ucea convention 2018 - ucea: university council for...

UCEA Convention 2018November 14-18

Houston, TX

Our Mission Critical: Revolutionizing the Future Through Equitable

Educational Leadership, Research, and Practice

University Council for Educational AdministrationCurry School of Education & Human Development

The University of Virginiawww.ucea.org

Convention 2018

Our Mission Critical: Revolutionizing the Future Through Equitable

Educational Leadership, Research, and Practice

November 14-18, 2018Marriott Marquis Houston, Houston, TX

University Council for Educational AdministrationCurry School of Education & Human Development

The University of Virginia

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: #ucea18

Program design by Jennifer Ellen Cook

Convention Welcomes ............................................................ 6UCEA Values, Vision, & Goals ............................................. 10Committees & Staff ................................................................11Convention Theme ............................................................... 12About the 2018 UCEA Convention.. ......................................13Events at a Glance .............................................................. 14General Sessions ................................................................. 16Exhibitors & Sponsors .......................................................... 18International Summit & Sessions.......................................... 20Wallace Foundation Events .................................................. 21Session Strands ................................................................... 22UCEA Membership Information Session .............................. 25Workshops ............................................................................ 26UCEA SIG & Program Center Sessions ............................... 27UCEA Online & Social Media ............................................... 28Graduate Student Summit & Sessions ................................. 29Jackson Scholars Network ................................................... 302018-19 Plenum Session Representatives .......................... 32Convention Program: Sessions & Meetings Preconvention ............................................................ 34 Thursday ..................................................................... 45 Friday.......................................................................... 78 Saturday ................................................................... 135 Sunday ..................................................................... 184UCEA Member Institutions ................................................. 190List of UCEA Presidents ..................................................... 191UCEA Award Recipients ..................................................... 192Program Participant Index .................................................. 198Program Subject Index ....................................................... 208Hotel Maps & Emergency Information ................................ 210

Table of Contents

6 UCEA ConvEntion 2018

UCEA Presidential WelcomeWelcome to Houston, the City with No Limits! On behalf of the UCEA Executive Committee, I’d like to thank you for choosing the 2018 UCEA Convention to share your research and network with other professionals in the field of educational leadership. I must extend my sincere appreciation to our 2018 Convention Planning Committee: Terah Venzant Chambers (Michigan State University), Bradley Carpenter (University of Houston), Terrance L. Green (University of Texas at Austin), and Lolita A. Tabron (University of Denver). This year marked the first time a graduate student was invited to join the planning team: Andrene Castro (University of Texas at Austin).

Thank you all for your time, energy, and commitment to ensuring that we will all have an exciting and productive UCEA Convention. Your convention theme, “Our Mission Critical: Revolutionizing the Future Through Equitable Educational Leadership, Research, and Practice,” reminds us of the important work ahead for all educators in fostering a climate of respect and inclusiveness in all of the institutions in which we work.

The citizens of Houston have demonstrated their strong spirit in helping eachother overcome the losses experienced during Hurricane Harvey. Neighbors helped neighbors. Strangers helped strangers. Communities came together and persevered. Collaboration was at the top of the list when several schools were closed due to damage and other schools welcomed students and teachers. These examples of cooperation showed that students come first and that we can all come together in times of crisis.

This year, the Convention Planning Committee has coordinated two new sessions. One session includes a panel of Texas superintendents engaged in issues of equity. They will share their experiences and how they are suporting students in meaningful ways. Another new session is the Hidden Figures Panel recognizing foundational scholars and trailblazers whose contributions have made a significant impact outside their own institutions. We look forward to publicly recognizing these dynamic individuals.

It has been my honor to serve as UCEA president this past year. There is no greater way for me to give back to an organization that has given so much to me. Enjoy your time in Houston and networking at the convention. I’m so glad you’re all here!

Respectfully,

Mariela A. Rodríguez, Ph.D.The University of Texas at San AntonioUCEA President 2017-2018

7

On behalf of the University Council for Educational Administration, I am pleased to welcome you to the 2018 UCEA Convention in Houston, Texas. To those of you who are new to UCEA, or coming to the conference for the first time, I welcome you to this incredible community of scholars. To those of you who are returning, I am so pleased to welcome you back.

