFacilitator:

Diana Pounder, University of Utah

016. GSS Session 10: Using Theory and Discourse to Explain ComplexityGraduate Student SummitPaper Session2:25 to 3:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:An Analysis of the Complexity of a District Leadership Team’s Understanding of Inclusion. Karen Ramlackhan, University of South FloridaDeconstructing a Complex Context of Discipline Policy Implementation: An Ecology Metaphor Approach. Wei-Ling Sun, University of Texas at AustinA Teacher Leadership Policy—Viewed Through the Lens of Institutional Theory. Matthew Stier, University of IowaQueer the Power! Queer Theory and the Promise of Student Activism. Susan M. Croteau, Texas State UniversityFacilitator:

Joan Shapiro, Temple University

017. GSS Session 12: Examining Today’s TeachersGraduate Student SummitPaper Session3:40 to 4:45 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Leadership, Race and “Property”: An Analysis of the Teacher Tracking Phenomenon. Darrius A. Stanley, Michigan State UniversityThe Convenient Credential: Pursuing Legitimacy Through TFA. Davis Clement, College of William and MaryThe Need for a System Observation Tool. Whitney Hegseth, University of MichiganA Mixed Methods Study of Teacher Evaluation Reforms and Micropolitics in Illinois. David L. Conrad, University of Illinois at Urbana-ChampaignFacilitator:

Jo Beth Jimerson, Texas Christian University

018. GSS Session 13: The Influence of Legislation and State Education PoliciesGraduate Student SummitPaper Session3:40 to 4:45 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Controlled School Choice: A Review of Policy Implementation Literature. Wesley Edwards, University

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AYof Texas at AustinHow State Education Agencies Are Administering School Turnaround: 15 Years After No Child Left Behind. Bryan A. VanGronigen, UCEA/University of VirginiaThe Impact of Michigan’s P.A. 277: Evidence From NAEP. Thomas Drake, Michigan State UniversityToward Understanding School Choice Policies and Practices Through the Interplay of Structure, Culture, and Agency. Amanda U. Potterton, Arizona State UniversityFacilitator:

Andrea Rorrer, University of Utah

019. GSS Session 11: Ignite! Leaders and Leadership in SchoolsGraduate Student SummitIgnite Session3:40 to 4:45 pmDetroit Marriott at the Renaissance Center: Floor 5 - JolietParticipants:Demanding Inclusivity: An Exploration of Strategies to Cultivate Inclusive Schools and Galvanize Leaders. Rana T. Razzaque, University of DenverHelping English Language Learners With Their Academic Achievement From Principals’, Teachers’, and Parents’ Perspectives. Sijia Zhang, University of AlabamaCommunity, Culture and School Improvement: A Rural School’s Transformation. Wesley Henry, University of WashingtonFacilitator:

María Luisa González, University of Texas at El Paso

020. GSS Session 14: Graduating High School and the Prospect of CollegeGraduate Student SummitPaper Session3:40 to 4:45 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:“Finding that Balance”: Choosing Between Culture, Content, and College Readiness at One International High School. Chandler Patton Miranda, New York UniversityRevitalizing the College Search Phase: An Examination of Student and School Level Effects. Jesse Wood, Lee D. Flood, Alex Nathan Oldham (University of Tennessee at Knoxville)Persisting Versus Dropping Out: 5th Year Seniors. Gregory White, Michigan State UniversityOveraged, Undercredited, and College Ready? Nakia M. Gray, New York University Facilitator:

Martha N. Ovando, University of Texas at Austin

021. GSS Session 15: Issues on Diversity in U.S. SchoolsGraduate Student SummitPaper Session3:40 to 4:45 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:Colonizing/Decolonizing Policies in Native American Education: Rhetoric vs. Reality in ESSA Title VI. Michael R. Scott, University of Texas at AustinAbsent and Voiceless: The Role of Asian Educators in Combating the “Model Minority” Myth. Chi Phuong Nguyen, Pennsylvania State UniversityCultural and Social Capital of Migrant Families: A Case Study of Korean Visiting Scholars. Warapark Maitreephun, Jinmyung Choi, Kimberly Renee Starks Berglund (University of


Missouri)Redefining Student Success: A Look at Nigerian Immigrant Students in the United States. Victoria Olubiyi, University of Wisconsin-MadisonFacilitator:

Katherine Cumings Mansfield, Virginia Commonwealth University

022. GSS Roundtable Sessions A, B, and CGraduate Student SummitGraduate Student Roundtable4:55 to 6:00 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet

022-1. GSS Roundtable Session A: Building and Tuning IdentitiesParticipants:Leadership Efficacy for Cultural Competence in Diverse Schools. Jessica Schwartzer, Lori Wilt Silver (George Mason University)The Impact of Cultural Proficiency on Teachers. Isaiah Clarence McGee, Iowa State UniversityImagine Me a Teacher: Competence and Credibility in Teacher Development. Davis Clement, College of William and MaryDr. Sandra Wright Biography: A Forerunner in Leadership and Ministry. Karon Radford, Stephen F. Austin State UniversityFacilitator:

Katherine Rodela, Washington State University, Vancouver

022-2. GSS Roundtable Session B: Charter SchoolsParticipants:A Measure of Efficiency Between Charter Schools and Traditional Public Schools in Michigan. Michael B. Carrauthers, Wayne State UniversityCharter School Innovation Versus Replication and Expansion: Complementary or Competing Goals? Elise Castillo, University of California, BerkeleyNeoliberalism Charter Schools: Panacea or Problems for 21st Century Education. Donna Michelle Druery, Texas A&M UniversityFacilitator:

Lolita Tabron, University of Denver

022-3. GSS Roundtable Session C: Community PartnershipsParticipants:From Segregation to Celebration: A Dynamic Methodology That Rebuilds Communities. Richard Pelton, Brett Lee, Samuel Garcia (Texas State University)Understanding the Desires and Theories of Change for Educational Equity and Justice. Frances Free Ramos, University of California, BerkeleyBuilding a College Ready Community: A Small School With Big Plans and Big Partnerships. Nakia M. Gray, New York UniversityDistrict Governance in Changing Urban Landscapes: Race and Class Politics of Public–Private Partnerships in District Policymaking. René Espinoza Kissell, University of California, BerkeleyFacilitator:

Jada Phelps-Moultrie, Portland State University

023. GSS Roundtable Sessions D and EGraduate Student SummitGraduate Student Roundtable4:55 to 6:00 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

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Participants:Higher Education and Empowerment of Saudi Women as an Effect of King Abdullah Scholarship Program. Lama Husain Al Assaf, Howard UniversitySocialization and Persistence of First Year Non-Western International Master’s Students in a U.S. Midwestern University. Emmanuel Akanwa, Central Michigan UniversityFacilitator:

Angela Urick, University of Oklahoma

023-2. GSS Roundtable Session E: Media and Technology in EducationParticipants:From Digital Divide to Digital Inclusion, Questioning Policy and Practice. Ahmed Mukhtar, University of MissouriUniversalized Computer-Based Tests in Nigeria: An Evaluation of Senior Secondary School (SSIII) Student Preparedness. Lawrence Ikechukwu Nwabueze, University of DaytonFacilitators:

Yinying Wang, Georgia State UniversityKathleen Winn, UCEA/University of Virginia

024. GSS Roundtable Sessions F, G, and HGraduate Student SummitGraduate Student Roundtable4:55 to 6:00 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

024-1. GSS Roundtable Session F: School Policies and Decision-MakingParticipants:Curriculum Leadership in Changing Demographics: A New Challenge to School Leadership. Mahmoud Sayed Marei, University of ArizonaBehavioral Decision-Makers’ Perceptions of Exclusionary Discipline Decisions and the Influence of Implicit Bias. Gina Laura Gullo, Lehigh UniversityLeading Through Externally Mandated Curriculum Reform in Indonesian Elementary Schools. Asih Asikin-Garmager, University of Iowa; Enny Asmororini, Universitas Mataram, IndonesiaFacilitator:

Hilary Lustick, Texas State University

024-2. GSS Roundtable Session G: Student Performance in SchoolsParticipants:AP Access and Equity for All: Recruiting, Supporting, and Securing Success for Black and Latin@ Students. Michael Kucera, University of Illinois at Urbana-ChampaignOpportunity Structure on the Academic Preparation of African Americans in STEM in High Schools. LaTanya Dixon, University of MississippiRelationship Between School Climate and High School Students’ Academic Achievement: Focus on Heterogeneity Within Races/Ethnicities. Lukretia A. Beasley-Knecht, University of ArizonaFacilitator:

Erin Anderson, University of Denver

024-3. GSS Roundtable Session H: The Principal PipelineParticipants:Exploring Match Quality of Principals in Rural Schools. Ian Christopher Kinkley, Michigan State UniversityTexas Secondary School Latinas. Elsa G. Villarreal, Texas A&M University


Leading Complex Organizational Change for Principal Quality: A Proposed Study of Principal Pipeline Leadership. Emily Kate Donaldson, University of WashingtonDeveloping Novice School Principals Through Professional Mentoring and Social Capital. Richard Young, University of Illinois at Urbana-ChampaignFacilitator:

Bradley Davis, University of Texas at Arlington

025. Tested—A Documentary Film and Reception Hosted by the UCEA Executive Committee and Graduate Student Council

Special Session6:00 to 8:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierJoin members of the UCEA Plenum, Executive Committee, and Graduate Student Council for a reception and viewing of the documentary Tested. The gap in opportunities for different races in America remains extreme. Nowhere is this more evident than our nation’s top public schools. In New York City, where Blacks and Hispanics make up 70% of the city’s school-aged population, they

TeSTed—A Documentary Film by CURTIS CHIN

Session Chairs: Mónica Byrne-Jiménez, Hofstra University Wesley Henry, University of Washington The gap in opportunities for different races in America remains extreme. Nowhere is this more evident than our nation’s top public schools. In New York City, where Blacks and Hispanics make up

70% of the city’s school-aged population, they represent less than 5% at the city’s most elite public high schools. Meanwhile, Asian Americans make up as much as 73%. This documentary follows a dozen racially and socioeconomically diverse eighth graders as they fight for a seat at one of these schools. Their only way in: to ace a single standardized test. Tested includes the voices of such education experts as Pedro Noguera and Diane Ravitch as it explores such issues as access to a high-quality public education, affirmative action, and the model-minority myth.

Film anD reception HosteD by tHe ucea executive committee anD GraDuate stuDent council

Session 025 Wednesday 6:00–8:00 pm Floor 4 - Cartier

FIRESIDE CHAT witH TesTed Filmmaker CURTIS CHINTested was written and directed by Curtis Chin, a Detroit native, community activist, and award-winning writer (ABC, Disney Channel, Nickelodeon, National Endowment for the Arts, New York Foundation for the Arts). Tested looks at the lack of racial diversity at our nation’s top public schools. The entire film is screening Wednesday night, Session 25.

Session 215 Saturday 11:00 am–12:10 pm Floor 4 - Columbus

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AYrepresent less than 5% at the city’s most elite public high schools. Meanwhile, Asian Americans make up as much as 73%. This documentary follows a dozen racially and socioeconomically diverse eighth graders as they fight for a seat at one of these schools. Their only way in: to ace a single standardized test. Tested includes the voices of such education experts as Pedro Noguera and Diane Ravitch as it explores such issues as access to a high-quality public education, affirmative action, and the model-minority myth. Tested was written and directed by Curtis Chin, a Detroit native and community activist. Curtis has written for ABC, Disney Channel, and Nickelodeon, and won awards from the National Endowment for the Arts, New York Foundation for the Arts, and the San Diego Asian American Film Foundation. The GSC and UCEA will host a fireside chat with Curtis on Saturday, Session 215, at 11:00 am in Columbus.Session Chairs:

Mónica Byrne-Jiménez, Hofstra UniversityWesley Henry, University of Washington

026. UCEA Plenary Session IIUCEA Annual ConventionPlenary Session7:30 to 11:00 amDetroit Marriott at the Renaissance Center: Floor 4 - Cartier

027. GSS Session 16: Ignite! Critical Examinations of Education and Educational Leadership

Graduate Student SummitIgnite Session8:00 to 9:05 amDetroit Marriott at the Renaissance Center: Floor 5 - JolietParticipants:Alternative Ways for Improving Student Outcomes: A Restorative Approach to Teaching, Learning and Leading. Anthony H. Normore, Antonia Issa Lahera, Jeanne Sesky, Omar Reyes, Tanya Franklin, Harriet Maclean, Abdul Issa, Karen Junker, Jose Navarro, Chris Carr, Amen Rahh, Robert Jacquez, Jeffrey Garrett (California State University, Dominguez Hills)Navigating White Racial Identity in Schools. Jessica Schwartzer, George Mason UniversityA Critical Policy Analysis of the Third-Grade Reading Guarantee in Ohio. Cleighton J. Weiland, Miami UniversityPrincipal Preparation and Social Consciousness: Understanding Race and Privilege in Urban Schools. Thomas Joseph Peterson, Chapman UniversityFacilitator:

Jeffrey S. Brooks, Monash University

028. Jackson Scholars Network ConvocationSpecial Session8:00 to 8:50 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AFacilitators:

Hollie Mackey, University of OklahomaLisa Bass, North Carolina State University


029. Jackson Scholars Research Seminar Presentations: Teachers as Social Justice Leaders: Understanding Complex Relationships Between Teachers, Equity, and Student Success

Paper Session9:00 to 9:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule ASecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:Culturally Competent Instructional Leaders: Perceptions of Special Education Teachers in Regards to African American Students. Marilyn McCoy Player, Auburn UniversityRedefining Student Success: Teacher Impact on Black Students’ Sense of Belonging, Motivation and Achievement. Jacqueline Jeanetta Perry-Higgs, North Carolina State UniversityLeadership, Race and “Property”: An Analysis of the Teacher Tracking Phenomenon. Darrius A. Stanley, Michigan State UniversityTeachers Unions and Racial Equity: The Role of Leadership in Social Justice Unionism. Aditi Rajendran, University of WashingtonExamining the Relationship Between Teacher Qualification, School Resources, and Affective Factors as Indicators of STEM Career Aspirations: A Cross National Comparison of OECD Countries and the United States Using Multilevel Structural Equation Modeling. Jocabed G. Marquez, Texas State UniversityFacilitator:

Ann Ishimaru, University of Washington

030. Jackson Scholars Research Seminar Presentations: Examining the Curricular and Prosocial Contributions of the Broader School Community

Paper Session9:00 to 9:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule BSecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:The Effectiveness of Professional Development for Early Childhood Teachers and Their Communication With ESL Parents. Kimberly Renee Starks Berglund, University of MissouriRetrospectively Pinpointing the School-to-Prison Pipeline Through the Lenses of Formerly Incarcerated Black Men. Denice D. Nabinett, Ohio State UniversityPerceptions of Quality and Readiness in Early Childhood Education. Julie Kelly Desmangles, Clemson UniversityThe Impact of Leadership Content Knowledge on Academic Achievement in STEM. Charles Derek Collingwood, University of ArizonaDisabling the Disparity: Building Cultural Competence of Educators Through Standards-Based, Culturally Relevant Pedagogy. Arlisa Armond, University of North Carolina at GreensboroFacilitator:


031. Jackson Scholars Research Seminar Presentations: Examining Higher Education Programming and Policy Effecting Underrepresented Students

Paper Session9:00 to 9:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BSecond-year Jackson Scholars will present on their research to date. Graduate Student Summit

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AYparticipants are invited and encouraged to attend as a part of the GSS.Participants:Traveling Abroad Years Ago and Still Talking About it Today: The Effects of Study Abroad. Dallawrence Dean, University of Texas at AustinPolicy Blackout? What Can Educational Policies of PWIs Tell Us About Black Student Success Rates. Genesis Ross, Miami UniversityFrom the Fields to the Professoriate: Underrepresentation of Latino Males in Academia. Hugo Alberto Saucedo, University of Texas at San AntonioExamining the Influence of Financial Aid Factors on the Graduation of Latina/o College Students at a Hispanic-Serving Institution: A Discrete-Time Hazard Model. Vanessa Ann Sansone, University of Texas at San AntonioA Deeper Understanding: Directors’ Perspectives of Disability Service Programming in Postsecondary Institutions. Warren Edward Whitaker, University of San DiegoFacilitator:

Elizabeth Murakami, Texas A&M University-San Antonio

032. Jackson Scholars Research Seminar Presentations: School Leaders and 21st Century Change: Re-Envisioning Leadership for New Challenges and Opportunities

Paper Session9:00 to 9:50 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BSecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:Gentrification and Schools: Implications for School Principals. Chy Benelli McGhee, New York UniversityFactors That Influence Principal Turnover in K-12 Schools. Rui Yan, University of UtahCurriculum Leadership in a Changing Demographic: A New Challenge to School Principals. Mahmoud Sayed Marei, University of ArizonaExploring the Influence of CARE (Cultivating Awareness and Resilience in Education) on Principals’ Leadership and Well-Being. Julia Mahfouz, Pennsylvania State UniversityFacilitator:

María Luisa González, University of Texas at El Paso

033. GSS Session 18: Creating More Capable Change AgentsGraduate Student SummitPaper Session9:15 to 10:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Performance Elicitation: Keeping Performance Central While Interviewing. Andrew David Bratspis, University of South FloridaDistributing Leadership Around Educational Technology to Diminish the Digital Divide. Jillian Marie Conry, Alexandra E. Pavlakis (Southern Methodist University)Kierkegaard Doesn’t Help During a Fire Drill: Practivist Scholars Bridging the Theory and Practice Divide. A. Minor Baker, Isaac Abram Torres, Richard Pelton, Jason Swisher (Texas State University)Facilitator:

Anthony Normore, California State University, Dominguez Hills


034. GSS Session 17: Designing the Next Generation of Educational Leadership Preparation Programs

Graduate Student SummitPaper Session9:15 to 10:20 amDetroit Marriott at the Renaissance Center: Floor 5 - JolietParticipants:Arendtian Thought and Ethical School Leadership. Rodney S. Whiteman, Indiana UniversityRe-Envisioning Leader Preparation: Do Critical Disability Studies Belong in Leadership Discourses? Katherine Lewis, Texas State UniversityInsights from Student, Parent, Community and School Stakeholders for a Social Justice Principal Preparation Program. Gwendolyn Baxley, Colleen A. Capper (University of Wisconsin-Madison)Social Justice Educational Leadership Preparation Programs: Presenting Future School Leaders With Tools for Change. Shahlaine Kaur Dhillon, University of South FloridaFacilitator:

Paula Short, University of Houston

035. GSS Session 19: Methods to Raise Awareness and AdvocacyGraduate Student SummitPaper Session9:15 to 10:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Situational Proactive Preparation: An Examination of Ethnic-Racial Socialization Practices of Parents of Young Children. Dawn Williams, University of WashingtonDiscussions on Race With a School Community Group. Omar J. Salaam, University of South FloridaLeading Entrepreneurial Education: A South African and Slovakian Perspective. Zukiswa Kekana, Teachers College, Columbia University; Jaromir Sedlar, University of Texas at AustinReimagining the Discourse: A Historical Feminist Poststructural Discourse Analysis of Women Superintendents. Lisa Cullington, University of Massachusetts-BostonFacilitator:

Catherine Lugg, Rutgers University

036. GSS Session 20: The Changing Role of School DistrictsGraduate Student SummitPaper Session9:15 to 10:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:Superintendents, School Boards, or Outsiders: Re-Envisioning the Role of District Leaders in Enacting Policy Reforms. Samantha E. Holquist, University of MinnesotaCollaborating Across Boundaries: Educational Service Agency Use of Collaboration in Supporting Ambitious Instructional Reform. Julie R. Freeman, University of MichiganRe-Envisioning School Leadership in a Rapid Growth District. Jacye Jamar, University of North Texas; Greg Axelson, Lewisville Independent School District; Laurie Tinsley, University of North TexasCentral Office Transformation: A Shift in the Role of District Principal Supervisors. Becky Slothower, Oklahoma State UniversityFacilitator:

Karen L. Sanzo, Old Dominion University

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AY037. Jackson Scholars Research Seminar Presentations: Redefining Success:

Developing Cultural Competence Through Partnerships, Social Capital, and Mindfulness

Paper Session10:00 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule ASecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:Leveraging Interpersonal Trust Networks in Place-Based Partnerships to Achieve Educational Equity. Amber Joy Banks, University of WashingtonThe New “Eyes on the Prize:” School Leaders’ Pursuit of Equity. Osly Flores, University of PittsburghOperationalizing Social Capital to Promote Equity Pedagogy: A Case Study of Thai School With Buddhist and Muslim Students. Warapark Maitreephun, University of MissouriThe Enlightened Educator: Exploring the Influence of Mindful Self-Awareness on Practicing Cultural Responsiveness. Rana T. Razzaque, University of DenverCulturally Responsive Teaching: Professional Development to Ensure the Academic Success of African American Learners. Victoria Jones, Texas A&M UniversityFacilitator:

Daniel Spikes, Iowa State University

038. Jackson Scholars Research Seminar Presentations: State-Level Policy in Complex Contexts: Examining Practice-Based Institutional Outcomes of Policy

Paper Session10:00 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule BSecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:Texas House Bill 5: Reform Realities in a Predominantly Latino School District. Tomas Sigala, University of Texas at El PasoPolicy Interpretations of Utah’s HB 144 and Higher Education Institutional Practices for Undocumented/DACAmented Students. Liliana Estella Castrellon, University of UtahThe Impact of State Policies on Changing Professional Preparation of School Principal: Systematic Literature Review. Nahed AbdelRahman, Texas A&M UniversityFacilitator:

Hollie Mackey, University of Oklahoma

039. Jackson Scholars Research Seminar Presentations: Principal Identities and Leading in Complex Contexts: How Experiences Inform Building-Level Practices

Paper Session10:00 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BSecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:Breaking Suspicious Minds: High School Principals Perceptions on Behavioral Misconduct in Education Space. Wei-Ling Sun, University of Texas at AustinStories of African American Women Principals in Turnaround Schools. Adrienne Aldaco, Texas State University


The Afro-Latina Educational Leader: A Narrative Inquiry. Wellinthon Garcia, Hofstra UniversityTexas High School Latina Principals. Elsa G. Villarreal, Texas A&M UniversityFacilitator:

Julian Vasquez Heilig, California State University, Sacramento

040. Jackson Scholars Research Seminar Presentations: Student Success: Examining What We Know to Improve Schooling in Complex Contexts

Paper Session10:00 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BSecond-year Jackson Scholars will present on their research to date. Graduate Student Summit participants are invited and encouraged to attend as a part of the GSS.Participants:Improving the Practice of Mentoring by Improving the Training of Mentors. Paul David Spradley, University of PittsburghLost in Translation: Academic Achievement of African American Students, Culturally Relevant Pedagogy, and Multiculturalism. Joycelyn LaTonia Hughes, Howard University“Hopewell High We Will Remember Thee”: A Critical Look at Black Childhood in Rosenwald Schools (1912–1963). Kimberly Charis Ransom, University of MichiganExamining the Intersectional Invisibility of African-American Girls in High School Advanced Placement Classes. Asia Nicole Fuller Hamilton, University of Illinois at Urbana-ChampaignImproving Kindergarteners’ Writing Self-Perception. Elizabeth Auguste, College of William and MaryFacilitator:

Sonya Douglass Horsford, Teachers College, Columbia University

040a. Building Bridges: Connecting Clinical Practice, Education Research, and TheoryClinical Panel10:00 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 4 - CartierThis special plenum panel, focused on the roles and contributions of clinical faculty members, is open to all UCEA Convention attendees. Participants:

Lu Young, University of KentuckyKaren Bryant, University of GeorgiaMartinette Horner, University of North Carolina at Chapel Hill

Facilitator:Miriam D. Ezzani, University of North Texas

041. GSS Mentor Feedback Session B (Sessions 6–10)Graduate Student SummitSpecial Session10:30 to 11:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth A

042. GSS Mentor Feedback Session A (Sessions 1–5)Graduate Student SummitSpecial Session10:30 to 11:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet

043. GSS Mentor Feedback Session C (Sessions 11–15)Graduate Student Summit

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AYSpecial Session10:30 to 11:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

044. GSS Mentor Feedback Session D (Sessions 16–20)Graduate Student SummitSpecial Session10:30 to 11:20 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

045. UCEA Awards LuncheonSpecial Session11:30 am to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusThis ticketed luncheon was established to honor the recipients of UCEA Awards. The UCEA Awards focus on contributions to scholarship, teaching, student development, and the improvement of educational leadership preparation and practice. For a full list of current and past UCEA winners, please see the awards section of the UCEA website (www.ucea.org/opportunity_category/awards).Emcees:

Mónica Byrne-Jiménez, Hofstra UniversityAnn O’Doherty, University of Washington

046. Supporting Students Through the P-20 PipelinePaper Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:Preparing Students for College: An Exploratory Study of the Impact of High Rigor Coursework. Lee Morgan, University of Northern Colorado

This study examined participation in a rigorous secondary curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. A sample of students from a suburban high school was used to test this hypothesis. The results confirmed a positive relationship between high-rigor courses and college success. This relationship was

UCEA AWARDS LUNCHEONEmcees:

Mónica Byrne-Jiménez, Hofstra University Ann O’Doherty, University of Washington

This luncheon was established to honor the recipients of UCEA Awards. The UCEA Awards focus on contributions to scholarship, teaching, student development, and the improvement of educational leadership preparation and

practice. For a full list of current and past UCEA award winners, please see the section later in the program.

Session 045 Thursday 11:30 am–1:30 pm Floor 4 - Columbus


evident even after controlling for relevant students’ demographics including gender, ethnicity, and socioeconomic status. The academic benefits of the high rigor course participation are discussed.

Effects of the UT Admission Cap on High School Students’ College Planning. Lolita Tabron, University of Denver

This study is an investigation of the effects of the University of Texas admission cap on a student’s likelihood of choosing a more rigorous (college-preparatory) high school diploma. Logistic regression models were used to share how the high school a student attended conferred important advantages or disadvantages regarding students’ educational planning and outcomes. Findings indicate that after the UT admission cap, students took less rigorous coursework to qualify for the Top 10% automatic admission guarantee.

Reimagining Precollege Programming for Overaged and Undercredited Students. Nakia M. Gray, New York University

Transfer high schools are charged with the task of preparing overaged, undercredited students for graduation and college. This purpose of this qualitative case study is to offer a perspective into how a transfer school leader in conjunction with community partnerships utilizes partnerships and precollege transition programs to redefine college readiness and student success.

Fifth-Year Seniors: Persisting Versus Dropping Out. Gregory White, Michigan State UniversityThis research explores why high school seniors who do not graduate on time persist in an effort to obtain a high school diploma instead of dropping out or seeking a GED, which is the more traditional trajectory. Structured interviews tease out underlying reasons for this divergence, interrogating personal and structural domains, while a nationally representative data set exposes this phenomenon on a national level.

Facilitator:Melissa Ann Martinez, Texas State University

047. Examining Educational Leadership and Policy in an International ContextPaper Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants:Mexican Indigenous Education and Neoliberal Reforms: Incommensurabilities and Inequities. Michael R. Scott, University of Texas at Austin

Despite an ongoing policy supporting the education of indigenous populations through heritage and bilingual education, the Mexican government imposed the ENLACE standardized testing program across the country for all students beginning in 2006. This critical longitudinal analysis of the 6 reported years of the ENLACE program for the public schools in Yucatan demonstrates that students in the indigenous schools performed significantly worse than their general education counterparts, alluding to differing principles between the two policies.

Resisting Globalization of Neoliberal Educational Accountability: Student Movements’ Impact on Educational Policy in Latin America. Michael P. O’Malley, Diana Barrera, Zane Wubbena (Texas State University)

This conceptual paper takes up the tools of critical policy analysis to map a relationship between the adoption of neoliberal educational policies in one Southern Cone nation and the globalization of an educational reform model. It further analyzes the impact of student social movements for educational equity on the generation of new national educational policies aimed at reversing neoliberal investments in favor of an expanding notion of K-12 and higher education as a common good.

Examining Practice Across International Policy Contexts: Organizational Roles and Distributed Leadership—the U.S. and Denmark. Marsha E. Modeste, Pennsylvania State University; Søren Buhl Hornskov, University College UCC, Denmark; Helle Bjerg, University College UCC, Denmark; Carolyn Kelley, University of Wisconsin-Madison

This study applies a distributed leadership framework in the comparative analysis of data from teachers and leaders taking the Comprehensive Assessment of Leadership for Learning (CALL). While CALL was developed for schools in the U.S., the implementation of recent reform policies in Denmark allows us to compare and contrast leadership practices and policies across both contexts.

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AYThe purpose of this study is to examine how the implementation of current reforms impact Danish and U.S. schools.

School Leadership and Choice in Spain and the United States. Regina Rose Umpstead, Central Michigan University; Benjamin P. Jankens, Central Michigan University; Bruce Wells Umpstead, Central Michigan University; Pablo Ortega Gil, University of Alicante, Spain; Linda Weiss, Central Michigan University

This study examines alternative forms of public schooling in two countries as a means to promote choice and equitable outcomes for students. It compares the motivation for their creation and the key competitive features of centros concertados in Spain and charter schools in the U.S. The comparison offers important insights for school leaders regarding ways of structuring public school networks and choice features that are important to parents.

Facilitator:Lisa A. W. Kensler, Auburn University

048. UCEA Interacts With a Detroit Youth-Oriented Community Action Organization

Critical Conversations and Networking Sessions1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotIn many urban areas, there are active grassroots organizations, serving communities of color, that are highly successful in educating youth activists, challenging environmental injustice, organizing for change, providing an alternative education for students of color rejected by schools, etc. East Michigan Environmental Action Council (EMEAC) is just such an organization in Detroit. In this session, staff and students of EMEAC will join university faculty members in a discussion of the work they do in Detroit.Participant:

Les Etienne, Indiana UniversityWilliam Copeland, East Michigan Environmental Action Council

Facilitator:James Joseph “Jim” Scheurich, Indiana University

049. Innovations in Educational Leadership PreparationPaper Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierParticipants:Examining the Architecture of Leadership Coaching for Aspiring Principals. Shelby A. Cosner, Lisa Walker, Jason Swanson, Martha M. Hebert, Samuel Paul Whalen (University of Illinois at Chicago)

We report findings from a longitudinal study that examines two cohorts of aspiring principals during an 18-month preparation experience to examine: (1) What are the key routines and tools utilized by leadership coaches that were consequential to the standards-aligned competency development of aspiring principals? (2) What relationships exist between coach structuring, routines, and tools and the learning processes that were engaged by coaches for the standards-aligned competency development of aspiring principals?

Monitoring and Assessing the Trajectory of Leadership Growth During the Clinical Residency. Jason Swanson, Paul Zavitkovsky (University of Illinois at Chicago)

Principal preparation programs continue to be criticized for lack of vision, purpose, and coherence. Four areas where programs most often misaligned are (a) recruitment and selection, (b) certification, (c) alignment of curriculum, and (d) instruction and assessment. The purpose of this paper is to describe how one principal preparation program is growing its own capacity to monitor and assess the trajectory of leadership growth during its clinical residency.

Redesigning Principal Preparation in Illinois: How Are Programs Implementing the State’s


Ambitious New Principal Preparation Policy? Bradford White, Illinois Education Research Council; Amber Stitziel Pareja, University of Chicago Consortium on School Research; Brenda Klostermann, Southern Illinois University-Edwardsville; Holly M. Hart, University of Chicago

This presentation summarizes the findings from a 2-year, mixed methods study examining the implementation of a far-reaching new policy for preparing principals in Illinois. As the state has moved from “general administration” programs to principal-specific training, the new policy has resulted in more collaborative partnerships with school districts, increased emphasis on instructional leadership and special student populations, and more rigorous and authentic internship experiences, but also sharp declines in enrollment and some degree of skepticism.

Leadership Coaching and Mentoring: A Research-Based Model. Julie Gray, University of West FloridaThis paper proposes a research-based model for leadership preparation programs in order to more effectively prepare and support new school leaders in the field and profession. This model supports early field experiences and more opportunities for experiential learning in leadership roles. Educational leadership students would have more time to determine if their interest in leadership is authentic and realistic.

Facilitator:Nicholas J. Sauers, Georgia State University

050. Advocates for Social Justice: Leaders, the Law, and Diverse Student PopulationsSymposium1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis symposium will feature a discussion about how leaders can use the law to advocate for diverse student populations. Each paper examines a specific student group: English language learners, pregnant and parenting students, homeless students, gifted and talented students, and Black students at “no-excuses” charter schools. While most school leaders may want to be advocates for social justice, we will analyze whether they have the requisite legal training to effectively advocate for diverse students.Participants:

Toni Duerson, Indiana UniversityEmma Gail Fisher, Indiana UniversityFrancesca Hoffmann, Indiana UniversityIlana Lauren Linder, Indiana UniversityBrooke Aleen Worland, Indiana University

Facilitator:Janet R. Decker, Indiana University

051. A Reunion of Mujeres Guerrilleras/Warrior Women: Latina Scholars Talk Life, Balance, & Leadership

Critical Conversations and Networking Sessions1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BThe educational trajectory of Latinas is like passing through the eye of a needle. For every 100 Latinas who begin elementary school, 54 complete high school, 11 graduate college, 4 obtain graduate degrees, and less than 1 completes a doctorate. This session seeks to create support and research networks of Latina scholars. If we are to strengthen the pipeline into the professoriate for women of color, then Latina scholars must be supported and strengthened.Participants:

Rebeca Burciaga, San José State UniversityErica Fernández, University of ConnecticutRosa Rivera-McCutchen, Lehman College CUNYPatricia Rocha, Texas State UniversityAdriana Villavicencio, New York University

Facilitator:Mónica Byrne-Jiménez, Hofstra University

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AY052. From Debate to Sexting: Adolescent Social and Emotional DevelopmentPaper Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Adolescents’ Perceptions of Sexual Relationships Between Students and Teachers: Implication for School Leadership. Frank Hernandez, Southern Methodist University; Jonathon McPhetres, University of Rochester

In this study high school students responded to four scenarios describing a relationship between a student and teacher. Results indicated when the student is older (18 vs. 16 or 14), the teacher is younger (21 vs. 30 or 40) and when the relationship is not explicitly exploitative, situations are perceived as less wrong and harmful and are less likely to be reported. Implications for future research, leadership, and policy are discussed.

Sexting Away Their Futures: The Legal Ramifications of Student Sexting. Joseph Oluwole, Montclair State University

In several states, students engaged in “sexting” could be violating child pornography laws, and if convicted they could end up on sex offender lists. This article examines this thorny issue, arguing that, under the Free Speech Clause, students engaged in consensual sexting with other students similarly under the age of majority should not be automatically punished criminally or by schools. It discusses First Amendment implications and guidance for school officials, policymakers, educators, and child advocates.

Social and Emotional Learning at the Middle Level: One School’s Journey. Barry Aidman, Texas State University; Peter Price, Austin Independent School District

A key challenge for 21st-century schools, families, and communities is to develop knowledgeable, responsible and caring students who are able to work well with others from diverse backgrounds in socially and emotionally skilled ways. This qualitative case study examines one middle school’s journey through the implementation of a Social and Emotional Learning (SEL) initiative. The case highlights key factors that contributed to the program’s success, lessons learned, and implications for school, district, and community leaders.

Successes and Challenges in Supporting Adolescents’ Argumentation Skills in Public Policy Discussions. Margaret Crocco, Anne-Lise Halvorsen, Amanda Marie Slaten Frasier, Lothar Konietzko, Nathan Riek (Michigan State University)

Both the College, Career, and Civic Life Framework for Social Studies State Standards and the Common Core State Standards in ELA/Literacy emphasize the importance of making reasoned arguments supported by evidence. Administrators play a critical role in supporting the effective teaching of argumentation. However, limited knowledge exists concerning how adolescents understand and use evidence in framing arguments. This project builds knowledge about how adolescents understand and use evidence when engaged in a public policy deliberation.

Facilitator:Keith Reyes, Washington State University

053. “In-Between” District Capacity to Meet the Needs of Struggling SchoolsCritical Conversations and Networking Sessions1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BOur Critical Conversation is designed for those interested in the challenges of school improvement in suburbs, smaller cities, and towns. Large urban school districts receive a substantial amount of popular and scholarly attention. Yet, the majority of the nation’s low-performing schools are in districts “in between” large urban and rural areas. We will explore research that foregrounds “in between” district capacity to meet the needs of low-performing schools and will sketch common research goals.Participants:

Erin Anderson, University of DenverGary Crow, Indiana University


Craig Hochbein, Lehigh UniversityCoby Meyers, University of VirginiaFrank Perrone, UCEA/University of VirginiaBryan A. VanGronigen, UCEA/University of Virginia

Facilitator:David H. Eddy Spicer, University of Virginia

054. Advancing Scholarly Agendas of the CSLEE: A UCEA Center Sponsored SymposiumSymposium1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AThe Consortium for the Study of Leadership and Ethics in Education (CSLEE), a UCEA Program Center with affiliates across the world, is widely known for its signature annual event, the annual Values & Leadership Conference. The range and depth of scholarship, both theoretical and empirical, focuses on the philosophy of administrative leadership and closely related topics that continue to inform the field. This symposium draws together key pieces of scholarship as showcasing the Consortium’s reach.Participants:When Policy and Practice Collide in Turbulent Times—Newly Arrived Students, a Challenge to the Educational System? Katarina Norberg, Umeå University, SwedenLeadership for Student Learning—What Principals Can Do! Helene Karin Ärlestig, Olof Johansson (Umeå University, Sweden)Moral and Ethical Reasoning in Preservice Educational Leaders. Keith Gurley, Jennifer L. Greer, Marcia O’Neal (University of Alabama at Birmingham)Dewey 100: The Meaning of Democracy and Education in 2016. Steve Gross, Joan Poliner Shapiro (Temple University)Facilitator:

Marla Israel, UCEA Consortium for the Study of Leadership and Ethics and Education/Loyola University, Chicago

055. Healing as Resistance: Attending to Self-Care During Oppressive Trauma—Candidacy to the Professoriate

Special Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BSuffering after suffering on your news feed? Hostility at your institution? Microaggressions at work? Drama at home? Really, who can be academic in these troubling times? We may want to take on the problems of the world, but self-care must come first for healing is an act of resistance! This session is designed for emerging to early scholars and focuses on the importance of self-care when you are faced with dealing with traumatic situations.Participants:

Terrance L. Green, University of Texas at AustinCatherine A. Lugg, Rutgers UniversityChanning Matthews, University of MichiganJulian Vasquez Heilig, California State University, SacramentoTerri Nicol Watson, City College of New York, CUNY

Facilitators:Christine Sainvil, University of GeorgiaCamille M. Wilson, University of Michigan

056. Evaluating Leadership Performance: 360-Degrees, Case Studies, and School-Based Performance Assessments

Paper Session1:40 to 2:50 pm

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AYDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Large-Scale Performance Assessment for Leaders in California: A Pilot Study. Margaret (Terry) Orr, Bank Street College; Liz Hollingworth, University of Iowa; Janice Cook, University of San Diego

The Performance Assessment for Leaders (PAL) is a performance-based assessment to evaluate the readiness of school leadership candidates for initial licensure. This new system allows principal candidates to demonstrate their leadership knowledge and skills based on actual experiences within their schools as part of a preparation pathway. This paper presents the results from the first year of a pilot study with a principal preparation program in California.

Leadership Training Evaluation: It Matters. Meca Mohammed, Georgia Leadership Institute for School Improvement

Leadership training delivered by external service providers can serve as an important lever to school systems looking to grow more effective leaders. The paper discusses the application of Kirkpatrick’s four-level model to the evaluation of an organization’s leadership training program and reports evidence from that evaluation. Research findings have utility for external service providers that seek to hold themselves accountable for achieving intended outcomes and delivering targeted results.

Nothing New Under the Sun: Perceptions of a New Principal Evaluation Tool in Texas. Brenda Chacon, David DeMatthews, David Knight, Rodolfo Rincones (University of Texas at El Paso)

The Texas Education Agency (TEA) developed a new principal evaluation system called Texas Principal Evaluation and Support System (TPESS). TPESS is “designed to support principals in their professional development and help them improve as instructional leaders” (TEA, 2016). This study uses a qualitative multicase study approach to investigate how 5 principals make sense of the evaluation and whether or not the evaluation process contributes to their professional development.

The Relative Affordance of Performance Assessment: Analyzing Epistemologies, Logics, and Purposes. Jessica Charles, Bank Street College; Rebecca Cheung, University of California, Berkeley; Kristin Rosekrans, University of California, Berkeley

There is increasing consensus in the field of leadership preparation that robust performance assessments are needed to capture and evaluate the complexity of school administrators’ professional work. This paper seeks to better understand the epistemological perspectives, logics, and purposes that undergird administrator performance assessment and to analyze how these affect the assessment design and assessment experience.

Using CALL to Grow High School Principals in a Rural School System. Leslie Hazle Bussey, Georgia Leadership Institute for School Improvement; Mark Blitz, University of Wisconsin-Madison

This investigation followed the growth of five high school principals in a rural district toward a disposition of self-directed learning and refined school improvement leader practices. The principal development intervention used data from the Comprehensive Assessment of Leadership for Learning (CALL) instrument, which measures distributed leadership tasks. Scaffolded learning support was provided over 3 school years. Findings have implications for use of data to drive principal growth and effective partnership practice for principal development.

Facilitator:Ed Fuller, Pennsylvania State University

057. Julie Laible Memorial Session for New UCEA Jackson ScholarsSpecial Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BFirst-year Jackson Scholars will gather with their Mentors to receive an orientation to the Jackson Scholars Network. After the orientation session, new Scholars and Mentors will meet to make connections and build relationships to support their Jackson Scholars experience.


The Jackson Scholars program is a 2-year program that provides formal networking, mentoring, and professional development for graduate students of color who intend to become professors of educational leadership.Participants:

Angel M. Nash, UCEA/University of VirginiaHollie Mackey, University of OklahomaLisa Bass, North Carolina State University

058. Deconstructing and Reconstructing Educational Leadership, Policy, and Practice in Increasingly Pluralistic School Contexts

Symposium1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AIn this symposium we discuss and offer new lenses for researching and practicing education within shifting contexts, using Arizona as an exemplar. Arizona schools’ challenges arise from sociopolitical and sociocultural tensions, which are increasingly prevalent in schools nationwide. We present four studies that focus on Arizona educators and students navigating, negotiating, and asserting (or silencing) their voices and identities amid restrictive, colorblind policies and social/institutional structures, thus implying new approaches to education in complex contexts.Participants:Rebuilding Trust Between Latino Families and Schools in U.S.-Mexico Border Contexts. Darcy Tessman, University of ArizonaSet Up to Fail? The Systematic ‘Silencing’ of our Increasingly Multicultural Students. Lisa Fetman, University of ArizonaSchools as Communities: Contemporary Transformative Leadership in Educational Practice. Linsay DeMartino, University of ArizonaTowards Posthumanism: The Need for New Theory in Women’s Educational Leadership. Erin Matyjasik, University of ArizonaFacilitator:

Martin Scanlan, Marquette University/Boston College

059. Recruiting, Selecting, Developing, and Certifying New LeadersPaper Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BParticipants:Creating an Online Learning Community—Research on Conducting Successful Online School Leadership Programs. Anna Sun, Rowan University

Guided by social, cognitive, and teaching presence (Garrison, 2007), this study is intended to examine the practices for successful online school leadership programs. The findings indicate that it is essential to the successful operation of online leadership courses if a sense of community is built and sustained in online teaching and learning. To foster an online interactive practice, it is instrumental for instructors to create positive relationships between students and instructors.

Partnering for a Diverse Principal Preparation Pipeline. Jack Leonard, University of Massachusetts-Boston; Ceronne Daly, Boston Public Schools

In 2015, an urban district–university partnership designed a satellite in-district school leader preparation program that would specifically target educators of color. This exploratory case study used documentary evidence, personal interviews, and survey data to illuminate the strategies that led to 88% diversity. More importantly, the data uncovered how race relates to subtle and often unintentional obstacles to diverse graduate student enrollments. The research is important for educational administration programs seeking to diversity their pools.

Uncharted Nature of Licensure Requirements for Charter School Principals: Implications and Possibilities for Policy Action. Samantha Lea Hedges, Indiana University; Anne-Maree Ruddy, Indiana University-Bloomington; Lori Boyland, Ball State University; Jeff Swensson, Ball State University

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AYIn this paper, we draw upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted specific licensure requirements for charter school principals, and many exempt charter school principals from licensure altogether. These findings have significant implications for policy-makers, charter school advocates, and charter school authorizers. These implications are discussed and related to the existing literature regarding principal licensure, preparation, and support.

Why Lead?: Exploring the Motivations of Aspiring Principals. Shannon Holder, Jennie Weiner (University of Connecticut)

This qualitative study of 9 aspiring turnaround principals aimed to uncover their motivations for becoming principals in turnaround schools and what these constructions can tell us about their views regarding the role of the principal. Participants presented three main narratives of why they wished to become turnaround principals. These narratives varied by participants’ identities and in their emphasis regarding an orientation towards equity and a focus on improvement and change.

“Not Convinced ‘These’ Students Meet Our Criteria”: Exclusive Graduate Education in Educational Administration Programs. Christa Boske, Kent State University; Chinasa Ada Elue, Kennesaw State University; Azadeh F. Osanloo, New Mexico State University; Whitney Sherman Newcomb, Virginia Commonwealth University

The call for more deliberate involvement in understanding graduate admissions arises in regard to student attrition and retention concerns. Professors play an underexamined role as gatekeepers throughout the admissions process. This self-study explores how three school leadership programs understand graduate admissions criteria, college-level diversity goals, and programmatic decision-making to make sense of admissions criteria and candidate selection. Findings suggest the need for a new holistic graduate admissions conceptual model to advance equity values and goals.

Facilitator:Charles L. Lowery, Ohio University

060. Leveraging Technology for Leadership Development and EnactmentPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:A Conceptual Framework of Leadership in Technology for Social Justice: A Metanarrative Review Kenneth E. Graves, Alex J. Bowers (Teachers College, Columbia University)

The purpose of this study is to conduct a systematic review of literature on leadership and technology for social justice in order to summarize and to synthesize the findings into a new integrated leadership framework for school technology leadership for social justice. After reviewing over 100 studies, preliminary findings indicate that the most researched themes are technology leadership as shared responsibility and leader content knowledge around technology and media literacy.

Facilitating Administrators’ Instructional Leadership Through the Use of a Technology Integration Discussion Protocol. Scott Christopher McLeod, University of Colorado-Denver

Too often technology integration efforts by educators replicate rather than transform traditional instructional practices. Administrators’ use of a targeted discussion protocol can be helpful for facilitating analysis and revision of educators’ technology-infused lessons and units. This article describes how administrators in schools and preservice preparation programs can utilize such a protocol to enhance their instructional leadership and foster the success of their schools’ technology integration and implementation efforts.

Impacts on Practioner-Scholars of Participation in the Collaborative Authorship of Educational Leadership Simulations. Eric R. Bernstein, University of Connecticut; Michael Johanek, University of Pennsylvania; Wilbur Parker, Bowie State University; Joe Mazza, University of Pennsylvania

This study explores the experiences of practioner-authors of web-based leadership micro


simulations based on their actual problems of practice. The project utilizes an inquiry-based and reflective practice approach to authoring and the simulations are designed to be utilized by groups of school leaders to collaborate in the construction of new knowledge around leadership praxis. This study explores the impact that participation has on the practitioner-scholars who are serving as simulation authors.

Media and its Pedagogical Implications: Understanding Leadership As/Through Mediational Praxis. Patrick M. Jenlink, Stephen F. Austin State University

Preparing educational leaders for today’s schools is challenged by a “social imaginary” of what education, schools, and educational leadership represent to the public. The purpose of this study was to examine the pedagogical implications of using popular culture media texts as curricular and pedagogical mediums for understanding day-to-day leadership challenges. Popular culture media plays an important role in the production of cultural politics via popular culture “texts” such as films and television programs.

School Leaders and Twitter: Examining Practices in Twitter Chats. Lesley Y. Pendleton, Gwinnett County Schools; Nicholas J. Sauers, Georgia State University

Twitter has surpassed its original purpose as a system for communicating short updates to a small group. Its flexibility as a social network, as well as an information network, makes Twitter a resource that school leaders may use to connect, share, and learn from others. This research explores how school leaders interact, within the context of a Twitter chat, to determine if they are consistent with the characteristics of a community of practice.

Facilitator:Justin M. Bathon, University of Kentucky

061. Bridging Educational Leadership Studies and Curriculum Theory/Didaktik for Understanding Complex Times and Contexts

Symposium3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BThis symposium engages educational leadership and curriculum scholars from the U.S. and Nordic countries/Europe in a cross-national dialogue on leadership and curriculum theory/Didaktik in research, practice, and preparation in the contemporary situation (e.g. globalization, neoliberalism, cosmopolitanism). Participant consider possibilities for bridging curriculum theory and leadership studies in a new framework.Participants:Preparing School Leaders: Standards-Based Curriculum in the United States. Michelle D. Young, UCEA/University of Virginia; Erin Anderson, University of Denver; Angel M. Nash, UCEA/University of VirginiaSchool Leadership and Curriculum—German Perspectives. Stephan Huber; Pierre Tulowitzki, Pädagogische Hochschule Zug, Switzerland; Uwe HameyerReading and Revising History: Educational Leadership as Currere. Ira Bogotch, Daniel Reyes-Guerra (Florida Atlantic University)Curriculum and Teacher Leadership Development. Daniel Castner, Jennifer Schneider, James Henderson (Kent State University)A Framework for Bridging Curriculum Theory/Didaktik With Educational Leadership Studies: Discursive Educational Leadership. Rose Ylimaki, University of Arizona; Michael Uljens, Åbo Akademi University, FinlandFacilitators:

Rose Ylimaki, University of ArizonaCarolyn M. Shields, Wayne State University

062. Developing Principal Supervisors who Foster Leadership EffectivenessSpecial Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - Cabot

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AYIn this session, leaders from the Tulsa Public School District and the University of Oklahoma will discuss how the role of principal supervisor in Tulsa has evolved to better support principals as effective school leaders as part of The Wallace Foundation’s Principal Supervisor Initiative. Session participants will discuss the rationale for the program, how it evolved, how the innovation has influenced the quality of the district’s leadership cadre, and the opportunities and challenges involved in implementing this innovation. Participants will also discuss implications for the role of university leadership programs, both with regard to developing principal supervisors and researching this new area of innovation.Participants:

Keith Ballard, University of OklahomaGregg Garn, University of OklahomaJennifer Gripado, Tulsa Public School SystemKayla Robinson, Tulsa Public School System

Facilitator:Marcy Ann Reedy, UCEA

063. Central Office Transformation: A Shift in the Role of District Principal Supervisors

Critical Conversations and Networking Sessions3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierQuestions regarding the role and organizational structure of central office administration in public school districts across the nation have recently come to light of high-stakes policy environments mandating enhanced student performance. Federal and state policy mandates have placed demands on school district central offices. This paper examines the perceptions of principals involved in central office transformation, specifically principal supervision, that focuses on developing assistive relationships, and further developing instructional leadership skills with central office leaders.Facilitator:

Becky Slothower, Oklahoma State University

064. UCEA Policy Associates’ Policy Brief Writing WorkshopSpecial Session: By Invitation Only3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - MonetIn this working session, selected students will join a team of senior scholars who are engaged in UCEA policy efforts to develop and refine policy briefs around a set of predetermined policy issues relevant to the preparation of educational leaders. Participation in the session requires a preapplication, which involves the review of policy interests, and assigned prework. By participating, students will have the opportunity to collaborate with esteemed senior scholars to (a) track current policy efforts across the U.S., (b) co-author policy briefs, and (c) co-author rapid responses to recent policy reports or policy proposals. Students may also be afforded the opportunity to present at policy sessions at future UCEA conferences and co-author journal articles with members of the UCEA policy team.Participants:

Gary Crow, Indiana UniversityMartha McCarthy, Loyola Marymount University Diana G. Pounder, University of UtahPaula Myrick Short, University of Houston

Facilitators:Ed Fuller, Pennsylvania State UniversitySteve Gross, Temple UniversityJanie Clark Lindle, Clemson University


065. What To Do When Critical Conversations Don’t WorkCritical Conversations and Networking Sessions3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis critical conversation explores the question: How can school leaders address teachers’ deficit thinking when critical conversations, (i.e., courageous conversations, mindful reflection, etc.) do not work? Drawing from their research and experiences with students at the university and educators in the field, the presenters will engage participants in a discussion about self-capturing video. Used at a school site, this professional development approach was successful in revealing and reframing teachers’ deficit thinking and changing their practice.Participant:

Leticia Romero Grimaldo, University of Texas at AustinFacilitator:

Patricia L. Guerra, Texas State University

066. Community Considerations for Educational LeadershipIgnite Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:The Impact of the Trauma-Sensitive Schools Approach on Educators. Cori Canty Woessner, University of Denver

This Ignite is a provocative, visual presentation of how the Trauma-Sensitive Schools approach impacts educator satisfaction and teacher self-efficacy, as well as student outcomes. This approach is guided by attachment theory and the Adverse Childhood Experiences (ACE) study. Audience members will understand how school leadership effectively implements the Trauma-Sensitive Schools approach with educators in order to create school cultures in which educators feel safe enough to take instructional risks in the classroom.

Triple Whammies Impacting K-12 Leadership Preparation in the U.S. Tawannah Gail Allen, High Point University; Mariela A. Rodriguez, University of Texas at San Antonio; Carol A. Mullen, Virginia Tech

This session addresses how to prepare aspiring administrators attending minority-serving institutions to lead in the midst of changing demographics of America’s K-12 education landscape. Three maps, the racial typology of U.S. counties and the geographic locations of HBCUs and HSIs, when superimposed into one map, illustrate the alignment of MSIs in majority–minority populated areas. We explain how these areas are indicative of students experiencing significant cultural–generation gaps in their K–12 schooling experiences.

Gang Awareness and Classroom Educators. Maya Suzuki Daniels, Loyola Marymount UniversityGangs and schools have co-existed in the same areas of South Central Los Angeles for almost 50 years. Yet teachers receive little to no training on gangs in the area. This leaves both students and teachers in positions of great powerlessness. Furthermore, this oversight violates Section 51624 of the California Education Code. This presentation elucidates a potential solution to these issues in the form of community-based gang awareness trainings for educators.

Educational Leadership Beyond School Walls: Engaging Immigrant Latino Families by Learning From Community-Based Initiatives. Elizabeth Gil, Michigan State University

Educational leaders can tap into existing community-based ties of the increasingly diverse populations of students and families they serve. They can re-envision leadership by looking beyond school walls in order to better understand and connect with their schools’ students and families. This presentation encourages leaders to refresh practice by learning from effective practices community-based initiatives implement to engage their constituents and invites leaders to redefine student success by considering holistic aspects of students’ schooling experiences.

Cross-Sector Collaboration to Address Chronic Absenteeism. Joshua Childs, University of Texas at Austin

The Ignite session will explore how chronic absenteeism is a critical educational issue that schools and districts should focus on in order to improve educational outcomes and experiences for their

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AYstudents. The session will highlight the importance of chronic absenteeism, discuss how a countywide multi-agency approach can help to engage stakeholders, and how leaders with the support of multiple organizations can implement policy changes at the school and district level around chronic absenteeism.

Discussant:Chris Willis, Bowling Green State University

067. Contextual Issues and Challenges for Principals in High Needs SchoolsInternational Community Building Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AThis session will focus on recent research and development activities being conducted by members of the high-need schools international project team (ISLDN). This session will focus on contextual issues and challenging that impact on principal leadership and practices that affect student performance. Four multiperspective case studies will be presented: two case studies from the United States and one each from Sweden and New Zealand. This will provide a snapshot of findings to this point.Participants:Key Leadership Practices in a Successful Turnaround Urban High-Needs K-8 Charter School in an Inner City Midwestern City (USA). Mette Lise Baran, Glady Van Harpen (Cardinal Stritch University)

The researchers will share findings from a qualitative case study investigating key leadership practices considered to be vital in a successful turnaround of an urban high-needs K-8 charter school in a midwestern U.S. inner city. Findings reveal successful school leadership involves an unalterable commitment to the mission, vision, and goals unique to the school. The principal and the leadership team promoted a culture of teaching and learning that placed a balanced focus on academics and character building or character development within the school and supporting community. High expectations and unwavering academic focus were demanded of everyone: Teachers, students, staff, and parents as stakeholders clearly understood the tremendous challenges in turning around a failing school. A proactive approach to “sweating the small stuff” places great emphasis on character building and fostering a sense of self-efficacy in students and a mindset that they are responsible for chartering their own successful path.

The Role of District Level Leaders and Principals in a High Need Swedish School (Sweden). Olof Johansson, Monika Törnsén (Umeå University, Sweden)

This qualitative longitudinal study, conducted between 2013 and 2015, examines how district level leaders and principals in a suburban municipality with a diverse population confront the realities of working in a low-performing, high-need primary and secondary school, strongly affected by the difficulties in their students’ lives, and dealing with high principal and teacher turnover. We share findings concerning district leader strategies and the leadership strategies of a new principal. The district leaders fire a principal and create urgency to enforce necessary changes. The principal works actively with structural changes, to change the culture and build trust in her as the leader. The Swedish Schools Inspectorate reports severe criticism, parallel to emerging signs of increased organizational trust, teacher self-efficacy, and a growing focus on issues concerning teaching and learning.

Leaders’ Perspectives on Sustaining Academic Success in a High-Needs School (Texas, USA). Bruce Barnett, Nathern Okilwa (University of Texas at San Antonio)

Schools situated in high-need contexts pose significant challenges to local educational agencies as well as the state and other stakeholders. These schools are usually majority-minority students, economically disadvantaged, and low performing with a high mobility rate and high turnover of teachers and administrators. When one such school defies the odds by transforming its culture coupled with achieving academic excellence, it attracts a great deal of interest. Often the focus turns to the school leadership—what are they doing differently? This is the case of Robbins Elementary School located in an urban setting in a major city in Texas. Robbins ES has excelled academically over the past 20 years despite all the factors that suggest it should be low performing. Therefore, the purpose of this study is


to examine how Robbins ES has sustained high academic performance over the years. To achieve this goal we are particularly interested in studying the four principals who have been part of the success, dating back to 1993.

Teacher Leadership for Social Justice and Cultural Pluralism in Early Childhood Education: Three Cases From New Zealand With Implications for the U.S. (New Zealand). Stephen Louis Jacobson, University at Buffalo, SUNY; Geoffrey “Ross” Notman, University of Otago

With renewed policy interest in early childhood education (ECE) as an efficient and effective approach to improving school success, this study explores the three case studies in New Zealand that have implications for the U.S. The study investigates teacher leadership practices in three ECE programs serving diverse communities in high needs areas in NZ. In terms of international relevance, NZ is a nation that promotes cultural pluralism with its indigenous population and growing Asian population. After exploring the national context in relation to the attainment of the Mario population, and the curriculum that is designed to enable children (and their families) to learn and grow through self-determination, the paper identifies strategies developed and implemented by ECE leaders that met the specific needs of parent and students and built community competencies. The paper outlines policy considerations about the role of ECE teacher leadership for social justice and cultural pluralism, both in NZ and the U.S.

Facilitator:Lawrence George Drysdale, University of Melbourne, Australia

067a. The Ever-Expanding Role of School Principals: Examining Roles, Expectations, and Time Use

Paper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Role Negotiation and Compromise: The Micropolitics of Expanding Principal Roles. Kimberly LeChasseur, Morgaen Donaldson, Jeremy B. Landa (University of Connecticut)

This paper examines the micropolitics of expanding principal roles beyond schools. We conducted interviews and observations over 2 years with a group of principals enacting a new role, network facilitator. We explore the converging and conflicting interests of principals and central administration and the ways network facilitators negotiated authority and role boundaries. Emerging themes related to sources of tension, resistance, sharing power, and brokering strategies suggest lessons for districts implementing peer-led professional development for principals.

A Systematic Review of Principal Time Use Research Sampling and Observation Periods. Craig Hochbein, Abby S. Mahone, Sara Catharine Vanderbeck (Lehigh University)

For more than 100 years, educators, policymakers, and researchers have been concerned with how principals spend their time. Understanding the relationships between how principals allot their time and educational outcomes could improve principal training, selection, development, and evaluation. The purpose of this study is to review principal time use research to identify potential external validity threats. Findings suggest substantial gaps in the development of principal samples and observation periods.

A New Perspective for Understanding Principals’ Role: Principals’ Boundary Activities and School Management Team Effectiveness. Pascale Sarah Benoliel, Bar Ilan University; Anit Somech, University of Haifa

Senior management teams (SMTs), an expression of a formal management structure of distributed leadership, may imply a significant change in principals’ role. This study inquiries into the boundary activities of principals toward their SMTs. Structural equation model results from a sample of 92 schools indicate that principals’ boundary activities enhance SMT effectiveness. Fostering relationship building among SMT members but also between SMT and external stakeholders, enhancing collaborative processes, remains fundamental to SMT effectiveness

Role Ambiguity in Expanded Roles for School Leaders. Morgaen Donaldson, Kimberly LeChasseur (University of Connecticut)

Although expanded roles for teachers have been the subject of much research, few studies have explored new roles for school leaders. In a growing number of districts, principals are taking on

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AYsuch roles, however. Our paper examines expanded roles for school administrators in the New Haven (CT) Public Schools. Using 2 years of interview data with 20 leaders, we find that role ambiguity was related to the enactment and experience of the roles.

Facilitator:Sue Feldman, Lewis and Clark College

068. Navigating the Shift to Intensive Principal Preparation in IllinoisSpecial Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AIn 2010, Illinois became one of the first states to legislatively require a complete redesign of principal preparation programs in the state with the goal of advancing statewide school improvement through strengthening school leadership. This session will describe the successes and challenges in implementing this ambitious statewide effort. Session participants will highlight the radical shift in practice demanded of principal preparation programs, the sustainability of this effort in Illinois, and lessons for other states seeking to strengthen principal preparation standards. It will also feature videos from The Wallace Foundation documenting the Illinois redesign requirements and the involvement of university partners from University of Illinois at Chicago.Participants:

Shelby A. Cosner, University of Illinois at ChicagoSteven Tozer, University of Illinois at Chicago

Facilitator:Kathleen Winn, UCEA/University of Virginia

069. “Shoulda, Coulda, Woulda . . .”: What We Wish We Had Known Before Becoming a Professor

Special Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BThis session will provide an opportunity for graduate students to talk openly with faculty about successfully transitioning to and fostering successful careers in academe. Panelists will share insights from their own experiences and also entertain questions from the audience. This informal conversation will focus on issues graduate students should think about in preparation for the academic job market.Participants:

Erica Fernández, University of ConnecticutMuhammad Khalifa, University of MinnesotaLolita Tabron, University of DenverChris Torres, Michigan State University

Facilitator:Terah Talei Venzant Chambers, Michigan State University

070. Effective Use of Data to Improve SchoolingPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Disaggregating Data to Inform Instruction? An Analysis of Data Practices of Principals in Three Districts. Rachel Roegman, Ala Samarapungavan, Yukiko Maeda (Purdue University)

In this study, we examine principals’ beliefs and practices around using disaggregated data to inform instruction. Data sources include interviews and surveys with nine principals from three districts. We draw on sensemaking theory to consider how principals make sense of data and how their practices and beliefs inform teachers’ sensemaking. Findings show


a lack of disaggregation and a lack of sense of need for disaggregation across the districts, with implications for policy, practice, and preparation.

What’s on Your Dashboard? A Study of Successful Data Dashboard Development in a Large Urban District. Daniel Alexander Novak, University of Washington; Meredith I. Honig, University of Washington; Steven Gering, Spokane Public Schools

School districts across the country are investing in systems to help them to use data effectively to inform their teaching and learning improvement efforts. But often, the design of their data dashboards impedes such efforts. What does it look like when such dashboards support effective data use? Findings from a large urban district emphasize the importance of designing data dashboards in ways that scaffold users’ thinking and inquiry through the design of the technology.

Mind the Gap: How School Leaders Respond to Gaps in Available Data When Making Decisions. Lydia Rose Rainey, University of Washington

This paper presents findings from a study of how leaders in two schools responded to the gaps in available data while trying to use data in their school improvement decision making. Findings suggest that gaps in data stem from an overemphasis on student-level data in district-provided data. Leaders confronted these gaps by using school-level resources to collect additional data and evidence or by using their own knowledge/expertise in place of data.

Relations Between Improvement Practices and Accountability Tools in New York City’s Children First Networks. Kelly McMahon, Northwestern University

In this article, I describe how support providers in New York City, referred to as Children First Networks, attempted to negotiate mutual partnerships with schools focused on improving student achievement and developing schools’ continuous improvement capabilities. Drawing on sociocultural theory as an analytic lens, I found the networks pushed accountability tools as improvement practices. The comparison approaches shows vastly different conceptions of improvement practices related to accountability designs.

Facilitator:Ann M. Ishimaru, University of Washington

071. Shaping the Culture and Climate of LearningPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:How Principals Use Narrative to Foster a Culture of Learning and Promote Positive Change. Barry Aidman, Texas State University

Stories have the potential to help people connect, develop genuine understanding, and unite around common purposes. This paper reports the results of a qualitative case study that examines if, how, when, and why principals intentionally use stories as a leadership strategy. Preliminary results indicate that many principals use storytelling purposefully in order to develop relationships, build community, promote a culture of improvement, clarify key expectations, and support positive change.

School Leaders’ Influence on Student Learning Mediated by Academic Culture. Kenneth Leithwood, OISE-University of Toronto; Jingping Sun, University of Alabama

The purpose of the study was to test two hypotheses: (a) three observed variables, academic press, disciplinary climate, and teachers’ use of instructional time, will come together to create the latent construct Academic Culture (AC), and (b) school leadership has significant indirect effects on student learning through AC. A confirmatory factor analysis and a simultaneous structural equation model applied to the survey data collected in 2012 from 856 elementary school teachers confirmed the two hypotheses.

From Teacher Self-Regulatory Climate to Student Self-Regulatory Climate: Principal Effects on Learning Conditions. Jordan Ware, Timothy G. Ford (University of Oklahoma)

Self-determination theory posits that humans thrive in environments that support the satisfaction of their innate psychological needs. In order to create and sustain thriving schools, principals must seek to support these needs in teachers and students. Results showed principals have strong effects on learning conditions when they support the needs of teachers, who then feel more efficacious as

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AYa staff, making them more likely to use instructional strategies and approaches that support student psychological needs.

An Exploration of a Principal’s Professional Identities and Their Relationship to School Climate. Rodney S. Whiteman, Gary Crow (Indiana University)

This empirical paper reports on a study of an elementary school principal’s professional identities and ways in which he perceives his identities relating to school climate. We used a qualitative interpretive study design, analyzing data through inductive content analysis to identify the principal’s salient professional identities and ways in which the presentation of those identities related to perceptions of school climate and success. Findings suggest a relationship between perceptions of identities and school climate.

Facilitator:Bradley W. Carpenter, University of Houston

072. Clinical Faculty: Critical Conversations About Promotion in the AcademyCritical Conversations and Networking Sessions3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AWith an increase in the number of clinical faculty working in educational leadership, we discuss issues related to promotion of clinical faculty within the complex space of the academy. How can the academy balance supporting educational revitalization while simultaneously honoring important time-honored traditions, such as the tenure system? In this session, we hope to stimulate dialogue and learn from each other to re-envision support for clinical faculty in the academy.Participants:

Jill Patricia Bickett, Loyola Marymount University Karen Huchting, Loyola Marymount UniversityMary McCullough, Loyola Marymount University

Facilitators:Martha McCarthy, Loyola Marymount UniversityElizabeth C. Reilly, Loyola Marymount University

073. Teacher Leadership: Bridging Leadership and LearningPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BParticipants:Beyond “Teacher Heroes” and “Mint Officers”: Teacher Leadership Development in Complex Contexts. Jonathan Eckert, Wheaton College

Schools are complex organizations requiring teacher leadership development that relies on more than teacher heroes and delegated work. Using literature on teacher leadership, work redesign, and organizational leadership, we have created a model of teacher leadership development. That model is the lens for a descriptive analysis of three high school case studies in addition to interviews of recognized teacher leaders from across the U.S. with implications for future development.

Examining the Blind Spots: Integrating Teacher Leadership and Instructional Leadership Research. Douglas M. Wieczorek, Iowa State University; Jeffrey Charles Lear, East Stroudsburg University of Pennsylvania

The purpose of this systematic review of the literature is to synthesize three research perspectives providing empirical evidence for direction on the future knowledge development on the instructional leadership research construct. Our review identifies significant gaps in understandings about teacher leadership, framed by successful instructional leadership practices known to benefit school improvement efforts in all contexts.

The Sensemaking Experience of Newly Appointed District Teacher Leader Coordinators: A


Case Study. Jill Janes, University of KentuckyIowa policymakers enacted a statewide teacher leadership initiative in 2013. This case study examined how district-level teacher leader coordinators came to understand their role as leaders. Data were collected through interviews, observations, and document reviews. Participants included district-level teacher leader coordinators and supporting regional leaders. Preliminary findings reveal coordinators were guided through formal policy guidance and informal interactions. Coordinators enacted leadership roles in a bridge building capacity, linking others to resources and modeling leadership processes.

Open the Black Box of Distributed Leadership. Yan Liu, Susan M. Printy (Michigan State University)The current body of literature does not include rigorous quantitative studies measuring whether people from different levels of school configurations take on various leadership functions, and how frequent and intensely they are involved in each of the leadership roles. Using TALIS 2013 data, this research try to measure how formal and informal leaders are involved in different leadership responsibilities, and how the pattern varies from school to school and from country to country.

Facilitator:Andrew Saultz, Miami University

074. Leadership Practice and Accountability Policy: Lessons From the U.S., Denmark, Finland, and Sweden

International Community Building Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule ANordic countries have strong traditions of commitment to democratic values, collaboration, and individual enlightenment that shape the culture of schools and the implementation of educational policies. The purpose of this international community-building session is to explore the goals of U.S.-style accountability policies that have been adopted by policymakers in Nordic countries and to examine distributed leadership practices that emerge as a result of these policies and their application in these cultural contexts.Participant:Distributed Leadership Practice and Accountability Policy: Lessons From Comparative Research in the U.S. and Denmark, Finland, and Sweden. Carolyn Kelley, University of Wisconsin-Madison; Rose Ylimaki, University of Arizona; Richard Halverson, University of Wisconsin-Madison; Marsha E. Modeste, Pennsylvania State University; Olof Johansson, Umeå University, Sweden; Helle Bjerg, University College UCC, Denmark; Søren Buhl Hornskov, University College UCC, Denmark; Michael Uljens, Åbo Akademi University, FinlandFacilitator:

Carolyn Kelley, University of Wisconsin-Madison

075. Community-Driven Activism & Leadership in a Neoliberal Era: Research on and With Detroit Educational Organizers

Symposium4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BPapers in this symposium draw upon emerging findings from the first year of an in-depth, multiple case study that incorporates ethnographic and participatory action research methods to examine how a community-based, urban educational organization engages over 200 adult and youth organizers in activism to promote equity-oriented reform in Detroit’s highly contested, market-oriented educational arena. Data guide our understanding of organizers’ reform efforts in formal, informal, and even virtual spaces to challenge oppressive neoliberal educational contexts.Participants:Community Organizing Meets the Power of the State: The Possibilities and Limitations of Collaborative Activism in Education. Camille M. Wilson, University of Michigan“What Other Way Could I Have Gone?” Parents Use Community Cultural Wealth to Lift Leadership From the Ground Up. Kimberly Charis Ransom, University of Michigan

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AYLifelines to Authenticity: The Role of Insider Narratives and Experience in Participatory Action Research and Community-Driven Leadership. Dana G. Nickson; Dawn Wilson-ClarkHow Social Media Enables Education Activists in Detroit to Counter Deficit-Based Discourse: A Community Cultural Wealth Analysis. Erika Reese, University of MichiganFacilitator:

Camille M. Wilson, University of Michigan

076. UCEA Center for the International Study of School Leadership: Why Internationalism Is Essential to Educational Administration

Critical Conversations and Networking Sessions4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotUCEA Center for the International Study of School Leadership’s designated session brings together past and present associate directors of international affairs at UCEA, Stephen Jacobson and Bruce Barnett, to hold a “state of the art” assessment and lay out next steps. The purpose of this conversation will center on revitalizing, re-envisioning, and redefining UCEA’s educational leadership efforts. CISSL codirectors facilitate this critical conversation where conference participants discuss anew how to internationalize UCEA.Participants:

Bruce Barnett, University of Texas at San AntonioStephen Louis Jacobson, University at Buffalo, SUNY

Facilitators:Ira Bogotch, Florida Atlantic UniversityElizabeth Murakami, Texas A&M University-San AntonioKatina Pollock, University of Western OntarioMonika Törnsén, Umeå University, Sweden

077. Social-Emotional Approaches to School LeadershipPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierParticipants:Strategies for Improving School Culture: Creating Supportive Spaces for Black and Latino Young Men. Adriana Villavicencio, New York University

Improving school culture is increasingly seen not only as valuable in and of itself, but also as a viable pathway for raising student achievement. Yet many schools struggle to create a welcoming and supportive schoolwide culture. This paper highlights the efforts of school leaders to (a) develop culturally relevant education, (b) adopt restorative approaches to discipline, (c) promote strong in-school relationships, and (d) provide early support for students’ postsecondary goals.

The Role of Principal Optimism and Organizational Commitment in the Learning Values–Team OCB Relationship. Ronit Bogler, Open University of Israel; Anit Somech, University of Haifa

The study aims at examining the mediating role of organizational commitment in the relationship between learning values and team organizational citizenship behavior (OCB), and the effect of the principal’s optimism on this relationship. Eighty-two management teams of Israeli elementary schools were studied involving 395 participants. Overall, the results confirmed the mediating role of organizational commitment between learning values and team OCB and the interaction effect of principal’s optimism and learning values on team OCB.

Encouraging the Heart: Care as a Key Element of School Leadership. Jennie Weiner, University of Connecticut; Tiffany Squires, Syracuse University

Using sensemaking theory as a guiding framework, this qualitative interview study explores how a group of school leaders used the concept of care to guide their practice and facilitate externally mandated changes within a complex school setting. Specifically,


due to its centrality with regard to making connections and forming relationships with the school community, participants came to view care as essential to their success in their role as school leaders.

School Leaders’ Influence on Student Learning Mediated by Teacher Emotions. Jingping Sun, University of Alabama; Kenneth Leithwood, OISE-University of Toronto

The purpose of the study was to test two hypotheses: (a) three observed variables, teacher trust, teacher collective efficacy, and teacher sense of collaborative community, will come together to form the latent construct Teacher Emotions (TE), and (b) school leadership has significant indirect effects on student learning through TE. A confirmatory factor analysis and a simultaneous structural equation model applied to the survey data collected in 2012 from 856 school teachers confirmed the two hypotheses.

Facilitator:Kristy Cooper, Michigan State University

078. International and Comparative Perspectives on Instructional LeadershipPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Feasibility of Increasing Access: How Does Instructional Leadership Influence Opportunity to Learn in U.S. and Belgium? Angela Urick, Timothy G. Ford, Alison Shelby Page Wilson, William C. Frick (University of Oklahoma)

Opportunity to learn is a policy lever used to study inequitable student access to curriculum and instruction and address opportunity gaps for economically disadvantaged students. Principals are in a unique position to implement these efforts through coordination of the instructional program. This study uses 2011 TIMSS to understand how leadership increases math achievement through opportunity to learn in the U.S. and Belgium that have similar tracking issues yet different distributions of wealth and policy contexts.

Instructional Leadership Practices in Israeli and USA Jewish Educational Systems. Haim Shaked, Bar Ilan University; Jeffrey Glanz, Yeshiva University; Chanina Rabinowitz, Michlala College; Shmuel Shenhav, Hebrew University of Jerusalem

Research outside USA public school settings into the principal’s role as instructional leader is limited. Specifically, instructional leadership practices of principals in Israeli and USA Jewish schools have been unexplored. This study aims to narrow this gap. Data were collected from 94 Israeli principals and 93 USA Jewish schools’ principals. Findings indicate that USA Jewish schools’ principals demonstrated higher level of instructional leadership. In both groups, women principals demonstrated higher level of instructional leadership.

Revisiting the Effect of Instructional and Transformational Leadership on Student Outcomes. Paula Kwan, Chinese University of Hong Kong

Transformational leadership and instructional leadership are portrayed as disparate practices. The recent conclusion in some meta-analyses that the effect of instructional leadership practices on student learning is considerably greater than that of transformational leadership has further accentuated their apparently incompatible nature. This study argues and confirms that the augmentative effect of these two practices on student learning; transformational leadership is an important base on which instructional leadership can be effectively enacted for improving student learning.

School Leadership During Curriculum Implementation: Case Study of Intersection Between Structure and Agency in Indonesia. Asih Asikin-Garmager, University of Iowa

The purpose of this study is to develop a theory on the relationship between existing structure and the principals’ leadership practices through the use of case study research for theory development. The overarching research question guiding this study is how does structure influence principals’ leadership practices? Preliminary data analysis indicates that government regulations and expectations delimit the leadership practices of the principal at Setia Budi school, leaving her little room to express her agency.

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Susan M. Printy, Michigan State University

079. Leadership, Advocacy, and Social JusticePaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Between Individual Accountability and Social Responsibility: Leadership as Mediating Praxis Against Social Injustices in Education. Patrick M. Jenlink, Stephen F. Austin State University

The purpose of this study was to examine the nature of social injustices as metanarrative in educational settings and the positioning of educational leadership as mediational praxis and counternarrative against injustices. The study focused on what constitutes social injustices in the educational setting and the intersection between injustice and social justice praxis. Narratives, as “social injustice” and “mediational” texts, were analyzed for language and action within/across discourse, illuminating patterns and relationships.

Social Justice Advocacy: Are Administrator Candidates Prepared to Lead? Bobbie Plough, Margaret Harris, Ardella Dailey, Peg Winkelman (California State University, East Bay)

Education in the 21st century requires school leaders who embrace school leadership for social justice to ensure all students are provided with equal access to a high quality education. This research represents a critical look at a department of educational leadership’s endeavor to assess candidates’ acquisition of leadership knowledge and skills, as defined by the California Administrator Performance Expectations (CAPEs), concomitantly with the department’s mission to support the development of educational leaders for social justice.

The Principal as an Advocate. Tameka LaTrece Osabutey-Aguedje, Georgia State UniversityThe purpose of this study is to examine characteristics of leadership in a high-needs, high-performing school through the voices of a principal, teachers, other leaders, and parents who interact within that context every day. Drawing on the distributed leadership theory, this study uses open coding case study methods to analyze interviews, artifacts, and publicity materials. The rationale is to explore personalized descriptions of experiences that contribute to developing a learning culture community.

Facilitator:Martin Scanlan, Marquette University/Boston College

080. Cultural Influences on Sense-Making in EducationPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Black Educational Leadership: Cultivating and Employing Indigenous Capital in a Crisis. Ijeoma Ononuju, University of California, Davis

This paper looks at two secondary Indigenous Black male administrators who employed their indigenous capital to create an environment of healing that blurred the boundary between school and community. As a result, the school became a site of community unity and resistance against youth violence. The paper also provides a definition for indigenous capital and its value in supporting educational and community revitalization in a predominately Black and Brown community.

Building Pathways: Nurturing a Female Generation of School Leaders in China. Lixia Qin, Mario S. Torres, Jean Madsen (Texas A&M University)

This paper probes one of largely overlooked aspects in educational leadership of China: women’s leadership roles in education and young women’s leadership preparation. Drawing from published data, literature, and the data collected by the authors, the paper provides an overview of women’s leadership roles in education and the barriers to young women’s leadership aspirations, highlights gaps in young females’ leadership preparation in China,


and identifies the implications for future research and practice.Deconstructing Macroaggressions and Microaggressions: A Conceptual Model Promoting Sense-Making in Education. Azadeh F. Osanloo, New Mexico State University; Christa Boske, Kent State University; Whitney Sherman Newcomb, Virginia Commonwealth University

We explore the interconnectivity of intercultural and multicultural education theory and practice through a new conceptual model (i.e., Micro/Macroaggression Ecological Conceptual Model) focusing on the intersections of dominant norms and values, macro/microaggressions, social justice pedagogies, and sense-making. The theoretical reasoning is anchored in our conceptualization suggesting the extent we fail to adjust ways of understanding may perpetuate unintentional, oppressive ways of knowing.

Re-Envisioning Cultural Competence Beyond Diversity Representation: African American Administrators’ Experiences in Organizational Decision Making. Kendra Lowery, Ball State University

This multiple case study examines the ways in which African American administrators who were the first hired in four northern school districts navigated challenges and worked to be included in organizational decision-making that went beyond simply being hired as a representation of diversity, as in tokenism (Yoder, 1991), and illustrated their substantive inclusion in core school district decisions.

Facilitator:Mariela A. Rodriguez, University of Texas at San Antonio

081. A Wrong Without a Remedy? 42 Years Post-Milliken in the Struggle to Right Educational Inequities

Critical Conversations and Networking Sessions4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:

Jennifer Jellison Holme, University of Texas at AustinSarah Diem, University of MissouriSonya Douglass Horsford, Teachers College, Columbia UniversityTerah Talei Venzant Chambers, Michigan State UniversityMuhammad Khalifa, University of MinnesotaTy-Ron M. O. Douglas, University of Missouri

Facilitator:Terrance L. Green, University of Texas at Austin

082. Digital Simulation Cases and Games: UCEA Program Center for the Study of Technology and Leadership in Education (CASTLE)

Innovative Session / Mini-Workshop4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AOpen educational resource are becoming increasingly prevalent in the field of educational leadership. Given the growth of online courses in the field, they offer great potential value to UCEA member institutions’ faculty. However, they often exist in silos, and the field lacks a common repository or even a listing or index of the materials that are available. In the very least, there is a lack of awareness of these resources. This interactive, innovative UCEA Program Center session will allow presenters the opportunity to share digital simulations, digital games, or digital cases and highlight the role they might play in educational leadership preparation programs.Participants:

Roma B. Angel, Appalachian State UniversityJennifer Friend, University of Missouri, Kansas CityPamela D. Tucker, University of VirginiaNicholas Pace, University of Northern IowaBrian Perkins, Teachers College, Columbia UniversityCharol Shakeshaft, Hofstra UniversityJohn W. Somers, University of Indianapolis

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Facilitators:Sara Dexter, UCEA/University of VirginiaJayson W. Richardson, San Diego State University

083. Graduate Writing Ignite!: Tips for Crafting Your Best WorkSpecial Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BThis session is designed to give quick tips on crafting your best writing work. You will hear from faculty and graduate students at various points in their development as researchers and writers and learn about the different strategies and styles to the writing process they employ to get it right. Our goal is that you will begin thinking about your own writing techniques and style! Participants:

Leslie Locke, University of IowaNakia M. Gray, New York UniversityKristina Brezicha, Georgia State UniversityJada Phelps-Moultrie, Portland State UniversityDavid Aguayo, University of MissouriWesley Henry, University of Washington

Facilitator:Samantha Paredes Scribner, Indiana University

084. Educators’ Roles in Building a Culture of Academic SuccessPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:A Study of Bilingual Teacher Identity Development Within a Language and Cultural Revitalization Project. Brenda Rubio, University of Texas at Austin

This ethnographic study examines the motivations bilingual Latina/o educators have to seek out and participate in alternative educational spaces outside school that promote the curricular recognition of alternative epistemologies and pedagogies to foster students’ race, cultures, and languages. This work may help those involved in policy making to better understand the need for inclusive, culturally rich educational space and curriculum for Latina/o teachers and to uncover holistic ways to support bilingual educators.

Establishing a Culture of Reading for African American Students: Rural Principals’ Response. Brandolyn E. Jones, Lone Star College-Kingwood

This qualitative case study explores how rural elementary principals in southeast Texas influence the reading development of their African American students. Findings revealed that African American student reading development within a rural school context was influenced by a synergistic system, which can operate unbeknownst to the campus principal or as supported directly by the campus principal. This study concludes with a proposed leadership support model for teaching reading to African American students in rural schools.

Race Matters: A Teacher-Research Study on Developing Racial Literacy in Urban Youth. Van Lac, University of Wisconsin-Madison

Institutionalized racism permeates the fabric of American society. Without cultivating racial literacy skills (Guiner, 2004), society remains ill equipped to effectively address racial injustice. This self-study explores one teacher’s development of a critical race pedagogy curriculum to strengthen and nurture racial literacy among a diverse group of urban youth in an after-school program. Preliminary findings highlight the challenges this teacher-researcher faced when moving from theory to practice in critical race pedagogy work.

Examining the Culture of Academic Success at a Girls-Only National High School in Kenya. Nathern Okilwa, University of Texas at San Antonio


Educating girls in most developing countries is elusive because of the many barriers, including early-forced marriage, female genital mutilation, susceptibility to violence and certain diseases, gender discrimination/stereotyping, and negative classroom environments. Kenya has fared well in educating girls through girls-only boarding schools. The purpose of this study is to examine the culture of academic success at one national girls-only school. This study centers on the contribution of the school leadership to this success.

Facilitator:Megan Tschannen-Moran, College of William and Mary

085. Chicana/o and Latina/o Educational Leadership: Leadership Preparation and Practices in the Field

Symposium4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BWhat is Latina/o educational leadership, and how is it enacted to challenge the narrow parameters of what is considered educational leadership? Employing critical theories, pedagogies, and epistemologies and in conjunction with the convention theme, this symposium will offer insight into (a) practices that promote equity, excellence, and access in educational contexts; (c) praxis that centers the cultural wealth of Latina/os in schools; and (c) innovations that inform Latina/o leadership.Participants:Latina/o Educational Leadership: Testimonios From the Field. Rebeca Burciaga, San José State University; Gloria M. Rodriguez, University of California, DavisPrioritizing and Highlighting Approaches to Culturally Relevant Leadership and Pedagogies in Latino Community-Charter Schools. Raul Lomelí, The Foundation for Hispanic Education; Irene Castillón, Luis Valdez Leadership Academy; Patricia Reguerín, Esuela PopularBeyond Supervivencia: Leadership Pedagogies for Social Change and Chicano/Latino Education. Patricia D. Lopez, San José State UniversityReconceptualizing Leadership in Migrant Communities: Latin@ Parent Leadership Retreats as Sites of Community Cultural Wealth. Pedro Enrique Nava, Argelia Lara (Mills College)Facilitators:

Gerardo R. Lopez, University of UtahMónica Byrne-Jiménez, Hofstra University

086. School Turnaround: Myths and LessonsPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Imperfect Lessons: School Culture, Ambitious Instruction, and the Messy Process of Improvement. Jessica G. Rigby, University of Washington; Julie Ray, Federal Way Public Schools; James Crawford, Federal Way Public Schools; Cindy Dracobly, Federal Way Public Schools

School culture is thought of to be at the heart of organizational conditions. Yet, what makes a strong school culture in service of improvement of ambitious instruction? In this study we examine the strategic leadership actions of three principals to create conditions in which their teachers take risks, make their practice public, and persevere through many challenging lessons. The principals tell their stories; systematic qualitative analyses were done in collaboration of the researcher and principals.

Disrupting the Myths of School Turnaround. Ulrich C. (Rick) Reitzug, Kimberly Kappler Hewitt (University of North Carolina at Greensboro)

In this paper, we draw upon our empirical research and extant scholarship on turnaround, leadership, change, and contemporary sociopolitical conditions to present and disrupt four myths about school turnaround. Data from our empirical research on turnaround provide illustrative and clarifying examples. Our purpose in the paper is not simply to deconstruct turnaround, but also to propose how turnaround might be reconstructed in a more moral, feasible, and sustainable

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Five Myths of School Turnaround That Must Be Remedied for Meaningful, Lasting Change. Coby Meyers, University of Virginia; Mark A. Smylie, University of Illinois at Chicago

Despite the intensity of funding and numerous intervention efforts in recent school turnaround initiatives, many perspectives, practices, and policies specific to school turnaround appear to be at odds with organizational theory. In this paper, we identify five myths of school turnaround perpetuated by policy and practice that can often inhibit dramatic positive change in our nation’s lowest-performing schools. We conclude by suggesting alternative ways forward that are better aligned with organization change theory and research.

Clinical Scholarship: Myth of the Super Hero: Developing Muscle Memory for Turnaround Leaders. Doris Candelarie, Susan Korach, Ellen Miller-Brown (University of Denver)

This paper will explore the intersections of university learning, authentic leadership practice, and community engagement the graduates from the University of Denver’s Educational Leadership and Policy Studies (ELPS) department experience. These intersections will be illustrated through vignettes from graduates that detail how they facilitate the necessary magnitude of change and manage the outside pressures to lead their schools to significant improvement while holding true to transformative leadership practices that they learned during their preparation program.

Facilitator:Leigh Ellen Wallace, University of Wisconsin-Milwaukee

087. Culturally Sustaining Approaches to Educational Leadership Development and Mentoring

Innovative Session / Mini-Workshop

openinG General session i: TONYA ALLEN

Welcome: Russell Douglas Whitman, Wayne State UniversityIntroductions: Wayne D. Lewis, University of Kentucky Michelle D. Young, UCEA/University of Virginia Mónica Byrne-Jiménez, Hofstra UniversityA serial “idea-preneur,” Allen serves as The Skillman Foundation’s president and chief executive officer. Her career has centered on pursuing, executing and investing in ideas that improve her hometown of Detroit and reduce the plight of underserved people, especially children. Allen has been instrumental in many successful

philanthropic, government, and community initiatives and has a comprehensive understanding of philanthropic governance and strategy. In her current role, Allen aligns the complexities of education reform, urban revitalization and public policy to improve the well-being of Detroit’s children. A special thank you to Texas A&M University for their sponsorship of this session. An additional special thank you to Wayne State University for their sponsorship of ADA services during this session.

Session 088 Thursday 5:40–7:00 pm Floor 4 - Columbus


4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BThe workshop provides an opportunity for participants to explore the nature of culturally relevant/ responsive/ sustaining models of mentoring, as well as the role of Africentric mentoring models and critical spirituality within the field of education and leadership development. Through our collective exploration in the workshop, we will strive to formulate a new and comprehensive definition of culturally sustaining mentoring that emphasizes the importance of cultural integrity, affirmation of individual uniqueness, and collective racial/cultural identity.Facilitators:

Phillip A. Smith, Teachers College, Columbia UniversityMark Anthony Gooden, University of Texas at Austin

088. General Session I: Opening General Session Featuring Keynote Tonya AllenSpecial Session5:40 to 7:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusA serial “idea-preneur,” Allen serves as The Skillman Foundation’s president and chief executive officer. Her career has centered on pursuing, executing and investing in ideas that improve her hometown of Detroit and reduce the plight of underserved people, especially children. Allen has been instrumental in many successful philanthropic, government, and community initiatives and has a comprehensive understanding of philanthropic governance and strategy. In her current role, Allen aligns the complexities of education reform, urban revitalization and public policy to improve the well-being of Detroit’s children. A special thank you to Texas A&M University for their sponsorship of this session. An additional special thank you to Wayne State University for their sponsorship of ADA services during this session.Welcome:

Russell Douglas Whitman, Wayne State UniversityIntroductions:

Wayne D. Lewis, University of KentuckyMichelle D. Young, UCEA/University of VirginiaMónica Byrne-Jiménez, Hofstra University

089. Convention Opening Reception in Honor of UCEA Past PresidentsReception7:00 to 8:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - Renaissance FoyerUCEA Executive Director Michelle D. Young and Immediate Past President of UCEA Mónica Byrne-Jiménez welcome all UCEA participants to the Convention Opening Reception and extend a special welcome to those faculty from new UCEA member institutions. The Convention Opening Reception was established in honor of the contributions made to the field and the UCEA consortium by UCEA’s past presidents.

090. Politics of Education Association Breakfast and MeetingMeeting7:00 to 7:50 am

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Katherine Cumings Mansfield, Virginia Commonwealth UniversityElizabeth DeBray, University of GeorgiaStacey Rutledge, Florida State University

Facilitator:W. Kyle Ingle, University of Louisville

091. Carnegie Project on the Education Doctorate (CPED) Member MeetingMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AClosed business meeting for faculty, students, and deans of CPED member institutions.Facilitator:

Jill Alexa Perry, University of Pittsburgh

092. UCEA Consortium for the Study of Leadership and Ethics in Education (CSLEE)

Meeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:

Paul Thomas Begley, OISE-University of TorontoAnthony H. Normore, California State University, Dominguez HillsCharles Burford, Australian Catholic UniversityScott Eacott, University of New South WalesAllan Walker, Education University of Hong KongHaiyan Quiuan, Hong Kong Institute of EducationOlof Johansson, Umeå University, SwedenKatarina Norberg, Umeå University, SwedenSteve Gross, Temple UniversityJoan Poliner Shapiro, Temple UniversityMichael Burroughs, Pennsylvania State UniversityWilliam C. Frick, University of OklahomaPamela Bishop, University of Western OntarioHeather Rintoul, Nipissing UniversitySharon Rich, Nipissing UniversityNancy Tuana, Pennsylvania State UniversityEduardo Mendieta, Pennsylvania State UniversitySusan Laird, University of Oklahoma

Facilitators:Elan N. Paulson, Western University, CanadaMarla Israel, UCEA Consortium for the Study of Leadership and Ethics and Education/ Loyola University, Chicago

093. UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE)

Meeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:

John Beuhring Nash, University of KentuckyJayson W. Richardson, San Diego State University



094. UCEA Center for the International Study of School LeadershipMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipant:

Monika Törnsén, Umeå University, SwedenFacilitators:

Elizabeth Murakami, Texas A&M University-San AntonioIra Bogotch, Florida Atlantic University

095. Supervision and Instructional Leadership SIGMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BFacilitator:

Ian Mette, University of Maine

096. The Call for Leadership: Why Department Chairs Serve, What They Do, How They Are Prepared, and How Long They Serve

Session7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard AThe UCEA Center for the Study of Academic Leadership launched a national study investigating the roles, responsibilities, preparation, motivation, stress, and other critical issues impacting department chairs. This session will showcase the results of this Fall 2016 study and engage participants in drawing implications for the call to department leadership. Participants:

Kelly Ward, Washington State UniversityDrew Roberts, University of San FranciscoSally Hirsch, University of San Francisco

Facilitator:Walter H. Gmelch, University of San Francisco

097. UCEA Review Editorial Team MeetingMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard BParticipants:

W. Kyle Ingle, University of LouisvilleApril Peters-Hawkins, University of HoustonJuan Manuel Niño, University of Texas at San AntonioMariela A. Rodriguez, University of Texas at San AntonioMichelle D. Young, UCEA/University of Virginia

Facilitator:Michael P. O’Malley, Texas State University

097a. Indigenous Scholars and Scholarship SIG MeetingMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule A

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Hollie Mackey, University of Oklahoma

098. Applying Improvement Science to Advancing School-Family-Community Partnerships

Critical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule AInequities within schools cannot be understood without considering the various out-of-school influences. School leaders must take a holistic approach to unpacking these inequities, seeing the developing child nested in a family that is in turn nested in a neighborhood. This critical conversation session brings together an array of scholars whose research and teaching addresses authentic school-family-community partnerships. Participants will engage in a focused discussion of how principles of improvement science can advance this work.Participants:

Ann M. Ishimaru, University of WashingtonPeter Miller, University of Wisconsin-MadisonLauri Johnson, Boston CollegeCamille M. Wilson, University of MichiganSonya Douglass Horsford, Teachers College, Columbia University

Facilitators:Martin Scanlan, Marquette University/Boston CollegeTerrance L. Green, University of Texas at Austin

099. The Reality of New Principal Leadership: Interconnecting Mentoring and Complex Contexts for Success

Critical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 4 - CabotThe purpose of the session is to stimulate meaningful dialogue around re-envisioning leadership development, mentoring, and interconnected opportunities for community-based professional learning in supporting new school principals as they enter and lead complex school environments. In this Critical Conversation, we invite session participants to consider and converse about key aspects in the process of leadership development: research-based best practice, mentoring, and local context. Reflective questions and real-person videos will inspire thinking and bridge scholarship experiences.Participant:

Donna Augustine-Shaw, Kansas State UniversityFacilitator:

Grace Liang, Kansas State University

100. The Implications of ESSA for Educational Leadership Preparation & PracticeSpecial Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants will discuss the implications of the new ESSA legislation for the preparation and practice of educational leaders. Unlike previous iterations of ESEA, the roles, responsibilities, and development of educational leaders are given explicit attention in ESSA. How states implement the new legislation, however, will significantly impact, if not determine, the opportunity to develop and support high quality leadership through ESSA.Participants:

Ed Fuller, Pennsylvania State UniversityJanie Clark Lindle, Clemson UniversitySteve Gross, Temple University


W. Kyle Ingle, University of LouisvilleFacilitator:

Sheneka Williams, University of Georgia

101. Leading Teaching and Learning Under the New Common Core StandardsPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 4 - CartierParticipants:Leading to Higher Standards: A Leadership “Common Core” for Meeting the Common Core. Brad Cawn, Jill Grossman, Gina Ikemoto (New Leaders)

This presentation highlights findings from the Leading to Higher Standards project, a comparative case study of rising urban schools who have shown significant growth in college- and career-readiness levels. Focal areas include the knowledge and skills needed by principals to meet the demands of more rigorous standards and assessments, the role of culture in enabling improvements to the instructional core, and the challenges of creating sustainable systems to improve teaching and learning schoolwide.

Leadership Behaviors and Teachers’ Self-Reported Preparedness for and Use of Common Core Aligned Math Practices. Angela Rossbach, Morgaen Donaldson, Shaun Dougherty (University of Connecticut)

The Common Core has swept the nation, necessitating changes to curriculum and instruction on a broader scale than ever before. How are teachers receiving such changes, and are teachers’ perceptions and implementation of Common Core aligned practices related to their principals’ leadership? This paper answers these questions based on a survey of over 2,000 K-8 math teachers in Connecticut.

Common Core in Action: Organizational Expectation, Teacher Beliefs, and Motivation. Yi-Hwa Liou, National Taipei University of Education; Alan J. Daly, University of California, San Diego

This study addresses the importance work of teachers around implementing the Common Core State Standards (CCSS) and specifically investigates the relationships between teachers’ CCSS actions as well as organizational and individual factors that influence those actions using structural equation modeling. The data come from all the teachers in one school district serving a diverse student population. Findings suggest direct effects of organizational expectations and intrinsic factors on teachers’ CCSS actions.

Organizing for Instruction: An Analysis of the Organizations Sponsoring State Standards Resources. Emily Hodge, Montclair State University; Serena Jean Salloum, Ball State University; Susanna Benko, Ball State University

This paper describes the organizations sponsoring state-provided standards resources for secondary English language arts from all 50 states. We coded these 318 organizations by type of organization, level of governance, and for-profit versus nonprofit status. We also ranked organizations according to how many states linked to each organization. Findings indicate that while states are linking to a wide variety of organizations, the most influential organizations are nonprofit, national-level policy and membership organizations.

Facilitator:John Yun, Michigan State University

102. Developing a Design-Based School Improvement Mindset in System-Level Leaders: EdD Programs’ Intersection With System Exigencies

Critical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis conversation brings together scholars who are incorporating design-based school improvement into EdD programs. The discussion will focus on the tension between a deliberate design-based approach and school systems’ orientation toward urgency and “proven” solutions. How can EdD programs engage with this tension such that students develop an approach that is effective, yet grounded in reality? How can EdD programs support alumni to employ this approach absent the

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Shelby A. Cosner, University of Illinois at ChicagoDavid H. Eddy Spicer, University of VirginiaHeinrich Mintrop, University of California, BerkeleyMilan Sevak, Southern Methodist University

Facilitator:John Hall, Temple University

103. Facilitating Student Learning in Science, Math, and TechnologyPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Predicting Science Leadership Behaviors for the NGSS: The Influence of Principals’ Background, Context, and Self-Efficacy. Kathleen Winn, UCEA/University of Virginia

Thousands of elementary principals in the U.S. are working to implement the Next Generation Science Standards (NGSS) as part of their science education policy agenda. This study uses self-reported survey data from elementary principals (N = 667) serving in 13 NGSS states to analyze how principals’ backgrounds, contexts, and levels of self-efficacy help predict principals’ engagement of instructional leadership behaviors in science.

Instructional Leadership for K-8 Science: Measuring Leadership Content Knowledge for Science Practices (LCK-SP). Rebecca Lowenhaupt, Boston College; Rebecca Katsh-Singer, Brandeis University; Katherine McNeill, Boston College; Kyle Fagan, Boston College

Despite the important role principals play as instructional leaders, there remains much to learn about the knowledge principals use to supervise instruction, particularly across subject areas. This paper focuses on K-8 science reform. We have explored the leadership content knowledge (LCK) principals need to develop in order to help teachers adapt their practice. We present the design process for an instrument to measure LCK, findings from a pilot, and implications for leadership training and practice.

“Why” Before “How”: Framing Technology Reform in Houston Independent School District. David Casalaspi, Michigan State University

This study applies collective action framing theory to the problem of 1:1 technology implementation in Houston Independent School District (HISD). Drawing on document sources and interviews with district elites, it describes how issue framing and policy messaging helped secure implementation success. HISD crafted resonant issue frames that effectively justified 1:1 and mobilized educators and stakeholders to embrace it. Sources of frame resonance included frame consistency and flexibility, experiential commensurability, and credible leadership.

The School Leaders’ Role in Students’ Mathematics Achievement Through the Lens of Complexity Theory. Emma Bullock, Utah State University

This explanatory sequential mixed methods study, utilizing both survey (N = 250) and focus group (N = 24) data from K-12 principals in a midwestern state, serves to inform current school leaders, and future research, on aspects of school leadership through the lens of complexity theory, including the use of the School Leadership in a Complex Adaptive System (SL-CAS) Framework to understand the role school leaders play in students’ mathematics achievement.

Facilitator:Carmen Wood Coleman, University of Kentucky

104. Critical Analyses of State and Federal Policy InitiativesPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet A


Participants:A Paradox of High-Achievement: Implementing Race to the Top (RTTT) Policies in a High-Achieving School District. Dean L. Ramirez, University at Buffalo, SUNY

The threat-rigidity hypothesis suggests that when faced with a threat, organizations may close down, reduce information flow, engage in poor decision making, and limit divergent views. This mixed-method study evaluated Trust, Leadership, and Threat-Rigidity facets in a historically high-achieving school district during a time of change. The results of this study suggest that administrators need to understand the culture and climate of a school district when implementing federal/state policies.

Another (Un)Funded Mandate: Lessons Learned From Race to the Top in a Phase 3 Winner State. Anjalé Welton, Yolanda Davis (University of Illinois at Urbana-Champaign)

Race to the Top was designed with the assumption that grant “winners” would have the capacity to see their initiatives through. However, we question whether Phase 3 “winners” were actually “winners,” given they were faced with implementing the reform with much less financial support to do so. Within this context, we focus on Illinois to understand how district leaders both made sense of and implemented the policy.

Colonizing/Decolonizing Policies in Native American Education: Rhetoric vs. Reality in ESSA Title VI. Michael R. Scott, University of Texas at Austin

This paper examines the Title VI provision of the Every Student Succeeds Act, which provides additional resources for Native American students, and its application within a school program. By applying the Deleuzian concept of assemblage as a postqualitative method, the policy and the related program operating within a neoliberal and neocolonial framework are interrogated. Promoting the decolonization of students, an engagement with the policy assemblage shows that its performance opposes its intent.

What Are We Really Guaranteeing: Ohio’s Third-Grade Reading Guarantee Quagmire. Andrew Saultz, Laurie Banks (Miami University)

This study analyzes Ohio’s Third Grade Reading Guarantee (TGRG) to evaluate how district officials implemented the policy. We build off research that describes how administrators might respond to new demands: bridging and buffering. We use statewide reading test scores and administrative data from one medium-sized district. We find significant evidence that administrators in this district are buffering students and teachers from the TGRG.

The Politics of State Testing Policy: Understanding the Opt Out Movement Through Political Spectacle. Michael A. Szolowicz, University of Arizona

Some parents are refusing to allow their schoolchildren to take the standardized tests; they are “opting out.” This policy-centered case study examines the issues generated in one state legislature from the Opt Out movement’s 2-year effort to change state standardized testing law. The study uses the theory of political spectacle as a framework for understanding how certain interests are represented in state policy formation and how leaders can influence state policy.