This is the 32nd year that UCEA has hosted an annual convention, and I have had the great fortune of working with

19 wonderful president-elects and their teams to plan and host these important events. I hope you will join me in thanking this year’s convention planning team, including Terah Venzant-Chambers (UCEA President-Elect), Lolita Tabron, Terrance Green, Bradley Carpenter, and Andrene Castro. The 32nd Annual UCEA Convention theme, “Our Mission Critical: Revolutionizing the Future Through Equitable Educational Leadership, Research, and Practice,” was developed to capture the importance of the role of Research and Leadership in achieving equitable schools and outcomes. Building on this theme, the planning team has created a substantive and 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.

In addition to presenting and attending the many breakouts, workshops, and special and general sessions that occur during the UCEA Convention this year, we hope you will join us for our different social events, including the Annual Awards Luncheon celebrating the many individuals who contribute to and serve as extraordinary representatives for our field, the Opening Reception in honor of UCEA’s Past Presidents, the Barbara L. Jackson Scholars recognition ceremony, the UCEA Sip & Screen Film Festival, and coffee breaks held in the exhibits area on Friday and Saturday afternoons. And the Annual UCEA Banquet, which will be held at NASA and will feature UCEA’s very own Hidden Figures.

For those of you with an interest in Ethics and Educational Leadership, you may be interested in registering for UCEA’s Center for the Study of Leadership and Ethics in Education’s (CSLEE) annual conference, which is being held in conjunction with the UCEA Conference. If you are a graduate student, please consider registering for the Graduate Student Summit, a signature graduate student research and development experience. Finally, if you are interested in international and comparative research and development work, then registering for the International Summit should be on your to-do list.

UCEA Convention 2018 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 as UCEA headquarters has organized and arranged the event, including presenters, reviewers, session chairs, and sponsors. Finally, please help me thank and acknowledge the hard work and dedication of UCEA’s headquarters team. Karl Gildner, Sara Dexter, Marcy Reedy, Stephanie McGuire, Bryan VanGronigen, Angel Nash, and Pei-Ling Lee 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

UCEA Executive Director Welcome


University of Virginia Welcome

9

Host University Welcome


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

11

UCEA Committees & Staff

2018 Convention Committee

UCEA Staff

THE 2017-18 UCEA EXECUTIVE COMMITTEE Mariela Rodríguez, PresidentUniversity of Texas at San Antonio

Terah Venzant Chambers, President-ElectMichigan State University

April Peters-Hawkins, Secretary/TreasurerUniversity of Houston

William (Bill) BlackUniversity of South Florida

Casey CobbUniversity of Connecticut

Gerardo LópezUniversity of Utah

Megan Tschannen-MoranCollege of William & Mary

Noelle Witherspoon Arnold Ohio State University

Ex-officio:

Michelle D. YoungExecutive Director, UCEA University of Virginia

Sara DexterHeadquarters Associate Director, UCEA University of Virginia

Terah Venzant Chambers, Michigan State UniversityBradley Carpenter, University of Houston Terrance L. Green, University of Texas at AustinLolita A. Tabron, University of DenverAndrene Castro, University of Texas at AustinMichelle D. Young, UCEA, University of VirginiaKarl Gildner, UCEA

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

PublicationsLisa Bass, Associate Director of Graduate

Student DevelopmentHollie Mackey, Associate Director of

Graduate Student DevelopmentJayson Richardson, Associate Director of

Program CentersJohn Nash, Associate Director of

Communication Mónica Byrne-Jiménez, Associate Director of

International AffairsEd Fuller, Associate Director for Policy &

Advocacy Lisa C. Wright, Financial Director

Karl Gildner, Project & Events ManagerJennifer E. Cook, Publications &

Communications EditorMarcy Ann Reedy, Program CoordinatorPei-Ling Lee, WebmasterStephanie McGuire, Senior Administrative

AssistantDavis Clement, Post Doc, Research AssociateResearch Assistants:

Amy ReynoldsGopal MidhaBryan A. VanGronigenScott RichardsonMargaret ThorntonDaniel MoraguezTrevor Doiron

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


UCEA Convention Theme

The 2018 UCEA Annual Convention Logo was designed by Joseph Linsey, Lawreal Davis, Aveyon Smith, Nasstajjia Richard, and Rashawn Green of the DOPE Arts Club, a visual and performing arts club at Evan E. Worthing High School. DOPE stands for Driven On Positive Energy; therefore, the visual artists in this club seek to motivate fellow students as well as encourage all individuals to take a stand against issues such as bullying and violence. Additionally, DOPE members work closely together with community mentors to create art exhibits for the school and community to enjoy. The city skyline sitting on top of the Earth represents Houston becoming a #1 place in the world for exceptional education. The background picture demonstrates how in space there is no limit to what we can do when we come together with our alliances, including our families, students, and communities. Lastly, the UCEA Houston 2018 Revolution text is featured prominently in the center of the logo to highlight the impact UCEA is creating in the field of education.