Facilitator:Scott Christopher McLeod, University of Colorado-Denver

105. District and School Leadership for Special Education InclusivenessPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:An Analysis of the Discourses of Inclusion Within a District Leadership Team. Karen Ramlackhan, University of South Florida

The multiplicity of meanings of inclusion within special education have shaped the development and implementation of policies, procedures, and practices regarding inclusive education. This polarizing issue has created a rift among practitioners and researchers regarding where and how children with disabilities should be educated. This critically oriented discourse analysis explored how the discourses of inclusion are constructed, practices are normalized, and power relations are legitimized within a district leadership team via power/knowledge nexus and disciplinary power.

An Inclusive Leadership Model: Enhancement of Special Education Competency for Educational

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AYLeaders. Carlee Escue Simon, Amy Farley, Yvette Pennington (University of Cincinnati)

Administrators are critical in creating inclusive schools that are responsive to meeting the needs of diverse learners. Currently, however, there is a lack of emphasis about special education in the majority of leadership preparation programs. It is precisely this paucity in administrator preparation programs nationally that inspires our own strong commitment to develop an administrator preparation program that addresses this longstanding need.

The Extent to Which Leaders and Teachers Differ on Inclusiveness in Urban School Districts. Mario S. Torres, Wen Luo, Jean Madsen, Elisabeth Luevanos (Texas A&M University)

School districts are experiencing significant demographic shifts. As schools change, participants are being asked to meet the needs of an increasingly diverse group of students. A learning community of diverse school participants requires school leaders to respond to inevitable cultural conflicts and face resistance in transforming organizational factors. This exploratory study examines similarities and differences between teachers and leaders in areas of school inclusion.

Were the Student’s Actions a Manifestation of His or Her Disability? Examples From Practice. Maria Lewis, Pennsylvania State University

Under the Individuals with Disabilities Education Act (IDEA), before a school district may discipline a student with a disability for greater than 10 days, decision makers must determine if the student’s behavior was caused by or had a direct and substantial relationship to the student’s disability. Relying upon the paperwork associated with such decisions, this paper will explore how decision makers implement this standard.

Facilitator:David DeMatthews, University of Texas at El Paso

106. Appreciative Inquiry as an Approach to Leadership Preparation Program Improvement

Special Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AAppreciative inquiry (AI) is a strengths-based approach to action research and strategic planning that has been used in organizations large and small around the globe. In this session participants will learn more about AI and its use in educational organizations. Particular emphasis will be given to the use of AI in the preparation and professional development of educational leaders.Participants:

Mark Anthony Gooden, University of Texas at AustinMegan Tschannen-Moran, College of William and Mary


107. Demystifying the Academic Job Search, Part I: Tips and Resources for Those Considering the Professoriate

Special Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BAre you interested in being a faculty member? Do you wish you had better insights into how the academic job search process works? Do you want practical tips and resources to help you be a better candidate? This session is for you! Please check out the UCEA Job Search Handbook before you arrive: http://www.ucea.org/opportunities/ucea-job-search-handbook/ (and other resources for the academic job search in the UCEA Opportunities section: http://www.ucea.org/ucea-opportunities/)Participants:

Erin Anderson, University of DenverJada Phelps-Moultrie, Portland State University


Facilitator:John Beuhring Nash, University of Kentucky

108. Exploring Ethical and Moral LeadershipPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:“You Have a Moral Obligation to Try”: Re-Envisioning Ethical Leadership in Complex Contexts. Patricia A. L. Ehrensal, College of New Jersey

The PBS Frontline program “Dropout Nation” followed the stories of 4 students and principal Gasparello, purportedly a “caring” and ethical principal. When 3 of the 4 students followed in the film dropped out, he blames the students. Following from Foucault and Arendt, I conclude by unshackling themselves from prescribed measures of “student success” and addressing the needs of the students, principals can re-envision ethical leadership potential and place schools in a context of social justice.

An Aesthetic Examination of Ethical Decision Making Through Ethical Sensitivity, Moral Reasoning, and Moral Imagination. Patrick M. Jenlink, Stephen F. Austin State University

I examine, using educational poetics as a form of aesthetic inquiry, pedagogical practices that incorporate a poetics of leadership activity. Poetics involves a deepening understanding and sensitivity to ethical reasoning and moral imagination and mirrors how events, actions, and the conduct of others can all express intellectual, aesthetic, and moral meaning. Poetics as an aesthetic mirror is examined in developing moral literacy and ethical frames of leadership. Four years of research data are reported.

Revitalizing Educational Organizations—Applying Ethical Leadership Praxis in Schools and Higher Educational Institutions. Penny Lee Tenuto, Mary Elisabeth Gardiner (University of Idaho, Boise)

The purpose of this integrative literature review was to draw together recognized streams of knowledge to inform contemporary educational leadership in democratic societies. The Ethical Leadership Praxis in a Global Society model includes four synergistic and interactive dimensions. The paper makes an original contribution for building leadership praxis centered on ethical leadership. The model applies theory and encourages leaders to self-reflect on their own values, practices of leadership, and how their actions can create inclusivity.

Servant Leadership and Cultural and Moral Differences. Duane Covrig, Andrews University; Appiah Kwarteng

This interactive paper presentation examines empirical, cultural and moral findings from the servant leadership practices of 1,248 religious leaders in Ghana and the U.S. Variations on Love, Empowerment, Vision, and Humility and cultural dimensions of Power Distance, Gender Egalitarianism, and In-Group Collectivism used in GLOBE leadership studies will be discussed. Researchers will guide the audience discussion of their moral concerns about cultural variation in servant leadership models.

School Leaders’ Experiences of Ethical Dilemmas. Tim Guy, Virginia TechThis paper describes a study that used a hermeneutic phenomenological approach as described by Max Van Manen (1990) to explore experiences where issues of ethics are conspicuous, namely, in experiences school leaders had with ethical dilemmas. The study explored the question: How do school leaders experience ethical dilemmas in their role as school leaders? Understanding this experience will contribute to our understanding of ethics in the role of school leadership.

Facilitator:Lisa Bass, North Carolina State University

109. Turnover in Schools: New Measures, New ContextsSymposium8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BOne of the most persistent challenges in high-poverty schools is the retention of teachers and

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AYprincipals. Our panel brings together four papers that address a range of issues related to turnover in schools in different organizational settings (traditional public and charter schools), contexts (city, state, national), and different actors (principals, teachers). We bring together a diverse range of theoretical perspectives, methodologies, and contexts to understand the nature and impact of turnover in schools.Participants:A New Look at Teacher Turnover: Understanding the Geography of Instability in Schools. Jennifer Jellison Holme, Huriya Jabbar, Emily Germain, Wesley Edwards, Joanna D. Sanchez (University of Texas at Austin)The Influence of Typologies of School Leaders on Teacher Retention: A Multilevel Latent Class Analysis. Angela Urick, University of OklahomaWill They Stay or Will They Go? Understanding the Career Decisions of Charter School Principals. Chris Torres, Michigan State UniversityHow Teacher Turnover Harms Student Achievement. Matt Ronfeldt, University of MichiganFacilitator:

Alex J. Bowers, Teachers College, Columbia University

110. Restorative Practices and Youth ActivismPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Re-Visioning School Discipline: Restorative Justice and the Unlabeled Labor of Black Administrators. Hilary Lustick, Texas State University

School discipline is a growing concern within the larger conversation of racial equity in education. Restorative practices are generally lauded as a positive alternative to suspension, and it is presumed that they can assuage racially disproportionate outcomes. Yet they have been documented to replicate the same racial inequalities as suspension. Using school-level data from a yearlong multicase ethnography, the current study examines the underlying mechanisms by which restorative practice can replicate inequality.

Re-Envisioning Discipline in Complex Contexts: An Appreciative Inquiry of One District’s Implementation of Restorative Practices. Elizabeth Fowler, Goochland County Public Schools; Stacey Rainbolt, Goochland County Public Schools; Katherine Cumings Mansfield, Virginia Commonwealth University

The purpose of this paper is to share one phase of a multiphased, community-based research endeavor examining the development, implementation, and outcomes associated with the shift from a punitive model of discipline to that which emphasizes social justice, community, and relationships.

Restorative Educational Practice: Reforming the Factory Model No More. Lisa A. W. Kensler, Auburn University; Cynthia L. Uline, San Diego State University

The theme for our 2016 UCEA Convention calls on us to “bring new life and meaning to the role of education and educational leadership.” This paper challenges our fundamental conceptions regarding educational systems and calls for a dramatic shift from the factory model to a living systems model of schooling and school improvement. Green schools and whole school sustainability provide a practical pathway, already well underway.

Youth Led Dialogues on Social Justice: A Counternarrative of Youth as Change Agents. Jason Deric Salisbury, Daniel D. Spikes (Iowa State University)

This qualitative research presents a counternarrative of traditional leadership by highlighting the work of youth in creating a Teen Summit on Social Justice with the goal of shifting school and community actions around racism and social justice. Findings highlight heightened levels of self-efficacy in students, the importance of teacher leaders in relinquishing programmatic control to youth, and increased empowerment experienced by youth around engaging peers, teachers, and school leaders in conversations around school-based injustices.


Facilitator:Sonia Rodriguez, National University

111. Does the Past Have to Be Prologue in Leader Development? A Critical ConversationCritical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard BChallenging traditional conceptions of leadership development—and, especially, articulating alternatives—is the focus of this session. This session builds on two previous AERA sessions focused on the history of the educational leadership/administration and especially the most recent session that focused on what is generally omitted from histories of the field.Facilitators:

Ira Bogotch, Florida Atlantic UniversityMichael Dantley, Miami UniversityRobert Donmoyer, University of San DiegoMartha McCarthy, Loyola Marymount UniversityJoseph Murphy, Vanderbilt UniversityCarolyn M. Shields, Wayne State University

General session ii: town HallHarnessing the Potential of Educational Leadership Under ESSAFacilitator: Ed Fuller, Pennsylvania State University

Panelists:Gail Connelly, NAESPSusan Gates, RAND CorporationAbbie Groff-Blaszak, Michigan Department of EducationKelly Latterman, NCSLJanie Clark Lindle, Clemson University

The shifting educational landscape under the Every Student Succeeds Act (ESSA) has presented new opportunities and challenges for the educational leadership field. The 2016 Town Hall will explore the new policy emphasis on educational leadership and highlight practical strategies for translating this emphasis into substantive and positive impacts at the state level. As states develop education improvement plans to meet ESSA requirements, educational leadership must be featured prominently. Participants will describe forward-thinking strategies states are using to promote educational leadership under ESSA, critical areas of research, and new doors these strategies are opening for leadership development and practice. A special thank you to The Wallace Foundation for their sponsorship of this session.

Session 112 Friday 9:20–10:50 am Floor 4 - Columbus

Begin the Town Hall conversation with a light breakfast, compliments of The Wallace Foundation, 9:10–9:30 am.

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AY112. General Session II: Town Hall: Harnessing the Potential of Educational

Leadership Under ESSATown Hall9:20 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusThe shifting educational landscape under the Every Student Succeeds Act (ESSA) has presented new opportunities and challenges for the educational leadership field. The 2016 Town Hall will explore the new policy emphasis on educational leadership and highlight practical strategies for translating this emphasis into substantive and positive impacts at the state level. As states develop education improvement plans to meet ESSA requirements, educational leadership must be featured prominently. Participants will describe forward-thinking strategies states are using to promote educational leadership under ESSA, critical areas of research, and new doors these strategies are opening for leadership development and practice. Begin the Town Hall conversation with a light breakfast, compliments of The Wallace Foundation, 9:10–9:30 am. A special thank you to The Wallace Foundation for their sponsorship of this session.Panelists:

Gail Connelly, NAESPSusan Gates, RAND CorporationAbbie Groff-Blaszak, Michigan Department of Education Kelly Latterman, NCSLJanie Clark Lindle, Clemson University


113. Complex Contexts for LeadershipIgnite Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:Demanding Inclusivity: A Galvanizing Exploration of Strategies to Cultivate Inclusive Schools. Rana T. Razzaque, University of Denver

This Ignite will engage the audience in a provocative journey exploring oppression experienced by disenfranchised students and re-envisioning leadership, praxis, and systemic approaches to creating safe and inclusive spaces for diverse students. The visual experience is complemented with spoken word and a call to action, which not only galvanizes leaders from all facets of the education arena to embrace greater urgency in this work, but also provides actionable strategies to cultivate inclusive schools and organizations.

Sick Education Systems Mirror Sick Societies: The Influence of Poverty on Urban School Improvement. Erin Anderson, University of Denver

This longitudinal case study explores the unique contextual factors to be considered when planning for improvement. The high concentration of students with extreme academic needs, coupled with a high proportion of students struggling with the social realities of their community, hindered change. While these problems are outside of the control of school-level leaders, these realities need to be recognized and incorporated into planning for school improvement, whether at the federal, state, district, or school level.

Constructing a Leader’s Social Justice Conscience: An Elusive Goal. John W. Somers, Lynn Wheeler (University of Indianapolis)

The formula for preparing school principals who strive for social justice remains elusive. Evidence shows that many principals lack the perspective needed to ensure high-quality outcomes for all students, especially underserved populations—students with disabilities, English language learners, and children living in poverty. A principal preparation program at a liberal arts university has created experiences to disrupt candidates’ current belief system about social justice and instill values of equity and opportunity in their aspiring leaders.

Educational Leadership Through Pedagogies of Social Transformation: Innovations From Urban Life in Latin America. Michael P. O’Malley, Tanya Alyson Long, Diana Barrera, Susan M.


Croteau, Jeffry King, Brett Lee (Texas State University)This Ignite presentation reports on a research project exploring pedagogies of social transformation across schools and community organizations in the complex urban environment of Santiago de Chile. It offers insight into distributed forms of educational leadership within and beyond schools that elicit imagination and practices oriented toward social transformation. Possibilities are presented for partnerships among justice workers in urban communities. The presentation format highlights evocative representations of findings through concurrent visual, narrative, and vocal/musical expressions.

Discussant:Irene H. Yoon, University of Utah

114. Systems-Level Capacity and ReformPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants:Complex and Diverse Cultural Contexts and Organizational Capacity System Impacts on Student Performance. Thomas Alsbury, Seattle Pacific University; Adam Swinyard, Spokane Public Schools

This study explores how complex and diverse school culture can influence effective implementation of reform efforts aiming to improve student learning. The study found a significant relationship between improvements in reading and math proficiency rates in middle schools and the school’s use of an organizational monitoring system. Framed around organizational learning theory, findings indicate that the use of organizational monitoring systems are linked to improved student learning.

Developing System-Level Capacity to Support Local Instructional Reform. Jean Mrachko, University of Michigan

In the context of a large-scale school improvement initiative, my aim is to understand the specified vision for the role of network-based implementation consultants and to observe the mechanisms involved in translating this vision into enacted practice. Through the investigation of these operations, I investigate the development of new knowledge to guide innovative forms of leadership practice and the work of replicating and activating that knowledge among leaders across the system.

Preparing Leaders to Actualize Systems Reform. Lok-Sze Wong, University of MichiganThe purpose of this paper is to examine the changes to leadership practice needed in order to construct and lead complex, coordinated instructional systems, and the learning opportunities that would build this capacity. Building on studies of coordinated systems in the organizational learning literature, I examine whether the concepts of shared understandings, shared work, and heedful interrelating are applicable to constructing unique instructional systems. Local leadership may be charged with developing these capacities in others.

Unintentionally Fragmenting Instruction: Administrators’ Unintentional Sensegiving and Systems Reform Outcomes. Lok-Sze Wong, University of Michigan

While the new NELP standards call for leaders to be prepared to champion systems reforms, little is known about the knowledge and skills required. This paper examines what knowledge is lacking but needed in administrators’ practice to lead the construction and management of coordinated instructional systems. Building on the concept of sensegiving from organizational studies, which examines how leaders shape others’ sensemaking, I study administrators’ sensegiving in their efforts to actualize a systems reform.

An Organizational Capacity Framework: Supporting Educational Reform in Complex Contexts. Kathryn N. Hayes, Christine Bae-Lee (California State University, East Bay)

Attaining educational reform goals in complex urban contexts is dependent on building organizational capacity. Lacking, however, is a framework that adequately conceptualizes those resources, or capitals, that contribute to organizational capacity. Based on a systematic review of the literature, this paper presents an organizational capacity framework that integrates relevant capitals using a social ecological model—forming a foundation for research establishing which capitals leaders can target to facilitate reforms in complex urban contexts.

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AYFacilitator:

Lu Young, University of Kentucky

115. Role-Alike Session for Sitting and Aspiring DeansMeeting11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotToday’s colleges and schools of education are facing increasing demands and challenges. Reduced state funding, increasing emphasis on enrollment management, and political pressures related to the quality and relevance of education preparation programs are influencing the priorities and responsibilities in our colleges and schools. While navigating these challenges, we must also simultaneously attend to the development of leadership capacity within our colleges, enhancing the quality, relevance, and sustainability of our academic portfolios; develop and nurture mutually beneficial partnerships across the campus and externally; manage accountability and accreditation requirements; deal with student and personnel issues; raise funds through development work; support faculty in their pursuit of external funding opportunities; promote positive public relations and engage in proactive marketing; and (for many) operate our colleges using new budget models and dwindling resources. Phew! This session is an opportunity for us to learn from each other, commiserate, identify issues of common interest, and continue an ongoing dialogue about how leadership in higher education should and could be engaging with the political, economic, and market influences we are facing. This session is open to all sitting deans, assistant and associate deans, and those aspiring to become deans.Participants:

Mary John O’Hair, University of KentuckyAnn Larson, University of LouisvilleMonika Shealey, Rowan UniversityGaëtane Jean-Marie, University of Northern IowaAndrea K. Rorrer, University of UtahMichael Dantley, Miami UniversityJoseph F. Johnson, San Diego State University

Facilitator:Cindy J. Reed, Northern Kentucky University

116. Teachers’ Perceptions on Educational PolicyPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierParticipants:Teacher-based Analyses of the Title I SIG Program: Impacts of Time, Timing, and Policy Intentions. Tuesda Roberts, University of Pittsburgh

The study represents an interjection of teachers as knowledgeable policy analysts whose direct experiences with the entire span of a policy’s implementation and professional expertise position them to meaningfully contribute to sustainable school reform efforts. The findings speak to the multiple and crucial roles of teachers and highlight the need to meaningfully incorporate teachers who have demonstrated a long-term commitment and excellence into decision-making processes about the fit, consequences, and ideological consequences of educational policies.

Urban Teachers as Educational Policy Analysts: Shedding Light on the Complexities of School Reform. Tuesda Roberts, University of Pittsburgh

The teachers’ descriptions of misaligned goals and actions, their sympathetic yet critical analyses of school and district leadership, and their description of how the Title I SIG policy impacted their professional efficacy presented a multifaceted view of how the policy implementation practices relate to teacher practices and to the revitalization of underperforming schools. This study’s teacher-based analyses “refresh” approaches to


school reform leadership by (re)positioning teachers as integral and informed agents in a school’s trajectory.

Legitimizing the Dilettante: Teach for America and the Allure of Ed Cred. Davis Clement, College of William and Mary

The purpose of this study was to describe the initial urge to apply to Teach for America and the implications for conceptions of educational leadership and policy being developed by young, ambitious TFA alums. The phenomenon proposed, ed cred, is a unique conception of legitimacy blending the competitive hero teacher narrative with three new experiential variations: the drive for credibility, the preference for convenience, and the need for a credential.

Teacher Perceptions of Whole School Sustainability Practices in U.S. Department of Education Green Ribbon Schools. Tania Lynn McKey, Lisa A. W. Kensler (Auburn University)

This study’s purpose was to extend the emerging literature related to U.S. Department of Education Green Ribbon Schools by gathering teacher perceptions related to green school practices in these schools. This award represents a national strategy for promoting responsible environmental stewardship, school building occupant well-being, and education for sustainability across U.S. schools, public and private. Findings provide evidence that these schools are trailblazers for the 21st century, leading the way towards whole school sustainability.

Facilitator:Janie Clark Lindle, Clemson University

117. Black Mask-ulinity: An Emerging Framework for Black Masculine Caring in Educational Leadership

Critical Conversations and Networking Sessions11:00 to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis session proposes a discussion that examine the notion of caring among Black men. Black men and their caring is examined from the perspectives of scholars who have expertise in the area Black masculinity. Their combined work illustrates the stories of Black men who care and serves to construct the initial tenants of the Black Masculine Caring (BMC) framework. The critical discussions generated in this session will further extend the BMC framework.Participants:

Vonzell Agosto, University of South FloridaLisa Bass, North Carolina State UniversityFloyd D. Beachum, Lehigh UniversityJames Earl Davis, Temple UniversityTy-Ron M. O. Douglas, University of MissouriMark Anthony Gooden, University of Texas at AustinRoderick James Jones, University of South FloridaCarlos McCray, University of LouisvilleJulia Ransom, Temple UniversityDaniel D. Spikes, Iowa State University

Facilitator:Lisa Bass, North Carolina State University

118. Educational Leadership and Policy Targeting Student Learning and SuccessPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Direct Versus Indirect Relationship Between Principal Leadership and Student Learning: Considering the Source of Information. Jimmy Sebastian, University of Missouri; Haigen Huang, Miami University; Matthew Phillip Cunningham, University of Missouri

In this paper we compare the relationship of instructional leadership with student achievement via mediating organizational when we switch the source of information on leadership from teacher

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AYsurveys to principals’ own ratings. With teacher surveys, instructional leadership is indirectly related to achievement via school climate; with principals’ own ratings, the relationship is direct. We discuss implications for direct versus indirect nature of principals’ work in schools and the importance of data source in influencing findings.

How Principals Bridge to and Shape Instructional Reforms in Crowded Policy Contexts. John Lane, Michigan State University

This paper answers questions about how the principal at three middle schools built support for voluntary reforms and how they shaped mandatory reforms. It also examines differences among principals’ backgrounds, priorities, and knowledge that help account for their different responses to reform. Finally, it provides evidence that the principals at the three schools played a significant role in determining what both mandatory and voluntary reforms became and the opportunities teachers had to learn about them.

Collaborating Across Boundaries: Educational Service Agency Use of Collaboration in Supporting Instructional Reform. Julie R. Freeman, University of Michigan

Drawing on comparative case study methodology, this study explores how three educational service agencies used collaboration as they supported their constituent districts in implementing the Common Core State Standards, an example of ambitious instructional reform. My findings suggest there are varying, yet overlapping, ways for these agencies to successfully leverage collaboration to support district and school reform, including providing resources, being the center for “common work,” and developing relationships.

Facilitator:Jeffrey S. Brooks, Monash University

119. Understanding and Supporting the Journeys of Black Female AcademicsPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Beyond the Pipeline: A Community of Practice Approach to Faculty Diversity. Atiya Strothers, Rutgers University

Recently, there have been student protests at major institutions rallying for inclusion and equity. A primary demand is increasing faculty diversity. This paper addresses the experience of Black faculty at HWIs through the lens of Wenger’s (1998) communities of practice. By reframing this question using this framework, I present a new paradigm on ways to re-envision educational leadership.

De-Essentializing Women of Color: A Tri-Autoethnographical Analysis of a Social Justice Educational Leadership Doctoral Program. Shahlaine Kaur Dhillon, Tara Nkrumah, Ericka Roland (University of South Florida)

The purpose of this study is to examine how three women of color doctoral students navigate an educational leadership program with a social justice orientation. Using a rhetorical reworking of feminist standpoint theory, the lived experiences of three women of color, provided via authoethnography, are recorded and analyzed for how the social justice is being internalized.

Lived Experiences of Black Women Doctoral Students in Education Programs at Predominately White Institutions. Jessica Faith Carter, Audrey Sorrells, Barbara L. Pazey, North Cooc (University of Texas at Austin)

Research has shown that Black women in doctoral programs are more likely to experience challenges in pursuit of their education due to the intersectionality of their race and gender. This qualitative study explores the lived experiences of Black women in education doctoral programs at a predominately White institution. Findings from the study will be presented, and implications for universities and K-12 school systems will be shared.

The Perceptions and Experiences of Black, Female Students at a Predominantly White Institution (PWI). Hattie Lee Hammonds, Clemson University; Cherese Fine, Clemson University; Corliss Brown Thompson, Northeastern University

The purpose of this study was to explore perceptions and experiences of Black female


undergraduate students at a PWI. The study explored how the campus climate had changed in light of recent local and national racially charged events. Findings revealed that participants had varied perspectives in how they experienced, coped with, and understood racism. These experiences impacted how they viewed the campus and navigating through college as a Black woman at a PWI.

Facilitator:Terah Talei Venzant Chambers, Michigan State University

120. Emerging Trends in Educational Leadership Scholarship—A MontagePaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Examining the Construct Validity of Principal Time Use Studies. Abby S. Mahone, Craig Hochbein, Sara Catharine Vanderbeck (Lehigh University)

Over the past 100 years, studies have reliably shown that principals spend the largest percentage of their time on administrative activities. From a distance, these data may indicate consistency across time; however, closer inspection reveals major discrepancies in time-use constructs that question the researchers’ ability to compare data across studies. If principal time-use data are not generalizable or comparable across studies, our understanding of how principals spend their time is deeply limited.

Practivist Scholars Bridging the Theory and Practice Divide. A. Minor Baker, Isaac Abram Torres, Richard Pelton, Jason Swisher, Sarah Nelson Baray (Texas State University)

Educational leaders seeking doctoral degrees are often divided into two camps, practitioner and scholar. This study provides a reaction to traditional educator leadership programs, which often assume an EdD is a practitioner degree and a PhD is a theoretical degree, by investigating the ways doctoral programs can effectively bridge the gap between student as scholar and student as practitioner in the development of scholar-practitioners through dialogue, support, and collaboration.

The Panorama of Theoretical Groundings of Educational Leadership Research 2005–2014: A Theory Co-Occurrence Network Analysis. Yinying Wang, Georgia State University

This study aims to investigate the theoretical groundings of educational leadership by analyzing the network in which the nodes represent all 301 theories that framed 1,328 articles in EAQ, JEA, JSL, and EMAL from 2005 to 2014, and the ties linking the co-occurring theories. The results of network analysis suggest four themes of theories closely interact with one another, but the increasingly pluralistic theoretical foundation did not yield the conceptual cohesion in educational leadership research.

Scholarship, Social Justice, and the EdD: A Tryptich for Progress. Elizabeth C. Reilly, Franca Dell’Olio (Loyola Marymount University)

This study examined how faculty-student scholarship can address social justice and how the EdD degree can address the challenge and goal. It explored faculty beliefs about how joint scholarship can foster an agenda of social justice and their perceptions of the access and barriers to establishing a scholarly relationship. Interviews revealed what promotes and inhibits their work during and beyond the dissertation. Included are recommendations for leadership programs whose goal is promoting social justice.

A Systematic Review of Principal Time Use Research. Sara Catharine Vanderbeck, Abby S. Mahone, Craig Hochbein (Lehigh University)

Since the early 1900s, researchers, policy makers, and educators have been interested in how principals spend their time. In 1920, McClure found that elementary principals spent 43% of their day on administration. A century later, Grissom, Loeb, and Mitani (2015) observed similar results. This literature review attempts to bring depth and subtlety to the discussion surrounding principals’ impact on school improvement and student achievement by identifying and reviewing research focused on principal time allocation.

Facilitator:Jayson W. Richardson, San Diego State University

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AY121. Standards for School Leadership PreparationSpecial Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AMembers of the National Educational Leadership Preparation (NELP) Standards committee will share and discuss the new preparation standards with UCEA participants. Presenters will overview the development of the standards, their alignment with other national standards, key issues with regard to their use within the CAEP advanced program review process, and the timeline for their implementation.Participants:

Pamela D. Tucker, University of VirginiaSusan Korach, University of DenverMónica Byrne-Jiménez, Hofstra UniversityTom Bellamy, University of WashingtonDavid DeMatthews, University of Texas at El Paso

Facilitator:Michelle D. Young, UCEA/University of Virginia

122. Building Networks of Support: You’re Not in This AloneSpecial Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BWhether you are a full-time graduate student or a managing both work and graduate study, networks of support are crucial to scholarly development and personal health. Networks of support can come in different forms and from different places, including within departments and beyond campuses, with peers, more established scholars, and those not in academia. Panelists will discuss the various networks they fostered at different stages of their graduate programs and beyond.Participants:

Bradley W. Carpenter, University of HoustonAshley Johnson, Michigan State UniversityRansford Pinto, University of MissouriRosa Rivera-McCutchen, Lehman College, CUNY


123. Leveraging Development Through Inquiry and Professional Learning Community (PLC) Models

Paper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Understanding the Link between Professional Learning Communities and Teacher Collective Efficacy. Robert Holland Voelkel, Jr., University of North Texas

This quantitative study investigated the relationship between PLCs and teachers’ collective efficacy drawing on 297 surveys from 16 schools in one district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy. This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective efficacy, which in turn can contribute to improved student achievement.

Building Teachers’ Knowledge of Student Engagement in a High-Needs Context: Leadership for Collaborative Teacher Inquiry. Kristy Cooper, Michigan State University

This mixed-methods embedded case study examines collaborative teacher inquiry in one diverse, low-income high school working to enhance teachers’ knowledge and practice


around student engagement. The study seeks to understand whether and how this system of collaborative inquiry supports the development of teachers’ knowledge about engagement and their use of engaging practices. To assess how this happens, the study examines how intra- and inter-group processes, including administrator and teacher leadership, shape school-wide organizational learning.

Teacher Collaborative Action Research: The Complexity of Professional Development in Rural Environments. Katherine Curry, Shawna Richardson, Edward L. Harris, Jackie Mania-Singer (Oklahoma State University)

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman’s (2006) conceptualization of conditions for collaborative action research (CAR) to describe a district leader’s implementation of CAR as professional development and school improvement strategy in a rural Midwest district. Findings indicate that distributed leadership facilitates CAR as a powerful professional development tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to affect professional practice.

Clinical Scholarship: Powerful Principal Professional Learning Communities. Teena Paige McDonald, Washington State University

This paper and session will review research of the use of a principal professional learning community (PPLC) by four new elementary principals in Washington State and give results of the yearlong study. Using the theoretical lenses of trust and the 21 Responsibilities of School Leaders, I will share findings from PPLC transcripts, shadowing principals, and interviews and give implications of the PPLC, which was developed by a cohort team of graduates from the Washington State University principal preparation program.

The Coaching of Aspiring Principals: Using and Shaping Learning Processes for Standards-Aligned Leadership Competency Development. Shelby A. Cosner, Lisa Walker, Jason Swanson, Martha M. Hebert (University of Illinois at Chicago)

We report findings from a longitudinal study of two cohorts of aspiring principals during a preparation experience and examine the following: 1. What learning processes were shaped, utilized, or motivated by leadership coaches in their work to promote the standards-aligned competency development of aspiring principals? 2. What are the key features of these learning processes, and what relationships exist between these learning processes within the context of leadership coaching for aspiring principal competency development?


124. Strategies for Determining Appropriate Impact Measures for Leadership Preparation Programs: The Evaluation Matrix Tool

Innovative Session / Mini-Workshop11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BThe New Leaders evaluation team has designed an interactive “Evaluation Matrix” through which we collaborate with stakeholders to identify appropriate outcome measures based on each program’s unique design, objective, and theory of change. This session will be an interactive work group, where participants will break into small groups with a facilitator who will guide participants’ use of the tool and engage the group critical conversations about the appropriateness different outcome measures for each program.Participants:

Talya Erdfarb, New LeadersBrenda Neuman-Sheldon, New Leaders

Facilitator:Marianna Valdez, New Leaders

125. Leading in Rural CommunitiesPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard A

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The purpose of this study is to identify the challenges facing novice, rural principals as they strive to perform a role demanding a breadth of management and leadership responsibilities. In this study we addressed the following research questions: 1. What types of obstacles do novice rural principals face as they transition into a the role of a building principal? 2. What areas of leadership development and mentoring should superintendents focus on when working with novice rural principals?

Exploring the Influence of Context on the Leadership Capacities of Rural Public School Principals. Ian Christopher Kinkley, Michigan State University

This study examines how experience, preparation, and context interact to influence the instructional leadership capacity of rural school principals. Interviews with two Illinois principals explore how they perceive themselves within their contexts; the challenges and successes as instructional leaders; the expectations of the district, community, and state; and how they are held accountable. Findings suggest these principals prefer rural settings and feel their abilities are well suited for the contexts in which they operate.

Fostering Regional Learning Improvement Coherence: A Study of Educational Service Agencies and Successful Rural Schools. Wesley Henry, University of Washington

This paper explores the structures that promote coherence for learning improvement efforts between rural schools, districts and educational service agencies (ESAs) and, regionally, across districts within an ESA. Structural and service links between sustainably improving rural schools/districts across three ESAs were investigated, and findings highlight the ability of ESA administrators to leverage economies of scale and marshal broad improvement initiatives. Additionally, the challenges of remoteness are explored in the context of ongoing improvement efforts.

Connecting Learning and Leading for Principals in Small Districts and Rural Areas. Glady Van Harpen, Cardinal Stritch University

The study examined and described the phenomenon of how secondary school leaders in small school districts and rural areas connect to information and knowledge in order to further their professional learning. The study explored how and to what extent technology, informal communities of practice, and personal learning networks have influenced professional learning in small school districts, which are geographically isolated from large urban centers and institutions of higher education.

Facilitator:Liz Hollingworth, University of Iowa

126. Leadership for Justice or Just Leadership? Reimagining School Leadership Amid Community Disinvestment, Gentrification, and Corporate Reform

Symposium11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BIn an era of widening inequality, competition, and high-stakes accountability, both the study and practice of education leadership have yielded largely to what Cuban (1988) characterized as the “managerial imperative” of leadership in schools. This symposium examines, from multiple perspectives, how school leaders navigate, mediate, and negotiate the realities of community disinvestment, gentrification, and corporate reform in an era of severe educational inequality and injustice.Participants:Stuck Getting Ready: Exploring the Emotional Underpinnings of a Racial-Equity School Improvement Project. Decoteau J. Irby, University of Illinois at Chicago“The Souls of Our Children Are at Stake”: A Principal Takes a Stand. Rosa Rivera-McCutchen, Lehman College, CUNYLeaping From Criticality: Self-Determination and Educational Leadership. Muhammad Khalifa,


University of Minnesota; Gevonee Ford, Network for the Development of Children of African DescentHow Schools and School Leaders Mediate Urban Gentrification. Chy Benelli McGhee, Gary L. Anderson (New York University)Decolonizing Latin@ Leadership in a Chican@ City? How a Just, Political and Humane Framework Can Serve Brown Students, Families, and Communities. Enrique Aleman, Jr., University of Texas at San AntonioFacilitators:

Sonya Douglass Horsford, Teachers College, Columbia UniversityDavid Stovall, University of Illinois at ChicagoRodney Hopson, George Mason University

127. Embracing the Rising Tide of Data Analytics in Educational Leadership and PolicySymposium12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AThis symposium aims to introduce the applications of data analytics in educational leadership and policy research. With the rising tide of big data, this symposium explore how to apply the emerging data analytics to leverage the high-volume, high-variety, and high-velocity data in school leadership preparation, principals’ use of a data warehouse, and educational policy. This symposium invites scholars to capitalize on the potential of data analytics where big data, educational leadership, and educational policy converge.Participants:Leaders on the Job Market: An Analysis of Application Patterns & Preferences. Peter Trabert Goff, University of Wisconsin-Madison; Alex J. Bowers, Teachers College, Columbia UniversityHow Technology, Strategic Decision Making, and School Context Influence Principals’ Use of a Data Warehouse: A Latent Class Growth Analysis. Tim Drake, North Carolina State UniversityEducation Policy Research and Big Data: Applying Quantitative Text Analysis Techniques. John Wachen, University of North Carolina at Chapel HillText Mining Social Media Data on the Common Core State Standards: Topic Modeling and Hashtag Co-Concurrence Network Analysis. Yinying Wang, David Fikis (Georgia State University)Facilitators:

Alex J. Bowers, Teachers College, Columbia UniversityPeter Trabert Goff, University of Wisconsin-Madison

128. Promise of Community SchoolsPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants:A Qualitative Study of a Resettled Muslim Community’s School Relations. Michael Hess, Charles L. Lowery, Rowda Olad, Connor Fewell, Steven Yeager, Tracy Kondrit (Ohio University)

This study examines the perceptions of Somali parents of schools in a Midwest urban area about parent involvement and school responsiveness. This research adds to the literature on immigrant and refugee school-community relations and parent involvement. As well, it discusses perspectives of immigrant parents of school children about being informed and involved in urban schools.

Integration, not Gentrification: Participatory Action Research in an Urban PTA. Courtney Wait, Texas Christian University

This study explores the relationship of a new PTA to a historically low-income public school in a gentrifying neighborhood. The PTA was formed by a group of White middle-class parents who did not reflect the broader school population. Utilizing participatory action research, preliminary findings demonstrate that there are not shortcuts to integrating a diverse urban school: communities need to work to welcome all parents, build relationships across cultural barriers, and recruit more diverse leadership.

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AYStudying the Implementation of the Federal Full-Service Community Schools Grant Program. Jennifer Jellison Holme, Andrene Castro, Michael C. Barnes, Madeline Laurinda Haynes (University of Texas at Austin)

This paper examines the creation and early implementation of the Full Service Community Schools Grant program. The data for the paper include the federal Requests for Proposals (RFPs), the 32 funded FSCS applications, as well as targeted interviews with both federal officials and advocates involved in the program at the federal level. Our research offers important implications for policy makers and educational leaders working with community partners.

“No One Told Me How to Do it”: Leading for Partnerships in a Community School. Anne Marie FitzGerald, Sandra Quiñones (Duquesne University)

In this yearlong, qualitative case study, we asked: What is the role of a community school principal in fostering authentic partnerships that facilitate family preferred forms of engagement? Successive analysis of semistructured interviews with partners (12) and the principal (3) surfaced four interrelated leadership practices: building relational trust, fostering democratic dialogue and disagreement, negotiating reciprocity, and nurturing expanded notions of desirable student outcomes. Authentic partnerships require time, trust, intellectual humility, and courage to be vulnerable.

Facilitator:Craig Peck, University of North Carolina at Greensboro

129. Thinking Forward to the Higher Education ActSpecial Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotIn anticipation of the reauthorization of the Higher Education Act and federal and state policy work around ESSA, UCEA administered two surveys to gain a sense of emergent challenges and opportunities. The first focused on critical issues facing the field of educational leadership. The second attempted to gain a sense of the networks of influence operating in and around UCEA’s membership. In addition to presenting and discussing the findings of these two surveys and an overview of Higher Ed Act forecasts, presenters will overview a draft action plan for the educational leadership professoriate.Participants:

Janie Clark Lindle, Clemson UniversitySteve Gross, Temple UniversityErin Anderson, University of DenverEd Fuller, Pennsylvania State UniversityKathleen Winn, UCEA/University of Virginia


130. Extraordinary Women in Educational Leadership: Voices of Latina, African American, and Pakistan Female Leaders

Symposium12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierThis symposium combines five studies that give voice to the personal experiences of aspiring Latina principals, African American female principals, Mexican and African American female superintendents in the United States and the challenges of female educational managers in Khyber Pukhtunkhwa Pakistan. The presentation will highlight the need for educational leadership programs to consider the various forms of capital that women of color bring to educational institutions.Participants:

Pamela Gray, Sam Houston State UniversityKelly Brown, Prairie View A&M University


Erin Matyjasik, University of ArizonaSonia Rodriguez, National UniversitySumaira Taj Khan, University of Iowa

131. Graduate Students of Color Mentoring SessionSpecial Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis session is designed to give students from underrepresented groups the opportunity to dialogue with scholars from different institutions. Panelists will interact on issues related to doctoral study and completion, research and publication, mentoring and socialization, as well as succeeding as faculty members.Participants:

Angel M. Nash, UCEA/University of VirginiaJada Phelps-Moultrie, Portland State University

Facilitators:Floyd D. Beachum, Lehigh UniversityMariela A. Rodriguez, University of Texas at San Antonio

132. Leading Schools in Complex SettingsPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Leadership for Learning—A Multifaceted Task in a Complex Setting. Katarina Norberg, Helene Karin Ärlestig (Umeå University, Sweden)

The case study describes one principal’s leadership in terms of implementing change in a context influenced by a sociocultural history, and what occurs when the conflicting interests are challenged. The school’s culture and history have an impact on school improvement efforts and the principal’s individual skills and motivation. To create changes in the classroom, a systemic change is essential, despite conflicting interests and resistance.

School Principals as Mediating Agents in the Complex Context of Education Reforms. Haim Shaked, Chen Schechter (Bar-Ilan University)

School principals may be seen as mediating agents, standing between the extra- and intra-school worlds. This study explores how principals mediate between the demands of a national reform policy and teachers’ attitudes and needs. In this qualitative study, 59 Israeli school principals were interviewed. Findings indicated that principals used two complementary mediation strategies: (a) mobilizing the teachers towards the reform and (b) mobilizing the reform towards the teachers. Practical implications and further research are discussed.

School Leaders’ Changing Work in Complex Settings During the 10-Year Education Reform. Annie Yan-Ni Cheng, Hong Kong Institute of Education; Elson Szeto, Education University of Hong Kong

This study examines changing nature of school leaders’ work during education reform in complex settings. We adopted a case study of investigating how two Hong Kong principals’ work was changed in responding to the 10-year education reform and demographic changes. Multiple qualitative data were collected. The results show that the principals’ scope of work had been changing and expanding to identify new opportunities for school development. Implications for school improvement and effectiveness are discussed.

Thinking About Complex Contexts in Ways That Might Make a Difference. Karen R. Seashore, University of Minnesota

Larger and more complex districts often do not function effectively to support principals and teachers in improvement. This paper focuses on the importance of context and leader behaviors as factors that affect the ability of schools and districts to become more effective. In particular, does leadership that matters vary (a) between schools depending on the types of students who attend, (b) by the size and location of the district, and (c) between more and less complex school organizations?

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W. Kyle Ingle, University of Louisville

133. Doctoral Education in Educational LeadershipPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Signature Design Features for the Scholarly-Practitioner’s EdD: Lessons and Outcomes in Refreshing Practice. Jim Allen, James W. Koschoreck, Cindy J. Reed (Northern Kentucky University)

The purpose of this session is to discuss the development, implementation, and recent efforts in refreshing practice within a CPED member EdD program in educational leadership. In addition to discussing the contextual factors that have led to continued program change, we will detail six signature design features and discuss how this innovative program fits within the context of recent and emerging changes in professional doctoral education.

Mentoring as Preparation for the Professoriate: Insights From Jay D. Scribner Mentoring Award Recipients. Joel R. Malin, Miami University; Donald G. Hackmann, University of Illinois at Urbana-Champaign; Shaobing Li, Miami University

This qualitative study involved interviews of each of 11 professors who have received the UCEA Jay D. Scribner Mentoring Award. Participants described the instrumental, psychosocial, and relational supports they provided to their protégés, while noting the uniqueness of each relationship; described benefits they and protégés experienced; and described the importance of lifelong relationships. Acknowledging numerous mentoring opportunities provided by UCEA and AERA, participants provided recommendations on how programs could be enhanced.

Building Doctoral Programs to Prepare Culturally Competent Educational Leaders. James Coaxum, Rowan University, JoAnn Manning, Rowan University, Beverly Johnson-Green, Logan Township School District; Debora Rivera, Union County College; Ajeenah Nuriddin, Rutgers University; Silvana Zircher, Hamilton Township School District; Mary Clark, Carteret Community College

This research study investigates how a doctoral leadership preparation program develops culturally competent leaders. Utilizing a mixed methods research design, this study examines the program’s pillars that foster knowledge, skills and disposition around cultural competency. These include multicultural/intercultural education, leadership for social justice, culturally relevant pedagogy, and global education.

The Consequential Relationship Between Doctoral Course Design and Capstone Design. Valerie Anne Storey, University of Central Florida

This mixed methods research study considers how doctoral programs are designed, the different types of courses available, and the relationship between program design and capstone in the UK and USA. We will explore the variety of ways in which professional doctorate programs prepare candidates for their research study by drawing on data obtained from a survey of 150 higher education institutions and qualitative data from 12 interviews with program coordinators.

Facilitator:Beth Rous, University of Kentucky

134. Culturally Relevant Leadership and Discipline PracticesPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Culturally Relevant Leadership and Deaf Students of Color: Socially Just Lessons for School Leaders. Catherine A. O’Brien, Gallaudet University; Judy Alston, Ashland University; Andrea Sonnier, Gallaudet University


The purpose of the study was to document the relationship between students of color, Deaf culture, culturally relevant pedagogy, identity development, and leadership practices in schools for the Deaf. The research questions focused on how culturally relevant pedagogy and leadership emerged in schools for the Deaf, how students of color identified with both their birth culture and Deaf culture, and how students of color navigated schooling and multiple identities.

Culturally Responsive School Discipline: Lessons From the Field. Hilary Lustick, Texas State UniversityScholars of school climate generally concur that school discipline practices can negatively or positively impact the climate of the school. However, school discipline reformers at the federal and district levels are currently preoccupied with reducing suspension rates in schools. Drawing on ethnographic data from three different public schools in New York, this paper evidences that successful restorative practice implementation requires heavy work on relationship and community building. The paper concludes with school and district level recommendations.

Making Sense of Racial Discipline Disparities in a Diversifying Suburban High School. Decoteau J. Irby, University of Illinois at Chicago

This qualitative study of a school discipline improvement effort in a large diversifying suburban high school used sense-making theory to examine how teachers’ repeated exposure and engagement with new types of discipline and climate data shaped their collective ways of understanding root causes of racial disparities in discipline.

Daughters of Discipline: Girls’ and Their Mothers’ Views on the School Climate. Zorka Karanxha, Vonzell Agosto, Heather McConnell, LaTeesa Allen (University of South Florida)

This article reports on a qualitative study of girls of color and their mothers’ perceptions of discipline in the climate of secondary schools. The students’ differential experiences across micro-climates (in classrooms with teachers, on buses, and in school clubs) illuminate the discontinuity of their discipline experience as they move from class to class. This study adds to the literature on race, gender, and school discipline and climate.

Facilitator:Anjalé Welton, University of Illinois at Urbana-Champaign

134a. North Carolina’s “Bathroom Bill”: Considering Law, Theory, and PracticeCritical Conversation12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle ANorth Carolina’s House Bill 2, passed in the 2016 legislation session, has set off a firestorm in school districts across the county. A few provisions in particular have significance for practicing school administrators. HB 2 requires school districts to enact regulations on single-sex, multiple-occupancy bathrooms and changing facilities. Specifically, it requires that transgendered students use bathrooms that match the sex identified on their birth certificates. During this critical conversation invited guests and attendees will consider the implications of the bill for law, theory, and educational leadership practice.Particpants:

Dana N. Thompson Dorsey, University of North Carolina at Chapel HillSteven Nelson, University of MemphisJennifer Martin-Green, Westwood Community School DistrictJohn Tafelski, Crestwood School District

Facilitator:Wayne D. Lewis, University of Kentucky

135. Writing in Graduate School: A Workshop to Expand Your ToolboxSpecial Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BRoundtable, participatory and collaborative efforts where YOU bring your course papers, conference papers, or unfinished manuscripts to get them one step closer to completion and submission for publication. This is a time to shake off our writing nerves and anxieties to feel more competent academic writers. Join us and get ready to do some work!

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AYFacilitator:

Sonya Douglass Horsford, Teachers College, Columbia University

136. School Boards—Purposes and PerspectivesPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Documenting the Relationship Between School Boards and School Board Monitors and its Effect on the Community. Joshua Childs, University of Texas at Austin

Using interview data collected from two districts in the northeastern and one in the southwestern United States, this qualitative case study is an attempt to detail the relationship that exists between the local school board and the state-mandated monitor that has been placed in the district for management and oversight purposes.

School Boards as Springboards? The Future Political Careers of Local School Board Members. Jason A. Grissom, Lam Pham, David Woo (Vanderbilt University)

Although previous research has found evidence that the type of political ambition elected officials possess influences their decision to run for higher office, political ambition of school board members has largely gone unstudied. Our study fills this gap in the research by examining how political ambition influences board members’ behaviors. Our findings provide some evidence that school boards are not analogous to other political offices in terms of offering a channel to higher political office.

Superintendents, School Boards, or Outsiders: Re-Envisioning the Role of District Leaders in Enacting Policy Reform. Samantha E. Holquist, University of Minnesota

I propose an analysis to understand (a) how radical education policy reform occurs at the district level and (b) the role of district education leadership in making this reform. I analyze case study findings to ascertain the factors that influenced a radical policy reform’s formation and adoption. Findings increase our comprehension of how these reforms occur in district politics. Additionally, they challenge our understanding of the role of district leadership in advancing these reforms.

“We’re Good! Leave Us Alone!” School Board Sense-Making of Accountability Reporting. Daniella Hall, Northwestern University

Federal policy implementation is ultimately in the hands of local educational leaders, who adapt reforms based on their personal interpretations. This qualitative study examines how school board members interpret external messaging regarding NCLB accountability reporting, and how their sense-making shapes their use of reporting on the local level. The study finds board members’ interpretations of the purpose of testing only partially aligned with state messaging and was highly influenced by local needs and community context.

Facilitator:Andrea K. Rorrer, University of Utah

137. Reimagining Educational Leadership for Social JusticeCritical Conversations and Networking Sessions12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BDistinguished scholars discuss the current state of educational leadership and its trajectory towards adequately addressing issues of social justice. The focus surrounds the pursuit of social justice as a phenomenon that is underrealized, though widely referenced by researchers (O’Malley & Capper, 2015). The diversity of these scholars’ work provides multiple perspectives. Each shares how this field can be reimagined via interrogating the pursuit of social justice in policy and leadership preparation programs.Participants:

Jeffrey S. Brooks, Monash UniversityMichael Dantley, Miami UniversityMargaret Grogan, Chapman University


Catherine A. Lugg, Rutgers UniversityFacilitators:

Jason P. Murphy, Rutgers UniversityKaren Ramlackhan, University of South Florida

138. Charter Schools: Can They Be of Use?Paper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Are Cyber Students Enrolling in the Best Cyber Charter? How Metrics of Performance Predict Choices. Bryan A. Mann, Pennsylvania State University; Stephen Kotok, University of Texas at El Paso

This study examines school choice patterns within the cyber charter school sector. Studying choice in this domain, which has fewer geographic constraints than typical “markets,” offers a unique opportunity to explore theoretical assumptions about school choice and clarify choice patterns, important to school leaders as they consider strategies to respond to new schooling options. We find that choices perpetuate disadvantage because advantaged populations are more likely to choose the highest performing cyber charter school.

Leadership Knowledge and Practices in the Context of Charter Schools. Marytza Gawlik, Florida State University

To date, very little research on leadership has focused on charter schools. Even though charter schools continue to grow in number and importance within the U.S. public education system, leadership in charter schools remains somewhat of a “black box.” In this paper, I address these gaps in the literature by (a) documenting and analyzing leadership knowledge and practices among charter school principals and (b) focusing on principals’ own reports of their leadership practices.

Competing With Charter Schools: How Traditional Principals Re-Envision and React. Dana L. Bickmore, University of Nevada-Las Vegas

Using qualitative case study methodology, I examined how three principals reacted, responded, and re-envisioned their leadership as a charter school opened in their attendance area. Educational free market principles framed this study. Three themes surfaced from a modified constant comparative approach to data analysis: initial stress, actions taken, and perceptions of competition. Findings suggest principals personal stress increased, they made organizational changes, and their attitudes about competing with the charter changed over time.

Access to Charter Schools in Ohio: Serving or Undeserving the Needy. Christopher Bwalya Yaluma, Ohio State University; Andrew Saultz, Miami University

This paper investigates the true nature of charter schools as a viable alternative to low income families. Using census tracts data, students’ achievement scores, and demographics data, we apply a form of inductive reasoning to hypothesize general factors leading to locational preferences of charter schools in Ohio. Results suggest that charter schools in Ohio are somewhat responsive to poverty, but poverty is not the central factor in locational decision making.

Facilitator:Victoria Sherif, University of Kentucky

139. Clinical Scholarship: A Conversation on Navigating the Structures of the Clinical Line

Critical Conversations and Networking Sessions12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BAs the roles of clinical faculty continue to develop, the notion of clinical researchers is also evolving. This critical conversation is the first step in a research project on the work of clinical faculty in educational leadership at UCEA member institutions. Three clinical faculty members will lead the session seeking to answer, “How can clinical researchers in educational leadership add to the body of research with work that is grounded in practice?”

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Jami Royal Berry, Georgia State UniversityParticipants:

Karen Caldwell Bryant, University of GeorgiaSheryl Cowart Moss, Georgia State University

140. General Session III: Mitstifer Lecture Featuring Geoffrey Canada: We All Must Have a Stake in the Game

Special Session1:40 to 2:50 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusIn his 25-plus years with the Harlem Children’s Zone (HCZ), Geoffrey Canada has become recognized internationally for his pioneering work helping children and families in Harlem and as a passionate advocate for education reform. Geoffrey Canada will discuss the Harlem Children’s Zone Model and the organization’s holistic approach. In order to improve educational options for children, we need a collective impact, and large scale change. Geoff will discuss the importance of aligning with thought partners and stakeholders invested in rebuilding communities and working together to effect change and achieve the best outcomes for children. Among the strategies for success that ultimately help develop the whole child include cultivating a love of learning and community building. All of these efforts “collectively impact” educational opportunities for youth and economic development and stability for communities. A special thank you to Pennsylvania State University and The Brock International Prize in Education Foundation for their sponsorship of this session. An additional special thank you to Wayne State University for their sponsorship of ADA services during this session.Welcome:

Ed Fuller, Pennsylvania State University

General session iii: mitstiFer lecture

GEOFFREY CANADAWelcome: Ed Fuller, Pennsylvania State UniversityIntroductions: April Peters-Hawkins, University of Houston

We All Must Have a Stake in the GameGeoffrey Canada will discuss the Harlem Children’s Zone Model and the organization’s holistic approach. In order to improve educational options for children, we need a collective impact, and large scale change. Geoff will discuss the importance of aligning with thought partners and stakeholders invested in rebuilding communities and working together to effect change and achieve the best outcomes for children.

Among the strategies for success that ultimately help develop the whole child include cultivating a love of learning and community building. All of these efforts “collectively impact” educational opportunities for youth and economic development and stability for communities. A special thank you to Pennsylvania State University and The Brock International Prize in Education Foundation for their sponsorship of this session. An additional special thank you to Wayne State University for their sponsorship of ADA services during this session.

Session 140 Friday 1:40–2:50 pm Floor 4 - Columbus


Introductions:April Peters-Hawkins, University of Houston

141. Privatization and School Choice Within International Educational InstitutionsSymposium3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AThrough privatization efforts, the traditional landscape of public education is changing globally. Private services within the public schools target test development and preparation, data analysis, targeted remedial instruction, and charter school development. Expanding such services and increasing school choice drives neoliberal marketization across educational institutions. As such, this panel will discuss how neoliberal discourses have gained power over educational policy and decision making at the international, national, state, and local levels.Participants:Resisting and Persisting Inequity Through School Fees and Fundraising in Ontario, Canada. Sue Winton, Michelle Milani (York University)Reforming Choice Reform: Moving Beyond Market Approaches to Educational Justice. Kevin Lawrence Henry, Jr., University of ArizonaThe Contemporary Transformative Educational Framework: Leading With the School Community in the Southwest United States. Linsay DeMartino, University of ArizonaFacilitator:

Jill Koyama, University of Arizona

142. Clinical Scholarship: The Story of STEAM: Clinical Collaborative Leadership for Transformational Change

Innovative Session / Mini-Workshop3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BThis session describes the development of STEAM Academy, a clinical partnership high school. In its 4th year, STEAM has engaged in structural transformations to the high school model, which will be shared, through a direct focus on a collaborative transformational leadership approach.Participants:

Lu Young, University of KentuckyCarmen Wood Coleman, University of KentuckyLinda France, University of Kentucky


143. Presidential Session on Special IssuesSpecial Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotThis session will provide a forum for sharing concerns about recent and/or local issues that impact leadership preparation, school leadership, and faculty development. In addition, discussion will include opportunities to brainstorm how UCEA can strengthen its leadership in the field. The session will be facilitated by the immediate Past President of UCEA.Facilitator:

Mónica Byrne-Jiménez, Hofstra University

144. Promoting Equity, Inclusion, and Transformation by Redesigning Research and Revitalizing Research Methods

Symposium3:00 to 4:10 pm

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AYDetroit Marriott at the Renaissance Center: Floor 4 - CartierMany typical designs and methods employed in the educational administration field marginalize rather than empower already marginalized groups. This session’s purpose is to explore research methodologies and research designs inspired by (a) the African American experience, (b) queer theory, (c) the experience of being deaf, (d) indigenous cultures, and e) transformative perspectives that re-imagine research in ways that offer fresh insight into how to revitalize education in complex and challenging contexts such as Detroit.Participants:African Americans Researching African Americans. Annivory Calvert, Wayne State UniversityIndigenous Methodology: A Critical Methodological Analysis. Hollie Mackey, University of OklahomaIndigenous Methodology to the Rescue: How Ideas and Processes from a Cree Talking Circle Improved an Aristotle-Inspired Approach to Program Evaluation. Robert Donmoyer, University of San DiegoDeaf People and Deaf Culture Methodology. Catherine A. O’Brien, Gallaudet UniversitySocial Media as a Methodology. Thomas A. Zook, Wayne State UniversityTransformative Methodologies. Jasmine Ulmer, Carolyn M. Shields (Wayne State University)Facilitator:

Carolyn M. Shields, Wayne State University

145. How Do We Know What We Know? Reconsidering Research Methods in Educational Leadership

Symposium3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis symposium brings together a collection of “state of the field” articles focused on different aspects of research in educational leadership and considers their potential to make an even greater contribution to the field’s understanding of leadership, equity, and excellence. Papers in this symposium examine different approaches to educational leadership research—including qualitative, quantitative, historical, mixed method, and policy analysis studies.Participants:Qualitative Research and Educational Leadership: Classic and Cutting-Edge. Jeffrey S. Brooks, Monash University; Anthony H. Normore, California State University, Dominguez HillsConsidering Critical Turns in Research on Educational Leadership and Policy. Sarah Diem, University of Missouri; Michelle D. Young, UCEA/University of VirginiaExplicating Metatheory for Mixed Methods Research in Educational Leadership: An Application of Habermas’s Theory of Communicative Action. Rodney S. Whiteman, Indiana UniversityThe Past as More Than Prologue: A Call for Historical Research Purpose. Diana D’Amico, George Mason University; Sonya Douglass Horsford, Teachers College, Columbia UniversityFacilitator:


146. Promise of Urban School ReformPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Leadership and Student Outcomes: Evidence From Teacher Perceptions in Urban Restructured Schools. Angela Lynn Newcomb, Blake Haselton, Marco Muñoz (University of Louisville)

This quantitative study examined the relationship between teacher perceptions of teacher and school leadership and student achievement in urban restructuring schools in Kentucky. Multiple regression analysis and MANOVA were used to determine the


impact of perceptions of leadership on student outcomes. Discussion will focus on the impact of restructuring efforts used in Kentucky and potential leverage points for school and district leaders. Implications for practice in Priority Schools will be discussed.

Making Sense of the Emerging Role of “Specialty Schools” in Urban Settings. Jeff Walls, Sara Kemper (University of Minnesota)

Public specialty schools in urban settings differ from traditional schools and serve students who have been unsuccessful in traditional school settings. Our research investigates how teachers at specialty schools, in a range of contexts, define student success and interpret the ways in which external policy factors influence their practice. We find several fissures between schools and district policies, and our research implies room for more focus on the process of quality and equity in education.

For Justice or for Profit? Examining Enduring Tensions in Urban School Reform. Craig Peck, University of North Carolina at Greensboro

Analyzing major scholarly works and historical and contemporary events, I consider several enduring tensions that have characterized urban school reform since the 1960s. For instance, policies created by distant, delocalized experts have routinely engendered unanticipated local effects and fierce community resistance. In addition, particular school reforms have served simultaneously as means for encouraging social justice for urban students of color and as mechanisms for generating revenue for educational vendors. I close by examining implications.

Re-Envisioning Culturally Competent School Leadership in an Urban School District: A Case Study. Gaëtane Jean-Marie, University of Northern Iowa; Bradley W. Carpenter, University of Houston; Tia Dumas, University of Louisville; Daniel D. Spikes, Iowa State University; Lisa Hooper, University of Louisville; Amanda Bowers, University of Louisville

As one component of a larger longitudinal research project, this study probes school leaders’ understanding of cultural competence as a mechanism to develop an equity responsive climate (ERC) able to enhance teaching and learning, while also increasing the shared understanding of the practices necessary to meet the needs of diverse student learners. ERC, a latent construct, is a triadic process premised on the affective, cognitive, and behavioral domains of cultural competence

Facilitator:Kristy Cooper, Michigan State University

147. Continuing the Cross-Institutional Conversation About the Program Coordinator Role: Piloting a Survey

Critical Conversations and Networking Sessions3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AAt the 2015 UCEA conference, a critical conversation was begun about the role of the program coordinator, its challenges, strategies for overcoming those challenges, and best practices across programs. One suggestion from participants in that session was to conduct a survey across preparation institutions to gather data about these roles, challenges, strategies, and best practices. The purpose of this session is to continue that conversation and to frame it by piloting an online survey.Participants:

Donald G. Hackmann, University of Illinois at Urbana-ChampaignW. Kyle Ingle, University of LouisvilleShelby A. Cosner, University of Illinois at Chicago

Facilitator:Joanne M. Marshall, Iowa State University

148. Escaping the School to Prison Pipeline: Creating Safe School EnvironmentsPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:

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AYA School-to-Prison Pipeline or a System at Work? A Synthesis of Literature. Andrea Kalvesmaki, Irene H. Yoon (University of Utah)

The “school-to-prison pipeline” (STPP) is of increasing concern in education. Most analyses of STPP address school zero-tolerance policies as the central contributing factor. However, school policy does not operate in isolation. This literature review synthesizes 31 texts addressing and identifying policies from education, juvenile justice, and federal law. Using systems theory, the 29 policies identified across the texts are grouped and discussed in terms of their confluence, feedback effects, and networked contribution to the STPP.

Neoliberalism’s Effect on School Violence Policies and Racial Disadvantage. Ryan Kapa, Ohio State University

Using neoliberalism as a theoretical framework, this paper examines how school violence policies implemented within school systems contribute to racial disadvantage. Under neoliberal influence, school security has grown increasingly privatized. School violence policies are discussed in detail within the paper. These greater rates have led to minorities failing to receive the same type of education that White peers receive. Administrators must become aware of the effect of neoliberalism and its influence over school violence policies.

Successful Escape from the School to Prison Pipeline: Re-Envisioning Leadership Practices That Champion Justice. Dionne Cowan, Janice Fournillier (Georgia State University)

The school to prison pipeline (STPP) is a conceptual framework reflecting the injustice that bleeds at the intersection of the educational and criminal justice systems. This phenomenological study examined the lived experiences of six men of color and their successful evasion. Constructionism and critical inquiry framed this phenomenological study. The findings pinpoint the role structures of support that champion justice, success, and equity for boys and young men of color played in the process.

Takin’ it to the Streets: Leading Organizational Citizenship, Curbing Bullying, and Ensuring Safe Campus Communities. Page A. Smith, University of Texas at San Antonio; Sean Kearney, Texas A&M University-San Antonio

Developing leader strategies for dealing with campus violence is critical. This investigation targets one aspect of deleterious school behavior, student bullying, and analyzes how leader initiated organizational citizenship behavior (OCB) at the faculty level redefines safe learning spaces in the campus community. The general hypothesis, that OCB is positively related to teacher protection of students, is supported, and multiple regression analyses provide a more refined picture of leadership and the school safety issue.


149. A Study Visit of an Exemplary Educational Leadership Preparation Program: The Urban School Leaders Collaborative

Symposium3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AIn preparation for a study visit sponsored by the UCEA at the University of Texas at San Antonio, the purpose of this symposium is to provide a succinct overview of the Exemplary Educational Leadership Preparation Program known as the Urban School Leaders Collaborative (USLC). In this symposium, the audience will have the opportunity to learn about and engage in an interactive reflection about the unique features of the USLC.Participants:

Jacob Alonso, San Antonio Independent School DistrictJeremiah J. Birmingham, University of Texas at San AntonioStephanie Campbell, San Antonio Independent School DistrictAndrew Campos, University of Texas at San AntonioAngela CamposSarah CarrolaBrian Christopher Castano, University of Texas at San AntonioSuzanne Figueroa, San Antonio Independent School District


Connie Flores, San Antonio Independent School DistrictShaunté Michelle Gomez, University of Texas at San AntonioAngelique Marie Gonzalez, University of Texas at San AntonioNatalie Leader, San Antonio Independent School DistrictJennifer LeonSarah Merschat, University of Texas at AustinMarisa Perez, Texas State Board of EducationWinslow David Phillips, University of Texas at San AntonioBrianna A. Podojil, University of Texas at San AntonioBrenda Seguin, San Antonio Independent School DistrictMargarita Campos Sifuentes, University of Texas at San Antonio

Facilitators:Encarnacion Garza, Jr., University of Texas at San AntonioJuan Manuel Niño, University of Texas at San AntonioBetty M. Merchant, University of Texas at San AntonioEnrique Aleman, Jr., University of Texas at San AntonioCurtis Brewer, University of Texas at San AntonioMariela A. Rodriguez, University of Texas at San AntonioVangie Aguilera, University of Texas at San AntonioBruce Barnett, University of Texas at San AntonioNathern Okilwa, University of Texas at San Antonio

150. Digging In: How to Read and Digest the ResearchSpecial Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BGraduate students are expected to read widely as they eventually move toward narrowing down their own research. This session will address how to read vast amounts research strategically, how to focus your reading, how to situate readings into broader contexts, and how to apply a critical lens to readings.Participants:

Jennifer Jellison Holme, University of Texas at AustinRosa Rivera-McCutchen, Lehman College, CUNYKaren Seashore, University of Minnesota

Facilitator:Alex J. Bowers, Teachers College, Columbia University

151. Research on the Evaluation of TeachersPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Examining Relationships Between School Evaluation Conditions and Evaluation Scores. Amanda Marie Slaten Frasier, Michigan State University

Despite recent state legislation mandating high-stakes teacher evaluation, there is little research on what, if any, affect evaluation has teacher practice in the classroom. I will draw on literature about motivation, teacher use of feedback, teacher responses to external accountability pressure, and teacher responses to curriculum reform to develop a framework for future studies. I will also present preliminary results from pilot research utilizing this framework to examine the relationship between evaluation and classroom practice.

How Principals in High-Pressure Environments Navigate Teacher Evaluation Policy Implementation. David B. Reid, Michigan State University

This explanatory multicase study follows five school principals in high-pressure, complex settings who are negotiating changing teacher evaluation policies in Michigan, while trying to recruit and retain the best teachers for their students.

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AYPrincipals’ Perceptions and Enactment of Tasks Related to Recent Changes to Teacher Evaluation. Tiffany Wright, Millersville University; Suzanne McCotter, Montclair State University

Teacher evaluation reform has focused on the ways teachers make a difference in terms of student learning. As main implementers of these reforms, principals’ work lives have been impacted. This study surveyed and interviewed principals in Race to the Top states. Participants identified the ways in which their work lives have changed, shared the benefits and detriments of new legislation, and made recommendations for improvement.

What is the Impact of Formative Teacher Evaluation Experiences on U.S. Teachers’ Satisfaction? Timothy G. Ford, Angela Urick, Alison Shelby Page Wilson (University of Oklahoma)

Research is quite clear about approaches to teacher appraisal/evaluation that build teachers’ intrinsic motivation for improvement. By applying a quasi-experimental framework to data on U.S. teachers’ experiences from the 2013 TALIS survey, we endeavored to answer the following question: What is the impact of meaningful, fair, and largely formative teacher evaluation experiences on U.S. teachers’ satisfaction? Propensity score analysis revealed a robust positive effect of formative teacher evaluation experiences on U.S. teachers’ satisfaction.

Facilitator:Casey D. Cobb, University of Connecticut

152. Leadership Preparation and OutcomesPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:Leadership Preparation Program Matters: Examining the Relationships Between Program Attributes and Graduate Learning Outcomes. Yongmei Ni, Diana G. Pounder (University of Utah)

With the Graduate Survey data of the INSPIRE surveys, this study utilizes structural equation modeling to assess the relationships among educational leadership preparation program quality variables and graduates’ learning outcomes, as reported by program graduates from multiple principal preparation programs. Our results show that faculty quality, program rigor and relevance, peer relationship, and internship are all significantly associated with various graduates’ learning outcomes.

Analysis of the Relative Effectiveness of Principals From Selected Preparation Programs in Four Urban Districts. Matthew Clifford, Eric Larsen (American Institutes for Research)

Principal preparation programs increasingly are asked to show strong postgraduation outcomes, such as student learning. This George W. Bush Institute study, which American Institutes for Research executed, uses comparative interrupted time series to estimate impact of placing new principals trained by four, innovative, urban preparation programs on student reading/English language arts and mathematics test scores. The study found differences in student performance in schools led by inexperienced principals that cannot be explained by participation in the selected preparation programs.

Principal Preparation Programs and Principal Outcomes. Jason A. Grissom, Hajime Mitani, David Woo (Vanderbilt University)

Despite concerns about variation in the quality of university-based principal preparation programs (PPPs), little research has assessed the degree to which outcomes for PPP graduates in fact vary systematically by program. Using data from Tennessee, we link approximately a decade’s worth of PPP graduates to their schools, licensure examination scores, and multiple measures of job performance. Our results have implications for how states use principal outcomes for accountability and evaluation of PPPs.

The Principal Pipeline: Mismatches in Leadership Preparation Purposes and Employment Outcomes. William Black, University of South Florida; Arnold Danzig, San Jose State/Arizona State University

This research examines the distribution of initial building-level administrative licensure across institutions of higher education in three state contexts (California, Indiana,


Minnesota). The research across multiple state provides a snapshot of initial career paths of individuals prepared by university preparation programs, other institutional providers, as well as other entry routes into the principal pathway. This research and analysis can guide further state, regional, and program-level inquiry.

Understanding the Research About Principal Preparation Programs: A Systematic Literature Review. Jeremy B. Landa, University of Connecticut

This systematic literature review is an evaluation of the reporting on principal preparation programs. I attempted to determine whether reporting uses a dominant framework, the types of stakeholders who participate in the studies, and the quality of the instruments used to collect data. Findings include a majority of articles being oriented towards scientific management, the majority of participants in the study being practicing principals, and unreported analysis of reliability and validity of instruments used.

Facilitator:Cori Groth, University of Utah

153. Supporting Early Career TeachersPaper Session3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Clinical Scholarship: Using Surveys to Understand Implementation of Field Experiences in Missouri Educator Preparation Programs. Stephen Meyer, REL Central/RMC Research; Emma Espel, RMC Research

The Regional Educational Laboratory for the Central States (REL Central) at Marzano Research administered a survey to examine field experiences in Missouri educator preparation programs. The presentation will include information about the study, “Understanding Field Experiences in Traditional Teacher Preparation Programs in Missouri,” how it was implemented in collaboration with stakeholders, and how findings were shared to support program improvement. Presenters will facilitate discussion about how similar research may be applied in leader preparation programs.

Is Alternative Certification the Answer? Examining Beginning Teacher Turnover by Route to Certification. Ed Fuller, Pennsylvania State University; Liz Hollingworth, University of Iowa; Brian An, University of Iowa

ESSA provides incentives for states to create or expand alternative certification programs (ACPs) for teachers. One issue with such a policy is how it might affect the teaching profession and student achievement. Using beginning teachers cohorts from 2005–2010, this study examines beginning teacher attrition from the initial school and teaching overall. We find ACP teachers—especially those from private ACPs—are more likely to leave their schools and the teaching profession.

Leadership in Urban Teacher Preparation Programs: An Analysis of Interest, Experience, and Recent Graduate Impact. Kate Rollert, Michigan State University

Responding to recent concerns of the supply and quality of teachers in underresourced, urban schools, this study examines an institutionally based urban teacher preparation program. Through semistructured interviews and observational data, I critically examine the mission of the program and its potential for preparing future teachers. I also examine the likelihood for teachers to choose urban preparation programs over traditional models, stay in urban classrooms, and find value in their professions.

A Case Study of Informal Mentoring: Interactional Patterns. Fengning Du, American Council on the Teaching of Foreign Languages; Qi Wang, University of San Francisco

Through the prism of the Dynamic Process Model of Mentoring, this presentation seeks to describe the influencing factors and interactional patterns of informal mentoring from the perspectives of new teachers. Social interaction is found to be a critical influencing factor. Although spontaneous and immediate, informal mentoring is found to be limited in impact. Finally, this presentation raises a number of theoretical and practical implications for researchers and practitioners.

An Analysis of Teachers’ Career Paths in Arizona: Retention, Mobility, and Attrition. Jeanne Powers, Margarita Pivovarova (Arizona State University)

Teacher retention is as a pressing problem for Arizona’s public schools. Teacher retention rates are

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AYsubstantially lower than the national average. We analyze retrospective employment data for five cohorts of teachers employed in Arizona between 2010-11 and 2015-16. We examine the association between five constructs within the retention domain and contextual and labor market factors such as school and district characteristics. We conclude by discussing the implications of our findings for school leaders and policymakers.

Facilitator:Morgaen Donaldson, University of Connecticut

154. Living for Community: Cultivating Leadership for School and Community Change

Symposium3:00 to 4:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BThe purpose of this symposium is to highlight the transformative work in an educational leadership program in Central Texas as we expand the meaning of education and community leadership. This session will inform and invite participants to engage in conversation about the possibilities of creating dynamic learning experiences for emerging school leaders through a hybrid model that borrow theory and practice from community development and community learning exchange pedagogies.Participants:

Miguel Angel Guajardo, Texas State UniversitySamuel Garcia, Texas State UniversityEulogia V. Martinez, Texas State UniversitySara Torres, San Marcos CISDMonica Valadez, Texas State University

Facilitator:Samuel Garcia, Texas State University

155. The Practice of Social Equity in Schools: A Critical ConversationCritical Conversations and Networking Sessions4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AThis Critical Conversation/Dialogue will be ignited by practicing and aspiring school administrators from one school district and professors in a preparation program for educational leaders for social justice. The intent of this dialogue is to stimulate a national conversation in a participatory format about existing barriers in school systems.Participants:

Betty M. Merchant, University of Texas at San AntonioMariela A. Rodriguez, University of Texas at San AntonioRuben CarilloMaricela GuzmanLeonor Hernandez, University of Texas at AustinOnesimo MartinezRoxanne Miranda, University of Texas at AustinDenisse RamosBecky Reinhardt, University of Texas at AustinDora SalinasJacob Alonso, San Antonio Independent School DistrictJeremiah J. Birmingham, University of Texas at San AntonioStephanie Campbell, San Antonio Independent School DistrictAndrew Campos, University of Texas at San AntonioAngela CamposSarah CarrolaBrian Christopher Castano, University of Texas at San AntonioSuzanne Figueroa, San Antonio Independent School District


Connie Flores, San Antonio Independent School DistrictShaunté Michelle Gomez, University of Texas at San AntonioAngelique Marie Gonzalez, University of Texas at San AntonioNatalie Leader, San Antonio Independent School DistrictJennifer LeonSarah Merschat, University of Texas at AustinMarisa Perez, Texas State Board of EducationWinslow David Phillips, University of Texas at San AntonioBrianna A. Podojil, University of Texas at San AntonioBrenda Seguin, San Antonio Independent School DistrictMargarita Campos Sifuentes, University of Texas at San AntonioJuan Manuel Niño, University of Texas at San Antonio

Facilitator:Encarnacion Garza, University of Texas at San Antonio

156. Principal and Teacher RelationshipsPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants:Does Physical Proximity in School Buildings Predict Teachers’ and School Leaders’ Advice-Seeking About Instruction? James Spillane, Matthew Shirrell (Northwestern University)

This study examines the relationship between physical proximity and instructional advice seeking among school staff. Using two distinct measures of physical proximity, and social network methods that control for a variety of factors known to predict work related ties, we find that school staff are significantly more likely to form ties with those they are physically closer to in their school buildings. We discuss implications for policy and practice related to school leadership.

Early Career Teacher Fit and Attrition in Hard-to-Fill Versus Easy-to-Fill Teaching Positions. Frank Perrone, UCEA/University of Virginia; Peter Youngs, University of Virginia; Daniel W. Player, University of Virginia

This study sets out to create a better understanding of early career teacher career decisions with special attention to the roles of the principal, teacher fit, and the impact of filling a position that is difficult- or easy-to-fill at a school, regardless of a school’s “hard-to-staff” status. We utilize the Beginning Teacher Longitudinal Study, a nationally representative sample of approximately 1,700 beginning teachers over a 5-year period, to reach this greater understanding.

Job Satisfaction, Teacher Victimization, and Authoritarian Discipline. Ryan Kapa, Belinda G. Gimbert (Ohio State University)

This study examines the effect of teacher victimization and authoritarian discipline on job satisfaction. A logistic regression analysis was conducted to explore the relationship among these variables. Results show that teachers experiencing threats or attacks from students are less likely to rate their job satisfaction highly. The authoritarian discipline style is positively associated with reporting high job satisfaction. Administrators should be aware of the effects of consistent rule enforcement and teacher victimization on job satisfaction.

Re-Envisioning Teacher Leadership to Improve School Working Conditions: Implications for School Governance and Teacher Retention. Sara Kemper, University of Minnesota

Education leaders and researchers have long called attention to high rates teacher turnover in U.S. public schools. Teacher leadership opportunities have been suggested by previous research to play an important role in teacher satisfaction and retention. This paper integrates research on teacher leadership, working conditions, and retention and satisfaction to arrive at a reconceptualization of teacher leadership as legitimate participation in school governance and to frame future research and interventions aimed at addressing teacher turnover.

Facilitator:Rosemarye Taylor, University of Central Florida

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AY157. Meet the Editors of JCEL, JRLE and EAQSymposium4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotThis session provides UCEA Convention attendees with an opportunity to engage with the editorial teams of UCEA’s three peer-reviewed journals: JCEL, JRLE, and EAQ. The editors will provide an overview of each journal’s focus and upcoming special issues and offer insight to participants who are interested in submitting their work. Following general remarks, participants will have an opportunity to engage in small group discussions with the three editorial teams.Participants:

William Black, University of South FloridaVonzell Agosto, University of South FloridaGordon Gates, Washington State University

Facilitators:Zorka Karanxha, University of South FloridaSharon Kruse, Washington State UniversityCasey D. Cobb, University of Connecticut

158. Creating a Collaborative Agenda: Meaningful Research on 21st Century Superintendent & District Leadership

Critical Conversations and Networking Sessions4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierDespite significant findings on the critical role, responsibilities, and system impact of the K-12 school’s executive leader, a commitment to research on superintendent and district leadership

UCEA FILM FESTIVALSit back and enjoy these 5-minute films. Sessions include a Q&A with the filmmakers.

Hosts: Jennifer Friend, University of Missouri, Kansas City Julia Ballenger, Texas A&M UniversityLeadership Induction Program: Leading as Learners (Vanderbilt University)Improving School Leadership, One Story at a Time (East Carolina University)Urban School Leadership Collaborative: Graduate Voices (University of Texas at San Antonio)Balanced education: A Partnership for Change (Florida Atlantic University)Leadership development (Baker College, NCPEA, University of Toledo)

P.O.S.T. Chile (Texas State University)

Friday Floor 4 - Columbus Session 159. Film Festival I 4:10 - 5:20 pm Session 184. Film Festival II Sip & Screen 8:30 - 9:30 pm


continues to be an area that has been neglected over time. This session provides a focused space in which to engage in discussion of a meaningful agenda for research on superintendent and district leadership. A collaborative agenda for future scholarship and research will be developed, explored, and implemented.Participants:

Donna Augustine-Shaw, Kansas State UniversityRoma B. Angel, Appalachian State UniversityMeredith Mountford, Florida Atlantic University

Facilitator:Leigh Ellen Wallace, University of Wisconsin-Milwaukee

159. UCEA Film FestivalUCEA Film Festival4:10 to 5:20 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusJoin us for a selection of the 2016 Film Festival Winners. Sit back and enjoy these 5-minute films. Session will include a Q&A with the filmmakers.

Leadership Induction Program: Leading as Learners (Vanderbilt University)Improving School Leadership, One Story at a Time (East Carolina University)Urban School Leadership Collaborative: Graduate Voices (University of Texas at San Antonio)Balanced Education: A Partnership for Change (Florida Atlantic University)Leadership Development (Baker College, NCPEA, University of Toledo)P.O.S.T. Chile (Texas State University)

Facilitator:Jennifer Friend, University of Missouri, Kansas CityJulia Ballenger, Texas A&M University

160. White Privilege and Educational Leadership: Interrogating Racial Power and Privilege in Practice and Scholarship

Symposium4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AScholars and school leaders have widely condemned the negative influence of racism in American schools and society. That said, the concept of White privilege is poorly understood and contentious. The purpose of this symposium is to present a multifaceted and deep exploration of the various ways that educational leadership is influenced by White privilege.Participants:White Privilege and Educational Leadership: Interrogating Research and Policy Related to Preparation and Practice. Jeffrey S. Brooks, Monash UniversityWhite Privilege in the American Schoolhouse. Jessica Schwartzer, George Mason University; Sonya Douglass Horsford, Teachers College, Columbia UniversityWhiteness as Policy: Reconstructing Racial Privilege Through School Choice. Sarah Diem, Andrea Hawkman (University of Missouri)Using Toulmin’s Model and Racecraft to Unpack Asian American Model Minority Sophistry. Nicholas Daniel Hartlep, Illinois State UniversityA Photovoice Study on the Expectations and Resiliencies of First-Generation Latina College Students. Lindsay Romasanta, University of California, San Diego; Daniel D. Liou, Arizona State UniversityBlack Women Administrators and Faculty in the 21st Century University. Gaëtane Jean-Marie, University of Northern IowaFacilitator:


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AY161. Student Leadership and VoicePaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:An Examination of Student Voice and Leadership in a Study on Early College High Schools Principals. Hattie Lee Hammonds, Clemson University

This paper examines the role student voice played in a study on three principals at schools that participate in the early college high school initiative. Descriptions of each school and principal will be included. Additionally, democratic leadership (Dewey, 1916; Rusch, 1995), social justice leadership (Brown, 2006; Freire, 1970) and distributed leadership (Mayrowetz, 2008; Robinson, 2009; Spillane 2006) provide conceptual lenses for the study.

Deepening Our Understanding of the Student Voices in Educational Leadership: The Case of RunDSM. Kristopher Rollins, Des Moines Public Schools; Emily Lang, Des Moines Public Schools; Jason Deric Salisbury, Iowa State University; Daniel D. Spikes, Iowa State University

This qualitative research presents a study of a program designed to bring the voices of students from the margins to the center of school improvement processes. Findings highlight the ways students and their voices were positioned as leaders across multiple spaces; the leadership activities engaged in to create spaces for students’ voices to be legitimized; and the ways teacher leaders incorporated aspects of socially just leadership, critical pedagogy, and urban arts education into the program.

Explaining the Growing Importance of Student Perspectives. Joseph Murphy, Vanderbilt University

The question we address is what can account for the increased attention to student perspectives in education over the last two decades? “Why in the present climate is pupil perspective gaining ground in schools?” (Rudduck & Flutter, 2004, p. 100). One line of explanation explores shifts in the larger social forces that envelop schools. The second focuses on the changing dynamics of schooling. I examine these two forces herein.

Practices of Youth Leadership Development in Rural High School Context: Findings From a Qualitative Secondary Analysis. Victoria Sherif, University of Kentucky

This study elevates youth voices in proposing educational practices and forms of leadership development within rural youth. A secondary analysis of qualitative data collected as part of a 2-year case study explores youth perspectives on specificities of education designed to further leadership in rural high school settings. This article serves as a foundation for rural high school principals to foster a sense of community among youth leaders and school administration.

Raising Rosa Parks: Systemic Student Leadership Development for Racial Equity. Patrick A. Duffy, St. Paul Public Schools

The purpose of this 3-year critical ethnographic study was to examine school leaders’ perceptions of systemic antiracism as it related to student leadership development. This study addresses how antiracism was defined, conceptualized, and manifested as leaders struggled with the traditional paradigm of raising test scores rather than re-energizing efforts to raise racially conscious student leaders. Reframing racial equity leadership to center student development was challenged by leaders’ individual and collective racial identity development.

Facilitator:Katherine Cumings Mansfield, Virginia Commonwealth University

162. College Readiness and Student AccessPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Has the Texas Top 10% Plan Really Created Equal Access to its Premier Public Universities?


Lolita Tabron, University of DenverThis study is an investigation of the effects of the University of Texas (UT) admission cap on a school’s odds of being a Texas Flagship feeder school. Findings indicate the UT admission cap reduced the number of high schools that sent students to Texas A&M and UT. Multinomial logistic regression models were used to show which K-12 school characteristics predict a school’s odds of being a feeder before and after the UT cap.

College-Going Culture Messaging: Considerations for 21st Century Schools and Their Leaders. Melissa Ann Martinez, Katherine Lewis, Isaac Abram Torres (Texas State University)

Through a symbolic framework, this case study critically examined the messaging associated with the college-going culture at three racially and economically diverse Texas high schools. The research questions included (a) what types of college-going culture messages are conveyed at the schools, and how; and (b) how do students, school staff, and leaders perceive such messaging and its impact? Findings revealed both explicit and implicit visual and verbal college-going messaging that were interpreted differently by multiple stakeholders.

Leading for Social Change: Developing College and Career Guidance Systems for Students That Engage Communities. Tricia L. Johnson, University of Denver

As American youth consider future career options, they need to be part of learning environments that engage them as active participants, respect the value they bring, and empower them to innovate through utilization of applied 21st century skills, which includes an examination of the processes with which American education exposes students to and prepares students for careers. A purposeful approach to career exploration is essential for students to make well-informed, productive decisions about career opportunities.

Implications of College Readiness Policies on Students, Teachers, and School Leaders. Melissa Ann Martinez, Jocabed G. Marquez, Yvette Cantu, Patricia Rocha (Texas State University)

A focus on improving college readiness nationwide has resulted in increased state college-readiness policies. Yet limited research examines how schools are implementing and being impacted by such policies. Drawing on a critical sociocultural framework, this study examined how state and local college-readiness policies are impacting students, teachers, and school leaders at three Texas high schools. Findings shed light on how college-readiness policies are being appropriated and impacting stakeholders in different ways.

Facilitator:R. Anthony Rolle, University of Houston

163. Locus of Control: State or Local?Paper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:District-Based Reform or State Takeover: Reassessing the Impact on Black Student Achievement. Steven Nelson, University of Memphis

This paper evaluates the impact of state takeover of public schools in New Orleans on Black student achievement, aside from achievement on state-based test scores. The paper finds that Black student achievement lags in the Recovery School District when assessing various non-test-score based indicators of student achievement. The paper concludes by assessing the various possibilities for assuring enhanced academic achievement for Black students.

Reform, Revitalization, or Ruse? A Comprehensive Look at the Literature on State Takeover of Schools. Nicola A. Alexander, Samantha E. Holquist (University of Minnesota)

Preliminary findings suggest that state takeover has limited impact on student outcomes. The nature of state takeover matters more for revitalization of leadership than student performance. Removal of the elected school board is likely to be more conflict ridden than simply removing district administrators. If local communities initiated the state takeover, there is less conflict and increased potential for positive partnerships between the state and district management personnel, resulting in a more meaningful revitalization of leadership.

Return to Local Control: The Policy Context of Charter Schools and Community Agency in New Orleans. Emily Germain, University of Texas at Austin

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AYMuch of the research on charter schools investigates how market mechanisms function, with little research exploring the impact on community, and particularly community agency. Through content and discourse analysis, this study examines the policy context surrounding Louisiana’s SB 432, which returns all of the state-run charter schools to local control, and seeks to decipher whether the bill was sold, intended, and perceived as a mechanism to increase democratic participation among the New Orleans community.

The Influence of State Education Governance Arrangements on the Education Policymaking Process. Rachel White, Michigan State University

This research examines the implications of recent shifts in state education governance arrangements and the implications they have for those interested in influencing the education policymaking process. Namely, I explore the ways state education governance arrangements influence (a) the education policymaking process, (b) policy responsiveness, and (c) policy outcomes.

Facilitator:Wayne D. Lewis, University of Kentucky

164. Improving Educational Leadership Preparation With the INSPIRE 360Special Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle A

High-quality leadership is essential in developing highly capable and knowledgeable educational leaders. In this session, participants will share (a) an analysis of data from the INSPIRE program and graduate surveys using a structural equation model that assesses the relationships among educational leadership preparation program quality and graduate learning outcomes and (b) a set of resources that support the of INSPIRE data for program improvement and accreditation.

Participants:Erin Anderson, University of DenverCori Groth, University of UtahSusan Korach, University of DenverDiana G. Pounder, University of UtahAndrea K. Rorrer, University of UtahKathleen Winn, UCEA/University of VirginiaMichelle D. Young, UCEA/University of Virginia


165. Dissecting the Curriculum Vitae (CV) for Job-Winning Success (bring copies of your CV!)

Special Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BAre you headed to the academy? Then you will need a CV. The CV is not a résumé. It is a professional biography and a tool to market who you are to job seekers. Getting expert advice in creating a CV might be the difference between receiving that “Thank you for applying...but” message or that hoped for “Congratulations...” letter. Led by former job search committee faculty members, this session will dissect each section of the CV, provide attendees with do and don’t tips for each, highlight CV formats, and offer recommendations on getting started. All the tips for creating that job-winning CV is in this session!Participants:

María Luisa González, University of Texas at El PasoColleen Larson, New York UniversityDeborah Peterson, Portland State University



166. A Critical Conversation About Marginalization and Oppression in Complex Urban Environments

Critical Conversations and Networking Sessions4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AThis session will engage participants in a critical conversation that goes beyond decrying the failure of urban schools and school systems to successfully educate all students. We will seek to understand and begin to redress some of the root causes of the failure. Although education is often blamed for many of the problems of our wider society, it requires broader based understandings and coalitions if we are to redress the current situation of “failing urban schools.”Participants:

Elsie Aquino Gonzalez, Wayne State UniversityAdeep Mozip, Wayne State UniversityDaniela Silva, Wayne State UniversityAnnivory Calvert, Wayne State UniversityThomas A. Zook, Wayne State UniversityTaylor Barczyk, Wayne State UniversityCarolyn M. Shields, Wayne State University

Facilitator:Yvette McElroy Anderson, Wayne State University

167. Social Identity and Leader Resilience in Challenging ContextsPaper Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:“Playing in Different Ends of the Sandbox”: Social Identity and Relationships at Co-Located School Sites. Alice Huguet, Northwestern University

Urban districts today face a growing challenge: school site co-location. Co-locations often result in conflict, but there is also potential for positive, collaborative interschool relationships at shared sites. Through application of social identity theory in multiple case study analyses, I investigate interactions between schools at three co-located sites. Findings suggest identity plays a role in interschool relationships, and mediators such as superordinate identities, shared goals, and communicative leadership may improve interschool interactions.

A Stranger in a Strange Land: A School Principal in Transition. Amy Serafini, University of Texas at El Paso

Despite the significant challenges of serving as an instructional leader, many principals and school leaders enter educational leadership PhD and EdD programs to advance their professional knowledge, expand their careers, or change career tracks into academia. The purpose of this study is to explore how one female principal along the U.S.-Mexico border personally and professionally changed as a result of her engagement in an education doctorate program in educational leadership

Resilience and the Leader (How Conceptual Models on Resilience Help Me as an Educational Leader). Janet Ledesma, Andrews University

This paper will discuss how principals can be resilient in the midst of their complex roles. Through a thorough discussion on the conceptual frameworks and research models on resilience theory, the topic will be explored. Resilience is defined as the ability to bounce back from adversity, essential for the effective principal. The literature will demonstrate a direct relationship between the stress of the principalship and the ability to maintain resilience during prolonged contact with adversity.

“I’m Exhausted, it Never Stops”: Principals, Vulnerable Students, and Compassion Fatigue in Challenging School Contexts. David DeMatthews, Elena Izquierdo, Paul Carrola (University of Texas at El Paso)

The purpose of this study is to explore how principals interact with their most vulnerable students and whether or not these interactions cause emotional burnout and compassion fatigue. We use a

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Leadership Fatigue and the Costs Associated With Turnaround School Reform Efforts. Katie Elizabeth Nuss, University of Louisville; Bradley W. Carpenter, University of Houston

The purpose of this study is to understand the resulting psychological, emotional, and professional fatigue associated with teaching and leading (Papastylianou et al., 2009) within the context of a PLA school. First, we highlight the emotional and physical demands of working in such schools by examining the lived experiences of teachers and leaders embedded in this context. Second, we use role theory to gain a theoretical understanding of practitioners’ conflicts, fatigue, and stress (Biddle, 1986).

Facilitator:Wafa Hozien, Pennsylvania State University

168. Revitalizing the PK in PK-12: Ensuring Young Students’ Success in Complex Contexts

Special Session4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AGiven the first years of life’s rapid brain development, toxic stressors, such as poor water, food, or healthcare quality, have a lasting negative impact on children’s success. Thus, early childhood education (ECE) plays a role in providing critical learning experiences. Rarely are school leaders prepared for ECE. Using state and local perspectives, we offer recommendations about school leaders’ roles in ECE to address core knowledge and standards along with raising research questions about that role.Participants:

Beth Rous, University of KentuckyLu Young, University of KentuckyRichard Lower, Michigan Department of Education

Facilitator:Janie Clark Lindle, Clemson University

169. Educational Leadership and Demographic Change: Diversity, Im/migration and Change From Cities Around the World

Symposium4:20 to 5:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BGiven unprecedented demographic shifts, immigration, and migration throughout the world, it is imperative that educational leadership scholars begin to examine the ways that these dynamics influence schooling in general and leadership practice in particular. This symposium focuses on the way that immigration and migration influence leadership preparation, practice, and policy in some of the world’s most dynamic cities. Sites in the session include Los Angeles/Melbourne, Australia (comparative); Chicago; New York; Shanghai, and Aotearoa, New Zealand.Participants:School Leadership and Diversity: A Comparative Study of Melbourne and Los Angeles. Anthony H. Normore, California State University, Dominguez HillsLeading Schools With Migrant Children in Shanghai: Policies, Practices and Prospects. Allan Walker, Education University of Hong KongAn Unlikely Destination: Meeting the Educational Needs of Immigrant, Migrant and Refugee Children in the Suburbs of Chicago, IL. Marla Israel, Loyola University, ChicagoAgainst the Grain: Establishing School Leadership Opportunities for Immigrants of Colour in Aotearoa, New Zealand. Andres Santamaria, Auckland University of Technology; Lorri J. Santamaría, University of Auckland


New York, New York: Big City of Dreamers? Terri Nicol Watson, City College of New York, CUNYFacilitator:

Philip Woods, BELMAS/University of Hertfordshire

170. Critical and Historical Policy Analysis in EducationPaper Session5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:Organizing With and Against Policy: Crafting Coherence Across Institutional Logics. Rodney S. Whiteman, Indiana University

This paper is an ethnographic empirical investigation into ways teachers of a small, newly formed private school navigate a policy context in which school accountability and choice policies may be seen as conflicting. Using the institutional logics perspective, I explore ways various logics are used to craft coherence of a complex policy context.

Performing Equity: An Analysis of the Equitable Access to Excellent Educators Initiative. Andrene Castro, University of Texas at Austin

In 2014, the U.S. Department of Education enacted Equitable Access to Excellent Educators, a policy initiative that ensures all children have equitable access to high-quality, excellent teaching. This study attempts to problematize notions of teacher equity by examining localized responses to state equity plans. As such, this research aims to unpack the cultural politics of how equity is defined and performed across the federal, state, and local landscape.

Revisiting and Extending the Work of Cowen and Fowles: A Historical Analysis of Kentucky Teacher Contracts. W. Kyle Ingle, Richard Aaron Wisman (University of Louisville)

Informed by Cowen and Fowles (2013), the authors use New Institutionalism in their historical analysis of teacher contracts over time from the nine Kentucky school districts that negotiate teacher contracts. Have these provisions changed (or not) over time in the face of state and federal education reform efforts? The study provides further evidence that federal and state policies have limited effect on negotiated provisions at the district level.

Facilitator:W. Kyle Ingle, University of Louisville

171. Armando Puentes/Building Bridges: A Conversation Among Latina/o School Leaders & Scholars

Critical Conversations and Networking Sessions5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BThe Latina/o community is experiencing rapid population growth yet continues to be under-represented at all levels of higher education. Latina/os comprise 5.8% of K-12 educational administrators and approximately 3% of the total faculty population. This has implications for K-12 Latina/o leaders and faculty. Therefore, Latina/o leaders and scholars face similar challenges. The purpose of this proposal is to explore the parallels between Latina/o leaders and scholars experiences and to create a vehicle of continued conversation.Participants:

Frank Hernandez, Southern Methodist UniversityElizabeth Murakami, Texas A&M University-San AntonioSylvia Méndez-Morse, Texas Tech University


172. A Tribute to Paul V. BredesonSpecial Session5:40 to 7:30 pm

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In this session, friends, colleagues, and former students will gather to celebrate Paul V. Bredeson, an Emeritus Professor at the University of Wisconsin-Madison, who passed away in February 2016. In honor of Paul’s numerous contributions, a panel of his colleagues will share their perspectives of his impact on the field. Following this, audience members are invited to share their memories of Paul.

Participants:Kent Peterson, University of Wisconsin-MadisonOlof Johansson, Umeå University, SwedenPedro Reyes, University of Texas at AustinDiana G. Pounder, University of UtahJay Scribner, Old Dominion University

Facilitators:Hans Klar, Clemson UniversityCarolyn Kelley, University of Wisconsin-Madison

173. Clinical Scholarship: Re-Envisioning and Revitalizing Collegial Leadership Through Equity Advisory Teams

Critical Conversations and Networking Sessions5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierEducation leaders are guiding increasingly diverse schools in interculturally tense times. Engaging in “advisory teams” with colleagues committed to social justice can provide support to confidently cultivate inclusive organizations. Using the work of Randall Lindsey et al. and Mitchell Hammer, attendees will participate in a Critical Conversation using Equity Advisory Team structures and contemplate their own orientations toward difference, share intercultural challenges they are experiencing, and consider approaches to profoundly address historically intractable issues.Participants:

Cris SandovalEllen Miller-Brown, University of Denver

Facilitator:Rana T. Razzaque, University of Denver

174. Theorizing Educational Leadership in Communities of ColorCritical Conversations and Networking Sessions5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThis critical conversation engages the audience in a consideration of the multiple roles and identities of K-12 leaders of color. The presenters will interrogate notions of leadership development and praxis that emerge when leaders of color take the helm in environments that mirror their personal histories and experiences with marginalization. By exploring the complexities of leadership, we seek to reveal and interrogate paradoxes that arise in the pursuits of success among students and families of color.Participants:

Terah Talei Venzant Chambers, Michigan State UniversityRebeca Burciaga, San José State UniversityIrene Castillón, Luis Valdez Leadership AcademyJeff Camarillo, Luis Valdez Leadership AcademyAlounso Antonio Gilzene, Michigan State UniversityRaul Lomeli, San José State UniversityGerardo R. Lopez, University of UtahCourtney Camille Mauldin, Michigan State UniversityCarlos McCray, University of Louisville


Ijeoma E. Ononuju, Northern Arizona UniversityPatricia Reguerín, Esuela PopularLouie F. Rodriguez, University of California, RiversideDarrius A. Stanley, Michigan State University

Facilitator:Gloria M. Rodriguez, University of California, Davis

175. How Shall We Study School District Central Offices? The Case for Design-Based Systems Leadership Research

Critical Conversations and Networking Sessions5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BSchool district central offices are trying to lead for districtwide instructional improvement but finding few supports for that work. This Critical Conversation examines this challenge and one promising future direction: design-based systems leadership research (DBSLR). A form of design-based research, DBSLR involves researchers and practitioners together creating central office change strategies that reflect and innovate beyond the latest knowledge in the field. Unlike traditional design methods, DBSLR addresses the particular complexities of systems leadership contexts.Participants:

Alan J. Daly, University of California, San DiegoKara Finnigan, University of RochesterDaniel I. Novak

Facilitator:Meredith I. Honig, University of Washington

176. Revitalizing Communities and Schools: Stories of Uniting the Power of Place and Wisdom of People

Innovative Session / Mini-Workshop5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AThe purpose of this innovative session is to explore a shift in consciousness. More specifically, this learning exchange will begin by mapping how Reframing Community Partnerships in Education has been applied in a number of schools and communities. The session will then open space for everyone participating to unleash their imaginations and marshal story, theory, and reflection in order to revitalize and transform themselves, their schools, and their communities.Facilitators:

Miguel Angel Guajardo, Texas State UniversityMatthew Militello, East Carolina UniversityFrancisco Guajardo, University of Texas Rio Grande ValleyGretchen Givens Generett, Duquesne University

177. Race, Vouchers, and School IntegrationPaper Session5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Race and School Vouchers: Legal, Historical, and Political Contexts. Mark Anthony Gooden, University of Texas at Austin; Mario S. Torres, Texas A&M University; Huriya Jabbar, University of Texas at Austin

This article investigates legal and political issues as they relate to school vouchers serving students of color. Specifically, we draw on the empirical, historical, and legal research to examine whether school vouchers will create a more equitable system of education for poor students of color.

A Federal Lever for School Integration: New Opportunities and Challenges for Magnet Schools. Genevieve P. Siegel-Hawley, Virginia Commonwealth University; Erica Frankenberg, Pennsylvania

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In 2010, new legal restrictions prompted the federal government to amend regulations to provide greater flexibility to school districts applying for the Magnet Schools Assistance Program grant. Districts were no longer required to use binary racial classifications and could create schools that resulted in minority group enrollments exceeding the district-wide average. This paper explores how 2010 and 2013 grantees applied the regulations, especially with regard to defining and reducing minority group isolation.

Examining Equity Implications of Local Response to Federal Limits on Diversity: Louisville, Kentucky’s Integration Policy. Erica Frankenberg, Pennsylvania State University

By providing an in-depth analysis to understand the diversity and equity of JCPS’s new controlled choice plan, this study deepens our understanding of dimensions that are critical for assessing the viability of such plans: whether it equitably offers choices to students and whether the choices granted affect student enrollment. This analysis of student-level data suggests that the policy grants certain subgroups their first choice of school more frequently, which affects subsequent district enrollment.

Facilitator:Dana N. Thompson-Dorsey, University of North Carolina at Chapel Hill

178. Quantitative and Qualitative Approaches to Evaluating Educational Leadership Preparation Programs

Ignite Session5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AThis session focuses on current trends in the evaluation of educational leadership preparation programs. Presenters will share insight into the growth of programs and degree production and make a case for quality preparation program evaluation. Subsequently, participants will share examples of both qualitative and quantitative approaches to evaluating educational leadership preparation, while highlighting the pros and cons of each approach.Participants:Trends in the Preparation of Educational Leaders. Frank Perrone, UCEA/University of VirginiaDeep Program Reviews, the UCEA Way. Pamela D. Tucker, University of VirginiaData Dashboards: What They Can and Cannot Reveal About Quality Preparation. Gina Ikemoto, New LeadersThe SLLA as a Data Point: More Harm Than Good? Jason A. Grissom, Vanderbilt UniversityProviding Guidance to States on the Interpretation of Program Evaluation Data. Ed Fuller, Pennsylvania State UniversityDiscussant:

Kathleen Winn, UCEA/University of Maryland

179. Finding and Maintaining Balance in Graduate SchoolSpecial Session5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BGraduate school can be a really exciting time in your life but also can be stressful. Do you find yourself, and everyone around you, anxious? Or do you sometimes feel that the pressures you feel are intense and the deadlines unreasonable? Many of us feel guilty for taking time away from our graduate work or sometimes we find ourselves in situations where we are up at all hours of the night, like when your computer suddenly decided to stage a revolt the day before your abstract for a major conference is due. How does one stay grounded and “sane” in these situations and, more generally, in graduate school? How does one ensure a healthy, optimal graduate school-life balance? This is a time to hear from successful scholars who have some tips, tricks, and advice on how to maintain this balance.Facilitator:


Anjalé Welton, University of Illinois at Urbana-ChampaignParticipants:

Andrew Saultz, Miami UniversityJohn Lane, Michigan State UniversityJennie Weiner, University of Connecticut

179a. Unsilencing the Voices of “At-Promise” Student Populations Through Social Justice and Restorative Processes

Symposium5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AWe present a theoretical inclusive framework rooted in social justice and restorative practices, which we assert offers the best practices for a greater number of students who are at risk of minimal academic success. Practicing school leaders share their conceptualization of social and restorative justice and posit that it adds to extant discourses about students who not only experience various types of daily oppression at schools but also regularly live on the fringes of society.Participants:Implementing Restorative Processes to Mediate Conflict and Prevent Violence in Urban Schools. Anthony H. Normore, California State University, Dominguez HillsGrowing Social Justice Leadership Through System Hacks: The Formula for Operationalizing Change. Antonia Issa Lahera, California State University, Dominguez HillsThe “At-Promise” Model Minority Student: Providing Equity and Access to Mental Health Through Positive Behavior Supports and Restorative Practices. Orletta Nguyen, San Diego Unified School DistrictMindful Schools: How a Holistic, Collaborative and Restorative Program Creates a Responsive Learning Culture for 16- to 24-Year-Olds. Kimberly Hughes, Sara A. M. Silva, Roberto Rodriguez Saavadra (Compton Youthbuild)Restorative Practices and English Language Learners: Language Development in Relational Contexts. Maggie Terry, California State University, Dominguez HillsFacilitator:

Anthony H. Normore, California State University, Dominguez Hills

180. Revitalizing Educational Leadership: Intersectionality and Issues of Access, Multiple Identities, and Deaf Education

Critical Conversations and Networking Sessions5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BIn academe, a disconnect exists between hearing and Deaf scholars. Humphries created the term audism to label the discriminatory treatment of Deaf individuals. Knowledge of Deaf epistemologies is critical for the hearing society to understand Deaf people, their way of being, language, and d/Deaf culture/history. The purpose of the critical conversation is to raise consciousness regarding the conditions that Deaf and Hard-of-Hearing students and faculty face in the current sociopolitical and academic context.Facilitator:

Catherine A. O’Brien, Gallaudet UniversityParticipants:

Cristobal Rodriguez, Howard UniversityJudy Alston, Ashland University

181. Data, Research, and Publishing in Educational LeadershipIgnite Session5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard A

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I will share my experience negotiating the concurrent roles of researcher and subject and interweaving research with practice. While conducting a case study within a large-scale instructional improvement initiative, I held the unique position of both investigator of and contributor to the initiative’s continuous improvement process. I raise questions about the benefits and challenges of engaging in research in this intimate way, exposing how my dual roles simultaneously wrinkled and smoothed the research process.