The 32nd Annual UCEA Convention theme, “Our Mission Critical: Revolutionizing the Future Through Equitable Educational Leadership, Research, and Practice,” is intended to encourage opportunities for reflective dialogue that (a) challenges dominant narratives that subvert equitable leadership and education; (b) revolutionizes the preparation of school and district leaders to enact equitable leadership, research, and practice; (c) imagines equitable alliances with students, families, and communities where there is shared expertise, decision-making, and ownership for sustainable change; and (d) fosters coalition with policymakers and elected officials to create the future we need.

13

About the 2018 UCEA ConventionThe 2018 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 Houston Foyer on Level 2:

Wednesday 10:00 am–6:00 pm Thursday 7:00 am–7:00 pm

Friday 7:00 am–6:00 pmSaturday 7:00 am–4:00 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 all of the meeting areas.

Network: Marquis_CONFERENCE Password: uceahouston18

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

convention. Exhibitors will be in the Houston Ballroom Foyer on Level 2. 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 Nov. 17, 6:15–10:00 pm at Space Center Houston. Join the UCEA community for an out-of-this-world evening. The evening’s events will consist of dinner, the unveiling of the UCEA Hidden Figures

Panel, and lip sync battles and/or karaoke. Transportation will be provided from the Marriott Marquis Houston, departing at 5:30 pm, and back again.

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

UCEA Headquarters at 434-924-0861. Hosting and event sponsorships are excellent ways to increase the visibility of your institution.


MONDAY, November 12Executive Committee meeting 8:00 am–6:00 pm

TUESDAY, November 13Executive Committee meeting 8:00 am–6:00 pm

WEDNESDAY, November 14Convention Registration 10:00 am–6:00 pm

Graduate Student Summit Registration 10:00 am–5:00 pm

Plenary Session - Day 1 12:00–5:30 pm

Graduate Student Summit (registration required) 12:00–6:10 pm

Plenum and Graduate Student Reception 6:15–7:15 pm

THURSDAY, November 15Registration 7:00 am–7:00 pm

Breakfast for Graduate Student Summit Registrants & Jackson Scholars, 7:15–7:45 am

Plenary Session - Day 2 7:30–11:30 am

Graduate Student Summit (registration required) 8:00–11:50 am

Jackson Scholars Network Research Seminar 8:00–11:50 am

Pre Convention Workshop 8:00 am–12:00 pm

UCEA/BELMAS Research Collaboration: The ISLDN 9:00 am–12:00 pm

UCEA Awards Luncheon 12:00–1:50 pm

Breakout Sessions 2:00–5:50 pm

Film Festival I 3:20–4:30 pm

General Session I: Social Justice Keynote 6:15–7:30 pm

Convention Opening Reception 7:30–9:00 pm

FRIDAY, November 16Registration 7:00 am–6:00 pm

Meetings 7:00–7:50 am

General Session II: Town Hall 8:00–9:20 am

Breakout Sessions 9:30 am–5:50 pm

International Summit I 3:10–4:30 pm

International Summit II 4:40–5:50 pm

General Session III: Graduate Student Council Keynote 6:00–7:00 pm

2018 Events at a Glance

15

Barbara L. Jackson Scholars Recognition Ceremony 7:10–8:20 pm

Barbara L. Jackson Scholars Reception 8:20–8:50 pm

Film Festival II Sip & Screen 9:00–10:00 pm

SATURDAY, November 17Registration 7:00 am–4:00 pm

Meetings 7:00–7:50 am

Jackson Scholars Network Field Day: Moment of MindFUNness 7:30–8:30 am

Breakout Sessions 8:00 am–9:10 am

General Session IV: Presidential Address 9:20–10:30 am

Breakout Sessions 10:40 am – 5:10 pm

Banquet and General Session V: Hidden Figures 6:15–10:00 pm

SUNDAY, November 18UCEA Program Design Network 8:00 am–12:00 pm

Post Convention Workshop 10:00 am–12:00 pm

Meetings 8:00 am–12:00 pm

1987 Omni Charlottesville Hotel, Charlottesville, VA

1988 Omni Netherland Plaza Hotel, Cincinnati, OH

1989 Red Lion’s La Posada Resort, Scottsdale, AZ

1990 Pittsburgh Hilton and Towers, Pittsburgh, PA

1991 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, PA

2003 Portland Hilton and Towers, Portland, OR

2004 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,

CA2016 Detroit Marriot Renaissance Center,

Detroit, MI 2017 Sheraton Denver Downtown, Denver,

CO

Previous UCEA Conventions


108. General Session I: Social Justice Keynote: Texas Superintendents’ PanelThursday, November 15 6:15 to 7:30 pmFloor 2 - Houston 4