Data Driven Decisions: Using Equity Theory to Highlight Implications for Underserved Students. Kelly Brown, Prairie View A&M University; Denver Jade Fowler, University of Mississippi

By using equity theory through a social justice lens, we highlight how data are currently being used to solve the what and not the why as it relates to achievement gaps for marginalized students. School practitioners have been utilizing quantitative data to determine the academic levels of students. While this information is useful, it may not accurately reflect the holistic picture of a student’s social, emotional, and cultural needs.

Perceptions of Educational Leadership Faculty of Open Access Publishing. Jayson W. Richardson, San Diego State University; Scott Christopher McLeod, University of Colorado-Denver; Todd Hurst, University of Kentucky

This study focuses on understanding perceptions about publishing in open access journals. The results from a sample of 172 UCEA members include perceptions of pay-to-publish models, perceptions of open access publishing, differences between publishing work in open access journals compared to traditional subscription-based journals, likelihood of publishing in open access journals, institutional perceptions of open access publishing, and perceptions from one’s peers in the field of publishing in open access journals.

Using the Research Skill Development (RSD) Framework to Teach Research in Practitioner Programs. Tara L. Shepperson, Eastern Kentucky University; Jessica Hearn, University of Kentucky

In practitioner programs, students benefit from academic training that diagnoses and develops research skills to inquire and solve problems of practice. The RSD framework was used in research and writing courses to scaffold progression from instructor-led to student-directed learning. Reflections and assessments (instructor and student) suggest this and similar frameworks can guide course and program curriculum so that research skills and habits of mind transfer to practical real-world applications.

The Nature and Role of Quantifying Qualitative Data: An Ignite Session. Kathryn N. Hayes, California State University, East Bay

Recently there have been calls for more systematic quantification of qualitative data. However, the nature of salient constructs (climate, etc.) and contextual nature of educational leadership research beg two questions: First, what are the available “quantification” tools to create explanatory models of complex contexualized phenomena? Second, does such quantification of qualitative data violate the boundaries of epistemological assumptions, and if so, in what ways?

Discussant:John Beuhring Nash, University of Kentucky

182. Innovations in Leadership PreparationIgnite Session5:40 to 6:50 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BParticipants:Clinical Scholarship: Clinical Experiences for Re-Envisioned Leadership. Lynn Wheeler, John W. Somers (University of Indianapolis)

Our Ignite presentation will describe a university’s strategic planning to restructure clinical/internship experiences to cultivate transformative leadership skills and enhance the rigor


of assignments as well as the definition of candidate success. A core component of the new field work includes the use of high-quality building-level mentors supervising and assessing authentic experiences. Candidate data from five cohort groups and a qualitative survey of 50 mentors will be shared.

Avatars, Interactors, and Coaching Feedback: Master’s Degree Candidates’ Perception of Effectiveness of Mixed Reality Experiences. Rosemarye Taylor, Hilary Buckridge (University of Central Florida)

The purpose is to provide insight into how this mixed reality technology using avatars managed in real time by interactors has been employed in one MEd in Educational Leadership program from Fall 2013 through Spring 2015. Candidates’ (N = 141) perspectives gathered through quantitative and qualitative measures on virtual rehearsal in a mixed reality environment and coaching feedback, both immediately after the practice and months later at the completion of the administrative internship, will be explored.

Leadership Development Ecological Framework. Karen L. Sanzo, Old Dominion UniversityLeadership preparation and development research has been primarily bifurcated in its approach: (a) research on and practical application of leadership preparation for aspiring leaders who are seeking credentialing and (b) research and practical application of postcredential development programs that are traditionally district based and focused on supporting current school leaders. This Ignite session will present a conceptual framework around an ecological approach to leadership development that blends the two.

Re-Envisioning Leadership Training in Indian Education Settings Through University Partnerships. Alex Red Corn, Kansas State University

American Indian education environments are highly unique sociocultural and political settings, and the leadership knowledge and skills needed in these settings are often absent in traditional educational leadership training programs. This presentation aims to discuss how creating university partnerships with tribal communities may provide a more appropriate preparation program for educational leaders who plan to practice in these settings, and how university partnerships may also help fill similar needs in other unique settings.

Theoretical Considerations and Practical Strategies for Teaching Practitioner-Scholars in EdD Programs. Katherine Cumings Mansfield, Virginia Commonwealth University; Jaime Stacy, Henrico County Public Schools

The purpose of this Ignite presentation is to spark interest and awareness around theoretical and practical elements that we have found essential in our work teaching practicing educational leaders. First, we share the literature that makes important distinctions between pedagogy and andragogy. Then, we share what we have learned from the literature (and our on-the-ground experiences) concerning the strengths and weaknesses of using the team-teaching model.

Discussant:Leslie Hazle Bussey, Georgia Leadership Institute for School Improvement

183. UCEA Barbara L. Jackson Scholars Recognition CeremonySpecial Session7:00 to 8:00 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusMembers of the UCEA leadership team will welcome participants, highlight new and important developments, and recognize each of the new cohort members and their mentors. Subsequently, students from the 2015-2016 cohort will present their mentors with special Barbara Jackson Scholars lapel pins. The evening will conclude with a celebratory ceremony of dedication to the careers of new and contending scholars.Participant:

Michelle D. Young, UCEA/University of Virginia Facilitators:

Lisa Bass, North Carolina State UniversityHollie Mackey, University of Oklahoma

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184. Film Festival Sip and ScreenUCEA Film Festival8:30 to 9:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusGrab a glass of wine and enjoy an evening viewing these 5-minute films. Session will include a Q&A with the filmmakers. Leadership Induction Program: Leading as Learners (Vanderbilt

University)Improving School Leadership, One Story at a Time (East Carolina University)Urban School Leadership Collaborative: Graduate Voices (University of Texas at San

Antonio)Balanced Education: A Partnership for Change (Florida Atlantic University)Leadership Development (Baker College, NCPEA, University of Toledo)P.O.S.T. Chile (Texas State University)

Facilitator:Jennifer Friend, University of Missouri, Kansas CityJulia Ballenger, Texas A&M University

185. Latino Research SIGMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:

Frank Hernandez, Southern Methodist UniversityGerardo R. Lopez, University of UtahElizabeth Murakami, Texas A&M University-San AntonioGloria M. Rodriguez, University of California, DavisVonzell Agosto, University of South FloridaIsrael Aguilar, Texas A&M University-Corpus ChristiHilario Lomeli, Pennsylvania State UniversityLeslie D. Gonzales, Michigan State UniversityJesse Mendez, Oklahoma State UniversityFernando Valle, Texas Tech UniversityClaudia Cervantes-Soon, University of North CarolinaMaria Dolores Avalos, University of Texas of the Permian BasinJuan Manuel Niño, University of Texas at San Antonio


188. Gay Straight AllianceMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BFacilitator:

Colleen A. Capper, University of Wisconsin-Madison


189. UCEA Taskforce on Distance LearningMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AThis session focuses on the development of a UCEA taskforce focused on distance and digital education. UCEA will be extending its research and development efforts beyond the brick-and-mortar classroom in an effort to understand effective distance and digital teaching practices and tools, particularly those tools and practices that are meant to support the learning and development of educational leaders. All interested parties are welcome to attend and participate in this effort.Participant:

Sara Heintzelman, University of KentuckyFacilitator:

John Beuhring Nash, University of Kentucky

190. Jackson Scholars Advisory Board MeetingMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:

Enrique Aleman, University of Texas at San AntonioMichael Dantley, Miami UniversityMark Gooden, University of Texas at AustinMalu Gonzalez, University of Texas at El PasoMichael Gunzenhauser, University of PittsburghWayne Lewis, University of KentuckyGerardo López, University of Utah Khaula Murtadha, Indiana University-Purdue UniversityThu Suong Thi Nguyen, Indiana University-Purdue UniversityPamela D. Tucker, University of VirginiaFernando Valle, Texas Tech UniversityIrene Yoon, University of UtahMichelle D. Young, UCEA/University of Virginia

Facilitators:Lisa Bass, North Carolina State UniversityHollie Mackey, University of Oklahoma

191. Leadership for Social Justice SIGMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BParticipants:

Vonzell Agosto, University of South FloridaLeslie Locke, University of IowaSharon Radd, St. Catherine University

Facilitator:Martin Scanlan, Marquette University/Boston College

192. Leadership for School Improvement SIGMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:

Jennifer Karyn Clayton, George Washington UniversityAngela Urick, University of Oklahoma

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Kristin Shawn Huggins, Washington State UniversityRebecca Thessin, George Washington UniversityPamela A. Angelle, University of Tennessee at KnoxvilleLee D. Flood, University of Tennessee at KnoxvilleAlison Shelby Page Wilson, University of Oklahoma

Facilitator:Hans Klar, Clemson University

193. Program Centers Director Board of Directors and Advisory Board MeetingMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BThis Program Centers Advisory Board works with the Associate Director for Program Centers to support and improve the efforts of UCEA program centers. Members work focuses on UCEA policy, program center reviews, mini-grant proposal reviews, and the selection of graduate student program center fellowships. Committee members make recommendations to UCEA for changes in policy and practice.Participants:

Justin M. Bathon, University of KentuckyJohn Beuhring Nash, University of KentuckyGretchen Givens Generett, Duquesne UniversityLauncelot Brown, Duquesne UniversityFran Serenka, Duquesne UniversityMarla Israel, UCEA Consortium for the Study of Leadership and Ethics and Education/Loyola

University, ChicagoElan N. Paulson, Western University, CanadaAndrea K. Rorrer, University of UtahWalter H. Gmelch, University of San FranciscoKelly Ward, Washington State UniversityMonika Törnsén, Umeå University, SwedenKatina Pollock, University of Western OntarioIra Bogotch, Florida Atlantic UniversityElizabeth Murakami, Texas A&M University-San AntonioThomas Alsbury, Seattle Pacific UniversityMeredith Mountford, Florida Atlantic UniversityKatie Pekel, University of MinnesotaMuhammad Khalifa, University of MinnesotaKevin Patrick Brady, University of Arkansas

Facilitator:Jayson W. Richardson, San Diego State University

194. UCEA Research on Women in Leadership SIGMeeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard AFacilitator:

Charol Shakeshaft, Virginia Commonwealth University

195. Learning and Teaching in Educational Leadership (LTEL) Executive Committee SIG

Meeting7:00 to 7:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard BFacilitator:

Daniel Reyes-Guerra, Florida Atlantic University


196. Issues of Equity in Leadership PreparationPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:Understanding Intersectionality to Promote Social Justice in Education Leadership. Ericka Roland, University of South Florida

It is critical for educational leaders to understand the importance of intersectionality in the pursuit of social justice in school environments. The awareness of intersectionality assists with acknowledging and deconstructing group polities and unjust structures. Through a context analysis, this study seeks to understand how educational leaders resistance of unjust structures through the knowledge of intersectionality.

The Equity Series: A Critical Look at Race, Class, Identity, and Gender in Principal Preparation. Phillip A. Smith, Nicole Limperopulos (Teachers College, Columbia University)

The purpose of this qualitative case study is to explore students’ perceptions of the quality and effectiveness of the Equity Series, a zero-credit required course sequence that is part of the Urban Principals Prep (UPP) program. Preliminary results indicate (a) the Equity Series was critical to students’ experience in UPP, and (b) students’ affirmation of the need for spaces that allow for critical dialogue around race, class, identity, gender, and personal racial identity.

Representing Women in the Educational Leadership Curriculum. Torrie Kincaid Edwards, University of North Carolina at Chapel Hill; Catherine Marshall, University of North Carolina at Chapel Hill; Michelle D. Young, UCEA/University of Virginia

This paper describes key findings of a study focused on how and the degree to which women’s perspectives and feminist scholarship are included in educational leadership preparation programs (ELPPs). Specifically, it includes a review of relevant research literature, data on women’s participation in leadership positions and as faculty within ELPPs, and a survey of ELPPs focused on the inclusion of women’s issues and women’s leadership as a measure of the program’s commitment to social justice.

The Multidimensional Re-Envisioning of Antiracist Educational Leadership Preparation Programs. Bradley W. Carpenter, University of Houston; Sarah Diem, University of Missouri

The overarching goals of this study are to reflexively consider the following: (a) what are effective preparation programs doing to develop antiracist school leaders, (b) how do students in these programs conceptualize the ways in which conversations pertaining to race are present and/or missing within their courses, and (c) how are students attempting to engage in such conversations and develop their own racial awareness?

Facilitator:Muhammad Khalifa, University of Minnesota

197. Successful Strategies for Reforming Failing SchoolsPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants:Leadership Strategies for School Turnaround: A Review of Research Evidence. Brenda Mendiola, Mingda Sun, Jingping Sun (University of Alabama)

This study reviews the term school turnaround and its indicators and identifies effective school leadership practices that proved to be successful in improving school conditions, teacher-related outcomes, and student learning (varied forms of school turnaround). These leadership practices constitute the framework to understand school leaders for school turnaround. This review includes published and unpublished research from major journals in the field of educational leadership, the AERA repository, and the ProQuest Dissertation database.

Finding the Right Fit: Strategies That Support Educational Leaders Implementing Reforms. Stephanie Kay Cline, Shawna Richardson, Jackie Mania-Singer (Oklahoma State University)

This qualitative case study used Fullan’s (2009) model of Forces for Leaders of Change to explore

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how two effective elementary principals in a suburban, midwestern district described the role of culture in leadership during continuous reforms. Data were collected through interviews, observations, and document review. Findings revealed while each of the principals had a distinct approach suited to her site, both used school culture to accomplish organizational objectives, emphasizing integration of reforms into existing practice.

A Tale of Leadership in Two Title I Award-Winning Schools. Michael Bryan Shaffer, Marilynn Quick (Ball State University)

This case study synthesizes the stories of two Title I principals, who collaborated with stakeholders in their school communities to elevate opportunities for students in underperforming urban and rural settings. Their schools, initially designated as “failing,” transformed into receiving national Title I recognition. The 2009 ELCC standards provided the conceptual framework for the study as the analysis of interview and achievement data aligned with ELCC functions. Implications for leadership programs are also included.

Research to Prepare Teachers and School Leaders for Educational Renewal: John Goodlad’s 20 Postulates. Noelle Paufler, University of North Texas; Audrey Amrein-Beardsley, Arizona State University

Changing policies that hold teachers and school leaders, and universities that prepare them, accountable has restored the capacity of John Goodlad’s vision for educational renewal to (re)frame related reform conversations. For this conceptual study, we examine how Goodlad’s 20 postulates, accordingly, (a) have (re)shaped educator preparation; (b) have been (or will be) impacted by such accountability policy; and (c) might be extended or expanded for the next generation of school leaders, teachers, and students.

Facilitator:Hans Klar, Clemson University

198. Informal Session on UCEA and UCEA MembershipSpecial Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 4 - CabotDuring this session members of UCEA’s Executive Committee and Membership Committee will provide information about UCEA membership and answer any questions that attendees might have. This is an excellent way to find out more about the benefits of members, key UCEA initiatives, and to meet and interact with members of UCEA leadership team. All attendees are welcome.Facilitators:

Pamela D. Tucker, University of VirginiaSara Dexter, UCEA/University of Virginia

199. Pushing Against the Margins of Educational Leadership: Youth, Parent, and Community Leadership for Social Justice

Critical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 4 - CartierThe purpose of this session is to bring together a diverse group of scholars who study in the “margins of leadership” (youth voice, parent engagement, community organizing) to co-create a scholarship and action agenda to promote and examine youth, parent, and community leadership within the field. This session engages participants in dialogue and reflection around how we define leadership and the implications for expanding the educational leadership paradigm within school and district leadership preparation programs.Participants:

Erica Fernández, University of ConnecticutRhoda Freelon, Spencer FoundationTiffany Octavia Harris, University of Illinois at Urbana-ChampaignAnn M. Ishimaru, University of WashingtonVan Lac, University of Wisconsin-Madison


Katherine Cumings Mansfield, Virginia Commonwealth UniversityAnjalé Welton, University of Illinois at Urbana-Champaign

Facilitator:Melanie Bertrand, Arizona State UniversityKatherine Rodela, Washington State University

200. Redesigning Leadership Preparation ProgramsPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:The K-12 District as a Knowledge Organization: Challenging University Leadership Preparation Programs. Jack Leonard, Rachel Elizabeth Hoffman (University of Massachusetts-Boston)

We investigated a small urban school district with a high number of doctoral graduates to better understand leadership development and the rationale for advanced education. Through document analysis and personal interviews, this case study uncovered an elaborate leadership development strategy, which was organic rather than mechanistic, distributed rather than hierarchical, focusing on intellectual capital rather than degrees and licensure, and district-centric rather than university-centered. The model raises questions about traditional programs in educational administration.

Redesigning a Principal Preparation Program Through School District Parternships. Rosalinda Hernandez, University of Texas Rio Grande Valley; Roberto Zamora, University of Texas Rio Grande Valley; Maria Banda Roberts, Texas A&M-Texarkana

The paper describes a mixed methods approach on the process of redesigning a principal preparation program. The superintendents and graduate students participated in group focus meetings and surveys, respectively, where various strengths and weaknesses in the delivery of the program were identified. The graduate survey results indicated low satisfaction ratings in principal preparation in the three domains as the program currently existed. The study proposes a model for redesigning principal preparation programs based on the findings.

Preparing Principals: What Is Still Missing in Perceived Principal Leadership in Diverse School Contexts? Elson Szeto, Education University of Hong Kong; Annie Yan-Ni Cheng, Hong Kong Institute of Education

Schools change into complex and diverse contexts. Newly-appointed principals (NAPs) face leadership challenges in such contexts after completing a licensure programme. This proposal addresses the gap between the NAPs’ perceptions of leadership role in schools and social justice leadership as revealed in the literature. The findings are that enacting social justice leadership role is missing in the NAPs’ perception to address socially-unjust issues of equal and equitable learning for all students in diverse school contexts.

Challenges and Changes in Principal Preparation: Voices From the Field. Sonya Diana Hayes, Louisiana State University; Beverly Irby, Texas A&M University

The traditional university principal preparation program is the primary system for grooming aspiring principals to be leaders of teaching and learning. Through this phenomenological study, we provide valuable insight into the experience of university principal preparation faculty and their perception on the challenges in preparing principals for the role of instructional leader and what changes they feel need to be made in principal preparation programs to better prepare campus leaders for instructional leadership.

Leading for Justice: Insights From Student, Parent, Community, and School Stakeholders for a Principal Preparation Program. Gwendolyn Baxley, Colleen A. Capper (University of Wisconsin-Madison)

This study explores the dispositions, knowledge, and skills principals need to lead for justice and equity as part of their leadership preparation program—from the perspective of students, parents, community, and school practioners. Critical school practioners as well as students, families, and communities who are traditionally marginalized in school spaces offer perspectives that radically critique inequitable practices within schools and (re)imagine how school leaders are prepared to respond to their academic and social needs.


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201. Policy, Politics, Choice and Geography: How Place Matters Across the P-20 Spectrum

Symposium8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BEducational opportunity in the United States has always been inextricably linked to geography. Disparities of opportunity across zip codes begin at birth and often persist and even expand into K-12 schooling and beyond into college and career. We bring together research examining how different circumstances operate in different geographic contexts (Texas, New Orleans, and Washington DC). Throughout these papers, we focus on how local politics and place affect short- and long-term opportunities of students.Participants:There Goes the Neighborhood: An Analysis of School Leaders’ Responses to Gentrification. Terrance L. Green, Emily Germain, Joanna D. Sanchez (University of Texas at Austin)A Decade Later: The Impact of Hurricane Katrina on Racial Segregation in New Orleans Schools. Stephen Kotok, University of Texas at El Paso; Brian Robert Beabout, University of New Orleans; Steven Nelson, University of MemphisChoice Options in the Gentrified Field: How Neighborhood Socioeconomic Trends Relate to Differences in Charter and Traditional Public Schooling Demographics. Bryan A. Mann, Heather Nicole Bennett (Pennsylvania State University)A Mixed-Methods Analysis of the Role of Geography in Community College Students’ Decision-Making About Transfer Institutions. Huriya Jabbar, Joanna D. Sanchez, Eliza Epstein (University of Texas at Austin)Facilitator:

Erica Frankenberg, Pennsylvania State University

202. Mexico/U.S. Collaborative: Re-Envisioning Principal Success in Complex Contexts

International Community Building Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AThis presentation aims to engage participants in a critical discussion about how principals can be successful in promoting the sustainability of Hispanic communities in high-need contexts in the U.S. and Mexico.Presenters:

Carmen Celina Arcadia-Torres, Monterrey Institute of Technology, MexicoNorma Guadalupe Pesqueira-Bustamente

Facilitator:Elizabeth Murakami, Texas A&M University-San Antonio

203. Improving Teacher Evaluation Systems: Making the Most of Multiple Measures

Symposium8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BThis symposium examines the impacts and challenges of data-intensive teacher evaluation systems and identifies recommendations for state policymakers and district administrators going forward. Rigorous teacher evaluation systems will promote school improvement only if they are carefully designed and implemented and the data they generate are interpreted and used appropriately. The featured papers address what we know and what remains to be known about evaluation measures themselves, the implementation of evaluation systems, and evaluation data use.Participants:


Implementing Student Learning Objectives and Classroom Observations in Connecticut’s Teacher Evaluation System. Morgaen Donaldson, Casey D. Cobb (University of Connecticut)Principals’ Use of Teacher Observation and Value-Added Data. Tim Drake, North Carolina State University; Ellen Goldring, Vanderbilt University; Jason A. Grissom, Vanderbilt University; Marisa Cannata, Vanderbilt University; Christine Neumerski, Vanderbilt University; Mollie Rubin, Vanderbilt University; Patrick Schuermann, Vanderbilt UniversityUsing Multiple Measures for Developmental Teacher Evaluation. Gary Henry, J. Edward Guthrie (Vanderbilt University)Teacher Evaluation in Michigan. Venessa Keesler, State of Michigan; Carla HoweFacilitator:

Peter Youngs, University of Virginia

204. Mentoring Session for Faculty Seeking Promotion and TenureCritical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AThe purpose of this session is to provide assistant and associate professors to interaction with previous recipients of the UCEA Jay Scribner Mentoring or Master Professor Award. This session will provide an opportunity to informally dialogue with each of the participating professors in small groups regarding the intricacies of the promotion journey, challenges encountered, and strategies to make the successful transition to various academic ranks.Facilitators:

Leonard C. Burrello, University of South FloridaGary Crow, Indiana UniversitySteve Gross, Temple UniversityCatherine A. Lugg, Rutgers UniversityMartha N. Ovando, University of Texas at AustinDiana G. Pounder, University of UtahJames Joseph “Jim” Scheurich, Indiana UniversityJoan Poliner Shapiro, Temple UniversityPaula Myrick Short, University of HoustonBruce Barnett, University of Texas at San Antonio

205. AERA Divisions A & L Graduate Student Breakfast: Publish and Thrive: Steps to Jumpstart the Publishing Process

Special Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BBecause graduate students are often reminded of the incessant need to publish and because such reminders may lack a clear articulation of when or how to begin, this session will provide beginning and midcareer doctoral students a space to engage in rich discourse with established scholars as well as emergent scholars regarding the “how tos” of (a) developing a research agenda, (b) publishing as a student, and (c) publishing as junior faculty. We hope to take the fear out of the “Publish or Perish” maxim for future scholars.Participants:

Ira Bogotch, Florida Atlantic UniversityAlan J. Daly, University of California, San DiegoJoseph Murphy, Vanderbilt UniversityCraig Peck, University of North Carolina at GreensboroKaren L. Sanzo, Old Dominion University

Facilitators:Emma Bullock, Utah State UniversityNestor Alexis Ramirez, University of North Carolina at Chapel Hill Wei-Ling Sun, University of Texas at Austin

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Tara Ashley Wilson, George Washington University

206. Expanding Our Perspectives of Female School LeadersPaper Session8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:“Leading From the Middle”: Exploring Stories of Women Working for Change in PK-12 Schools. Christopher Broadhurst, University of New Orleans; Leslie Locke, University of Iowa; Sonja Ardoin, Boston University; Jaime Johnson

This narrative study examines how women leaders within PK-12 are working for change in their schools. Participants shared stories of their experiences with institutional sexism, mentoring other females, and how they are working to change institutional policies and improve educational climates.

The Afro-Latin@ Educational Leader: A Narrative Inquiry. Wellinthon Garcia, Hofstra UniversityThe White lens in leadership presents a narrow understanding of leaders who work within or are from diverse communities. By exploring the experiences of an Afro-Latina educational leader, using a narrative approach, the study broadens the lens used to understand leadership and racial identity development. This paper found two key unique leadership strategies, “personal conversations,” and “personal relationship” that shape this leader’s school vision by employing a critical race lens to advocate for her students.

Intersecting Identities: Experiences of Female School Leaders. Laura Burton, Jennie Weiner (University of Connecticut)

This study examined whether gender and other forms of identity play a role in the experiences of six women navigating their role as school leaders. Participants reported difficulty gaining access to support networks and that they were one of few female leaders in their district. They also received gendered feedback regarding their effectiveness and capabilities. Together, these experiences created a sense of otherness and isolation, potentially eroding their resiliency and persistence in the role.

Leading & Mothering: A Visual Ethnography. Sarah Jean Baker, Texas State UniversityThe principal is recognized as a school leader in charge of teaching and learning for students and for teachers. A mother is to be fully focused on her children, at all times. So, what happens when a woman is a school leader and a mother? The purpose of this study is to examine the identities of school leader and mother and how female school leaders negotiate these identities in their everyday lives.

Feminist Poststructural Discourse Analysis: A Historical Perspective on Women Superintendents. Lisa Cullington, University of Massachusetts-Boston

Women, particularly women of color, have been disproportionately represented at the highest levels of leadership in United States public schools since the creation of the superintendent position in the 1800s (Blount, 1998). Using feminist poststructuralism as a theoretical frame, this proposal identifies a historical discourse analysis as a useful methodological approach. This research methodology provides an innovative way of reframing and re-envisioning the discourse depicting educational leadership.

Facilitator:Noelle Witherspoon Arnold, Ohio State University

207. Critical Conversation and Networking for Building Essential Supports for School Improvement in Detroit Schools.

Critical Conversations and Networking Sessions8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BThis session brings together researchers, school leaders, teachers, and community partners interested in developing capabilities for school improvement in Detroit schools. Detroit schools now have 5 years of personalized Essential Supports data but no supports, collaboration, or networks to assist them to understand or harness the data in ways meaningful


to them. The session explores creation of possible collaborations through dialogue and networking at a setting that allows local and national experience to think aloud together.Participants:

Ashley Johnson, Michigan State UniversityThomas Drake, Michigan State UniversityNatalie Davis, University of Michigan

Facilitator:BetsAnn Smith, Michigan State University

208. Parallels in the Criminality of the U.S. Education System: The Demand for Culturally Centered Educational Leadership

Symposium8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard AThe purpose of the symposium is to address the parallels of educational oppression experienced by culturally and linguistically diverse students in the P-20 education system. The intent is to conceptualize how education policy implementation is criminal, with the hope to inspire improvement in the system. The presenters use the rights of the United Nations Declaration on the Rights of Indigenous Peoples and the U.S. Constitution to challenge the legality of current practices in education.Participants:

Kmt Shockley, Howard UniversitySweeny Windchief, Montana State University

Facilitators:Catherine A. O’Brien, Gallaudet UniversityCristobal Rodriguez, Howard University

ucea presiDential aDDress

MóNICA BYRNE-JIMéNEZLeading in Dangerous Times: Leadership as an Act of Love

Educational leaders continue to be overwhelmed by conflict, isolation, and mistrust … and children, parents, and teachers are watching. Schools, long places that have fostered many of our social inequities, must become places of rejuvenation, safety, and hope for all members of the community. How leaders find their way, resist dehumanizing narratives, and work with communities to reclaim and reshape their public spaces

is the pressing challenge for our field. UCEA, as a collective of scholars, must continue to lead these efforts through our research, policy efforts, service, and teaching. Join us as President Mónica Byrne-Jiménez shares her thoughts on the importance of the many roles that UCEA plays and the need to advance human-centered leadership frameworks.

Introductions:Noelle Witherspoon Arnold, Ohio State University

Session 210 Saturday 9:20–10:50 am Floor 4 - Columbus

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209. UCEA Program Center for the Study of Leadership in Urban Education Proposal

Symposium8:00 to 9:10 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard BThis symposium brings a diversity of perspectives to bear on a single question: What are newer effective ways of structuring schools for equity and high academic achievement? One key theme that cuts across the papers is inclusivity. Educators, in other words, must find unique, innovative ways to ensure the presence and comfort of all children in school.Participants:

Mark Anthony Gooden, University of Texas at AustinDecoteau J. Irby, University of Illinois at ChicagoDeena Khalil, Howard UniversityJisu Ryu, University of MinnesotaJeff Walls, University of MinnesotaJason L. Johnson, University of Minnesota

Facilitator:Karen R. Seashore, University of Minnesota

210. UCEA Presidential Address With Mónica Byrne-Jiménez: “Leading in Dangerous Times: Leadership as an Act of Love”

Special Session9:20 to 10:50 amDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusEducational leaders continue to be overwhelmed by conflict, isolation, and mistrust … and children, parents, and teachers are watching. Schools, long places that have fostered many of our social inequities, must become places of rejuvenation, safety, and hope for all members of the community. How leaders find their way, resist dehumanizing narratives, and work with communities to reclaim and reshape their public spaces is the pressing challenge for our field. UCEA, as a collective of scholars, must continue to lead these efforts through our research, policy efforts, service, and teaching. Join us as President Mónica Byrne-Jiménez shares her thoughts on the importance of the many roles that UCEA plays and the need to advance human-centered leadership frameworks. Introductions:

Noelle Witherspoon Arnold, Ohio State University

211. Building Culturally Competent and Globally Literate Educational LeadersCritical Conversations and Networking Sessions11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AThis Critical Conversation will serve as a platform for researchers, scholars, graduate students, and practitioners to network and dialogue about the challenges of differences in P-20 in a global world. The critical conversation will tackle the challenges educational leaders have providing students and educators with the space for dialogue related to social justice, equity and excellence issues,and providing students with 21st century skills and increased exposure to diverse perspective to develop global citizenry competencies.Participants:

Jeffrey S. Brooks, Monash UniversityColleen Capper, University of Wisconsin-MadisonJames Coaxum, Rowan UniversityAnthony H. Normore, California State University, Dominguez HillsMaricela Oliva, University of Texas at San AntonioMonika Williams Shealey, Rowan University

Facilitators:


JoAnn B. Manning, Rowan UniversityMary C. Clark, Carteret Community College

212. Levers of Instructional Leadership: Time, Feedback, and DataPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BParticipants:Valuing Teachers’ Time: Data, Challenges, and Principal Insights. William L. Sterrett, University of North Carolina at Wilmington; Michele A. Parker, University of North Carolina at Wilmington; Kris Mitzner, Katy Independent School District

This paper answers the call for “action-oriented research and scholarship” to connect research and practice by focusing on teacher and principal perspective related to time. Using data from the 2014 North Carolina Teacher Working Conditions survey, we surveyed a sample from over 2,500 principals. We discuss the findings in relation to the extant literature and implications for principal preparation programs. Results from this exploratory study offer insights and strategies regarding how principals lead with time.

Feedback for Growth: The Promise of Differentiating Feedback to Build Capacity. Ellie E. Drago-Severson, Jessica Blum-DeStefano (Teachers College, Columbia University)

Drawing from constructive-developmental theory, a multidisciplinary review of the feedback literature, and more than 25 years of research and work with school leaders around the world, we introduce a new, developmental approach to feedback. More specifically, we illuminate the critical importance of differentiating feedback so that adults—who make sense of their experiences in qualitatively different ways—can best hear it, learn from it, and grow. We offer implications for practice, professional learning, and leadership preparation.

Data-Driven Instruction: Multiple Perspectives From the Bell Tower to the Trenches. Ed Bengtson, Waheeb Albiladi, Kara Lasater (University of Arkansas)

Data-driven decision making has become a mantra throughout K-12 education. We explore the perceptions of key players in the instruction process related to data and its use. Principals, assistant principals, instructional facilitators, and teachers were interviewed in three different focus groups. Findings indicate multiple perspectives related to what data were important, how data could be used as leverage, and the multiple challenges that exist in using data to inform instruction.

Building on Prior Experiences: How School Principals’ Practice as Teachers Informs Their Data Leadership. Rachel Roegman, Ruqayyah Perkins-Williams, Yukiko Maeda (Purdue University)

We examine influences on data leadership to better understand how leaders can be prepared to use data. Drawing on interviews with administrators, we use a framework of overlapping contexts to unpack the situatedness of data leadership—beliefs, knowledge, and practices related to using data. Findings highlight accountability pressures and leaders’ experiences as teachers as holding strong influence on data leadership. We conclude with implications for practice, policy, and research.

Data-Informed Decision Making as School Improvement Practice in Addressing Chronic Absenteeism. Joshua Childs, University of Texas at Austin; Jo Beth Jimerson, Texas Christian University

Children need to attend school every day to succeed, and one of the biggest threats to academic success is poor attendance. Expanding upon our model of policy as both signal and symbol, we look at how data use and data-informed decision making can impact improving chronic absenteeism, and getting leaders to think strategically to combating a serious educational issue.

Facilitator:Mariela A. Rodriguez, University of Texas at San Antonio

213. Voices 4 Moving Forward!Symposium11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotThe intent of Voices 4 is to explore practicing school education leaders’ perception of how the new NELP standards will guide their actions in creating productive schools and improving educational

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outcomes for all students.Participants:

Mariela A. Rodriguez, University of Texas at San AntonioBetty Jane Alford, Stephen F. Austin State UniversityJulia Nell Ballenger, Texas A&M University-CommerceWilliam Ruff, Montana State UniversityRhonda Lea McClellan, University of Central ArkansasJoanne M. Marshall, Iowa State UniversityJada Phelps-Moultrie, Portland State UniversityTeena Paige McDonald, Washington State UniversityRachel Roegman, Purdue UniversityRose Ylimaki, University of ArizonaGary Ivory, New Mexico State UniversityDonna Augustine-Shaw, Kansas State University

Facilitator:A. William Place, Saint Joseph’s University

214. Social Justice Leadership for English LearnersPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierParticipants:Standardizing the Exiting Process for English Learners Under the Every Student Succeeds Act. Matthew Weyer, Kristina Astrid Hesbol (University of Denver)

The Every Student Succeeds Act (ESSA) creates enhanced autonomy for states to reshape their educational systems by standardizing the exiting process for English Learners (ELs). Current educational achievement of ELs lags significantly behind non-ELs. The ESSA offers an opportunity for teacher leaders, school principals and district leadership to identify and utilize best practices for exiting ELs to ensure their success in mainstream English classrooms. The presented research explores improving the exiting process for ELs.

Opting Out: To What Extent Are Parents of English Learners Waiving Language Development Services? Madeline Mavrogordato, Michigan State University; Julie Harris, CNA; Nancy Duchesneau, Michigan State University

One of the primary ways policymakers have tried to expand educational opportunity for English learners (ELs) is by funding high-quality language development programs. However, some parents of EL students opt out of these services. This study uses data from Houston ISD to investigate the extent to which parents of EL students are waiving language development services and whether ELs with certain characteristics are more likely to opt out.

“So Close, Yet So Far”: Social Justice Leaders on Both Sides of the Texas–Mexico Border. James Coviello, University of Texas at El Paso

The purpose of this paper is to compare and critically analyze the experience of two school leaders on different sides of the U.S.–Mexico border (El Paso, Texas and Ciudad Juarez, Chihuahua) and how they choose to prioritize their leadership efforts to create more socially just schools.

Wiping Away the “Veneer of Democracy” to Expose the School-Level Effects of Arizona’s Language Policy. Lisa Fetman, University of Arizona

Arizona’s restrictive language policy sustains as a result of the veneer of democracy (a political strategy that projects equitable discourses while shielding inequitable ideologies). This paper compares an ethnographic study of a linguistically diverse high school with an analysis of the policy’s text, thus exposing how the policy’s veneer of democracy projects discourses that conflict with the micro-level realities of schools. This conflict implies a need to reexamine policy creation, implementation, enactment, and research.

Facilitator:Elizabeth Murakami, Texas A&M University-San Antonio


215. Tested: A Fireside Chat With Director Curtis Chin Sponsored by UCEA and the UCEA GSC

Special Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusCurtis Chin, the writer, director and producer of the acclaimed documentary film, Tested, will join UCEA participants for a conversation about the film and the practices it documents. The film, screened Wednesday evening at 6:00 pm, Session 25, focuses on Stuyvesant, Bronx Science, and Brooklyn Tech, three of NYC’s top ranked public high schools. Each year, thousands of eighth and ninth graders compete to secure coveted spots at these elite schools by taking the Specialized High Schools Admissions Test (SHSAT). While African American and Latino youth constitute 70% of the city’s total public school population, at some of these high schools, they represent less than 5%. On the other hand, Asian Americans and Whites form supermajorities at all three. In response to these concerns about racial imbalance, the NAACP Legal Defense and Education Fund filed a complaint in September 2012 with the U.S. Department of Education Office of Civil Rights to challenge the admission policy’s sole reliance on the SHSAT. This documentary will follow a diverse group of students trying to pass the test, as well as the issues surrounding access to a high-quality public education, affirmative action, and the model-minority myth. Participant:

Curtis Chin, New York University Facilitators:

Elizabeth Gil, Michigan State UniversityMónica Byrne-Jiménez, Hofstra University

216. Preparing Practitioner-Scholars for the Complexities of Research: Re-Imagining Methods Training for Educational Leadership Students

Symposium11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AThe symposium will examine questions regarding the emerging concept of practitioner-scholarship and how research training in educational leadership programs intersects with the inherent complexities of doing research in school and district settings. The symposium thus highlights how practitioner-scholarship relates to various theoretical, epistemological, and methodological issues as well as what programmatic structures are best suited for research preparation. Symposium participants include leading qualitative and quantitative researchers in educational leadership. Audience participation will be encouraged.Participants:Conceptualizing Practitioner-Scholarship for Educational Leadership Research and Practice. Chad Lochmiller, Jessica Lester (Indiana University)Enriching the Preparation of Education Researchers and Practitioner-Scholars: Linking School District Research Priorities and University-Based Research Courses. Betty Malen, University of MarylandScaffolding Learning For Practitioner-Scholars: The Philosophy and Design of a Qualitative Methodology Course. Julie Slayton, Artineh Samkian (University of Southern California)Quantitative Research Methods Training in Education Leadership Programs as Disciplined Inquiry for Building School Improvement Capacity. Alex J. Bowers, Teachers College, Columbia UniversityFacilitator:

Sharon Kruse, Washington State University

217. Influences of Diversity Policy on School AssignmentPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth B

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Participants:Abriendo Puertas Escolares: A Narrative Inquiry of Latin@ Principals Opening New Schools. Patricia Rocha, Yvette Cantu, Eulogia V. Martinez (Texas State University)

This paper highlights the lived experiences of Latin@ principals who have experienced the phenomenon of opening a new school in predominantly Latin@ neighborhoods. The study applied the tenets of narrative inquiry to unpack the stories and to identify the narrative threads of the collective experience of these principals. In doing so, the study provides insight into the unique challenges these Latin@ principals faced and offers ways that the two participants found hope and victories.

The Legacy of Leadership: Inequity and Privatization in Two Urban California School Districts’ Facilities Programs. Marialena Dawn Rivera, Texas State University

I conduct case studies of two urban California districts with active bond programs to address two questions: (a) How do school district leaders affect facilities programs and equity outcomes, and (b) how do outside actors and the broader social context influence school district facilities program leaders? Findings indicate a need for statewide training to prepare educational leaders to oversee equitable facilities programs and navigate relationships with private actors in an era of state disinvestment and rising privatization.

One School’s Diversity Policy: The Limits of “Site Selection” and “Special Programs” as Reintegration Initiatives. Deena Khalil, Howard University; Elizabeth S. Brown, William Paterson University

This paper examines, using critical race theory, one choice school’s relocation initiative intended to diversify its population. The relocation racially diversified the student population but failed to reintegrate historically underserved low-income students of color. We propose a theory of diversity dissonance challenging the unary ahistorical criterions used to describe current school demographics and call for leaders and policymakers to address the intersectionality of students’ identities when addressing issues of equities.

Student Assignment Policies and Segregation: A Spatial Approach to Examining Segregation of School Catchment Areas. Kendra Taylor, Erica Frankenberg (Pennsylvania State University)

School attendance boundaries are an important educational policy that can promote integration. By assigning students to attend schools in their neighborhood, patterns of residential segregation are often perpetuated in schools. This study of racial and economic segregation at the school catchment level uses multiple segregation measures along with GIS to explore trends in segregation as well as local spatial patterns of segregation. From this analysis we consider how student assignment policies can further integration.

Facilitator:Hollie Mackey, University of Oklahoma

218. Complexities of the Detroit Education ContextPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Stealing From the Hand You Bit: The Complex Context of Post-Milliken Detroit Schools. Terah Talei Venzant Chambers, John Yun (Michigan State University)

We take up the call of “revitalizing education in complex contexts” in metropolitan Detroit. We use descriptive statistics and interviews with Detroit-area school leaders to examine Michigan’s Proposal A (school choice) law given the legacy of the 1974 Supreme Court decision in Milliken v. Bradley. Ironically, many districts that actively resisted desegregation under Milliken are now actively recruiting Black students from Detroit, resulting in the very desegregation targeted by the overturned metropolitan busing plan.

An Examination of Urban School Governance Reform in Detroit Public Schools, 1999–2014. Shaun Black; Michael Owens, California Lutheran University

Using Portz and Schwartz’s (2009) institutional progress framework developed from their study on Boston Public Schools’ turnaround in the 1990s and 2000s, we examined the decline of Detroit Public Schools (DPS). The paper proposes a paradigm for reframing


the study of educational systems and educational policies in cities. The institutional progress framework provides insights into leadership, educational programs, finances, personnel, community support, and political support that characterized DPS’s decline in the period studied.

Deconstitutionalization of Urban Districts and Leaders’ Political Response: A Field Experiment on Michigan’s EM Law. Maiyoua Vang, California State University, Sacramento

While a number of Michigan school districts have been operating at a deficit, only the financial status of majority-Black school districts (most notably Detroit Public Schools) has triggered State Emergency Management (EM). This field experiment investigated the effect of school district’s racial composition on both the level of support for EM of districts and the level of commitment to politically material resistance from school leadership to the application of that remedy.


219. Culturally Responsive LeadershipPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Complexity in Culturally Responsive Leadership: Uncovering Varied Learning Values in the Peruvian Andes. Joseph Levitan, Pennsylvania State University

Although there is a wealth of literature on culturally responsive leadership, more work still needs to be done to understand the complexity of culture in schools. This paper uncovers the complexity of culturally responsive leadership through an analysis of Indigenous students’ surveys about the values and goals of education in the Peruvian Andes. Findings highlight how culture is not homogeneous. There are a variety of values within cultures. Implications for educational leaders are then discussed.

Place, Space, & Race: Re-Envisioning Leadership for Social Justice Through Students’ Eyes. Shelby Eden Dawkins-Law, Dana N. Thompson-Dorsey (University of North Carolina at Chapel Hill)

We examine the differences in classroom and building design between racially segregated and geographically isolated high schools. By looking specifically at classroom and building design, we hope to leverage current research that found that classroom design has an impact on student achievement. This topic is pertinent to educational leadership because, as the schools’ stewards, educational leaders must be prepared to create an environment where students from diverse backgrounds can be successful.

How Early College High School Principals Demonstrate Democratic, Socially Just, Culturally Responsive Leadership. Hattie Lee Hammonds, Clemson University

The purpose of this qualitative study was to examine how early college high school principals in North Carolina promote the success of the first-generation students of color and low-income students they serve. The study examined these principals through two lenses: the traditional role of principals and a conceptual framework of democratic, socially just, culturally responsive leaders.

Bridge Builders and Culturally Responsive Leaders: The Lives of Muslim and South Asian Headteachers in Britain. Lauri Johnson, Boston College

This paper investigates the life histories of nine Muslim and South Asian headteachers who lead diverse British schools. Narrative analysis revealed complex social identities that intersected with their ethnic and religious backgrounds and geographic locations. Findings challenge essentialized notions of culture and an “encapsulated” Asian community and reveal culturally responsive school leaders who incorporate local funds of knowledge, combat stereotypes of Muslim communities, and couch the mandated teaching of so-called “British values” as larger humanistic concerns.

Facilitator:Muhammad Khalifa, University of Minnesota

220. Chairs Role-AlikeSpecial Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle A

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Many among our ranks not only teach and mentor students in educational leadership but also live it daily as program coordinators or department chairs without the benefit of schooling in the special circumstances of higher education. While most faculty in educational leadership programs have advanced degrees in the field and administrative experience in PK-12 schools, we quickly learn that the challenges and rewards of leadership in a university setting are quite unique. This session is an opportunity to share and discuss the challenges and opportunities of leadership in the higher education.Participants:

Mark Anthony Gooden, University of Texas at AustinColleen Larson, New York UniversityGerardo R. Lopez, University of UtahMichael O’Malley, Texas State University

Facilitator:Gaëtane Jean-Marie, University of Northern Iowa

221. From Positivist to Critical: Paradigms and Perspectives in Educational Research

Special Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BNavigating the theoretical world in academia can be puzzling and overwhelming. This session will provide a crash course to seamlessly cross theoretical paradigms without getting mired in what means what. We will discuss the meanings of ontology, epistemology, and axiology along with positivist, postpositivist, constructivist, critical, and post(s) paradigms—and how to use them in developing proposals and conducting studies.Participants:

Kathryn Bell McKenzie, California State University, StanislausSarah Diem, University of MissouriDonald J. Peurach, University of MichiganMichael Dantley, Miami University


222. Video and Website Construction With Administrators, Teachers, and Students Who Experienced Kansas City’s Desegregation Era

Innovative Session / Mini-Workshop11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AThis innovative session engages participants in an exploration of digital video production and website design utilized to revitalize educational research and community engagement through postqualitative inquiry (St. Pierre, 2015). We introduce the methods used for this project to create and launch a public website and listen to what administrators, teachers, and students have to say about their quest for love, learning, and equal education in the Kansas City, Missouri school desegregation period (1971–1997). The project co-investigators used digital video to record approximately 35 oral histories with school and district administrators, teachers, and students. Participants:

Loyce Caruthers, University of Missouri, Kansas CityCandace Schlein, University of Missouri, Kansas CityEdward Underwood, University of Missouri, Kansas City

Facilitator:Jennifer Friend, University of Missouri, Kansas City


223. Exploration of Educational Issues for Underrepresented StudentsPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:Academic Kapo: High-Stakes Latina/o Educational Leadership. Keith Reyes, Washington State University

This qualitative study paints an auto-ethnographic portrait of work as a Chicano postsecondary educator at a community college in the Pacific Northwest over a 5-year period (2010–2015). This research suggests that macro-structural and institutional dynamics embedded into the work minority educators perform merge in perverse ways to contribute to the postsecondary educational inequity in socioeconomically disadvantaged Latina/o students’ lives, ultimately undercutting their life chances, with few exceptions.

Beyond Courage: A Gilded Age of Antiracism in a High School. Patrick A. Duffy, St. Paul Public Schools

The purpose of this critical ethnographic study was to examine school leaders’—administrators, teachers, support staff, and students—perceptions of the impact of a high school’s systemic antiracism model on bringing about organizational change related to racial equity. The study addresses how antiracism was defined, conceptualized, and manifested during a “gilded age” of antiracism at Midwest High School. The racial identity of participants contributed to their effectiveness with interrupting individual, cultural, and institutionalized racism.

“La Escuela Era lo Mejor Para Ellos”: Mexican Immigrant Parents Reflecting on Parental Engagement Experiences. Erica Fernández, University of Connecticut

Utilizing critical race theory, this paper centers the parental engagement experiences of Spanish-speaking Mexican immigrant parents. Findings indicated a relationship between traditional and nontraditional acts of parental involvement, the existence of parental internalization of student success and failures, and the use of parental educative experiences as the driving force for the promotion of academic student success. This study thus extends the more expansive parental engagement discourse while also providing counternarratives of parental engagement experiences.

K-12 Latina/o Students: A Review of Research Identifying Factors Contributing to Academic Achievement. Amanda Taggart, California State University, Bakersfield

A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to Latina/o student academic achievement outcomes during their K-12 careers. Findings indicated that a combination of (a) demographic variables, (b) sociocultural variables, (c) cultural variables, (d) academic experiences, (e) psychological variables, and (f) school/institutional variables was found to be related to one or more academic achievement outcomes for Latina/o students.

Exploring the Early College and College Transition Experiences of Women From Underrepresented Groups. Leslie Locke, Matthew Stier (University of Iowa)

This qualitative study examines the transition from the Early College High School environment to the postsecondary environment for women from underrepresented groups. Students’ success, transition, and engagement are highlighted. Effective and appropriate K-12 leadership solutions designed to meet the specific needs of these students are discussed.

Facilitator:Melissa Ann Martinez, Texas State University

224. Partnerships for ImprovementPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Defining Teacher Leadership in Context: Lessons From an Elementary Partnership School. Cynthia L. Carver, Oakland University

How do teachers perceive their new leadership role when a school is intentional about hiring

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teacher leaders? Through participant self-report and on-site observation, this case study examined one school’s efforts to embrace a “teacher leadership by design” model. Study findings suggest that two competing definitions of teacher leadership emerged. The paper traces this development, examines the dilemmas that resulted, and concludes with recommendations for schools that wish to embrace teacher leadership as a school-wide model.

Re-Envisioning Leadership Development in Rural Schools: An Examination of Social Capital Development Within Research–Practice Partnerships. Hans Klar, Clemson University; Kristin Shawn Huggins, Washington State University; Robin Phelps-Ward, Clemson University; Julie Kelly Desmangles, Clemson University; Frederick C. Buskey, Clemson University

In this paper, we examine how social capital was developed among the members of a steering committee in a research–practice partnership between a university-based educational leadership program and a 12-district consortium of rural, high-poverty schools. Our findings illustrate how the committee’s diverse composition, open communication, and shared goals contributed to the successful implementation of a long-term, job-embedded leadership development initiative. The findings have important implications for overcoming partnership-related challenges to address problems of practice.

Re-Envisioning Principal Preparation Programs: Leadership Faculty Glean From University–District Partnerships. Fernando Valle, Irma Laura Almager, Vanessa Deleon, Dusty Palmer (Texas Tech University)

This qualitative study focused on the development of human capital and the school leadership pipeline through a university–district collaboration for aspiring administrators. The highly selective Principal Fellows program utilized competency shaping feedback through principal mentors and leadership faculty to develop instructional coaching skills for teacher development and student achievement. The learning leveraged from leadership faculty provided platforms to use equity audits and student data centered frameworks to produce highly qualified and job-ready aspiring administrators.

Partnering for Improvement: How District and School Leaders Conceptualize District Reform. Jennie Weiner, Sarah Woulfin, Morgaen Donaldson (University of Connecticut)

This qualitative study examines how one district initiative, termed the Improving Performance Agenda (IPA), aimed at motivating changes its lowest performing schools, came to be understood by district and school leaders. Conceptualizations of IPA varied among district and school leaders. As a result, though both groups associated some positive outcomes to IPA, there seemed to be a general lack of integration between IPA and other improvement efforts, leading to questions regarding the policy’s potential efficacy.

Developing and Sustaining the Gulf Coast Partnership: Possibilities, Successes, and Challenges. William Black, John Mann, Joyce Haines (University of South Florida)

We describe the evolution of collaborative partnerships developed between faculty and local district leadership development directors that led to the development of a leadership pipeline across multiple large districts, including (a) a master’s program leading to initial Leadership Certification; (b) a nondegree, yearlong Principal Preparation program leading to Principal Certification (Level 2); and (c) a redesigned Educational Specialist program that directly responds to district needs for development of experienced principals for turnaround school contexts.

Facilitator:Lu Young, University of Kentucky

225. Perspectives on Race and Privilege in Educational SettingsPaper Session11:00 am to 12:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BParticipants:Power and Privilege: An Analysis of the Teacher Tracking Phenomenon. Darrius A. Stanley, Michigan State University

Although numerous scholars have tackled student-tracking issues in schools, considerably


less research has been done to examine how faculty could be tracked in similar ways. This conceptual paper expands the Finley (1984) definition of teacher tracking by illuminating the historical and racial aspects that were previously ignored. Utilizing critical race theory, this paper seeks to both illuminate this phenomenon and ignite discussion about how school leadership should address it.

Critical Race Theory: The Precursor to Transformative Leadership Informed Practice for Educational Leaders. Annivory Calvert, Wayne State University

Critical race theory (CRT) methodologies present the impacts of racism through a race-conscious theoretical framework (Bell, 1995). CRT furthered an awareness of the moral debt owed to the heirs of slavery and the intergenerational effects of the wealth gap caused by the national debt on the educational opportunity gap in African American communities (Ladson-Billings, 2006). Transformative leadership methodology informs practice in a deconstructed and reconstructed educational community that shares power with all.

(Re)constructing the Language of the Achievement Gap to an Opportunity Gap: Three African American Women Counternarrative. Osly Flores, University of Pittsburgh

For this paper, I situate the narrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework. These three school leaders present the various ways these three school leaders discuss educational issues that affect students of color and of low-socioeconomic status. In addition, these three school leaders share the toll that comes with working toward social justice.

Facilitator:Ann M. Ishimaru, University of Washington

226. The Role of Teacher Leadership in Building Communities of Practice for Instructional Improvement

Critical Conversations and Networking Sessions12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AThis Critical Conversation and Networking Session will provide a platform for a symposium-style dialogue on the role of teacher leadership in building communities of practice for instructional improvement. It will focus on connecting research, policy and practice to explore strategies that could enact teacher leadership at high-impact but sustainable scale.Participants:

Jianjun Wang, East China Normal UniversityXiu Cravens, Vanderbilt University

Facilitators:Haiyan Qian, Hong Kong Institute of EducationEllen Goldring, Vanderbilt University

227. Using an Ethnodramatic Case to Discuss Teaching and Learning in Schools Serving Vulnerable Youth

Symposium12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BHow might socially just school leaders work with and through teachers to promote beneficial outcomes for vulnerable youth? This symposium begins with a series of qualitative cases that evoke a teacher’s relationships with vulnerable students. Audience members then use adult learning techniques to respond to the cases as school leaders. After this initial discussion, an expert panel provides additional commentary. Dialogue is used to build theory and support action and reflection.Participant:Student Stories From the Ethnodrama “Goodbye to All That!” Charles Vanover, University of South Florida; Omar J. Salaam, University of South Florida; Tiffany Octavia Harris, University of Illinois at Urbana-Champaign; Andrew David Bratspis, University of South Florida; Tara Nkrumah, University of South Florida; Andrew Babson, University of Pennsylvania

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Facilitators:Vonzell Agosto, University of South FloridaAnjalé Welton, University of Illinois at Urbana-ChampaignStella Resko, Wayne State University

228. Developing a Research Agenda for the Educational Leadership Community: A Review of the Gaps and a Call for Involvement

Special Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotThe UCEA Execuitve Committee invites participation in a session focused on a UCEA Headquarter’s analysis of research gaps identified within highly ranked journals over the last 5 years. Based on the analysis, UCEA has identified priority areas around which a research grants program will be developed. UCEA seeks feedback concerning the gap analysis and identified priorites. Information on the grants project will be shared during the session.Participants:

Mark Anthony Gooden, University of Texas at AustinTerah Talei Venzant Chambers, Michigan State UniversityLiz Hollingworth, University of IowaCasey D. Cobb, University of ConnecticutMariela A. Rodriguez, University of Texas at San AntonioApril Peters-Hawkins, University of HoustonNoelle Witherspoon Arnold, Ohio State UniversityGerardo R. Lopez, University of Utah


229. Sustainability and Community PartnershipsPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierParticipants:Identifying and Allocating Resources for Learning Improvement: A Study of Sustainably Improving Rural Schools. Wesley Henry, University of Washington

This paper investigates administrators’ efforts in rural schools to identify and leverage resources available to them to support learning improvement. These rural administrators demonstrate sustainable achievement gains, despite diseconomies of scale, by maximizing teacher instructional time through assuming additional duties, by forging formal and informal partnerships to support student learning, and by leveraging the interconnected nature of rural communities in ways that materialize support for schools and manage the politics of resource distribution within schools.

Student Success Discourses in a Rural Cradle-to-Career Network. Sarah Zuckerman, University of Nebraska-Lincoln

Utilizing a framework that combines civic capacity and social movement issue framing, this study examines how local and national discourses on student success influenced the issue framing in a rural cradle-to-career network. Such issue framing includes the identification of local problems and the development of potential solutions that serve as drives for mobilization and collective action. The findings suggest that when multiple views are accommodated, broad frames develop, aiding mobilization but hindering collective action.

Sustainable Bridges of Collaboration. Gretchen Givens Generett, Amy Olson, James L. Foster (Duquesne University)

Examining narrative data from an annual leadership symposium, this paper addresses the following research questions: 1. How do participants understand their own narratives of how they became social justice advocates? 2. What social and online networks are


participants using to support their social justice advocacy work? 3. How do these social and online networks connect locally and to the larger Black Lives Matter movement? How can we leverage these connections to support collaboration?

Situating Trust in the Socio-Political Context of Place-Based Partnerships for Educational Equity. Amber Joy Banks, University of Washington

This literature review explores what is known about the role of race and power in building interpersonal trust and distills the implications for education partnerships that seek to build trust across racial and cultural differences. This interdisciplinary review of the scholarly literatures on interpersonal trust, education collaborations, and critical race theories lays the groundwork for education partnerships that seek to build trust among diverse stakeholders to achieve educational equity in a given neighborhood or region.

Supporting Sustainable and Sociocultural Approaches in Community Learning and School Reform. Ian Mette, University of Maine; Catharine Biddle, University of Maine; Richard Ackerman, University of Maine; John Maddaus, University of Maine; Lyn Brown, Colby College; Mark Tappan, Colby College; Andrea Mercado, University of Maine; Mark Congdon, University of Maine

In this study we investigate ways in which a community group, Transforming Rural Experiences in Education (TREE), is currently attempting to address historic inequities and reimagine possibilities in the poorest county in their state. This study highlights the willingness to address technical barriers stemming from spatial and economic marginalization yet the greater difficulty to engage in discussions of cultural support, specifically, the racial segregation and marginalization among Native Americans in their community.

Facilitator:Lauri Johnson, Boston College

230. Complex Issues in Educational LeadershipIgnite Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Revitalizing Learning by Greening the School: Insights From Research, Site Visits, and Stakeholder Voices. William L. Sterrett, University of North Carolina at Wilmington; Scott Imig, University of Newcastle, Australia

This Ignite session will feature research and site-visit footage from three recent research projects examining leadership (including teacher and student voices) at schools/districts recognized as US Department of Education Green Ribbon Schools. Our research has yielded insights from the field that speak to the relevance of school leadership in focusing on sustainability as well as shared leadership.

Beyond Compliance: How School Leaders Can Leverage Constitutional Principles to Promote Equitable School Cultures. Regina Rose Umpstead, Central Michigan University

The National Education Leadership Preparation (NELP) Standards discuss legal compliance as a way to promote student success. Significant changes in our society have placed a premium on developing school leaders with a firm grasp of civil rights and liberties. This talk discusses how school leaders can employ free speech, religious, equal protection, and due process principles to create school cultures where student agency is promoted, inclusion is practiced, diversity is embraced, and students’ rights are protected.

Reflections on Predictors of Urban Principal Turnover. Lorna Beckett, University of DenverResearch indicates principal turnover is increasing, but there are limited studies within an urban context as to why principals are leaving their schools. This Ignite session will discuss a study that examined eight independent variables and their relationship to principal turnover in Colorado urban schools and the implications the findings have for policy and practice.

Leadership Placement in Turnaround Schools: Re-Envisioning District Human Resource Practices. Cori Groth, Janice Bradley, Sandra Leu, Ashley McKinney (University of Utah)

Research indicates that school leaders are essential in the organizational change process. While much guidance exists for districts regarding principal-related human resource practices to increase turnaround success, we have noted few districts using the literature or understanding how to best

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use the literature to increase placement success. This talk will ignite dialogue regarding thoughtful district human-resource management.

Learning From Tech-Savvy Superintendents: Redefining Leadership Roles and Re-Imaging Student and Staff Success. Jayson W. Richardson, San Diego State University; William L. Sterrett, University of North Carolina at Wilmington

This Ignite session draws from a research study of superintendents who were recognized as eSchoolNews Tech-Savvy Superintendents. Insights on empowering leadership, fostering learning and innovation, and managing the complexities of the district leadership role will be featured in a format that includes quotes, examples, and strategies, building on existing research in the field.

Discussant:Kristina Astrid Hesbol, University of Denver

231. New Approaches to Leadership DevelopmentPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Coaching Newly Appointed Principals for the Complexities of School Improvement: A Multicase Qualitative Study. Chad Lochmiller, Indiana University

Drawing upon a qualitative case study conducted in three low-performing schools, this paper describes the work of leadership coaches supporting three newly appointed principals. Thematic analysis generated three themes: (a) prioritization of issues related to inadequate teacher performance, (b) use of differentiated coaching strategies, and (c) sensitivity to school-based politics. The findings from this study contribute to the limited research base and demonstrate how coaching evolves within the complexities of school improvement.

Developing Transformative School Leaders: The Impact of School-Based Leadership Coaching. Melodie Wyttenbach, University of Notre Dame; Bisi Oyedele, Boston College

Responding to the needs of leaders and ensuring leaders are prepared to face the multitude of demands, leadership preparation programs are shifting their approach to development by complementing instruction with school-based coaching. As leaders learn and adopt new practices in an effort to create more effective schools, it is critical the intermediary role of coach is closely examined. This paper studies the impact the coach has on developing transformational school leaders.

Enacting Complex Policy: Refreshing Practice Through Leadership Development. Sharon Ann Wilbur, Sharon Gail Dean, Leslie Ann Williams, Linda Atkinson (University of Oklahoma)

This evaluation study examines professional development offered to building principals as enactors of recent state policies. Grounded in the theoretical frameworks of instructional leadership and data-driven decision making, the study collected pre and post classroom observation data from 41 schools as well as five interviews with principals who had participated in a 3-day seminar that included job-embedded activities. Findings show significant changes in teacher classroom practice resulted from leaders’ learning.

Mapping Complexity: Using GIS Mapping and Critical Pedagogy to Develop the Contextual Awareness with Educational Leaders. Erin Atwood, Texas Christian University

To varying degrees, our leadership preparation programs seek to cultivate the ideals of a social justice within our students. Yet, enacting this social justice pedagogy remains challenging. The purpose of this paper is to examine the use of geospatial analysis and critical pedagogy in order to better develop the contextual awareness of educational leaders. This research uses action research to examine student mapping projects and reflection.

Facilitator:Karen L. Sanzo, Old Dominion University


232. Leadership and Urban Revitalization: What Role Can Community Schools Play?Critical Conversations and Networking Sessions12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AFull-Service Community Schools (FSCS) are among a set of “place based” reforms that have emerged amid growing frustration with the inability of prior approaches to significantly improve student achievement. Community schools “aim to build neighborhood-wide social capital, and position productive partnerships as an integral component to school and neighborhood improvements” (Green & Gooden, 2014, p. 931). Our critical conversation addresses to what extent FSCS may revitalize communities around schools and ensure successful urban school reform.Participants:

Michael C. Barnes, University of Texas at AustinAndrene Castro, University of Texas at AustinMadeline Laurinda Haynes, University of Texas at AustinEmily Germain, University of Texas at AustinTerrance Green, University of Texas at AustinHelen Janc Malone, Institute for Educational LeadershipCarol Weaver, Detroit Public Schools Community District

Facilitators:Jennifer Jellison Holme, University of Texas at AustinChloe Sikes, University of Texas at Austin

233. Diverse Challenges for Superintendents and District LeadersPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Breaking Gender Walls Through Pathways to the Superintendency. Gina Laura Gullo, Jill Sperandio (Lehigh University)

The educational leadership gender gap is a national social justice crisis. Women leaders are critical to growth, but only represent 24.1% of US superintendents. The study investigated how aspiring superintendents perceived the insider versus outsider career tracks and whether gender differences existed in superintendency hiring patterns using a mixed methods, survey-based design. Findings indicated continued gender discrepancies, less superintendency interest by women, and an advantage of the insider career pathway for aspirant superintendents.

Messy Messages and Making Sense Across Complex Contexts: A Regional Network of Superintendents Confronting Equity. Katherine Rodela, Sharon Kruse, Kristin Shawn Huggins (Washington State University)

This paper analyzes interactions among 12 superintendents, who confronted equity issues and shared their experiences with each other in monthly meetings. We analyze how they negotiate their own equity understandings among their peers. Findings reveal “messy messages” across four domains: public versus private talk, and public versus private action. These messages illustrate the complexity of district equity advocacy and increasing need for social justice education in leadership preparation programs, particularly at the superintendent certification level.

The Intersection of District and School Leadership in a Small Urban Southern School District. LaSonja Roberts, University of South Florida; Leonard C. Burrello, University of South Florida; John Mann, University of South Florida; Alvin Taylor, Meridian Public School District; Robin Miles, Meridian Public School District

This mixed method study captures lived experiences of three leaders from a small urban southern school district. They bring life to collected data that chronicle a transformation of academics, school, and community culture. Battling the challenges of politics, policies, and a community culture of high poverty, low expectations, and limited student opportunities, these leaders are able to use an appreciative change framework to reflect, re-envision, and ultimately redefine the district’s core values, beliefs, and practices.

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Toward a Model of Pathways to the School District Superintendency: An Event History Analysis. Bradley Davis, University of Texas at Arlington; Alex J. Bowers, Teachers College, Columbia University

We determine whether and when educators with superintendent certification become superintendents, and how their likelihood of making this transition is influenced by race, sex, and their intersection. More specifically, we utilize survival analyses including a discrete-time hazard model to make sense of otherwise complex pathways to the superintendency.

Mentoring Emerging Leaders: Perspective of Mentees on Dispositions and Conditions for Leadership Learning. Ryan D. Anderson, Teresa Wasonga (Northern Illinois University)

Although mentoring is believed to improve the craft of the principalship, the processes of collective engagement between mentor and mentee are rarely investigated. This study investigated the conditions and dispositions that favor the transmission of intangible/tacit knowledge for leadership learning for the mentee.

Facilitator:Carmen Wood Coleman, University of Kentucky

234. The University Principal Preparation Initiative: Investing in the Development of School Principals

Special Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AThis session will highlight a new $47 million initiative from The Wallace Foundation focused on the redesign of university-based principal preparation programs. Several UCEA institutions participating in Wallace’s new University Principal Preparation Initiative (UPPI) will discuss ways in which they hope to redesign their current programs and what they hope to learn through their engagement as partner universities. Participants will also highlight opportunities and mechanisms for sharing resources and lessons learned beyond the grant participants.Participants:

Shelby A. Cosner, University of Illinois at ChicagoTimothy Drake, North Carolina State UniversityDoug Fisher, San Diego State University Richard Gonzales, University of ConnecticutSusan Korach, University of DenverAnn O’Doherty, University of WashingtonDaniel Reyes-Guerra, Florida Atlantic UniversityCynthia L. Uline, San Diego State University


235. Demystifying the Academic Job Search, Part II: The Nuts and BoltsSpecial Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BAfter listening to faculty old and new talk about their experiences with the job search process, you probably have a lot of questions about the things you heard: What does a good cover letter look like? Do I need to create a research statement, a teaching philosophy, or both? When should I start this process? In this session, we will look at examples of different parts of the application package, discuss how to tailor your package to best position yourself for the job you want, and talk about how to time and organize your job search.Participants:

Erin Anderson, University of DenverJada Phelps-Moultrie, Portland State UniversityChris Torres, Michigan State University


Kristina Brezicha, Georgia State UniversityFacilitator:

Madeline Mavrogordato, Michigan State University

236. Cross-Cultural Intersections of Gender & Race Among English, South African, & American Black Female School Leaders

International Community Building Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AUsing intersectionality theory, investigators examined Black women leaders’ cross-cultural experiences related to gender and race in schools in England, South Africa, and the United States. The findings suggested that women’s constructions of success are strongly shaped by their gender and race and are deeply rooted in their cultural and familial histories as sources of courage, inspiration, and values. These deep-rooted values compel them to practice leadership that is inclusive, fair, and socially just.Presenters:

Elizabeth C. Reilly, Loyola Marymount University Kay Fuller, University of NottinghamPontso Moorosi, University of Warwick

Facilitator:Elizabeth C. Reilly, Loyola Marymount University

237. Leader Identity and Social Justice for StudentsPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:A Qualitative Study of Educational Leaders Enacting Social Justice for LGBTQ Students. Allison Martin, University of Utah

This paper describes a qualitative research study of educational leaders enacting social justice practices aimed at improving the quality of schooling for LGBTQ students. The study draws on theories of leadership for social justice and expands connections between such practices and the inclusion of LGBTQ identities in K-12 schools. The paper focuses on current leaders who are implementing such solutions and describes their methods, the barriers they face, and their strategies for dealing with such resistance.

LGBTQI Principals: An Exploration Into Leadership Experiences and Challenges. Isaac W. Williams, David DeMatthews (University of Texas at El Paso)

This paper reports on a qualitative multicase study of LGBTQI principals and how they lead to create more inclusive and equitable schools for LGBTQI youth and their peers. Specifically, this paper analyzes the experiences and challenges faced by principals who have a diverse set of sexual orientations along the U.S.–Mexico border.

Evolution of Social Justice Identity: Theory of Individual and Organizational Identity Development Toward Social Justice. Colleen A. Capper, Heather Roth (University of Wisconsin-Madison)

This paper proposes a theory that links individual identity development theories and their intersections to organizational identity and development toward social justice ends. We identified six key principles of this theory that can begin to help explain and inform leadership for social justice, contradictions in this leadership, and how schools evolve toward social justice.

The New “Eyes on the Prize”: School Leaders Pursuing Equity. Osly Flores, University of PittsburghThis paper draws from a narrative study of eight school leaders who have been recognized as holding equitable practices. Through stories told by eight school leaders, I explore the commitment by school leaders motivated towards equity in schools—a commitment that arises from holding to just rights of others.

Taking a Selfie: Examining Identity in Educational Leadership Preparation Programs. Tanya Alyson Long, Katherine Lewis, Michael P. O’Malley (Texas State University)

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This paper serves to promote discourse surrounding the preparation of social justice leaders by analyzing a curriculum-based intervention in which doctoral students used selfies to communicate their leadership identities. Participants engaged in discourses surrounding identities and tensions between what was intended and what was perceived. Images and audience perceptions were analyzed through a social semiotics frame. This theoretical analysis provides discourses surrounding the experimentation with new forms of curriculum-based interventions for social justice preparation.

Facilitator:Judy Alston, Ashland University

238. District Support for Principal EffectivenessPaper Session12:20 to 1:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:District-Principal’s Decision-Making Power Relationship at Regular Public Schools: A National Study Based on Principals’ Perceptions. Jiangang Xia, University of Nebraska-Lincoln; Jianping Shen, Western Michigan University; Jingping Sun, University of Alabama

This study examines district’s and principal’s influences on school decisions and their power relationship. By applying HLM methods to national 2007-08 Schools and Staffing Survey data, we found that the three technical core or related areas (standards, curriculum, and professional development program) were more likely to be characterized as win-win situations, while the personnel (hiring and evaluating teachers) and budget areas presented a zero-sum relationship. No significant association was identified in the area of setting discipline.

Assessing Impact: The Role of Leadership Competency Models in Developing Effective School Leaders. Jennie Christine Welch, Georgia Leadership Institute for School Improvement; Meriem Hodge, California State University, Fullerton

The purpose of this case study is to examine the impact of a research-based framework that captures the leadership dispositions essential for school and student success on the development of aspiring leaders in a one school system. This research seeks to illuminate the utility of the framework for defining leadership competency models and aligning professional learning for aspiring leaders to the competencies and dispositions required for leadership success.

Principal Supervisors: Boundary Spanners of Systemic Reform Efforts Aimed at Promoting Equity. Daniel D. Spikes, Jason Deric Salisbury, Isaiah Clarence McGee (Iowa State University)

This study is part of a larger qualitative case study that examined the role of the school district central office in advancing equity. This study focused on the role of the principal supervisor in the district’s reform efforts intended to promote equity. Utilizing a conceptual framework developed from the literature on principals as street-level bureaucrats/boundary spanners, the roles of principal supervisors, and districts as institutional actors, we found that principal supervisors played an integral role.

Central Office Effect: Investigation Into the Influence of Principal Supervisor Professional Development on Principals’ Effectiveness. Michelle C. Farmer, Georgia State University

Sociocultural learning theory draws attention to interplay between individual and social learning in public and private settings. Guided by a sociocultural model, Vygotsky Space, this qualitative, comparative case study examines the nature of learning through the internalization of social interactions. Thematic coding of data uncovers relationships between learning and capacity building. Initial findings suggest creation of collaborative cultures of learning for leaders at all levels of an organization may improve teaching and learning opportunities for students.

Facilitator:Meredith Mountford, Florida Atlantic University


coFFee break!Please join us for a complimentary coffee break in the Renaissance Foyer. We hope you enjoy this 30-minute break in scheduling sponsored by the Detroit Marriott Renaissance Center.

Saturday 1:30–2:00 pm Renaissance Foyer

240. Teacher Leadership, Well-Being, and Decision-MakingPaper Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:Through the Grapevine: Source Dependence and Teachers’ Decisions. Jason Burns, Michigan State University

This study draws on research from the field of judgment and decision making to understand how teachers treat different sources of information when making decisions. Teachers’ responses in a planning simulation were use to examine how information was treated differently in the decision making process depending on its source.

Exploring the Relationship Between Teachers’ and Principals’ Perceptions of Teachers Decision-Making and Teachers’ Job Satisfaction. Kristina Brezicha, Georgia State University; Sakiko Ikoma, American Institutes for Research; Hyowon Park, Pennsylvania State University; Gerald LeTendre, Pennsylvania State University

This paper explores the relationship between teachers’ and principals’ perception of teachers’ involvement in decision-making processes at their schools and the relationship to teachers’ job satisfaction. Using data from 29 countries, we find that in all countries principals’ and teachers’ perceptions of staff involvement in decision-making greatly differ. After controlling for a range of salient factors, we find a negative relationship between this gap and teachers’ job satisfaction.

Flourishing Rhythms: How Teacher Leaders Live Well and Do Well for Self and Others. Chelsey Lee Saunders, Teachers College, Columbia University

Phrases like “too angry to leave” and Teacher Wars bare the premise that the stressful work of teaching and liberating results in one of two ways: fight or flight. My study addresses how, if at all, some of the most effective and best teacher leaders flourish, even when the common discourse reflects a radically different, deficit narrative.

Facilitator:Jennie Weiner, University of Connecticut

241. Racially and Ethnically Diverse Women Leading Education: A World ViewSymposium2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule BResearch is a political and ideological act, and gender research is no different. Without renewed inquiry and activism on the part of a great number of people, we are likely to see many of the gains that have been made in educational leadership in regards to practice, scholarship, and advocacy disappear. In this light, this symposium proffers divergent perspectives of women in educational leadership positions and posits that women are essential to transformative praxis.Participants:Paradigm Shift or Paradigm Stasis? An Analysis of Research on U.S. Women in Educational Leadership From 1980–2004. Terri Nicol Watson, City College of New York, CUNY; Jeffrey S. Brooks, Monash UniversityTeacher Candidates’ Perceptions on Female and Male Leadership Candidates’ Leadership Styles. Soribel Genao, Queens College, CUNY

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Negotiating Race and Gender in Marginalized Work Settings. Gaëtane Jean-Marie, University of Northern Iowa; Anthony H. Normore, California State University, Dominguez Hills; Katherine Cumings Mansfield, Virginia Commonwealth UniversityTe Ara Hou—The Maori Achievement Collaboratives (MACS): Revolutionizing Indigenous Student Learning. Andres Santamaria, Auckland University of Technology; Lorri J. Santamaría, University of AucklandGender, Ethnicity and Social Justice Leadership: Female Jewish and Arab School Principals in Israel. Khalid Arar, Center for Academic Studies, Israel; Asmahan Masry-HarzallaParticipants:

Ira Bogotch, Florida Atlantic UniversityLinda Carole Tillman, University of North Carolina at Chapel Hill

Facilitator:Terri Nicol Watson, City College of New York, CUNY

242. Social Media Training for Educational Leadership ProfessorsSpecial Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotThis hands-on session is intended to help educational leadership faculty and graduate students boost their social media skills. Attendees can self-select into novice or experienced user groups and will have an opportunity to focus on Twitter, scholarly blogging to increase public visibility (i.e., writing blogs); RSS readers for blog aggregation (i.e., collecting and reading blogs); and other social media tools such as Facebook, Instagram, Snapchat, or Pinterest. Bring your computer, your smartphone, and a willingness to share and learn with others!Facilitators:

John Beuhring Nash, University of KentuckyScott Christopher McLeod, University of Colorado-Denver

243. Opportunities to Promote Equity as Principal Preparation Responds to New Standards (CEEDAR)

Critical Conversations and Networking Sessions2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierThis Critical Conversation will explore how redesign of principal preparation programs could provide an opportunity to prepare school leaders to create inclusive and effective learning opportunities, with a particular focus on students with disabilities. Our session reflects the work of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center, which provides resources and assistance to state agencies and preparation programs for teachers and leaders to improve outcomes for all students including those with disabilities.Participants:

Tom Bellamy, University of WashingtonJames McLeskey, University of FloridaElizabeth Kozleski, University of Kansas

Facilitator:David DeMatthews, University of Texas at El Paso

244. Supporting Principal Growth: Emerging Principal Assessment Solutions That Are Not State Evaluation Systems

Critical Conversations and Networking Sessions2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AIn a majority of states, mandated evaluation systems cannot yield fine-grained or frequent-enough information to be meaningful in guiding principal growth. This Critical Conversation


will cultivate dialog around these questions: What design elements are emerging in leader assessment tools that privilege principal learning and performance improvement over principal rating? How do the roles of universities, districts, and professional learning organizations map to design elements of an optimal 70-20-10 blended-learning leader growth model?Participants:

Leslie Hazle Bussey, Georgia Leadership Institute for School ImprovementLynn Scott, The Wallace FoundationGina Ikemoto, New Leaders


245. Equity-Oriented Leadership for Social JusticePaper Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:Transformation Is Vital to Social Justice Leadership. Amanda Jo Cordova, Encarnacion Garza (University of Texas at San Antonio)

A one sided emphasis in traditional educator programs of coursework defined by their focus on accountability and closing achievement gaps often detracts from the training of future educational leaders to engage in pedagogical practices developing their sense of critical collective consciousness as a means to facilitate ongoing, long-lasting transformative leadership capacity. It is through this transformative capacity that educators can emancipate themselves from the shackles of neo-liberalism to revitalize, re-envision, and redefine education.

Using the Senses to Promote Social Justice and Equity-Oriented Work Through Performance Art. Christa Boske, Kent State University; Azadeh F. Osanloo, New Mexico State University; Whitney Sherman Newcomb, Virginia Commonwealth University; Leshun Collins

School leaders are storytelling organisms who, individually and collectively, lead storied lives, influencing their ways of knowing and responding to the world. This autoethnography used sense-making to understand how seven Black male students, a Black aspiring school leader, and a White university artist mentor understood the integration of sense-making as artmaking to re-envision and redefine educational practices by promoting social-justice-oriented work aligned with culturally responsive curricula and pedagogy in K-12 and leadership preparation.

Leadership for Social Justice Through Access to Secondary Education: A Case Study From Belize. Stephen Louis Jacobson, Lorenda Chisolm, Noemi Waight (University at Buffalo, SUNY)

This case study reports the efforts of school leaders to establish the first secondary school on a small island off the coast of Belize. Drawn from a larger study of the school’s STEM curriculum developed in relation to the sustainable eco-tourism industry emerging on the island, this article focuses on the social justice impetus and community partnerships that led to the school’s establishment in the first place.

Facilitator:Mark Anthony Gooden, University of Texas at Austin

246. Re-Envisioning Leadership Preparation Through University–District Partnership Academies

Critical Conversations and Networking Sessions2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AThe purpose of this session is to promote engaged conversation about leadership preparation models as participants explore beliefs around effective leadership in complex settings and benefits to district partnerships. Today’s schools require leaders to embrace social issues, respond to equity through informed decisions, and advocate for all students. Session participants will consider how the leadership academy provides rich learning experiences that integrate content, apply leadership standards to district needs, and respond to complex educational environments.

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Facilitator:Robert Hachiya, Kansas State University

Participant:Donna Augustine-Shaw, Kansas State University

247. Fresh Perspectives on Family EngagementPaper Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Promoting Social Justice Through Home-to-School Connections: Leadership Supporting Parental Involvement in High Needs Schools. Brett C. Savage, Georgia State University

The purpose of this study is to examine the leadership qualities exhibited and actions taken in a high-needs, urban elementary school that has actively involved parents and is experiencing success with regards to student achievement on state-mandated standardized tests. Drawing on social justice leadership theory, this study will analyze semistructured interviews through case study methodology to understand how a leaders in a single high-needs, academically successful elementary prioritize, facilitate, and utilize parental involvement.

Centering Community in Collaborative Approaches to Educational Leadership: Contributions of Families’ Epistemology, Agency, and Resistance. Camille M. Wilson, University of Michigan; Muhammad Khalifa, University of Minnesota; Ann M. Ishimaru, University of Washington

This paper introduces a critical framework for “centering community” that promotes school-family-community engagement practices that affirm diversity, inclusion, and culturally relevant practice. The framework integrates five core themes related to educational leaders’ better understanding and responding to communities’ epistemologies, educational experiences, identities, and disengagement or political resistance. It considers important power differentials and families’ varied sense of educational agency. Our research in Detroit and metropolitan Seattle informs recommendations for community-based leadership, coalitions, and activism.

“It Was a Life-Threatening Problem”: Critical Moments Experienced by Parents and (Re)framing Parental Engagement. Erica Fernández, Michele Femc-Bagwell (University of Connecticut)

This study uses photographs and personal narratives taken by parents/caregivers of students enrolled in public schools located in urban settings to understand how they conceptualize parental engagement. Moreover, this paper expands our conceptualization of engagement by centering on a critical moment for parents related to their parental engagement experiences (i.e. crossing the border) while also providing school leaders, practitioners, and scholars with implications for understanding and encouraging the multiple perceptions of parental engagement.

Pursuing Equitable Family Engagement Through a School District–University Partnership. Rebecca Lowenhaupt, Sarah Bradley, Joi Dallas, Nicholl Montgomery (Boston College)

This paper presents a study of a university–school district partnership focused on increasing family engagement. The paper explores the nature and impact of the partnership as a strategy to increase equity in a district serving an increasingly diverse student population. We found that the design of the partnership facilitated the development of strategies to support families that generally struggle to engage with their schools. We end with a set of implications for future partnerships.

Facilitator:Gerardo Lopez, University of Utah

248. The Handbook of Research on the Education of School Leaders: Building a Research Agenda for the Next Decade

Special Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle A


This session will feature the new Handbook of Research on the Education of School Leaders. Following a review of the handbook and what is new in the second issue, participants will discuss important gaps in the leadership preparation literature and begin thinking through a research strategy for UCEA and its member institutions.Facilitator:

Michael P. O’Malley, Texas State UniversityParticipants:

Gary Crow, Indiana UniversityMichelle D. Young, UCEA/University of VirginiaGordon Gates, Washington State UniversitySharon Kruse, Washington State UniversityMónica Byrne-Jiménez, Hofstra University

249. Negotiating a Contract: A Guide for First Timers on the Academic Job MarketSpecial Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BWhen it comes to taking your first (second, or third) academic position, receiving an offer is only the first step in the important process of getting what we want. Come hear experienced academics in education talk about how they and those they hire have navigated their way from job offered to job accepted. This session will provide valuable insights and advice for both graduate students and junior faculty alike.Participants:

Michael Dantley, Miami UniversityCindy J. Reed, Northern Kentucky UniversityKofi Lomotey, Western Carolina University

Facilitator:Diana G. Pounder, University of Utah

250. Leadership Innovation in Complex ContextsPaper Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AParticipants:Understanding Leadership in Schools: A Complex, Evolving, Loosely Linking Systems (CELLS) Perspective. Christopher Roy James, Melissa Hawkins (University of Bath, England)

The purposes of this paper are: to give complexity a central place in considerations of school leadership and to develop a framework for the analysis of organising/leadership interactions in schools as complex, evolving, loosely linking systems (CELLS). The paper reviews the literature on organisational complexity and loose coupling to develop and explain the dimensions of the CELLS perspective. We then explain a framework for the analysis of influencing/organising interactions amongst the staff group in schools.

Principals of Success in High-Performing High-Poverty Minority-Serving Schools. Elizabeth Murakami, Sean Kearney, Christine A. Weiland (Texas A&M University-San Antonio)

This study explores the experiences of three principals and their schools in the context of south central Texas demonstrating (a) at least 85% ethnic minority; (b) at least 85% of students qualifying for free or reduced-price lunch; and (c) achieving passing ratios of 85% or higher on standardized achievement test in either reading, math, science, or social studies. A multifaceted leadership approach was observed, impacting vision and culture while improving instruction and school climate.

Balancing Voices: A Framework for Effective School Governance. Sarah Galey, Kaitlin Torphy, Kenneth Frank, John Lane (Michigan State University)

Contemporary education policy is dominated by an evolving array of federal and state mandates. Changes in accountability policies, the teacher workforce, and local priorities shape schools’

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context, challenging educational leaders and teachers to develop transparent processes around policy implementation. Balancing Voices, presented here, is a new framework for school decision-making that involves district leaders, principals, teachers, and community members. The articles provide checks and balances, giving all stakeholders voice and agency in school governance.

Innovating Under Pressure: Perceptions of Innovative Public School Principals Working in a High Stakes Policy Context. Sharon Watkins, Anika Ball Anthony, Karen Stansberry Beard (Ohio State University)

A multiple case study design was employed to examine principals’ perceptions of how the convergence of the No Child Left Behind and Race to the Top policies affected their school environment and role as leaders. Data included interviews with 10 public high school principals, field notes, and publicly available documents. Results indicate principals perceived contradictory implementation regulations, increased school environment complexity, expanding responsibilities, and the need to use innovation as a strategy to address complexity.

Facilitator:BetsAnn Smith, Michigan State University

251. School Turnaround: Policy and PracticePaper Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BParticipants:Turnaround Policy and its Influence on Student Achievement in Kentucky Priority High Schools. Sarah Hitchings, University of Louisville/Jefferson County Public Schools; Kathryn Nicole Zeitz, University of Louisville; Bradley W. Carpenter, University of Houston

This study explores Kentucky’s implementation of school turnaround policy at the high school level. The sample includes 19 Kentucky high schools, all identified in the first two cohorts of persistently lowest achieving schools in the state. Student achievement scores were analyzed using the American College Test (ACT) and End-of-Course exams from each of the 19 Kentucky priority high schools over 3 consecutive years of implementation of a federal turnaround model.

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind. Bryan A. VanGronigen, UCEA/University of Virginia; Coby Meyers, University of Virginia

School turnaround—the rapid improvement of student achievement in low-performing schools—is increasingly a major topic of interest in K-12 public education. Yet, policymakers have divergent views about how to realize turnaround. Federal legislation, especially ESSA, has left varying degrees of school improvement-related responsibilities up to states. This study captures the complexity state education agencies (SEAs) face when administering turnaround and how a majority of SEAs do not lead efforts, but contract with external providers.

School Leaders’ Readiness for Change: Considerations for Supporting School Turnaround. Cori Groth, Ashley McKinney, Irene H. Yoon, Janice Bradley, Andrea K. Rorrer (University of Utah)

School leaders face increasingly complex and intensified demands to turn around low performing schools. As part of an ongoing partnership between a university-based external support team and five schools, this paper examines the perceptions of principals who are leading schools in state-mandated improvement efforts using an organizational readiness framework. Based on qualitative data from interviews, this paper focuses on the “human side” of the change process, including leader and organizational readiness for change.

A Review of Early Evidence on Principals Successfully Leading School Turnaround. Coby Meyers, Dallas Hitt (University of Virginia)

Determining whether real differences exist between effective principals and turnaround principals is increasingly important. But any difference in skill or characteristic remains undefined. We have conducted a systematic review of literature, resulting in 18 studies of


principals who led successful school turnaround initiatives. We present the evidence regarding the dimensions of school turnaround leadership—as well as attitudes and attributes—and identify what turnaround principals appear to do differently.

Facilitator:Karen R. Seashore, University of Minnesota

252. Unexpected Catalysts for ReformPaper Session2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Clinical Scholarship: Gentrification and the Social Contexts of Schooling. Gregory Brian Pulte, University of Texas at Austin

Traditional contexts of education are challenged when confronted with the economic revitalization of America’s cities. National trends emerge in which cities embrace economic development policies designed to restructure inner cities (Harvey, 2005, Lipman, 2011, Cucchiara, 2013). These redevelopment policies often result in gentrification. This proposal is designed to reframe education policy within communities experiencing gentrification and to include knowledge of the ways gentrification impacts low-income communities of color and their schools.

Consensus Versus Concreteness: Tensions in Designing for Scale. Tuan Dinh Nguyen, Marisa Cannata (Vanderbilt University)

Through a case study of research–practice partnership, this paper sheds light on the tension between developing a well-specified innovation and attending to the local context by using a framework that emphasizes how design factors shape subsequent implementation. Two interconnected main themes emerged: a tension between achieving the necessary concreteness in the design and a process that valued collaboration and consensus, and how resolving this tension was influenced by pre-existing conditions at the school level.

How Grassroots Movements Inspire Change. Debra Sue Vance Noelk, Meredith Mountford (Florida Atlantic University)

This qualitative study explores how a grassroots movement, United Opt Out, has impacted state and federal policies concerning high stakes testing. The study identified four themes that contributed to the movement’s success. The movement is fueled by parents’ anger and outrage at the current public school high stakes testing policies and encourages student civil disobedience. It is essential that participants stay focused on one message to remain successful. Social media have played a pivotal role.

Jersey-Style Neoliberalism: Governor Christopher Christie, Crony Capitalism, and the Politics of K-12 Education. Jason P. Murphy, Atiya Strothers, Catherine A. Lugg (Rutgers University)

This paper presentation shares findings from a research project that examined New Jersey’s educational politics through the lenses of neoliberalism and counternetworking. A novel research methodology, scavenging, was employed to collect and analyze data from one urban district, Newark, New Jersey, as an illustrative case. Examining recent educational politics in Newark uncovered both a New Jersey version of neoliberalism, crony capitalism, and counternetworks among educators, local activists and politicians, and youth in Newark’s public schools.

Facilitator:Stephanie Kay Cline, Oklahoma State University

253. Education Research in Detroit: From the Legislature to the ClassroomSymposium2:00 to 3:10 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BThe papers presented in this symposium provide four empirical studies of education reform in Detroit schools, varying by discipline, system level, and method. The discussant will facilitate an interactive conversation among the authors and the audience as we collectively unpack the complexities and possibilities in Detroit reform efforts from the perspective of school choice policy, teacher preparation, principal leadership, and student activism.

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Participants:Interdistrict School Choice and Educational Opportunities for Detroit Schoolchildren. Ben Pogodzinski, Sarah Winchell Lenhoff (Wayne State University)TeachDETROIT: Preparing Teachers for One Place in Time. Jennifer Lewis, Wayne State UniversityIndigenous Detroit Educators Putting the Public Back Into Public Education. Sandra M. Gonzales, Wayne State University#dpsStudentFightsBack: When Students Write the City Through Urban Policy Discourse. Jasmine Ulmer, Wayne State UniversityFacilitator:

Carolyn M. Shields, Wayne State University

254. Clinical Scholarship: Arts-Based Teaching Practices for Preparing Social Justice Leaders

Innovative Session / Mini-Workshop3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Brule AResearchers have proven the value of an arts integrated curriculum for K-12 students. However, leadership preparation programs have very few requirements to teach about the arts. This innovative mini-workshop will focus on how using arts-based teaching strategies can challenge traditional concepts of leadership preparation by modeling and inspiring creativity as an essential part of social justice leadership.Facilitator:

Rebecca Cheung, University of California, Berkeley

256. Leading Visible and Invisible Low-Performing Schools (ISSPP session)International Community-Building Symposium3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CabotThis International Community-Building Symposium contains multiperspective cases of leaders in five countries—Sweden, England, Puerto Rico, Norway, and Cyprus—whose schools are judged to be low performing in terms of their student outcomes for the ISSPP designated session as per our MoU. The aim is to explore what characterises leadership and culture in these low performing schools.Participants:An Invisible Low Performing Primary School in Transition: An English Example. Christopher Day, University of NottinghamThe Status of Quo—Ten Years of an Organization out of Tune: A Swedish Example. Helene Karin Ärlestig, Katarina Norberg (Umeå University, Sweden)Contextual Patterns and School Leadership in an Underperforming School: A Cyprus Case. Petros Pashiardis, Open University of Cyprus; Stefan Brauckmann, Allen-Adria-University, Klagenfurt; Antonios Kafa, Open University of CyprusTransformation and Innovation in Low-Performing Schools—The Interplay of School Leadership, Organizational Culture and student achievement—A Norwegian Example. Jorunn Møller, University of Oslo, NorwayVoices From the Trenches: School Principalship in Three Underperforming Puerto Rican Schools. Javier E. Carrión, Gladys I. Nieves, Joseph Carroll, Reinaldo Berríos, Nydia Lucca (University of Puerto Rico)Participant:

Stephen Louis Jacobson, University at Buffalo, SUNY Facilitator:

Olof Johansson, Umeå University, Sweden


257. Transformational Testimonios of First-Year Doctoral Students: Developing Multicultural Leaders for Social Justice

Symposium3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - CartierThis session will highlight the work of the Wintergarden Doctoral Cohort III at The University of Texas as San Antonio and its influence on transforming school leaders into multicultural social justice seekers. Of particular importance in this session is the voice of its current students who will share testimonios of their transformation in this program.Participants:

Ruben Carillo, University of Texas at San AntonioMaricela Guzman. University of Texas at San AntonioLeonor Hernandez, University of Texas at AustinOnesimo Martinez, University of Texas at San AntonioRoxanne Miranda, University of Texas at AustinDenisse Ramos, University of Texas at San AntonioBecky Reinhardt, University of Texas at AustinDora Salinas, University of Texas at San Antonio

Facilitators:Encarnacion Garza, University of Texas at San AntonioJuan Manuel Niño, University of Texas at San Antonio Mariela A. Rodriguez, University of Texas at San Antonio

258. Leadership Standards in the U.S. and Nordic Contexts: A Comparative ReviewSpecial Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusIn this session, participants will discuss developments relating to standards-based educational leadership preparation and development within the Nordic and U.S. contexts, including a new two-stage research and development project under consideration. The project aims at identifying similarities and differences in principal education programs in Europe, USA, and Asia (Stage 1). In many countries new initiatives have been taken to either establish principal education programs or to develop existing structures and practices. As the global challenges are increasingly perceived as the same while nation state traditions differ, the aims, structure and contents of principal education programs provide a fruitful lens through which globalization processes in the educational field may be studied. A second part of the project (Stage 2) is a developmental phase, during which results from Stage 1 may be used to suggest national systems and local programs regarding principal education programs in Europe, USA, and Asia.Participants:

Michelle D. Young, UCEA/University of VirginiaMichael Uljens, Åbo Akademi University, FinlandMaarit Aas, University of Oslo, NorwayMonika Törnsen, Umeå University, SwedenPhilip Woods, BELMAS/University of HertfordshireMónica Byrne-Jiménez, Hofstra University


259. Professional Learning for TeachersPaper Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:Examining Teachers’ Understanding of Attention Deficit Hyperactivity Disorder. Fred Guerra,

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University of Texas Rio Grande Valley; Ashwini Tiwari, University of Texas Rio Grande Valley; Lionel Cavazos, University of Texas Rio Grande Valley; Ajay Das, Murray State University

The aim of this study was to examine teachers’ knowledge, misconceptions, and concerns about students with attention-deficit hyperactivity disorder (ADHD). This mixed methods study involved 173 school teachers from five elementary schools in Texas. The Knowledge of Attention Deficit Disorders Scale was used to measure teachers’ knowledge and perspectives about ADHD. The findings indicate that the majority of the teachers did not have coursework related to ADHD, administrative support and access to professional development.

Principal Sensemaking and Implementation of Teacher Professional Development: A Case of Lesson Study in Florida. Gareth Wilkinson, Motoko Akiba (Florida State University)

Principals from a midsized Florida district that had made a considerable commitment to the implementation of lesson study were interviewed to determine how they made sense of the district commitment to lesson study and respond to it within their individual schools. All the principals understood the importance of teacher buy-in and the collaborative culture necessary to successful implement. However, two philosophies emerged: principals who actively participated to establish culture and principals who passively abdicated responsibility.

The Principal’s Role in Connecting Teachers to Instructional Reforms. John Lane, Michigan State University

This research employs a single case study embedded design to explain how a principal connects teachers to reforms and, by extension, how the principal enhances or inhibits teachers’ opportunities to learn about reforms and how they might be implemented. The paper concludes with the finding that the principal in this study embraced the role of reform entrepreneur but nevertheless provided teachers with unequal opportunities to learn within her school.

Towards an Understanding of Dynamics Surrounding Professional Development in a School Reform Designed by Teacher Leaders. Tuan Dinh Nguyen, Seth Hunter (Vanderbilt University)

Professional development (PD) implementation and evaluation have moved closer to teachers’ classrooms. Practitioners and researchers are calling for PD that takes into account the local context and addresses local needs of teachers and students. This paper analyzes how teachers respond to PD designed and facilitated by teacher leaders in a collaborative research project involving researchers, and school personnel. We find these teacher-managed PD have both benefits and tensions with implications for organizational learning and teacher professionalism.

Facilitator:Jennie Weiner, University of Connecticut

260. Teacher Accountability and Evaluation StrategiesPaper Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Duluth BParticipants:The Education Value-Added Assessment System (EVAAS): Methodological Issues and Implications for Policy and Pragmatism. Tray Geiger, Audrey Amrein-Beardsley (Arizona State University)

In this study, researchers investigated the Education Value-Added Assessment System (EVAAS), a value-added model (VAM) used to measure teacher effectiveness. Researchers conducted several exploratory analyses on EVAAS estimates for over 1,700 teachers in Texas and found the EVAAS to perform, overall, on par with other VAMs. However, the EVAAS was slightly less valid, slightly more reliable, and moderately more biased than other VAMs.

Potential Sources of Invalidity When Using Value-Added Estimates: Artificial Inflation, Deflation, and Conflation. Audrey Amrein-Beardsley, Tray Geiger (Arizona State University)

In this study, researchers investigated the existence of artificial conflation—when two


different indicators are forced to represent a single identity, thereby masking the differences inherent in the indicators—within two measures of teacher effectiveness for 1,800 teachers: value-added model (VAM) derived estimates and teachers’ observational scores. Findings evidenced artificial conflation, as teachers’ observational scores appeared to have been manipulated to match their VAM-derived estimates. This suggests administrators treated the Education Value-Added Assessment System estimates as more accurate and objective.

Navigating the Confluence of Research, Policy, and Practice: Lessons Learned Refining Growth Measures for Evaluation. Denise Tobin Airola, University of Arkansas; Ivy Pfeffer

Preparing and developing education leaders is an immense task particularly challenging when the policy landscape shifts significantly. This paper highlights several forces at play when research, policy, and practice converge. We share the perspectives of a clinical professor and state agency leader as we worked to inform policy and practice through collaborative research. To illustrate we share an example from agency efforts to refine student growth measures for inclusion in the educator evaluation system.

Re-Envisioning Teacher Accountability Policy in the Era of the Every Student Succeeds Act. Kimberly Kappler Hewitt, University of North Carolina at Greensboro

The Every Student Succeeds Act prohibits the federal government from requiring the use of student achievement data for teacher accountability purposes. As states grapple with what to do about teacher accountability, it is critical to examine policy influences on the equitable distribution of effective teachers. Findings from this four-state, mixed methods study indicate multiple disconcerting equity issues across all four states regarding the equitable distribution of effective teachers across schools and classrooms and within classrooms.

Facilitator:Cynthia L. Carver, Oakland University

261. Developing System-Wide Organizational CapacityPaper Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:Interorganizational Leadership at Shared School Sites: How Principal Behaviors Mediate Interschool Relationships. Alice Huguet, Northwestern University

School site co-locations are on the rise in urban districts. Across the country, media reports continue to surface that shared facilities generate conflict. However, some district and school leaders tout the potential for co-locations to be collaborative ventures. In this paper, literature on interorganizational leadership guides a multiple case study of three co-located sites, investigating how principal behaviors may influence school members’ perceptions of interschool relationships. Findings suggest three influential leadership behaviors.

Re-Envisioning Education Through Collaborative Strategic Planning. Sharon Ann Wilbur, Sharon Gail Dean, Leslie Ann Williams, Linda Atkinson (University of Oklahoma)

This case study examines one school district as it engaged its diverse stakeholders to create a district strategic plan. The study is grounded in the theoretical frameworks of community engagement and strategic planning. Data were collected from 466 community responses from an online survey, 187 responses from seven separate community forums, feedback forms, and interviews. Findings aligned to the Community Involvement Continuum yet provided disparate feelings of trust and power across various stakeholder groups.

Beyond Collaboration: Organizational Learning Effects on a Districtwide Leadership Team. Yi-Hwa Liou, National Taipei University of Education; Yun-Jia Lo, University of Michigan; Alan J. Daly, University of California, San Diego

This work attempts to re-examine instructional leadership from a peer influence perspective within a districtwide collaboration network of leaders. This study further investigates the kind of instructional leadership that is shaped by peer perceptions during collaboration among a districtwide leadership team in one large school district implementing CCSS in California. Findings suggest that organizational learning and personal beliefs perceived by peer collaborators are associated with individual leaders’ perceived instructional leadership.

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A Developmental School Learning Trajectory: A Conceptual Framework to Support Organizational Learning. Jessica G. Rigby, University of Washington; Anita Lenges, University of Washington; Elham Kazemi, University of Washington; Lynsey Gibbons, Boston University; Stephanie Forman, University of Washington

This conceptual piece outlines a framework for considering a principled approach to schools as learning organizations. To ground the conceptual argument, we examine how elementary school leaders organize the implementation of a professional development model for helping teachers learn how to teach inquiry-based mathematics. We argue that there is a developmental trajectory in three specific areas: knowledge integration, structural integration, and principled engagement.