This panel will feature social justice-oriented superintendents in the state of Texas who have led major initiatives focused on the procurement of equitable outcomes in their districts. Join us as we learn from district leaders who are uniquely situated to shape policies and practices in a way that better facilitates the procurement of equitable outcomes for the children, families, and communities they are called to serve. Panelists:

H. D. Chambers, Alief Independent School District (ISD) Kelly Crook, Del Valle ISDEsperanza Zendejas, Brownsville ISD

117. General Session II: The Future of Leadership and Leadership for the Future: Meeting the Needs of the Next Generation of Schools and Students: Town Hall Sponsored by The Wallace Foundation

Friday, November 16 8:00 to 9:20 amFloor 2 - Houston 4

The future promises increasing diversity in the composition and background of the U.S. student population. To meet the evolving needs of a new generation of students, educational leaders must be prepared to address these evolving demographic and geographic trends. How can we anticipate student, school, and district-level change proactively instead of being reactionary and delayed in our response? And, as a field, how can we ensure we are not stuck in the trap of preparing school leaders for yesterday’s schools? Speakers will discuss data on the changing role of a principal and offer forward-looking and innovative approaches to leading schools and districts.Panelists:

Rosa Atkins, Charlottesville City SchoolsAndy Cole, The Wallace Foundation L. Earl Franks, National Association of Elementary School PrincipalsSteve Murdock, Rice University

Facilitator:Steve Tozer, University of Illinois at Chicago

202. General Session III: Graduate Student Council Keynote: Michelle D. Young

Friday, November 16 6:00 to 7:00 pmFloor 2 - Houston 4

We Are UCEA. UCEA is a special organization. It brings together a diverse community of scholars committed to making the world a better place for students through our efforts to understand, support, and improve effective, responsive, and equity-minded educational leadership. This same community of scholars has made UCEA what it is today and will determine its future. This is an important responsibility and one that I invite each of you to embrace. UCEA is your organization. It is our organization. We are UCEA.Introduction:

Bradley Davis, University of Texas at ArlingtonRichard Gonzales, University of ConnecticutMadeline Mavrogordato, Michigan State UniversityBryan VanGronigen, University of Virginia

General Sessions

17

230. General Session IV: UCEA Presidential Address: Mariela A. RodríguezSaturday, November 17 9:20 to 10:30 amFloor 2 - Houston 4

Que por mí no quede: The Impact of Our Actions When Mentoring School Leaders. We have a huge responsibility as scholars tasked with mentoring school leaders. Our multiple roles as researchers, educators, and activists shape the ways our students grow as leaders. We should create learning opportunities for school leaders that engage them in (re)examining their roles. We must ensure that we have given everything of ourselves to help nurture school leaders willing to cultivate spaces for learning that inspire and empower the children who they serve. Such experiences will have a lasting impact on students’ lives. Just like particles of sand that are far-reaching, the mark we make today will still reverberate tomorrow.Introduction: April Peters-Hawkins, University of Houston

302. 32nd UCEA Annual BanquetSaturday, November 17 6:15 to 10:00 pmSpace Center Houston - Astronaut Gallery

Join the UCEA community for an out-of-this-world evening during the 32nd UCEA Annual Banquet. The Space Center Houston is the perfect venue to conclude the convention given the theme, “Our Mission Critical: Revolutionizing the Future Through Equitable Educational Leadership, Research, and Practice.” The evening’s events will consist of dinner, the unveiling of the UCEA Hidden Figures Panel, and lip sync battles and/or karaoke entertainment. Motor coach transportation will be provided from the Marriott Marquis at 5:30 pm.

303. General Session V: Hidden Figures PanelSaturday, November 17 8:15 to 9:00 pmSpace Center Houston - Space Center Theater

We reveal and honor our own Hidden Figures who have broken barriers and opened doors in educational leadership during our 32nd UCEA Annual Banquet at Space Center Houston. We will toast the night away celebrating our five honorees as they share pearls of wisdom of what it means to revolutionize the Future Through Equitable Educational Leadership, Research, and Practice. Don’t miss this night to remember.


Host Sponsors

2018 Exhibitors & SponsorsIn the 32 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 32nd Convention. We greatly appreciate their support and continuing endorsement.