Facilitator:Peter Youngs, University of Virginia

262. Principal Labor Markets, Working Conditions, and Development PlansPaper Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:Examining the Leadership Pipeline: The Effect of Personal and School Characteristics on Postprincipal Employment. Liz Hollingworth, University of Iowa; Ed Fuller, Pennsylvania State University; Brian An, University of Iowa

In this study, we focus on one understudied step in the leadership pipeline—the career pathways of individuals after they become school principals. Specifically, we focus on beginning principals and examine their movement from the principalship into various school and district leadership positions. This study uses a large, longitudinal data set that includes a diversity of educators and schools to examine the career pathways of education leaders after initial employment as a school principal.

Predictors of Urban Principal Turnover. Lorna Beckett, University of DenverResearch indicates principal turnover is increasing, but there are limited studies within an urban context as to why principals are leaving their schools. This study used multiple regression analysis to examine eight independent variables and their relationship to principal turnover in Colorado urban schools. The findings indicate that the percentage of minority students is the only predictor of principal turnover, with urban principals experiencing a change in leadership every 2.5 years.

Principal Sorting and the Distribution of Principal Quality: Documenting Inequities in State and National Data. Jason A. Grissom, Hajime Mitani (Vanderbilt University)

Despite the significant role school principals play in improving school outcomes, little research has examined the distribution of principal quality across schools and the mechanisms driving those patterns. This study provides new evidence on the distribution of principal quality at the state and national levels. We find that traditionally disadvantaged schools are more likely to employ principals with weaker qualifications and lower performance. These patterns are largely driven by higher principal turnover in those schools.

Principals’ Working Conditions, Job Stress, and Turnover Behaviors Under NCLB Accountability Pressure. Hajime Mitani, Vanderbilt University

This study investigates the influence of NCLB sanctions on principals’ working conditions, job stress, and/or turnover behaviors using a nationally representative sample of principals and detailed school-level assessment/AYP data. I find that principals facing the sanction tend to feel greater job stress, especially when they do not have enough principal experience or serve a large number of non-White students. Principals are also more likely to transfer to different schools.

Language, Gender, and School Leadership Labor Markets. Maida Finch, Salisbury University; Peter Trabert Goff, University of Wisconsin-Madison; Courtney Preston, Florida State University; Jenny McFadden, Salisbury University

We analyzed school leader application data by gender to understand whether men and


women present themselves differently through language in application materials. Our findings indicate linguistic variables common in female candidates’ writing tend to focus on elaborating ideas and using comparisons. Male applicants’ language is often formal and relies on passive voice. Our findings question whether candidates may be selected because of an unconscious preference for language patterns commonly used by females or males.

Facilitator:Lee Morgan, University of Northern Colorado

263. Navigating the Challenging Waters of the Educational Leadership Professoriate: Mentorship for Success by Experienced and Retired Scholars

Critical Conversations and Networking Sessions3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle AThe purpose of this session is to establish a Mentoring Network for professors of educational leadership. The mentors include leaders in our field and organizations. Session activities will provide ongoing mentoring supports through formal and informal means to its faculty members. These activities will take into account how faculty can successfully navigate the different professorial stages moving from assistant to associate professor including rank of professor status to retirement stage.Participants:

Bruce Barnett, University of Texas at San AntonioLeonard C. Burrello, University of South FloridaGary Crow, Indiana UniversityNancy A. Evers, University of CincinnatiPaul Goldman, Washington State UniversityMargaret Grogan, Chapman UniversitySteve Gross, Temple UniversityMartha McCarthy, Loyola Marymount UniversityBetty M. Merchant, University of Texas at San AntonioDiana G. Pounder, University of UtahUlrich C. (Rick) Reitzug, University of North Carolina at GreensboroEdith A. Rusch, University of Nevada, Las VegasPaula Myrick Short, University of Houston

Facilitators:Joan Poliner Shapiro, Temple UniversityMartha D. Ovando, University of Texas at Austin

264. Graduate Student Closing SessionSpecial Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle BThe UCEA Convention experience can leave those new to the experience bursting at the seams with new ideas, colleagues, and challenges. Come wrap things up with a final gathering of graduate students to exchange business cards and contact information, share ideas, make plans to engage in research with others across institutions, or just share experiences at this closing event. This will also be a chance to share ideas with current UCEA Graduate Student Council members and to find out more if you think you would like to apply to serve on the UCEA GSC in the future.Facilitators:

David Aguayo, University of MissouriElizabeth Gil, Michigan State UniversityBryan A. VanGronigen, UCEA/University of VirginiaRachel White, Michigan State UniversityKevin L. Clay, Rutgers UniversityMeredith Lea Wronowski, University of OklahomaNakia M. Gray, New York UniversityChandler Patton Miranda, New York University

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265. Factors that Help and Hinder Social Justice Leaders Around the WorldInternational Community Building Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet AEducational leaders have the choice to address social justice issues or manage the status quo. The studies in this symposium apply concepts of social justice in Costa Rica, Hong Kong, Israel, Mexico, Spain, and the U.S. to examine the question of what helps and hinders the work of school directors. These qualitative studies were an attempt to understand the challenges from the point of view of social justice leaders.Presenters:

Pamela A. Angelle, University of Tennessee at KnoxvilleAlex Nathan Oldham, University of Tennessee at KnoxvilleLee D. Flood, University of Tennessee at KnoxvilleElson Szeto, Education University of Hong KongAnnie Yan-Ni Cheng, Hong Kong Institute of EducationGema Lopez Gorosave, Autonomous University of Baja CaliforniaNorma Virginia Cerdas, Universidad Nacional de Costa RicaSatya Rosabal, Universidad Nacional de Costa RicaNancy TorresFernando Jose Briceno, Universidad NacionalPatricia Silva, University at Buffalo, SUNYSerafin Antunez, University at Buffalo, SUNYKhalid Arar, Center for Academic Studies, IsraelIzhar Oplatka, Tel Aviv University

Facilitator:Charles L. Slater, California State University, Long Beach

266. Re-Envisioning Culturally Proficient Leadership to Expand Student Success: Examining Underrepresented Minority Gifted Students in Rural Colorado

Critical Conversations and Networking Sessions3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Nicolet BThis Critical Conversation will present a panel of cross-disciplinary participants, including doctoral students, rural school and district leaders, the state education agency Director of Gifted Education, and university faculty who co-construct solutions to identified problems of practice. Panelists are participants in a Jacob K. Javits-funded Right4Rural Grant. They will describe their boundary-spanning teamwork focused on increasing the identification of gifted Latin@ and Native students, along with students who live in poverty, in 17 rural Colorado school districts.Participant:

Norma Lu Hafenstein, University of Denver Facilitator:

Kristina Astrid Hesbol, University of Denver

267. Teaching Refugee and Undocumented Student PopulationsPaper Session3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard AParticipants:Culturally Proficient Schools for Culturally Responsive Pedagogies: Teacher Perceptions on Teaching Refugee Students in Rural South. Chetanath Gautam, Delaware State University; Nola Schmidt, Stephen F. Austin State University; Charles L. Lowery, Ohio University; Chance Mays, Mt. Enterprise Independent School District

This case study examines the perceptions and experiences of teachers educating Burmese


refugee students in a rural school district of the southern United States. The researchers explored the perceived efforts and barriers of becoming culturally responsive teachers. Teachers were seeking for the environment where pedagogical dialogue without silencing and threatening was possible. The findings revealed multiple views about culturally responsive pedagogies from the perspectives of teachers and expected roles of school leaders.

Examining the Educational Experience of DACAmented Students. Melodie Wyttenbach, University of Notre Dame

Examination of the barriers that have prevented undocumented immigrants from academic success in the United States draws questions around the support structures in place for these youth. Utilizing the Community Cultural Wealth Framework, this paper examines how DACAmented students draw upon various sources of capital to navigate the educational system. Findings challenge educators to redefine student success and challenge educators to bring about social justice by re-envisioning their role as social catalysts.

Opportunities to Learn for Refugee Populations: A Review of Literature. Martin Scanlan, Marquette University/Boston College; Francesca Lopez, University of Arizona; Rebecca Lowenhaupt, Boston College

This paper presents a narrative synthesis of empirical literature describing schools educating students who are refugees. The purpose of this study is to answer the question: What educational practices appear to be helping schools expand the opportunities to learn for students who are refugees? We will present the findings and discuss implications for educational leadership, particularly focused on practitioners and policymakers working with refugees.

When Boundaries Around the “Secret” Dissolve: A Response to the Policing of Undocumented Immigrants. Emily Crawford, University of Missouri

This paper examines how professional boundaries around exchanges of information may influence practitioners’ sensemaking and enactment of policy that preserves undocumented immigrant students’ educational rights. This paper asks (a) how does one’s position within a school shape a person’s sensemaking if a situation necessitates in-the-moment policy creation, and, in turn, (b) how might prior knowledge and professional position affect the information one accesses, shares, and uses in the policymaking process?

Facilitator:Madeline Mavrogordato, Michigan State University

UCEA eDtalkThe Fight for Equity, Dignity, & Public Education in Detroit: Front Line PerspectivesFacilitators:

Terrance L. Green, University of Texas at AustinDana N. Thompson-Dorsey, University of North Carolina at Chapel Hill

Participants:Ivy Baily, Detroit Federation of TeachersThomas Pedroni, Wayne State UniversityJeffrey Robinson, Robeson/Malcolm X Academy

Detroit and its public schools have been deeply impacted by emergency management, massive school closures, the proliferation of charter schools, the brink of bankruptcy, and a host of neoliberal policies that have destabilized Black schools and neighborhoods in the city. Yet, despite this complex context and mainstream narratives that portray Detroit as a city of despair, Detroit is a place where advocates continue to resist and fight for equity, dignity, and public education for children. This session will engage in rich and interactive dialogue with various stakeholders engaged in advocacy work “on the ground” to right educational wrongs in Detroit.

Session 269 Saturday 4:40–6:10 pm Floor 4 - Columbus

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268. Clinical Scholarship: Supporting Equity, Quality, and Community Through School Development Partnerships in Complex Settings

Critical Conversations and Networking Sessions3:20 to 4:30 pmDetroit Marriott at the Renaissance Center: Floor 5 - Richard BTwo university–school district partnerships focused around school development work in underperforming, diverse settings will be shared. Both initiatives build leadership capacity for curriculum work and continuous school development, including emphasis on cultural responsiveness, thus informing leadership preparation content and processes. Participants will be asked to share their own experiences focusing on (a) leadership in school development, (b) culture and community in building school and student success, and (c) school/district–university partnerships in shaping leadership preparation.Participant:

Lynnette Brunderman, University of ArizonaFacilitator:

Carl Hermanns, Arizona State University

269. UCEA EdTalk: The Fight for Equity, Dignity, & Public Education in Detroit: Front Line Perspectives

Special Session4:40 to 6:10 pmDetroit Marriott at the Renaissance Center: Floor 4 - ColumbusThe city of Detroit and its public schools have been deeply impacted by emergency management, massive school closures, the proliferation of charter schools, the brink of bankruptcy, and a host of neoliberal policies that have destabilized Black schools and neighborhoods in the city. Yet, despite this complex context and mainstream narratives that portray Detroit as a city of despair, Detroit is a place where advocates continue to resist and fight for equity, dignity, and public education for children. This session will engage in rich and


interactive dialogue with various stakeholders engaged in advocacy work “on the ground” to right educational wrongs in Detroit. This session will also offer insights to attendees about how they might take actions to address deep-seated educational inequities in their context.Participant:

Ivy Baily, Detroit Federation of TeachersThomas Pedroni, Wayne State UniversityJeffrey Robinson, Robeson/Malcolm X Academy

Facilitators:Terrance L. Green, University of Texas at AustinDana N. Thompson-Dorsey, University of North Carolina at Chapel Hill

269a. UCEA Annual Banquet7:00 to 10:0 pmThe Waterview LoftThe 30th Annual Banquet will have a Motown theme and will be located at the Waterview Loft, which is just outside the hotel at Port Detroit, 130 E. Atwater St., 48226. The Waterview Loft overlooks Canada and the Detroit River. Join us for good food, dancing, and an open bar. Tickets and information available at registration.

UCEA INTERNATIONAL SUMMITWelcomes: Michelle D. Young, UCEA/University of Virginia Stephen Louis Jacobson, University at Buffalo, SUNY

The International Summit is a half-day event featuring the work of educational leadership scholars from across the globe. In light of this year’s conference theme: Revitalizing Education in Complex Contexts, and in response to recommendations from last year’s survey about UCEA international activities, the 2016 International Summit will offer two presentations on global

initiatives intended to generate UCEA member engagement and participation:exploring the Promise of High-Impact engagement: Stories from the Buffalo-Tanzania education Project (BTeP). Mara Huber, University at Buffalodeveloping Global Citizenship and Intercultural Competencies: examining the Work of the International Higher education Teaching and Learning Association (HeTL). Patrick Blessinger, HETL/St. John’s UniversityInitiating an International Congress on Leadership and Management. Philip Woods, BELMAS/University of HertfordshireCheck-in for the event begins at 8:00 am. See Program p. 18 for the Summit schedule.

Session 270 Sunday 8:00 am–12:15 pm Floor 3 - Ambassador Ballroom

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270. 2016 UCEA International Summit: UCEA Engagement and Participation in Global Initiatives

International Summit8:00 am to 12:15 pmDetroit Marriott at the Renaissance Center: Floor 3 - Ambassador BallroomIn light of this year’s conference theme, Revitalizing Education in Complex Contexts, and in response to recommendations from last year’s survey about UCEA international activities, the 2016 International Summit will offer two presentations on global initiatives intended to generate UCEA member engagement and participation. Breakfast will be followed by welcome and introductions by Michelle D. Young and Stephen Jacobson.Presentations:Exploring the Promise of High-Impact Engagement: Stories From the Buffalo-Tanzania Education Project (BTEP). Mara Huber, University at Buffalo, SUNY

Since 2009, more than 100 members of the University at Buffalo community have been traveling to the Mara Region of northern Tanzania to engage through research, study abroad, fundraising, and other forms of outreach. With an initial focus on supporting a developing school for girls in the village of Kitenga, the project continues to evolve, serving as an exciting model and test case for broad-based university engagement. Through an informal and engaging discussion, BTEP Cofounder Mara Huber and UCEA Associate Director for International Initiatives Stephen Jacobson will share stories and impacts from recent BTEP trips while inviting UCEA members to get involved through upcoming travel and engagement.

Developing Global Citizenship and Intercultural Competencies: Examining the Work of the International Higher Education Teaching and Learning Association (HETL). Patrick Blessinger, HETL/ St. John’s University

HETL is an organization that advances the scholarship and practice of teaching and learning in higher education by focusing on four core areas: (a) global networking and interdisciplinary collaboration; (b) research, innovation, and academic publishing; (c) higher education development and capacity building; and (d) human rights and social justice. Patrick Blessinger, Stephen Jacobson, and Bruce Barnett will lead interactive roundtable discussions to consider possible cooperative projects between UCEA and HETL, including joint research and publications.

Initiating an International Congress on Leadership and Management. Philip Woods, BELMAS/University of Hertfordshire

In an effort to support cross-national dialogue and collaboration, summit participants and their colleagues are invited to participate in the development and administration of an international survey focused on challenges to educational leadership practice, preparation and development, and policy in countries across the globe.

Welcomes:Stephen Louis Jacobson, University at Buffalo, SUNYMichelle D. Young, UCEA/University of Virginia

271. JRLE Editorial Board MeetingMeeting8:00 to 9:30 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AParticipants:

Scott C. Bauer, George Mason UniversityChrista Boske, Kent State UniversityTricia Browne-Ferrigno, University of KentuckyRebeca Burciaga, San José State UniversityShelby A. Cosner, University of Illinois at ChicagoAlan J. Daly, University of California, San DiegoArnold Danzig, San Jose State/Arizona State UniversityDavid DeMatthews, University of Texas at El Paso


Sarah Diem, University of MissouriEd Fuller, Pennsylvania State UniversityMark Anthony Gooden, University of Texas at AustinBeverly Irby, Texas A&M UniversityDecoteau J. Irby, University of Illinois at ChicagoGaëtane Jean-Marie, University of Northern IowaLisa A. W. Kensler, Auburn UniversitySusan Korach, University of DenverJames W. Koschoreck, Northern Kentucky UniversityMelinda M. Mangin, Rutgers UniversityJoanne M. Marshall, Iowa State UniversityRhonda Lea McClellan, University of Central ArkansasMatthew Militello, East Carolina UniversityCarol A. Mullen, Virginia TechMichael P. O’Malley, Texas State UniversityMaricela Oliva, University of Texas at San AntonioAzadeh F. Osanloo, New Mexico State UniversityApril Peters-Hawkins, University of HoustonSusan M. Printy, Michigan State UniversityDaniel Reyes-Guerra, Florida Atlantic UniversityKaren L. Sanzo, Old Dominion UniversitySamantha Paredes Scribner, Indiana UniversityMegan Tschannen-Moran, College of William and MaryPamela D. Tucker, University of VirginiaTerah Talei Venzant Chambers, Michigan State UniversityTerri Nicol Watson, City College of New York, CUNYAnjalé Welton, University of Illinois at Urbana-ChampaignSheneka Williams, University of GeorgiaShannon Calderone, Washington State UniversityKathleen Cowin, Washington State UniversityErnestine Enomoto, University of HawaiiRichard Flanary, Flanary Educational ConsultingJonathan Lightfoot, Hofstra UniversityJacky Lumby, University of SouthamptonRoxanne Mitchell, University of Alabama

Facilitators:Gordon Gates, Washington State UniversitySharon Kruse, Washington State UniversityKristin Shawn Huggins, Washington State UniversityTamara Bush, Washington State University

272. JCEL Editorial Board MeetingMeeting8:30 to 10:00 amDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AParticipants:

Bassel Akar, Notre Dame University, LebanonAnika Ball Anthony, Ohio State UniversityMaggie BarberBruce Barnett, University of Texas at San AntonioFloyd D. Beachum, Lehigh UniversityMohomodou Boncana, Georgia Southern UniversityChrista Boske, Kent State UniversityMónica Byrne-Jiménez, Hofstra UniversityBradley W. Carpenter, University of HoustonGary Crow, Indiana UniversityJanet Decker, Indiana University

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David DeMatthews, University of Texas at El PasoRobert Donmoyer, University of San DiegoKaren Dunlap, Texas Woman’s UniversityScott Ferrin, Brigham Young UniversityMark Anthony Gooden, University of Texas at AustinFrank Hernandez, Southern Methodist UniversityLiz Hollingworth, University of IowaPatrick M. Jenlink, Stephen F. Austin State UniversityLisa A. W. Kensler, Auburn UniversityAngeliki Lazaridou, University of ThessalyJanie Clark Lindle, Clemson UniversityCatherine A. Lugg, Rutgers UniversityKatherine Cumings Mansfield, Virginia Commonwealth UniversityPat Maslin-Ostrowski, Florida Atlantic UniversityCarlos McCray, University of LouisvilleKerry Melear, University of MississippiZulma Mendez, El Colegio de ChihuahuaErica Mohan, University of British ColumbiaMichael P. O’Malley, Texas State UniversityCindy J. Reed, Northern Kentucky UniversityLatish Reed, University of Wisconsin-MilwaukeeUlrich C. (Rick) Reitzug, University of North Carolina at GreensboroMariela A. Rodriguez, University of Texas at San AntonioRicardo Rosa, University of Massachusetts-DartmouthKaren L. Sanzo, Old Dominion UniversityJames Joseph “Jim” Scheurich, Indiana UniversityAlan R. Shoho, University of Wisconsin-MilwaukeeValerie Anne Storey, University of Central FloridaFat Hee Tie, University of MiamiTerah Talei Venzant Chambers, Michigan State UniversityChris Willis, Bowling Green State UniversityMichelle D. Young, UCEA/University of Virginia

Facilitators:William Black, University of South FloridaSean Dickerson, University of South FloridaVonzell Agosto, University of South FloridaZorka Karanxha, University of South Florida

273. Journal of School Leadership Editorial Business MeetingMeeting8:45 to 10:15 amDetroit Marriott at the Renaissance Center: Floor 5 - Brule AParticipants:

Sonya Douglass Horsford, Teachers College, Columbia UniversityNatalie Tran, California State University, FullertonDenise Shares, University of Northern IowaTawannah Allen, High Point UniversityThomas Alsbury, Seattle Pacific UniversityWilliam Black, University of South FloridaJeffrey S. Brooks, Monash UniversityMelanie C. Brooks, Monash UniversityAlan Daly, University of California, San DiegoGlenn DeVoogd, California State University, Dominguez HillsBill Frick, University of OklahomaGail Furman, Washington State UniversityMarytza Gawlik, Florida State University Donald G. Hackmann, University of Illinois at Urbana-Champaign


Raphael Heaggans, Niagara UniversityKristina Hesbol, University of DenverJason Immekus, University of LouisvilleW. Kyle Ingle, University of LouisvilleLisa A. W. Kensler, Auburn UniversityMoosung Lee, University of CanberraCatherine A. Lugg, Rutgers UniversityRoxanne Mitchell, University of AlabamaElizabeth Murakami, Texas A&M University-San AntonioAnthony Normore, California State University, Dominguez Hills,Bernard Oliver, University of FloridaIzhar Oplatka, Tel Aviv UniversityAzadeh Osanloo, New Mexico State UniversityCraig Peck, University of North Carolina at GreensboroAugustina Reyes, University of HoustonChen Schechter, Bar-Ilan UniversityJay Scribner, Old Dominion UniversityJulie Slayton, University of Southern CaliforniaEkkarin Sungtong, Prince of Songkla University, PattaniGeorge Theoharis, Syracuse UniversityMario Torres, Texas A&M UniversityAllan Walker, Hong Kong Institute of EducationDeborah L. West, Eastern Kentucky UniversityNoelle Witherspoon Arnold, Ohio State UniversityPhilip Woods, BELMAS/University of Hertfordshire

Facilitators:Gaëtane Jean-Marie, University of Northern Iowa

274. EAQ Editorial Board MeetingMeeting9:40 to 11:00 amDetroit Marriott at the Renaissance Center: Floor 5 - Richard BParticipants:

Curt Adams, University of OklahomaKaren Stansberry Beard, Ohio State UniversityAlex J. Bowers, Teachers College, Columbia UniversityDana Christman, New Mexico State UniversityShelby A. Cosner, University of Illinois at ChicagoAlan J. Daly, University of California, San DiegoSara Dexter, UCEA/University of VirginiaGail Furman, Washington State UniversityDavid Garcia, Arizona State UniversitySonya Douglass Horsford, Teachers College, Columbia UniversityEric Houck, University of North Carolina at Chapel HillKimberly Kappler Hewitt, University of North Carolina at GreensboroJanie Clark Lindle, Clemson UniversityChristopher Lubienski, University of Illinois at Urbana-ChampaignJacky Lumby, University of SouthamptonJoanne M. Marshall, Iowa State UniversityMatthew Militello, East Carolina UniversityCarol A. Mullen, Virginia TechElizabeth Murakami, Texas A&M University-San AntonioSarah Nelson Baray, Texas State UniversityAnn O’Doherty, University of WashingtonSamantha Paredes Scribner, Indiana UniversityApril Peters-Hawkins, University of Houston

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Donald J. Peurach, University of MichiganUlrich C. (Rick) Reitzug, University of North Carolina at GreensboroViviane Marcelle Joan Robinson, Univesity of AucklandCristobal Rodriguez, Howard UniversityGloria M. Rodriguez, University of California, DavisMariela A. Rodriguez, University of Texas at San AntonioSerena Jean Salloum, Ball State UniversityJames Joseph “Jim” Scheurich, Indiana UniversityJanelle Scott, University of California, BerkeleyJonathan Supovitz, University of PennsylvaniaGeorge Theoharis, Syracuse UniversityPeter Sleegers, University of Twente, EnschedeChris Dunbar, Michigan State UniversityAndrea E. Evans, Governors State UniversityRoger Goddard, Ohio State UniversityBenjamin Kelcey, University of CincinnatiTed Kowalski, University of DaytonRoss Larsen, Brigham Young UniversityYongmei Ni, University of UtahRobert MillerMichael Owens, Wayne State UniversityMorgan Polikoff, University of Southern CaliforniaVeronica Santelices, Pontificia Universidad Catolica de ChileHoward Stevenson, University of Nottingham

Facilitators:Casey D. Cobb, University of ConnecticutAarti Bellara, University of ConnecticutMorgaen Donaldson, University of ConnecticutRachel Gabriel, University of ConnecticutRichard Gonzales, University of ConnecticutPreston Green, University of ConnecticutKimberly LeChasseur, University of ConnecticutMelinda M. Mangin, Rutgers UniversityAnysia P. Mayer, California State University, StanislausMargaret (Terry) Orr, Bank Street CollegeJennie Weiner, University of ConnecticutAnjalé Welton, University of Illinois at Urbana-ChampaignSarah Woulfin, University of ConnecticutEric Haas, WestEdLarisa Warhol, George Washington UniversityMelissa Berggren, University of ConnecticutGregory Vosits, University of Connecticut

275. Redesigning Technology-Infused Lessons and UnitsPost Convention Work Sessions and Workshops10:00 to 11:50 amDetroit Marriott at the Renaissance Center: Floor 5 - Duluth AWe still see a lot of replicative technology integration, and we see many educators using technology simply for technology’s sake. Educational leadership faculty and administrators who wish to push schools’ technology-infused pedagogy to new levels will spend the bulk of their time together analyzing, dissecting, and rebuilding technology-infused elementary and secondary lessons, units, and activities using actual lesson plans and video exemplars to facilitate their work.Facilitator:

Scott Christopher McLeod, University of Colorado-Denver


276. How to Be a Successful ReviewerPost Convention Work Sessions and Workshops10:10 am to 12:00 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet AOffered by the editors of JRLE and JCEL, this interactive session will educate potential and current reviewers in the art of reviewing. Discussion will address reviewers’ practice of review, how papers are read, how they decided on what issues to focus, and the ways in which they framed a critique. The aims, purposes, and goals of the journal would be highlighted as important factors for high quality reviews.Presenters:

Jo Beth Jimerson, Texas Christian UniversityRobert Donmoyer, University of San DiegoTerah Talei Venzant Chambers, Michigan State University

Facilitators:Sharon Kruse, Washington State UniversityGordon Gates, Washington State UniversityWilliam Black, University of South FloridaVonzell Agosto, University of South FloridaZorka Karanxha, University of South Florida

277. UCEA Publications MeetingMeeting10:30 am to 12:00 pmDetroit Marriott at the Renaissance Center: Floor 5 - Joliet BParticipants:

William Black, University of South FloridaChrista Boske, Kent State UniversityCasey D. Cobb, University of ConnecticutShelby A. Cosner, University of Illinois at ChicagoSharon Kruse, Washington State UniversityJeanne Powers, Arizona State UniversityPamela D. Tucker, University of VirginiaMichelle D. Young, UCEA/University of Virginia

Facilitator:Michael P. O’Malley, Texas State University

278. UCEA Program Design NetworkWorkshop (advance registration required)8:00 am to 12:00 pmDetroit Marriott at the Renaissance Center: Floor 5 - La Salle A&BInvitation OnlyFacilitators:

Michelle D. Young, UCEA/University of VirginiaSara Dexter, UCEA/University of VirginiaDavid H. Eddy Spicer, University of VirginiaKaren L. Sanzo, Old Dominion UniversityMariela A. Rodriguez, University of Texas at San AntonioCasey D. Cobb, University of ConnecticutRichard Gonzales, University of Connecticut

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The Educational Leadership program at Penn State proudly announces the creation of the Wayne K. and Anita Woolfolk Hoy Endowed Professorship of Educational Leadership. Applications and nominations are now being accepted, and the anticipated start date is Fall Semester 2017.

Penn State has a strong commitment to the diversity of its workforce. We encourage applications from individuals of diverse backgrounds and from scholars committed to equity and diversity in their scholarship and teaching.

A detailed position announcement and instructions on how to apply for the positions can be found at:

http://www.ed.psu.edu/employment

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Virgil Rogers Syracuse University 1956-58Walter Anderson New York University 1958-59Truman Pierce Auburn University 1960-62Van Miller University of Illinois 1962-64Richard C. Lonsdale New York University 1964-66Kenneth E. McIntyre University of Texas at Austin 1966-68Willard R. Lane University of Iowa 1968-70J. Alan Thomas University of Chicago 1970-71Samuel Goldman Syracuse University 1971-72E. Wailand Bessent University of Texas at Austin 1972-73Donald J. Willower Pennsylvania State University 1973-74Loren Downey Boston University 1974Troy V. McKelvey University at Buffalo/SUNY 1974-76Peter J. Cistone OISE/University of Toronto 1976-77Wayne K. Hoy Rutgers University 1977-78Larry W. Hillman Wayne State University 1978-79Carl R. Ashbaugh University of Texas at Austin 1979-80Eugene Ratsoy University of Alberta 1980-81James H. Maxey Georgia State University 1981-82Dennis W. Spuck University of Houston 1982-83Michael J. Murphy University of Utah 1983-84Richard A. Rossmiller University of Wisconsin 1984-85Bryce M. Fogarty New York University 1985Martha M. McCarthy Indiana University 1985-86Richard V. Hatley University of Missouri 1986-87Paula M. Silver University of Illinois 1987 John T. Greer Georgia State University 1987-88Robert T. Stout Arizona State University 1988-89Jay D. Scribner University of Texas at Austin 1989-90Gail T. Schneider University of Wisconsin-Milwaukee 1990-91Terry A. Astuto New York University 1991-92Pedro Reyes University of Texas at Austin 1992-93Paul V. Bredeson University of Wisconsin-Madison 1993-94Nancy A. Evers University of Cincinnati 1994-95Paula M. Short University of Missouri 1995-96Daniel L. Duke University of Virginia 1996-97Paula A. Cordeiro University of Connecticut 1997-98Diana G. Pounder University of Utah 1998-99Mary E. Driscoll New York University 1999-00Marìa Luisa González New Mexico State University 2000-01Gail Furman Washington State University 2001-02Frances K. Kochan Auburn University 2002-03Margaret Grogan University of Missouri-Columbia 2003-04Gary Crow University of Utah 2004-05Michael Dantley Miami University of Ohio 2005-06Fenwick English University of North Carolina at Chapel Hill 2006-07Stephen L. Jacobson University at Buffalo/SUNY 2007-08James W. Koschoreck University of Cincinnati 2008-09Alan R. Shoho University of Texas at San Antonio 2009-10Autumn Tooms University of Tennessee 2010-11Andrea K. Rorrer University of Utah 2011-12Cynthia Reed Auburn University 2012-13Mark A. Gooden University of Texas at Austin 2013-14Noelle Witherspoon Arnold The Ohio State University 2014-15Mónica Byrne-Jiménez Hofstra University 2015-16

UCEA Past Presidents


IAPWelcomes2016UCEAAttendees!

Visitusintheexhibithallandgetupto60%offanddiscountedshipping.

UCEALeadershipSeriesUniversityCouncilforEducationAdministrationBookSeriesAtaCrossroads:TheEducationalLeadershipProfessoriateinthe21stCentury2011By:DonaldG.HackmannandMarthaM.McCarthySnapshotsofSchoolLeadershipinthe21stCentury:PerilsandPromisesofLeadingforSocialJustice,SchoolImprovement,andDemocraticCommunity2012Editedby:MicheleA.Acker‐Hocevar;JuliaBallenger;A.WilliamPlace;andGaryIvoryResearchinLearningandTeachinginEducationalLeadership2014Editedby:LizHollingworthandArnoldDanzigFromPolicytoPractice:SustainableInnovationsinSchoolLeadershipPreparationandDevelopment2014Editedby:KarenL.Sanzo

Congratulations! Eachyear,wearehonoredtosponsortheUCEAMasterProfessorAward.ThisyearsawardrecipientisMichaelDantleyfromMiami

University.CongratulationsMichael!Wecommendyourcommitmenttooutstandingteaching!

Browse new and bestselling Educational Leadership Titles www.facebook.com/InformationAgePublishing

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171

UCEA Full MembersArizona State UniversityAuburn UniversityBowling Green State UniversityBrigham Young UniversityChinese University of Hong

KongClemson UniversityCollege of William & MaryDuquesne UniversityFlorida Atlantic UniversityFlorida State UniversityFordham UniversityGeorgia State UniversityHofstra UniversityHoward UniversityIllinois State UniversityIndiana UniversityIowa State UniversityKansas State UniversityKent State UniversityLehigh UniversityLouisiana State UniversityLoyola Marymount UniversityMiami University of OhioMichigan State UniversityNew York UniversityNorth Carolina State UniversityNorthern Illinois UniversityOhio State UniversityOklahoma State UniversityPennsylvania State UniversityRutgers UniversitySt. John’s UniversitySt. Louis UniversitySam Houston State UniversitySan Diego State UniversityTemple UniversityTennessee State UniversityTexas A&M University

Texas State UniversityUniversity at Buffalo, SUNYUniversity of AlabamaUniversity of ArizonaUniversity of ArkansasUniversity of CincinnatiUniversity of ConnecticutUniversity of DaytonUniversity of FloridaUniversity of GeorgiaUniversity of HoustonUniversity of Illinois at ChicagoUniversity of Illinois at Urbana-

ChampaignUniversity of IowaUniversity of KansasUniversity of KentuckyUniversity of LouisvilleUniversity of MarylandUniversity of MinnesotaUniversity of Missouri-

ColumbiaUniversity of Nebraska-LincolnUniversity of New MexicoUniversity of North Carolina at

Chapel HillUniversity of North Carolina at

GreensboroUniversity of North TexasUniversity of Northern

ColoradoUniversity of OklahomaUniversity of OregonUniversity of PennsylvaniaUniversity of PittsburghUniversity of San DiegoUniversity of South FloridaUniversity of Tennessee-

KnoxvilleUniversity of Texas at Austin

University of Texas at El PasoUniversity of Texas at San

AntonioUniversity of ToledoUniversity of UtahUniversity of VirginiaUniversity of WashingtonUniversity of Wisconsin-

MadisonUniversity of Wisconsin-

MilwaukeeVanderbilt UniversityVirginia Commonwealth

UniversityVirginia TechWashington State UniversityWayne State University

Associate MembersBank Street CollegeEast Carolina UniversityGeorge Mason UniversityPortland State UniversityPurdue UniversityRowan UniversitySouthern Methodist University Stephen F. Austin State

UniversityTexas Christian University Texas Woman’s UniversityUniversity of DenverUniversity of Massachussetts-

Boston University of Michigan University of North Carolina at

CharlotteUniversity of Texas Rio Grande

Valley

Previous UCEA Conventions1987 Omni Charlottesville Hotel, Charlottesville, VA1988 Omni Netherland Plaza Hotel, Cincinnati, OH1989 Red Lion’s La Posada Resort, Scottsdale, AZ1990 Pittsburgh Hilton and Towers, Pittsburgh, PA1991 Omni Inner Harbor, Baltimore, MD1992 Minneapolis Marriott City Center, Minneapolis,

MN1993 Houston Doubletree at Post Park, Houston, TX1994 Philadelphia Doubletree, Philadelphia, PA1995 Red Lion Hotel, Salt Lake City, UT1996 The Galt House, Louisville, KY1997 Orlando Marriott, Orlando, FL1998 St. Louis Marriott, St. Louis, MO1999 Hyatt Regency, Minneapolis, MN2000 Albuquerque Hilton, Albuquerque, NM2001 Omni Netherland Plaza Hotel, Cincinnati, OH

2002 Hilton Pittsburgh and Towers, Pittsburgh, PA2003 Portland Hilton and Towers, Portland, OR2004 Kansas City Marriott, Kansas City, MO2005 Gaylord Opryland, Nashville, TN2006 St. Anthony Wyndham, San Antonio, TX2007 Hilton Alexandria Mark Center Hotel,

Alexandria, VA2008 Buena Vista Palace Hotel, Orlando, FL2009 Anaheim Marriott, Anaheim, CA2010 Sheraton New Orleans, New Orleans, LA2011 Westin, Pittsburgh, PA2012 Denver City Center, Denver, CO2013 Hyatt Regency, Indianapolis, IN2014 Washington Hilton, Washington, DC2015 Manchester Grand Hyatt, San Diego, CA

UCEA Member Institutions


The Jack A. Culbertson AwardThe Jack A. Culbertson award was established in 1982 to recognize unique contributions of outstanding junior professors and to honor Jack A. Culbertson, who inspired many young professors during his tenure as UCEA Executive Director.

1983 Patrick B. Forsyth, Oklahoma State University1984 L. Dean Webb, Arizona State University1985 Jeri Nowakowski, Northern Illinois University1986 Joseph Murphy, University of Illinois1987 Walter H. Gmelch, Washington State University1988 Charol Shakeshaft, Hofstra University1989 Carol A. Veir, University of Texas at Austin1990 Paul V. Bredeson, Pennsylvania State University1991 Kent D. Peterson, University of Wisconsin–Madison1992 Ann W. Hart, University of Utah1993 Paula M. Short, Pennsylvania State University1994 Stephen L. Jacobson, SUNY at Buffalo1995 Neil Theobald, Indiana University1996 Frances C. Fowler, Miami University of Ohio1997 Patsy E. Johnson, University of Kentucky1998 C. Cryss Brynner, University of Wisconsin–Madison1999 Carolyn Kelley, University of Wisconsin–Madison2000 Jeffrey Maiden, University of Oklahoma2001 Jay Paredes Scribner, University of Missouri–Columbia; Linda Skrla, Texas A&M University2002 Julie Fisher Mead, University of Wisconsin–Madison; Roger D. Goddard, University

of Michigan–Ann Arbor2003 Cynthia Reed, Auburn University2004 Gerardo López, Indiana University–Bloomington2006 Andrea Rorrer, University of Utah2007 Suzanne E. Eckes, Indiana University–Bloomington; Meredith Honig, University of

Washington2008 Thomas Alsbury, North Carolina State University; Jeffrey Wayman, University of

Texas at Austin2009 Sara L. Dexter, University of Virginia2010 Brendan Maxcy, Indiana University2011 Julian Heilig, University of Texas at Austin2012 Alex Bowers, University of Texas at San Antonio2013 Morgaen L. Donaldson, University of Connecticut2014 Hollie J. Mackey, University of Oklahoma 2015 Anjalé D. Welton, University of Illinois at Urbana-Champaign2016 Ann M. Ishimaru, University of Washington

The Roald F. Campbell Lifetime Achievement AwardThe Roald F. Campbell Award was established in 1992 to recognize senior professors in educational administration whose professional lives have been characterized by extraordinary commitment, excellence, leadership, productivity, generosity, and service. The award is made at the discretion of the UCEA Executive Committee.

1992 Daniel E. Griffiths, New York University1993 Jack A. Culbertson, Ohio State University 1994 David L. Clark, University of North Carolina at Chapel Hill1995 Richard A. Schmuck, University of Oregon1996 Edwin M. Bridges, Stanford University1997 Donald J. Willower, Pennsylvania State University1998 Norman Boyan, University of California, Santa Barbara

UCEA Awards

173

2000 Luvern Cunningham, University of Akron2001 Barbara L. Jackson, Fordham University2002 William L. Boyd, Pennsylvania State University2003 Wayne K. Hoy, The Ohio State University2004 Martha McCarthy, Indiana University-Bloomington2005 Flora Ida Ortiz, University of California-Riverside2006 Jerry Starratt, Boston College2007 Cecil Miskel, University of Michigan-Ann Arbor 2008 Catherine Marshall, University of North Carolina at Chapel Hill2009 Karen Seashore Louis, University of Minnesota2010 Rodney Ogawa, University of California, Santa Cruz2011 Joseph Murphy, Vanderbilt University2012 Kenneth Arthur Leithwood, University of Toronto2013 Robert Crowson, Peabody College, Vanderbilt University2014 Phillip Hallinger, Chulalongkorn University2015 Gary M. Crow, Indiana University2016 Ellen Goldring, Vanderbilt University

The Paula Silver Case AwardThe Paula Silver Case Award was instituted by UCEA in 1999 to memorialize the life and work of Paula Silver, UCEA Associate Director and President-Elect, who made significant contributions to our program through excellence in scholarship, advocacy of women, and an inspired understanding of praxis. This award is given annually to the author(s) of the most outstanding case published during the last volume of UCEA’s Journal of Cases in Educational Leadership.

1999 James S. Rinehart, University of Kentucky2000 Karen Seashore, University of Minnesota; BetsAnn Smith, Michigan State University2001 Stephen H. Davis, University of the Pacific2002 George White & Thomas Mayes, Lehigh University2003 Sandra Lowrey & Sandra Harris, Stephen F. Austin State University2004 Duane Covrig, Louis Trenta, & Sharon Kruse, University of Akron2005 Donald Leech, Valdosta State University; Lorraine Miller, Duval County Public

Schools2006 David Mayrowetz, University of Illinois at Chicago; John Preston Price, Chicago

Public Schools 2007 David Strader, University of Texas at Arlington2008 Kerry S. Kearney & Judith K. Mathers, Oklahoma State University2009 Catherine A. Lugg, Rutgers University; Autumn K. Tooms, Kent State University2010 Catherine A. Lugg, Rutgers University; Candace Head-Dylla, Pennsylvania State

University2011 Donald Peurach & Gary E.Marx, Michigan State University2012 Lisa Bass, Gregg Garn, & Lisa Monroe, University of Oklahoma2013 Carol Karpinski, Farleigh Dickenson University2014 Sally J. Zepeda, University of Georgia; R. Stewart Mayers, Southeastern Oklahoma

State University2015 Matthew M. Kaiser, School District of Washington Township; Keshia M. Seitz,

School District of Mount Vernon; Elizabeth A. Walters, School District of Perry Township

2016 Dorothy Hines-Datiri, University of Kansas

The Master Professor AwardThe UCEA Master Professor Award is made to a faculty member whose record is so distinguished that the UCEA must recognize this individual in a significant and timely manner. The attributes for choosing UCEA Master Professors include professors who have a sustained record as an outstanding teacher, as attested to by students and faculty peers. They have exhibited educational innovation in the classroom and the extension of educational opportunities to an ever-wider group of students in educational leadership/administration programs;


are considered to be outstanding advisors and mentors of students as evidenced by mentoring students in research projects that address the needs of K-12 educational systems; and have taken a leadership role in their academic unit, as administrators or leaders in educational endeavors. They have gained a regional and national reputatio, as educational leaders and innovators; have provided outstanding leadership in promoting and supporting diversity in faculty, students, staff, programs, and curriculum in the field of educational leadership; and have provided outstanding public service through participation in public or private agencies, or both bodies that contribute to PK-16 partnerships and to improving the quality of PK-16 education throughout state, national, or international arenas.

2005 Sally Zepeda, University of Georgia2006 James Scheurich, Texas A&M University2007 Gary Crow, Florida State University; Colleen Capper, University of Wisconsin-

Madison2008 Paul Begley, Pennsylvania State University; Bruce G. Barnett, University of Texas at

San Antonio2009 Joan Poliner Shapiro, Temple University2010 Nancy Evers, University of Cincinnati2011 Diana Pounder, University of Central Arkansas2012 María Luisa (Malu) González, University of Texas at El Paso2013 Paula Short, University of Houston2014 Steven Jay Gross, Temple University2015 Gail C. Furman, Washington State University-Spokane2016 Michael Dantley, Miami University

The Jay D. Scribner Mentoring Award The Jay D. Scribner Mentoring Award honors educational leadership faculty who have made a substantive contribution to the field by mentoring the next generation of students into roles as university research professors, while also recognizing the important role(s) mentors play in supporting and advising junior faculty. This award is named after Jay D. Scribner, whose prolific career spans over four decades and who has mentored a host of doctoral students into the profession while advising and supporting countless junior professors. Of note is Jay D. Scribner’s unique ability to reach across racial, class, and gender differences, nurturing scholars from underrepresented backgrounds into a largely homogeneous profession.

2006 Jay D. Scribner, University of Texas at Austin2007 Leonard Burrello, Indiana University2008 Bruce Cooper, Fordham University2009 Paul Bredeson, University of Wisconsin-Madison; Linda C. Tillman, University of

North Carolina at Chapel Hill2010 Martha N. Ovando, University of Texas at Austin2011 Fran Kochan, Auburn University2012 James Joseph Scheurich, Texas A&M University2013 Ed Fuller, Pennsylvania State University2014 Catherine A. Lugg, Rutgers University2015 Betty Malen, University of Maryland2016 Carol A. Mullen, Virginia Tech University

Edwin M. Bridges Award for Contributions to the Preparation and Development of School LeadersThe Edwin M. Bridges Award is given by UCEA annually for original, outstanding work in research or development that contributes to our knowledge and understanding of how best to prepare and support future generations of educational leaders. Contributions can be in any of several forms, including the design and evaluation of an innovative approach to leadership preparation; development of a research-based tool for use in leadership education; a conceptual or empirical research paper (publication or dissertation) that illuminates important issues; or a long-term, high-impact program of research and development in this area. The award recognizes contributions to pre-service preparation as well as continuing professional development aimed at school leaders broadly defined, and the locus can be in universities or in the field. Contributions are judged on the extent to which the quality and originality of the effort suggest the potential to create a lasting impact on research and/or practice in this domain.

2010 Edwin M. Bridges, Stanford University2011 Martha McCarthy, Indiana University2013 Perry Zirkel, Lehigh University

175

2014 Joseph F. Murphy, Vanderbilt University2015 Margaret Terry Orr, Bank Street College; Allan Walker, Hong Kong Institute of

Education2016 Diana G. Pounder, University of Utah

William J. Davis AwardThe William J. Davis Award is given annually to the author(s) of the most outstanding article published in Educational Administration Quarterly (EAQ) during the preceding volume year. The article selection is made by a three-member panel chosen from the EAQ Editorial Board members who have not published in the volume being reviewed. The award was established in 1979 with contributions in honor of the late William J. Davis, former Associate Director of UCEA and Assistant Professor at the University of Wisconsin-Madison.

1980 Donald J. Willower, Pennsylvania State University1981 Cecil G. Miskel, University of Utah; Jo Ann DeFrain, North Harris County College;

Kay Wilcox, Shawnee Mission Public Schools1982 Robert A. Cooke, Institute for Social Research; Denise M. Rousseau, University of

Michigan1983 Donald J. Willower, Pennsylvania State University1984 Cecil Miskel, University of Utah; David McDonald, Pomona Public Schools; Susan

Bloom, Blue Valley Public Schools1985 David L. Clark, Indiana University; Lindo Lotto, University of Illinois;Terry Astuto,

Kansas State University1986 Tim L. Mazzoni, Jr., University of Minnesota; Betty Malen, University of Utah1987 David P. Crandall, NETWORK; Karen Seashore Louis, University of Minnesota;

Jeffrey W. Eiseman, University of Massachusetts-Amherst1988 James G. Cibulka, University of Wisconsin-Milwaukee1989 Joseph J. Blase, University of Georgia1990 Mary Stager, University of Toronto; Kenneth A. Leithwood, OISE1991 Ronald H. Heck, University of Hawaii-Manoa; Terry J. Larsen, Alhambra School

District; George A. Marcoulides, California State University, Fullerton1992 Robert J. Starratt, Fordham University1993 Ulrich C. (Rick) Reitzug, University of Wisconsin; Jennifer Elser Reeves, University of

Central Florida1994 Brian Rowan, University of Michigan; Stephen W. Raudenbush, Michigan State

Univeristy; Yuk Fai Cheong, Michigan State University1995 Mark A. Smylie, University of Illinois at Chicago; Robert L. Crowson, Vanderbilt

University; Victoria Chou, University of Illinois at Chicago; Rebekah A. Levin, University of Illinois at Chicago

1996 Diana G. Pounder, University of Utah; Rodney T. Ogawa, University of California- Riverside; E. Ann Adams, Granite School District1997 William A. Firestone, Rutgers University1998 Nona A. Prestine, Illinois State University; Thomas L. McGreal, Illinois State

University1999 Gail Furman Brown, Washington State University2000 Anthony Bryk, University of Chicago; Eric Camburn, University of Michigan;

Karen Seashore Louis, University of Minnesota2001 BetsAnn Smith, Michigan State University2002 Michelle D. Young, University of Missouri-Columbia/UCEA; Scott McLeod,

University of Minnesota2003 Philip Young, University of California, Davis; Julie A. Fox, Ohio SchoolNet

Commission2004 Susan Printy, Michigan State University; Helen Marks, Ohio State University2005 Marilyn Tallerico, Syracuse University; Jackie Blount, Iowa State University2006 Mengli Song, University of Michigan; Cecil Miskel, University of Michigan2007 Audrey Addi-Raccah, Tel-Aviv University2008 Ronald H. Heck, University of Hawaii-Manoa2009 Viviane M. J. Robinson, University of Auckland; Claire A. Lloyd, University of Illinois

at Urbana Champaign; Kenneth J. Rowe, Australian Council for Educational Research


2010 Roger D. Goddard, Texas A&M University; Serena J. Salloum, University of Michigan; Dan Berebitsky, University of Michigan

2011 Autumn K. Tooms, University of Tennessee–Knoxville; Catherine Lugg, Rutgers University; Ira E. Bogotch, Florida Atlantic University

2012 Virginia Roach, George Washington University; L. Wes Smith, Early College High School; James Boutin, District of Columbia Public Schools

2013 Rose M. Ylimaki, University of Arizona; David Arsen, Michigan State University; Yongmei Ni, University of Utah

2014 Gerardo R. Lopez, Loyola University New Orleans; Rebeca Burciaga, San Jose State University

2015 Terrance L. Green, University of Texas at Austin

Exemplary Educational Leadership Preparation Program (EELPP) AwardTo celebrate exemplary programs and encourage their development, UCEA has established an Award for Exemplary Educational Leadership Preparation. This award complements UCEA’s core mission to advance the preparation and practice of educational leaders for the benefit of all children and schools.

2013 University of Illinois at Chicago, EdD in Urban Education Leadership; University of Texas at San Antonio, Urban School Leaders Collaborative

2014 University of Denver Ritchie Program for School Leaders & Executive Leadership for Successful Schools; North Carolina State University Northeast Leadership Academy

2016 University of Washington Leadership for Learning Program

JRLE Best Article AwardThe Best Article Award was begun in 2014 by the Journal of Research on Leadership Education.

2014 Philip B. Robey, Loyola Marymount University; Scott C. Bauer, George Mason University2015 Chad R. Lochmiller, Indiana University2016 Michael D. Steele, University of Wisconsin-Milwaukee; Kate R. Johnson, Brigham Young University; Samuel Otten, University of Missouri; Beth A. Herbel-Eisenmann, Michigan State University; Cynthia L. Carver, Oakland University

Hanne Mawhinney Distinguished Service AwardOn occasion, UCEA’s leadership has found it appropriate to honor UCEA faculty for their outstanding service to the organization and the field. Ensuring the viability of the field and the UCEA consortium depends upon the generous donation of time and expertise like winners of the UCEA Hanne Mawhinney Distinguished Service Award.

2010 Diana G. Pounder, University of Central Arkansas2011 Gerardo R. Lopez, University of Utah; Hanne Mawhinney, University of Maryland;

Edith Rusch, University of Nevada-Las Vegas2012 Linda Skrla, University of the Pacific; Scott McLeod, University of Kentucky2013 Bruce Barnett, University of Texas at San Antonio; Cristobal Rodriguez, Howard

University2014 Julian Vasquez Heilig, California State University, Sacramento2015 Michele Acker-Hocevar, Washington State University-Spokane; Patricia F. First,

Clemson University; Gail C. Furman, Washington State University-Spokane; Liz Hollingworth, University of Iowa

2016 Pamela D. Tucker, University of Virginia

177

Aas, Maarit, 258AbdelRahman, Nahed, 038Ackerman, Richard, 229Adams, Curt, 274Agent, Renee, 014Agosto, Vonzell, 117, 134, 157,

185, 191, 227, 272, 276Aguayo, David, 083, 264Aguilar, Israel, 185Aguilera, Vangie, 149Aidman, Barry, 052, 071Airola, Denise Tobin, 260Akanwa, Emmanuel, 023-1Akar, Bassel, 272Akiba, Motoko, 259Al Assaf, Lama Husain, 023-1Albiladi, Waheeb, 212Aldaco, Adrienne, 039Aleman, Enrique, Jr., 126, 149,

190Alexander, Nicola A., 163Alford, Betty Jane, 213Allen, Jim, 133Allen, LaTeesa, 134Allen, Tawannah Gail, 066, 273Almager, Irma Laura, 224Alonso, Jacob, 149, 155Alsbury, Thomas, 114, 193, 273Alston, Judy, 134, 180, 237Amrein-Beardsley, Audrey, 197,

260An, Brian, 153, 262Anderson, Erin, 024-2, 053,

061, 107, 113, 129, 164, 235

Anderson, Gary L., 126Anderson, Ryan D., 233Anderson, Yvette McElroy, 166Angel, Roma B., 082, 158Angelle, Pamela A., 192, 265Anthony, Anika Ball, 250, 272Antunez, Serafin, 265Aquino Gonzalez, Elsie, 166Arar, Khalid, 241, 265Arcadia-Torres, Carmen Celina,

202Ardoin, Sonja, 206Ärlestig, Helene Karin, 054,

132, 256 Armond, Arlisa, 030Asikin-Garmager, Asih, 007,

024-1, 078Asmororini, Enny, 024-1Atkinson, Linda, 231, 261Atwood, Erin, 231Auguste, Elizabeth, 040Augustine-Shaw, Donna, 099,

158, 213, 246Avalos, Maria Dolores, 185Axelson, Greg, 036Ayscue, Jennifer, 177Babson, Andrew, 227Bae-Lee, Christine, 114Baily, Ivy, 269Baker, A. Minor, 014, 033, 120Baker, Sarah Jean, 206Ballard, Keith, 062Ballenger, Julia Nell, 159, 184,

213Banks, Amber Joy, 037, 229Banks, Laurie, 104Baran, Mette Lise, 067Baray, Sarah Nelson, 120, 274Barber, Maggie, 272Barczyk, Taylor, 166Barnes, Michael C., 128, 232Barnett, Bruce, 067, 076, 149,

204, 263, 272Barnicle, Alan Arthur, 007Barrera, Diana, 047, 113Bass, Lisa, 028, 057, 108, 117,

183, 190Bathon, Justin M., 060, 093,

142, 193Bauer, Scott C., 271Baxley, Gwendolyn, 034, 200Beabout, Brian Robert, 201Beachum, Floyd D., 117, 131,

272Beard, Karen Stansberry, 250,

274Beasley-Knecht, Lukretia A.,

024-2Beckett, Lorna, 015, 230, 262Begley, Paul Thomas, 092Bellamy, Tom, 121, 243Bellara, Aarti, 274Bengtson, Ed, 212Benko, Susanna, 101Bennett, Heather Nicole, 013,

201Benoliel, Pascale Sarah, 067a

Berggren, Melissa, 274Bernstein, Eric R., 060Reinaldo Berríos, 256 Berry, Jami Royal, 139Bertrand, Melanie, 199Bickett, Jill Patricia, 072Bickmore, Dana L., 138Biddle, Catharine, 229Birmingham, Jeremiah J., 149,

155Bishop, Pamela, 092Bjerg, Helle, 047, 074Black, Shaun, 218Black, William, 152, 157, 224,

272, 276, 273, 277Blessinger, Patrick, 270Blitz, Mark, 056Blum-DeStefano, Jessica, 212Bogler, Ronit, 077Bogotch, Ira, 061, 076, 94,

111, 193, 205, 241Boncana, Mohomodou, 272Boske, Christa, 059, 080, 245,

271, 272, 277Bowers, Alex J., 060, 109, 127,

150, 216, 233, 274Bowers, Amanda, 146Boyland, Lori, 059Bradley, Janice, 230, 251Bradley, Jeffrey, 014Bradley, Sarah, 247Brady, Kevin Patrick, 193Bratspis, Andrew David, 033,

227Brauckmann, Stefan, 256Brewer, Curtis, 149Brezicha, Kristina, 083, 235,

240Briceno, Fernando Jose, 265Broadhurst, Christopher, 206Brooks, Jeffrey S., 027, 030,

118, 137, 145, 160, 241, 273

Brooks, Melanie C., 273 Brown, Elizabeth S., 217Brown, Kelly, 130, 181Brown, Launcelot, 193Brown, Lyn, 229Browne-Ferrigno, Tricia, 271Brunderman, Lynnette, 268Bryant, Karen Caldwell, 040a,

2016 Participant Index


139Buckridge, Hilary, 182Bullock, Emma, 012, 103, 205Burciaga, Rebeca, 051, 085,

174, 271Burford, Charles, 092Burns, Jason, 240Burrello, Leonard C., 204, 233,

263Burroughs, Michael, 092Burton, Laura, 206Bush, Tamara, 271Buskey, Frederick C., 224Bussey, Leslie Hazle, 056, 182,

244Byrne-Jiménez, Mónica, 025,

045, 051, 085, 088, 106, 121, 143, 171, 185, 210, 215, 248, 258, 272

Calderone, Shannon, 271Calvert, Annivory, 144, 166,

225Camarillo, Jeff, 174Campbell, Stephanie, 149, 155Campos, Andrew, 149, 155Campos, Angela, 149, 155Canaba, Karina C., 011Candelarie, Doris, 086Cannata, Marisa, 203, 252Cantu, Yvette, 162, 217Canty Woessner, Cori, 009,

066Capper, Colleen A., 034, 188,

200, 211, 237Carillo, Ruben, 155, 257Carpenter, Bradley W., 071,

122, 146, 167, 196, 251, 272

Carr, Chris, 027Carrauthers, Michael B., 022-2Carrión, Javier E., 256Carrola, Paul, 167Carrola, Sarah, 149, 155Carroll, Joseph, 256Carter, Jessica Faith, 119Caruthers, Loyce, 222Carver, Cynthia L., 224, 260Casalaspi, David, 103Castano, Brian Christopher,

149, 155Castillo, Elise, 022-2Castillón, Irene, 085, 174Castner, Daniel, 061Castrellon, Liliana Estella, 038

Castro, Andrene, 128, 170, 232Cavazos, Lionel, 259Cawn, Brad, 101Cerdas, Norma Virginia, 265Cervantes-Soon, Claudia, 185Chacon, Brenda, 056Charles, Jessica, 056Cheng, Annie Yan-Ni, 132,

200, 265Cheung, Rebecca, 056, 254Childs, Joshua, 066, 136, 212Chin, Curtis, 025, 215Chisolm, Lorenda, 245Choi, Jinmyung, 021Christman, Dana, 274Clark, Mary C., 133, 211Clay, Kevin L., 264Clayton, Jennifer Karyn, 192Clement, Davis, 017, 022-1,

116Clifford, Matthew, 152Cline, Stephanie Kay, 197, 252Coaxum, James, 133, 211Cobb, Casey D., 151, 157,

203, 228, 274, 277, 278Coleman, Carmen Wood, 103,

142, 233Collingwood, Charles Derek,

030Collins, Leshun, 245Congdon, Mark, 229Connelly, Gail, 112 Conrad, David L., 017Conry, Jillian Marie, 033Cooc, North, 119Cook, Janice, 056Cooper, Kristy, 077, 123, 146Copeland, William, 048Cordova, Amanda Jo, 245Cosner, Shelby A., 049, 068,

102, 123, 147, 234, 271, 274, 277

Coviello, James, 214Covrig, Duane, 108Cowan, Dionne, 148Cowin, Kathleen, 271Cravens, Xiu, 226Crawford, Emily, 267Crawford, James, 086Crocco, Margaret, 052Croteau, Susan M., 016, 113Crow, Gary, 010, 053, 064,

071, 204, 248, 263, 272Cullington, Lisa, 035, 206

Cunningham, Matthew Phillip, 118

Curry, Katherine, 123Dailey, Ardella, 079Dallas, Joi, 247Daly, Alan J., 101, 175, 205,

261, 271, 273, 274Daly, Ceronne, 059D’Amico, Diana, 145Dantley, Michael, 014, 111,

115, 137, 190, 221, 249Danzig, Arnold, 152, 271Das, Ajay, 259Davis, Bradley, 024-3, 233Davis, James Earl, 117Davis, Natalie, 207Davis, Yolanda, 104Dawkins-Law, Shelby Eden,

219Day, Christopher, 256De Voto, Craig Warner, 011Dean, Dallawrence, 031Dean, Sharon Gail, 231, 261DeBray, Elizabeth, 090Decker, Janet, 050, 272Deleon, Vanessa, 224Dell’Olio, Franca, 120DeMartino, Linsay, 058, 141DeMatthews, David, 056, 105,

121, 167, 237, 243, 271, 272

Desmangles, Julie Kelly, 030, 224

Dexter, Sara, 082, 198, 274, 278

DeVoogd, Glenn, 273 Dhillon, Shahlaine Kaur, 034,

119Dickerson, Sean, 272Diem, Sarah, 081, 145, 160,

196, 221, 271Dixon, LaTanya, 024-2Donaldson, Emily Kate, 024-3Donaldson, Morgaen, 607a,

101, 153, 203, 224, 274Donmoyer, Robert, 111, 144,

272, 276Dougherty, Shaun, 101Douglas, Ty-Ron M. O., 081,

117Dracobly, Cindy, 086Drago-Severson, Ellie E., 212Drake, Thomas, 018, 207Drake, Tim, 127, 203, 234

179

Druery, Donna Michelle, 022-2Drysdale, Lawrence George,

067Du, Fengning, 153Duchesneau, Nancy, 214Duerson, Toni, 050Duffy, Patrick A., 161, 223Dumas, Tia, 146Dunbar, Chris, 274Dunlap, Karen, 272Eacott, Scott, 092Eckert, Jonathan, 073Eddy Spicer, David H., 053,

102, 123, 258, 278Edwards, Torrie Kincaid, 196Edwards, Wesley, 018, 109Ehrensal, Patricia A. L., 108Elue, Chinasa Ada, 059Enomoto, Ernestine, 271Epstein, Eliza, 201Erdfarb, Talya, 124Escue Simon, Carlee, 105Espel, Emma, 153Etienne, Les, 048Evans, Andrea E., 274Evers, Nancy A., 263Ezzani, Miriam D., 014, 040aFagan, Kyle, 103Farley, Amy, 105Farmer, Michelle C., 238Feldman, Sue, 067aFemc-Bagwell, Michele, 247Fernández, Erica, 051, 069,

199, 223, 247Ferrin, Scott, 272Fetman, Lisa, 058, 214Fewell, Connor, 128Figueroa, Suzanne, 149, 155Fikis, David, 127Finch, Maida, 262Fine, Cherese, 119Finnigan, Kara, 175Fisher, Doug, 234Fisher, Emma Gail, 050FitzGerald, Anne Marie, 128Flanary, Richard, 271Flood, Lee D., 020, 192, 265Flores, Connie, 149, 155Flores, Osly, 007, 037, 225,

237Ford, Gevonee, 126Ford, Timothy G., 071, 078,

151Forman, Stephanie, 261

Foss, Ivy, 014Foster, James L., 229Fournillier, Janice, 148Fowler, Denver Jade, 181Fowler, Elizabeth, 110France, Linda, 142Frank, Kenneth, 250Frankenberg, Erica, 177, 201,

217Franklin, Tanya, 027Frasier, Amanda Marie Slaten,

052, 151Freelon, Rhoda, 199Freeman, Julie R., 036, 118Frick, William C., 078, 092,

273Friend, Jennifer, 082, 159, 184,

222Fuller, Ed, 056, 064, 100, 129,

140, 153, 178, 244, 262, 271

Fuller, Kay, 236Fuller Hamilton, Asia Nicole,

040Furman, Gail, 273, 274Gabriel, Rachel, 274Galey, Sarah, 250Garcia, David, 274Garcia, Samuel, 010, 022-3,

154Garcia, Wellinthon, 039, 206Gardiner, Mary Elisabeth, 108Garn, Gregg, 062Garrett, Jeffrey, 027Garza, Encarnacion, Jr., 149,

155, 245, 257Gates, Gordon, 157, 248, 271,

276Gates, Susan, 112 Gautam, Chetanath, 267Gawlik, Marytza, 138, 273Geiger, Tray, 260Genao, Soribel, 241Generett, Gretchen Givens,

176, 193, 229Gering, Steven, 070Germain, Emily, 109, 128, 163,

201, 232Gibbons, Lynsey, 261Gil, Elizabeth, 009, 066, 215,

264Gilzene, Alounso Antonio, 174Gimbert, Belinda G., 015, 156Glanz, Jeffrey, 078

Gmelch, Walter H., 096, 193Goar, Tina Louise, 009Goddard, Roger, 274Goff, Peter Trabert, 127, 262Goldman, Paul, 263Goldring, Ellen, 203, 226Gomez, Shaunté Michelle,

149, 155Gonzales, Leslie D., 185Gonzales, Richard, 234, 274,

278Gonzales, Sandra M., 253Gonzalez, Angelique Marie,

149, 155González, María Luisa, 019,

032, 165, 190Gooden, Mark Anthony, 087,

106, 117, 177, 190, 209, 220, 228, 245, 271, 272

Graft, Mary, 009Graves, Kenneth E., 060Gray, Julie, 049Gray, Nakia M., 020, 022-3,

046, 083, 264Gray, Pamela, 130Green, Preston, 274Green, Terrance L., 055, 081,

098, 148, 201, 218, 232, 269

Greer, Jennifer L., 054Gripado, Jennifer, 062Grissom, Jason A., 136, 152,

178, 203, 262Groff-Blaszak, Abbie, 112Grogan, Margaret, 137, 263Gross, Steve, 054, 064, 092,

100, 129, 204, 263Grossman, Jill, 101Groth, Cori, 152, 164, 230,

251Guajardo, Francisco, 176Guajardo, Miguel Angel, 154,

176Guerra, Fred, 259Guerra, Patricia L., 065Gullo, Gina Laura, 024-1, 233Gunzenhauser, Michael, 190Gurley, Keith, 054Guthrie, J. Edward, 203Guy, Tim, 108Guzman, Maricela, 155, 257Haas, Eric, 274Hachiya, Robert, 246Hackmann, Donald G., 133,


147, 273Hafenstein, Norma Lu, 266Haines, Joyce, 224Hall, Daniella, 136Hall, John, 102Halverson, Richard, 074Halvorsen, Anne-Lise, 052Hameyer, Uwe, 061Hammonds, Hattie Lee, 119,

161, 219Harris, Edward L., 123Harris, Julie, 214Harris, Margaret, 079Harris, Tiffany Octavia, 199,

227Hart, Holly M., 049Hartlep, Nicholas Daniel, 160Haselton, Blake, 146Hawkins, Melissa, 250Hawkman, Andrea, 160Hayes, Kathryn N., 114, 181Hayes, Sonya Diana, 200Haynes, Aisha, 013Haynes, Madeline Laurinda,

128, 232Heaggans, Raphael, 273 Hearn, Jessica, 181Hebert, Martha M., 049, 123Hedges, Samantha Lea, 059Hegseth, Whitney, 017Heintzelman, Sara, 189Henderson, James, 061Henry, Gary, 203Henry, Wesley, 008, 019, 025,

083, 125, 229Hermanns, Carl, 268Hernandez, Frank, 052, 171,

185, 272Hernandez, Leonor, 155, 257Hernandez, Rosalinda, 200Hesbol, Kristina Astrid, 214,

230, 266, 273Hess, Michael, 128Hewitt, Kimberly Kappler, 086,

260, 274Hirsch, Sally, 096Hitchings, Sarah, 251Hitt, Dallas, 251Hochbein, Craig, 053, 067a,

120Hodge, Emily, 101Hodge, Meriem, 238Hoffman, Rachel Elizabeth,

200

Hoffmann, Francesca, 050Holder, Shannon, 059Hollingworth, Liz, 056, 125,

153, 228, 262, 272Holme, Jennifer Jellison, 081,

109, 128, 150, 232Holquist, Samantha E, 036,

136, 163Honig, Meredith I., 070, 175Hooper, Lisa, 146Hopson, Rodney, 126Horner, Martinette, 040a Hornskov, Søren Buhl, 047,

074Horsford, Sonya Douglass,

040, 081, 098, 126, 135, 145, 160, 273, 274

Houck, Eric, 274Howe, Carla, 203Hozien, Wafa, 167Huang, Haigen, 118Huber, Mary, 270Huber, Stephan, 061Huchting, Karen, 072Huggins, Kristin Shawn, 192,

224, 233, 271Hughes, Joycelyn LaTonia, 040Hughes, Kimberly, 179aHuguet, Alice, 167, 261Hunter, Seth, 259Hurst, Todd, 181Hurwitz, Scott, 015Ikemoto, Gina, 101, 178, 244Ikoma, Sakiko, 240Imig, Scott, 230Immekus, Jason, 273 Ingle, W. Kyle, 090, 097, 100,

132, 147, 170, 273Irby, Beverly, 200, 271Irby, Decoteau J., 126, 134,

209, 271Ishimaru, Ann M., 029, 070,

098, 199, 225, 247Israel, Marla, 054, 092, 169,

193Issa, Abdul, 027Issa Lahera, Antonia, 027, 179aIvory, Gary, 213Izquierdo, Elena, 167

Jabbar, Huriya, 109, 177, 201Jacobson, Stephen Louis, 013,

067, 076, 245, 256, 270Jacquez, Robert, 027

Jamar, Jacye, 036James, Christopher Roy, 250Janes, Jill, 073Jankens, Benjamin P., 047Jean-Marie, Gaëtane, 115, 146,

160, 220, 241, 271, 273Jenlink, Patrick M., 060, 079,

108, 272Jimerson, Jo Beth, 017, 212,

276Johanek, Michael, 060Johansson, Olof, 054, 067,

074, 092, 172, 256Johnson, Ashley, 122, 207Johnson, Jaime, 206Johnson, Jason L., 209Johnson, Joseph F., 115Johnson, Lauri, 098, 219, 229Johnson, Nakendrick, 014Johnson, Tricia L., 162Johnson-Green, Beverly, 133Jones, Brandolyn E., 084Jones, Roderick James, 117Jones, Victoria, 037Junker, Karen, 027Kafa, Antonios, 256Kalvesmaki, Andrea, 148Kapa, Ryan, 015, 148, 156Karanxha, Zorka, 134, 157,

272, 276Katsh-Singer, Rebecca, 103Kazemi, Elham, 261Kearney, Sean, 148, 250Keesler, Venessa, 203Kekana, Zukiswa, 035Kelcey, Benjamin, 274Kelley, Carolyn, 047, 074, 172Kemper, Sara, 015, 146, 156Kenneth, Leithwood, 071, 077Kensler, Lisa A. W., 047, 110,

116, 271, 272, 273Khalifa, Muhammad, 069, 081,

126, 193, 196, 219, 247Khalil, Deena, 209, 217Khan, Sumaira Taj, 130Kim, Taeyeon, 010King, Jeffry, 113Kinkley, Ian Christopher, 008,

024-3, 125Kissell, René Espinoza, 022-3Klar, Hans, 172, 192, 197, 224Klostermann, Brenda, 049Knight, David, 056Koehler, Laura, 014

181

Kondrit, Tracy, 128Konietzko, Lothar, 052Korach, Susan, 086, 121, 164,

234, 271Koschoreck, James W., 009,

133, 271Kotok, Stephen, 138, 201Kowalski, Ted, 274Koyama, Jill, 141Kozleski, Elizabeth, 243Kruse, Sharon, 157, 216, 233,

248, 271, 276, 277Kucera, Michael, 024-2Kwan, Paula, 078Kwarteng, Appiah, 108Lac, Van, 084, 199Laird, Susan, 092Landa, Jeremy B., 011, 067a,

152 Lane, John, 118, 179, 250, 259Lang, Emily, 161Lara, Argelia, 085Larsen, Eric, 152Larsen, Ross, 274Larson, Ann, 115Larson, Colleen, 007, 165, 220Lasater, Kara, 212Latterman, Kelly, 112 Lawrence Henry, Kevin, Jr., 141Lazaridou, Angeliki, 272Leader, Natalie, 149, 155Lear, Jeffrey Charles, 073LeChasseur, Kimberly, 067a,

274Ledesma, Janet, 167Lee, Brett, 022-3, 113Lee, Moosung, 273 Lenges, Anita, 261Lenhoff, Sarah Winchell, 253Leon, Jennifer, 149, 155Leonard, Jack, 059, 200Lester, Jessica, 216LeTendre, Gerald, 240Leu, Sandra, 230Levitan, Joseph, 219Levy, Rachel Anne, 177Lewis, Jennifer, 253Lewis, Katherine, 034, 162,

237Lewis, Maria, 105Lewis, Wayne D., 088, 134a,

163, 190Li, Shaobing, 133Liang, Grace, 099

Lightfoot, Jonathan, 271Limperopulos, Nicole, 196Linder, Ilana Lauren, 050Lindle, Janie Clark, 064, 100,

112, 116, 129, 168, 272, 274

Liou, Daniel D., 160Liou, Yi-Hwa, 101, 261Liu, Yan, 073Lo, Yun-Jia, 261Lochmiller, Chad, 216, 231Locke, Leslie, 083, 191, 206,

223Lomeli, Hilario, 185Lomelí, Raul, 085, 174Lomotey, Kofi, 249Long, Tanya Alyson, 113, 237Lopez, Francesca, 267Lopez, Gerardo R., 085, 174,

185, 190, 220, 228, 247Lopez, Patricia D., 085Lopez Gorosave, Gema, 265Lowenhaupt, Rebecca, 103,

247, 267Lower, Richard, 168Lowery, Charles L., 059, 128,

267Lowery, Kendra, 080Lubienski, Christopher, 274Lucca, Nydia, 256Luevanos, Elisabeth Luevanos,

105Lugg, Catherine A., 035, 055,

137, 204, 252, 272, 273Lumby, Jacky, 271, 274Luo, Wen, 105Lustick, Hilary, 024-1, 110,

134Mackey, Hollie, 028, 038, 057,

097a, 144, 183, 190, 217Maclean, Harriet, 027Maddaus, John, 229Madsen, Jean, 080, 105Maeda, Yukiko, 070, 212Mahfouz, Julia, 032Mahone, Abby S., 067a, 120Maitreephun, Warapark, 021,

037Malen, Betty, 216Malin, Joel R., 133Malone, Helen Janc, 232Manard, Carolyn, 125Mangin, Melinda M., 271, 274Mania-Singer, Jackie, 123, 197

Mann, Bryan A., 138, 201Mann, John, 224, 233Manning, JoAnn B., 133, 211Mansfield, Katherine Cumings,

021, 090, 110, 161, 182, 199, 241, 272

Marei, Mahmoud Sayed, 024-1, 032

Marquez, Jocabed G., 029, 162Marshall, Catherine, 196Marshall, Joanne M., 147, 213,

271, 274Marshall, Stefanie, 007Martin, Allison, 237Martin-Green, Jennifer, 134a Martinez, Eulogia V., 154, 217Martinez, Melissa Ann, 046,

162, 223Martinez, Onesimo, 155, 257Maslin-Ostrowski, Pat, 272Masry-Harzalla, Asmahan, 241Matthews, Channing, 055Matyjasik, Erin, 058, 130Mauldin, Courtney Camille,

174Mavrogordato, Madeline, 214,

235, 267Mayer, Anysia P., 274Mays, Chance, 267Mazza, Joe, 060McCarthy, Martha, 064, 072,

111, 263McClellan, Rhonda Lea, 213,

271McConnell, Heather, 134McCotter, Suzanne, 151McCoy Player, Marilyn, 029McCray, Carlos, 117, 174, 272McCullough, Mary, 072McDonald, Teena Paige, 123,

213McFadden, Jenny, 262McGee, Isaiah Clarence, 022-

1, 238McGhee, Chy Benelli, 032,

126McKenzie, Kathryn Bell, 221McKey, Tania Lynn, 116McKinney, Ashley, 230, 251McLeod, Scott Christopher,

012, 060, 104, 181, 242, 275

McLeskey, James, 243McMahon, Kelly, 070


McNeill, Katherine, 103McPhetres, Jonathon, 052Melear, Kerry, 272Mendez, Jesse, 185Mendez, Zulma, 272Mendieta, Eduardo, 092Mendiola, Brenda, 197Mercado, Andrea, 229Merchant, Betty M., 149, 155,

263Merschat, Sarah, 149, 155Mette, Ian, 095, 229Meyer, Stephen, 153Meyers, Coby, 053, 086, 251Milani, Michelle, 141Miles, Robin, 233Militello, Matthew, 176, 271,

274Miller, Peter, 098Miller, Robert, 274Miller-Brown, Ellen, 086, 173Mintrop, Heinrich, 102Miranda, Chandler Patton,

020, 264Miranda, Roxanne, 155, 257Mitani, Hajime, 152, 262Mitchell, Roxanne, 271, 273Mitzner, Kris, 212Modeste, Marsha E., 047, 074Mohammed, Meca, 056Mohan, Erica, 272Montgomery, Nicholl, 247Moorosi, Pontso, 236Morgan, Lee, 046, 262Moss, Sheryl Cowart, 139Mountford, Meredith, 158,

193, 238, 252Mozip, Adeep, 166Mrachko, Jean, 114, 181Mukhtar, Ahmed, 023-2Mullen, Carol A., 066, 271,

274Murakami, Elizabeth, 031,

076, 094, 171, 185, 193, 202, 214, 250, 273, 274

Murphy, Jason P., 137, 252Murphy, Joseph, 111, 161,

205Muñoz, Marco, 146Méndez-Morse, Sylvia, 171Møller, Jorunn, 256Murtadha, Khaula, 190Nabinett, Denice D., 030Nash, Angel M., 057, 061,

131Nash, John Beuhring, 093,

107, 181, 189, 193, 242Nava, Pedro Enrique, 085Navarro, Jose, 027Nelson, Steven, 134a, 163,

201Neuman-Sheldon, Brenda,

124Neumerski, Christine, 203Newcomb, Angela Lynn, 146Nguyen, Chi Phuong, 021Nguyen, Orletta, 179aNguyen, Thu Suong Thi, 190Nguyen, Tuan Dinh, 252, 259Ni, Yongmei, 152, 274Nickson, Dana G., 075Nieves, Gladys I., 256Niño, Juan Manuel, 097, 149,

155, 185, 257Nkrumah, Tara, 119, 227Norberg, Katarina, 054, 092,

132, 256Normore, Anthony H., 027,

033, 092, 145, 169, 179a, 211, 241, 273

Notman, Geoffrey “Ross”, 067Novak, Daniel Alexander, 070Novak, Daniel I., 175Nuriddin, Ajeenah, 133Nuss, Katie Elizabeth, 167Nwabueze, Lawrence

Ikechukwu, 023-2O’Brien, Catherine A., 134,

144, 180, 208O’Doherty, Ann, 045, 234,

274O’Hair, Mary John, 115Okilwa, Nathern, 067, 084,

149Olad, Rowda, 128Oldham, Alex Nathan, 020,

265Oliva, Maricela, 211, 271Oliver, Bernard, 273 Olson, Amy, 229Olubiyi, Victoria, 021Oluwole, Joseph, 052O’Malley, Michael P., 011,

047, 097, 113, 220, 237, 248, 271, 272, 277

O’Neal, Marcia, 054Ononuju, Ijeoma, 080, 174Oplatka, Izhar, 265, 273

Orr, Margaret (Terry), 056, 274Ortega Gil, Pablo, 047Osabutey-Aguedje, Tameka

LaTrece, 079Osanloo, Azadeh F., 059, 080,

245, 271, 273Ovando, Martha N., 020, 204,

263Owens, Michael, 218Owens, Michael, 274Oyedele, Bisi, 231Pace, Nicholas, 082Palmer, Dusty, 224Pareja, Amber Stitziel, 049Park, Hyowon, 240Parker, Michele A., 212Parker, Wilbur, 060Pashiardis, Petros, 256Paufler, Noelle, 197Paulson, Elan N., 092, 193Pavlakis, Alexandra E., 033Pazey, Barbara L., 119Peck, Craig, 128, 146, 205,

273Pedroni, Thomas, 269Pekel, Katie, 193Pelton, Richard, 014, 022-3,

033, 120Pendleton, Lesley Y., 060Pennington, Yvette, 105Perez, Marisa, 149, 155Perkins, Brian, 082Perkins-Williams, Ruqayyah,

212Perrone, Frank, 053, 156, 178Perry, Jill Alexa, 091Perry-Higgs, Jacqueline

Jeanetta, 029Pesqueira-Bustamente, Norma

Guadalupe, 202Peters-Hawkins, April, 097,

140, 228, 271, 274Peterson, Deborah, 165Peterson, Kent, 172Peterson, Thomas Joseph, 027Peurach, Donald J., 221, 274Pfeffer, Ivy, 260Pham, Lam, 136Phelps-Moultrie, Jada, 022-3,

083, 107, 131, 213, 235Phelps-Ward, Robin, 224Phillips, Winslow David, 149,

155Pinto, Ransford, 122

183

Pivovarova, Margarita, 153Place, A. William, 213Player, Daniel W., 156Plough, Bobbie, 079Podojil, Brianna A., 149, 155Pogodzinski, Ben, 253Polikoff, Morgan, 274Pollock, Katina, 076, 193Potterton, Amanda U., 018Pounder, Diana G., 015, 064,

152, 164, 172, 204, 249, 263

Powers, Jeanne, 153, 277Preston, Courtney, 262Price, Peter, 052Printy, Susan M., 073, 078, 271Pulte, Gregory Brian, 252Qian, Haiyan, 092, 226Qin, Lixia, 080Quick, Marilynn, 197Quiñones, Sandra, 128Rabinowitz, Chanina, 078Radford, Karon, 022-1Radd, Sharon, 191Rahh, Amen, 027Rainbolt, Stacey, 110Rainey, Lydia Rose, 070Rajendran, Aditi, 029Ramirez, Dean L., 104Ramirez, Nestor Alexis, 205Ramlackhan, Karen, 016, 105,

137Ramos, Denisse, 155, 257Ramos, Frances Free, 022-3Ransom, Julia, 117Ransom, Kimberly Charis, 040,

075Ray, Julie, 086Razzaque, Rana T., 009, 019,

037, 113, 173Red Corn, Alex, 182Reed, Cindy J., 008, 115, 133,

249, 272Reed, Latish, 272Reedy, Marcy Ann, 062, 164,

234Reese, Erika, 075Reguerín, Patricia, 085, 174Reid, David B., 151Reilly, Elizabeth C., 072, 120,

236Reinhardt, Becky, 155, 257Reinish, Annie, 010Reitzug, Ulrich C. (Rick), 086,

263, 272, 274Resko, Stella, 227Reyes, Augustine, 273 Reyes, Keith, 052, 223Reyes, Omar, 027Reyes, Pedro, 172Reyes-Guerra, Daniel, 061,

195, 234, 271Rich, Sharon, 092Richardson, Jayson W., 082,

093, 120, 181, 193, 230Richardson, Shawna, 123, 197Riek, Nathan, 052Rigby, Jessica G., 086, 261Rincones, Rodolfo, 011, 056Rintoul, Heather, 092Rivera, Debora, 133Rivera, Marialena Dawn, 217Rivera-McCutchen, Rosa, 051,

122, 126, 150Roberts, Drew, 096Roberts, LaSonja, 233Roberts, Maria Banda, 200Roberts, Tuesda, 116Robinson, Jeffrey, 269Robinson, Kayla, 062Robinson, Viviane Marcelle

Joan, 274Rocha, Patricia, 051, 162, 217Rodela, Katherine, 022-1, 199,

233Rodriguez, Cristobal, 180, 208,

274Rodriguez, Gloria M., 085,

174, 185, 274Rodriguez, Louie F., 174Rodriguez, Mariela A., 066,

080, 097, 131, 149, 155, 212, 213, 228, 257, 272, 274, 278

Rodriguez, Sonia, 110, 130Roegman, Rachel, 070, 212,

213Roland, Ericka, 119, 196Rolle, R. Anthony, 162Rollert, Kate, 153Rollins, Kristopher, 161Romasanta, Lindsay, 160Romero Grimaldo, Leticia, 065Ronfeldt, Matt, 109Rorrer, Andrea K., 018, 115,

136, 164, 193, 251Rosa, Ricardo, 272Rosabal, Satya, 265

Rosekrans, Kristin, 056Ross, Genesis, 031Rossbach, Angela, 101Roth, Heather, 237Rous, Beth, 133, 168Rubin, Mollie, 203Rubio, Brenda, 014, 084Ruddy, Anne-Maree, 059Ruff, William, 213Rusch, Edith A., 263Rutledge, Stacey, 090Ryu, Jisu, 209Saavadra, Roberto Rodriguez,

179aSainvil, Christine, 055Salaam, Omar J., 035, 227Salinas, Dora, 155, 257Salisbury, Jason Deric, 110,

161, 238Salloum, Serena Jean, 101, 274Samarapungavan, Ala, 070Samkian, Artineh, 216Sanchez, Joanna D., 109, 201Sandoval, Cris, 173Sansone, Vanessa Ann, 031Santamaria, Andres, 169, 241Santamaría, Lorri J., 169, 241Santelices, Veronica, 274Sanzo, Karen L., 036, 182,

205, 231, 271, 272, 278Saucedo, Hugo Alberto, 031Sauers, Nicholas J., 049, 060Saultz, Andrew, 073, 104, 138,

179Saunders, Chelsey Lee, 240Savage, Brett C., 247Scanlan, Martin, 058, 079,

098, 191, 267Schares, Denise, 273Schechter, Chen, 132, 273Scheurich, James Joseph “Jim”,

048, 165, 204, 221, 272, 274

Schlein, Candace, 222Schmidt, Nola, 267Schneider, Jennifer, 061Schuermann, Patrick, 203Schwartzer, Jessica, 022-1,

027, 160Scott, Janelle, 274Scott, Lynn, 244Scott, Michael R., 021, 047,

104Scribner, Jay, 172, 273


Scribner, Samantha Paredes, 083, 271, 274

Seashore, Karen R., 132, 150, 209, 251

Sebastian, Jimmy, 118Sedlar, Jaromir, 035Seguin, Brenda, 149, 155Serafini, Amy, 167Serenka, Fran, 193Sesky, Jeanne, 027Sevak, Milan, 102Shaffer, Michael Bryan, 197Shaked, Haim, 078, 132Shakeshaft, Charol, 082, 194Shapiro, Joan Poliner, 016,

054, 092, 204, 263Shealey, Monika, 115, 211Shen, Jianping, 238Shenhav, Shmuel, 078Shepperson, Tara L., 181Sherif, Victoria, 138, 161Sherman Newcomb, Whitney,

059, 080, 245Shields, Carolyn M., 061, 111,

144, 166, 253Shirrell, Matthew, 156Shockley, Kmt, 208Shoho, Alan R., 272Short, Paula Myrick, 034, 064,

204, 263Siegel-Hawley, Genevieve P.,

177Sifuentes, Margarita Campos,

149, 155Sigala, Tomas, 038Sikes, Chloe, 232Silva, Daniela, 166Silva, Patricia, 265Silva, Sara A. M., 179aSilver, Lori Wilt, 010, 022-1Simon, Robert Benjamin, 009Slater, Charles L., 265Slayton, Julie, 216, 273Sleegers, Peter, 274Slothower, Becky, 036, 063Smith, BetsAnn, 207, 250Smith, Page A., 148Smith, Phillip A., 087, 196Smylie, Mark A., 086Somech, Anit, 067a, 077Somers, John W., 082, 113,

182Sonnier, Andrea, 134Sorrells, Audrey, 119

Sperandio, Jill, 233Spikes, Daniel D., 037, 110,

117, 146, 161, 238Spillane, James, 156Spradley, Paul David, 040Squires, Tiffany, 077Stacy, Jaime, 182Stanley, Darrius A., 017, 029,

174, 225Starks Berglund, Kimberly

Renee, 021, 030Sterrett, William L., 212, 230Stevenson, Howard, 274Stier, Matthew, 016, 223Storey, Valerie Anne, 133, 272Stovall, David, 126Streeter, Conrad, 014Strothers, Atiya, 119, 252Sun, Anna, 059Sun, Jingping, 071, 077, 197,

238Sun, Mingda, 197Sun, Wei-Ling, 016, 039, 205Suntong, Ekkarin, 273 Supovitz, Jonathan, 274Suzuki Daniels, Maya, 066Swanson, Jason, 049, 123Swensson, Jeff, 059Swinyard, Adam, 114Swisher, Jason, 033, 120Szeto, Elson, 132, 200, 265Szolowicz, Michael A., 104Tabron, Lolita, 022-2, 046,

069, 162Tafelski, John, 134a Taggart, Amanda, 223Tappan, Mark, 229Taylor, Alvin, 233Taylor, Kendra, 217Taylor, Rosemarye, 156, 182Tenuto, Penny Lee, 108Terry, Maggie, 179aTessman, Darcy, 058Theoharis, George, 273, 274Thessin, Rebecca, 192Thompson, Corliss Brown, 119Thompson-Dorsey, Dana N.,

134a, 177, 219, 269Tie, Fat Hee, 272Tillman, Linda Carole, 241Tinsley, Laurie, 036Tiwari, Ashwini, 259Törnsén, Monika, 067, 076,

094, 193, 258

Torphy, Kaitlin, 250Torres, Chris, 069, 109, 235Torres, Isaac Abram, 033, 120,

162Torres, Mario S., 080, 105,

177, 273Torres, Nancy, 265Torres, Sara, 154Tozer, Steven, 068Tran, Christine, 013Tran, Natalie, 273Tschannen-Moran, Megan,

084, 106, 271Tuana, Nancy, 092Tucker, Pamela D., 082, 121,

178, 190, 198, 271, 277Tulowitzki, Pierre, 061

Uline, Cynthia L., 110, 234Uljens, Michael, 061, 074, 258Ulmer, Jasmine, 144, 253Umpstead, Bruce Wells, 047Umpstead, Regina Rose, 047,

230Underwood, Edward, 222Urick, Angela, 023-1, 078,

109, 151, 192Valadez, Monica, 154Valdez, Marianna, 124Valle, Fernando, 185, 190, 224Van Harpen, Glady, 067, 125Vance Noelk, Debra Sue, 013,

252Vanderbeck, Sara Catharine,

067a, 120Vang, Maiyoua, 218VanGronigen, Bryan A., 018,

053, 251, 264VanHorn, Gregory R., 009VanHorn, Pamela M., 012Vanover, Charles, 227Vasquez Heilig, Julian, 039,

055Venzant Chambers, Terah Talei,

069, 081, 119, 174, 218, 228, 271, 272, 276

Villarreal, Elsa G., 024-3, 039Villavicencio, Adriana, 051,

077Voelkel, Robert Holland, Jr.,

123Vosits, Gregory, 274Wachen, John, 127Waight, Noemi, 245

185

Wait, Courtney, 128Walker, Allan, 092, 169, 273Walker, Lisa, 049, 123Wallace, Leigh Ellen, 086, 158Walls, Jeff, 146, 209Wang, Jianjun, 226Wang, Qi, 153Wang, Yinying, 023-2, 120, 127Ward, Kelly, 096, 193Ware, Jordan, 071Warhol, Larisa, 274Wasonga, Teresa, 233Watkins, Sharon, 250Watson, Terri Nicol, 055, 169,

241, 271Weaver, Carol, 232Weiland, Christine A., 250Weiland, Cleighton J., 027Weiner, Jennie, 059, 077, 179,

206, 224, 240, 259, 274Weiss, Linda, 047Welch, Jennie Christine, 238Welton, Anjalé, 104, 134, 179,

199, 227, 271, 274West, Deborah L., 273 Weyer, Matthew, 214Whalen, Samuel Paul, 049Wheeler, Lynn, 082, 113, 182Whitaker, Warren Edward, 031White, Bradford, 049White, Gregory, 020, 046White, Rachel, 163, 264Whiteman, Rodney S., 034,

071, 145, 170Whitman, Russell Douglas, 088Wieczorek, Douglas M., 073,

125Wilbur, Sharon Ann, 231, 261Wilkinson, Gareth, 259Williams, Dawn, 035Williams, Isaac W., 237Williams, Leslie Ann, 231, 261Williams, Sheneka, 100, 271Willis, Chris, 066, 272Wilson, Alison Shelby Page,

078, 151, 192Wilson, Camille M., 055, 075,

098, 247Wilson, Tara Ashley, 205Wilson-Clark, Dawn, 075Windchief, Sweeny, 208Winkelman, Peg, 079Winn, Kathleen, 023-2, 068,

103, 122, 129, 164, 200

Winton, Sue, 141Wisman, Richard Aaron, 170Witherspoon Arnold, Noelle,

206, 210, 228, 273Wong, Lok-Sze, 114Woo, David, 136, 152Wood, Jesse, 020Woods, Philip, 169, 258, 270,

273Worland, Brooke Aleen, 050Woulfin, Sarah, 015, 224, 274Wright, Tiffany, 151Wronowski, Meredith Lea, 012,

264Wubbena, Zane, 047Wyttenbach, Melodie, 231, 267Xia, Jiangang, 238Yaluma, Christopher Bwalya,

138Yan, Rui, 032Yeager, Steven, 128Ylimaki, Rose, 061, 074, 213Yoon, Irene H., 113, 148, 190,

251Young, Lu, 040a, 114, 142,

168, 224Young, Michelle D., 061, 088,

097, 121, 129, 145, 164, 183, 190, 196, 228, 248, 258, 270, 272, 277, 278

Young, Richard, 024-3Youngs, Peter, 156, 203, 261Yun, John, 101, 218Zamora, Roberto, 200Zavitkovsky, Paul, 049Zeitz, Kathryn Nicole, 251Zhang, Sijia, 019Zircher, Silvana, 133Zook, Thomas A., 144, 166Zuckerman, Sarah, 229


Accountability/Standards: 007, 010, 017, 021, 024, 027, 033, 047, 070, 078, 079, 086, 101, 103, 104, 136, 151, 152, 163, 167, 197, 212, 227, 240, 252, 260, 262

Community Partnerships/Public Relations: 009, 019, 020, 022, 035, 046, 048, 066, 079, 080, 098, 099, 128, 154, 161, 162, 166, 176, 181, 199, 229, 232, 245, 247, 261

Democratic Education/Leadership: 007, 009, 015, 022, 024, 035, 050, 052, 054, 060, 066, 072, 074, 075, 079, 080, 084, 108, 110, 113, 116, 123, 126, 128, 134, 144, 156, 161, 166, 176, 197, 199, 212, 219, 225, 230, 233, 237, 245, 253, 256, 266, 267

Educational Reform/Planning and Change: 008, 011, 012, 013, 017, 018, 022, 023, 024, 033, 034, 036, 049, 053, 056, 058, 059, 063, 066, 067a, 070, 073, 077, 079, 086, 101, 102, 103, 104, 105, 110, 112, 113, 114, 116, 118, 120, 123, 128, 132, 133, 136, 138, 141, 142, 146, 148, 151, 153, 161, 162, 163, 167, 170, 175, 181, 182, 197, 200, 201, 207, 208, 209, 212, 214, 216, 217, 218, 223, 224, 225, 229, 231, 232, 233, 238, 241, 245, 247, 250, 251, 252, 259, 261, 266, 267, 268

Emerging/Future/Globalization Trends: 007, 014, 022, 023, 024, 033, 035, 036, 047, 061, 063, 076, 110, 113, 116, 120, 128, 133, 214, 217, 230, 250, 252, 267

Ethics in Education: 022, 027, 034, 052, 054, 108,

117, 144, 148, 240, 245

Evaluation: 017, 056, 070, 124, 151, 152, 153, 164, 203, 204, 212

Gender/Race/Ethnicity: 007, 011, 016, 017, 018, 019, 021, 022, 024, 027, 035, 047, 048, 051, 058, 065, 066, 070, 077, 079, 080, 084, 085, 087, 097a, 108, 110, 113, 117, 119, 130, 134, 134a, 146, 148, 153, 160, 161, 163, 171, 173, 174, 177, 180, 196, 206, 209, 214, 217, 218, 219, 222, 223, 225, 230, 233, 236, 241, 247, 262

Higher Education: 009, 011, 023, 024, 034, 046, 051, 059, 072, 119, 120, 133, 147, 152, 162, 171, 181, 182, 204, 223, 237, 245

Human Capital Management/Professional Development: 008, 012, 015, 024, 033, 056, 067a, 070, 073, 109, 123, 125, 133, 151, 153, 156, 197, 204, 207, 224, 230, 231, 233, 238, 240, 244, 262

International Perspectives: 003, 007, 023, 024, 035, 047, 061, 067, 074, 078, 084, 113, 132, 141, 169, 202, 219, 236, 240, 245, 265, 267, 270

LGBTQ Issues: 027, 134a, 237

Leadership/Administration/Management: 003, 007, 008, 009, 010, 012, 014, 015, 017, 018, 019, 020, 021, 023, 024, 033, 036, 047, 049, 052, 056, 059, 060, 061, 066, 067a, 070, 071, 072, 073, 076, 077, 078, 079, 080, 084, 086, 087, 098, 101, 103, 104, 105, 108, 110, 111, 113, 114, 116, 117, 118, 119, 120, 123, 125, 126, 127, 130, 132, 133, 134, 136,

137, 138, 146, 148, 151, 153, 154, 155, 156, 158, 161, 162, 167, 171, 173, 174, 175, 179a, 180, 181, 182, 196, 197, 200, 206, 209, 211, 212, 214, 217, 219, 223, 224, 225, 226, 230, 231, 232, 233, 236, 237, 238, 240, 241, 245, 247, 250, 251, 256, 257, 259, 260, 261, 262, 265, 267, 268

Organizational Theory/Development: 008, 009, 012, 013, 015, 016, 017, 023, 024, 053, 070, 071, 073, 077, 080, 086, 103, 104, 109, 114, 118, 120, 123, 125, 132, 134, 146, 156, 162, 200, 224, 237, 250, 251, 261

P-12 Student Experience/Success: 012, 014, 017, 019, 020, 021, 022, 024, 046, 050, 052, 060, 065, 066, 103, 110, 113, 134, 148, 181, 197, 214, 219, 222, 223, 225, 230, 259, 267, 275

P-20 Student Voices/Student Engagement: 009, 012, 023, 034, 052, 084, 085, 110, 119, 123, 134, 142, 149, 155, 161, 199, 200, 219, 223, 230, 245, 257, 267

Partnerships: 008, 009, 010, 020, 036, 049, 056, 059, 075, 098, 114, 118, 125, 142, 149, 173, 181, 182, 207, 223, 224, 229, 230, 246, 247, 259, 266, 268

Philosophy/Epistemology/Theory/Methods: 016, 021, 022, 024, 033, 034, 035, 060, 079, 080, 104, 119, 120, 127, 144, 145, 148, 167, 181, 206, 214, 216, 217, 231, 237

Policy/Politics: 007, 011, 013, 014, 015, 016, 017, 018, 020, 021, 022, 027, 036, 046, 047, 049, 056,

Subject Index

187

059, 066, 067a, 073, 074, 075, 078, 081, 084, 086, 101, 103, 104, 105, 112, 116, 118, 127, 128, 132, 134, 136, 137, 138, 139, 141, 146, 148, 151, 153, 162, 163, 170, 177, 197, 201, 203, 208, 214, 217, 218, 229, 231, 250, 251, 252, 253, 260, 262, 267

Preparation Programs: 010, 011, 017, 022, 027, 033, 034, 049, 052, 056, 059, 060, 065, 066, 067a, 068, 071, 079, 080, 082, 086, 099, 102, 108, 111, 113, 116, 119, 120, 123, 124, 130, 133, 137, 139, 147, 149, 152, 153, 154, 155, 158, 164, 167, 179a, 181, 182, 196, 197, 200, 202, 211, 216, 224, 231, 233, 238, 243, 244, 245, 246, 253, 254, 257, 275

Principalship: 007, 008, 010, 011, 015, 019, 022, 024, 027, 034, 049, 056, 059, 067, 067a, 070, 071, 077, 078, 079, 082, 084, 086,

099, 101, 103, 105, 118, 120, 123, 125, 128, 132, 138, 146, 148, 151, 152, 156, 161, 164, 167, 179a, 182, 196, 197, 200, 202, 206, 212, 214, 217, 219, 224, 225, 226, 229, 230, 231, 233, 237, 238, 240, 243, 244, 250, 251, 256, 259, 261, 262, 265

School Finance and Economics: 022, 217

School Law: 013, 022, 050, 052, 081, 105, 112, 134a, 177, 230

Social/Cultural Context: 003, 007, 008, 009, 012, 013, 014, 016, 017, 018, 019, 020, 021, 022, 024, 027, 034, 035, 048, 049, 051, 052, 054, 058, 060, 066, 077, 080, 081, 084, 085, 086, 087, 101, 105, 108, 110, 111, 113, 114, 119, 125, 126, 128, 132, 133, 134, 146, 148, 156, 162, 163, 166, 167, 174, 176, 180, 181, 182, 196, 206, 208, 211, 212, 214, 218,

219, 223, 225, 229, 230, 231, 238, 245, 250, 252, 261, 267

Special Education Administration: 016, 105, 243

Superintendency/District Leadership: 015, 016, 024, 036, 053, 063, 102, 104, 105, 123, 136, 158, 170, 175, 206, 217, 218, 224, 230, 233, 238, 240, 247, 262

Teacher Leadership/Teacher Quality: 012, 014, 015, 016, 017, 019, 021, 022, 027, 066, 073, 084, 101, 105, 109, 116, 118, 146, 151, 153, 156, 167, 170, 181, 203, 212, 224, 225, 226, 227, 240, 252, 259, 261, 267

Technology and Social Media: 007, 008, 009, 023, 033, 059, 060, 070, 082, 103, 138, 181, 182, 222, 230, 275


Mailing Address: P.O. Box 400287Charlottesville, VA 22904

Shipping Address: 405 Emmet St. S., Ruffner Hall, Rm. 141 Charlottesville, VA 22903-2424

434-243-1041 [email protected]

twitter.com/uceaConvention Hashtag: #ucea16


Marriott Detroit Renaissance Center

189

Emergency Response

DO NOT USE ELEVATORS• Emergencies will be signaled by a slow whoop alarm followed by voiced instructions via the

public address system. • Assemble in the center core area.• Evacuation will be directed by building security personnel.• Emergency exit (stairs).

SAFETY PROTOCOLIn case of fire on any floor:

1. Activate the building alarm system. If time permits, contact security at 111 from any house phone or call 313-667-1111 to give the location and nature of fire.

2. Exit area by nearest exit.

If the building evacuation alarm is activated:1. Proceed to the inner core area.2. Wait for evacuation instructions of the building public address system.

Emergency Station (Tornado): 1. Proceed to the inner core area and remain there until all clear is announced.

UCEA offers a variety of resources for research, teaching, practice and evaluation. We invite you to explore UCEA’s journals, books, briefs, webinars, curriculum modules and other resources offered free of charge and available through our resources page at

ucea.org

SEP3 Toolkit: State Evaluation of Principal Preparation Programsthis set of resources and tools is designed to help states improve principal preparation by reforming their current approach to evaluating educational administration programs. Created in partnership with the new Leaders, the SEP3 toolkit provides essential guidance on implementing a more in-depth and rigorous principal preparation evaluation process, thereby enabling states to accurately assess quality promote improvement, and intervene in the case of performance that raises concerns. Download these materials at www.sepkit.org

INSPIRE-Leadership Survey Suite A survey suite developed to assist graduate programs in educational leadership with program understanding, improvement, and planning. the inSPiRE Leadership follows the initial work of UCEA-LtEL SiG, which began in 2000, and the subsequent survey and evaluation work of the UCEA Center for the Evaluation of Educational Leadership Preparation & Practice that began in 2008. in 2011, UCEA refocused its efforts on creating a valid and reliable survey suite. From this development work, the inSPiRE Leadership Survey Suite emerged.

Handbook of Research on the Education of School Leaders(Eds. Young & Crow, 2015)

This publication is the revised and updated definitive work on leadership education in the United States. An in-depth portrait of what constitutes research on leadership development, this handbook provides a plan for strengthening the research-based education of school leaders in order to impact leadership’s influence on student engagement and learning

A Policymaker’s Guide: Research-Based Policy for Principal Preparation Program Approval and Licensure (Anderson & Reynolds, 2015)

this publication explores state legislative code, rules and regulations, and State Board of Education documents for the 50 states and the District of Columbia.

Developing Evaluation Evidence: A Formative and Summative Evaluation Planner for Educational Leadership Preparation Programs (orr, Young, & Rorrer, 2013)

this publication was developed and produced by the UCEA Center for the Evaluation of Educational Leadership Preparation and Practice.

Institutional and Program Quality Criteria: Guidance for Master’s and Doctoral Programs in Educational Leadership (Young, orr, & tucker, 2012)

A guidebook consisting of rubrics for masters and doctoral programs in educational leadership, grounded in UCEA’s institutional and Program Quality criteria, which differentiate between very effective, effective, and developing practices.

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