SAGE Publications • Taylor & Francis Group • Information Age Publishing

Exhibitors

19

Contributors

Partners


Seventh Annual International SummitThe summit is presented in two sections.

FRIDAY, November 163:10 to 4:30 pm 180. International Summit I - Migrants, Refugees, & Displaced

Families: Meeting the Educational Needs of Children in and out of Schools

This panel brings together voices from activists, educators, and researchers who work with families entering along the U.S.–México border. Drawing from these experience, the panel will speak about the support that children caught in the current immigration quagmire need—and deserve—in schools and the challenges of transitioning in a new country. While the focus is on what is currently happening in the U.S., the movement of displaced persons is a global phenomenon. Fa-cilitated by Mónica Byrne-Jiménez, Indiana University, and Ruth M. López, University of Houston.

4:40 to 5:50 pm 201. International Summit II - Forging an International Leadership Research Collective

This working session will continue previous discussions of developing stronger collaborations among existing research projects and imagine ones that create new areas of inquiry. Facilitated by Mónica Byrne-Jiménez, Indiana University.

ADDITIONAL INTERNATIONAL SESSIONS

THURSDAY, November 159:00 am to 12:00 pm 035. UCEA/BELMAS Research Collaboration: The International

School Leadership Development Network

3:20 to 4:30 pm 079. Equitable Educational Leadership for Women in England, Ireland, and Rwanda

4:40 to 5:50 pm 101. UCEA Center for the International Study of School Leadership: Principals Generating Success in High-Need Schools

103. Inter-American Educational Leadership Networks and Cross-Sector Alliances for Educational Equity

FRIDAY, November 1612:20 to 1:35 pm 152. Context Matters: Building Educational Leadership In Chile

3:10 to 4:25 pm 186. Leadership, Allyship, & Self

SATURDAY, November 1710:40 to 11:50 am 242. Reimagining the EdD: How Participatory Action Research

Impacts Leadership Practice

12:00 to 1:10 pm 256. Leading Holistically for Equity and Excellence: Systems Thinking at the School, District, and State Levels

1:20 to 2:30 pm 260. International Stories: Leadership for Student Success Through Relationship Building and Equitable Practice

21

Over the last 18 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 invited to join.

For additional information about The Wallace Foundation and supported research, please visit wallacefoundation.org

THURSDAY, November 1512:00 to 1:50 pm 064. UCEA Awards Luncheon, Sponsored by the Wallace

Foundation

2:00 to 3:10 pm 072. Lessons Learned From the University Principal Preparation Initiative (UPPI): A Wallace Foundation Sponsored Session

FRIDAY, November 168:00 to 9:20 am 117. General Session II: The Future of Leadership and Leadership

for the Future: Meeting the Needs of the Next Generation of Schools and Students: A Town Hall Sponsored by The Wallace Foundation

9:30 to 10:45 am 123. A New Role Emerges For Principal Supervisors: Evidence from Six Urban Districts in the Wallace Foundation’s Principal Supervisor Initiative: A Wallace Foundation Sponsored Session

10:55 am to 12:10 pm 137. Opening the “Black Box” on UCEA’s Exemplary Educational Leadership Preparation Programs: A Wallace Foundation Sponsored Session

SATURDAY, November 174:00 to 5:10 pm 292. Using the New NELP Standards for Program Design, Review

and Accreditation: A Wallace Foundation Sponsored Session

Wallace Foundation Events


Session StrandsThis year the UCEA Planning Committee identified six themes across many of the accepted submissions. In order to (a) highlight these themes as primary concerns of the field and (b) enable UCEA attendees to more easily engage with a range of scholars addressing these themes, we have grouped these sessions into strands. Strands contain four to six sessions each, and all are thematically connected. You might think of a strand as a conference-within-a-conference. Each strand takes place within a single day and in a single space. Most strands begin and end with symposia or critical conversations, to encourage interaction between attendees and presenters. Our hope is that convention-goers will be able to take in several sessions in a strand that interests them and that session attendees in those strands will interact between sessions and collaborate with each other around common scholarly interests—expanding their research networks and innovating their approaches to these topics.

COMMUNITY ENGAGEMENTFriday, Nov. 16 Kingwood B

Sessions in this strand address the importance of engagement and collaboration between communities and districts, to increase both program effectiveness and social justice impact. Community engagement is considered in relation to leadership research, principal preparation, and leadership practice in schools and in communities. Participants in this strand highlight stories from the field—from low-performing and high-performing schools—in rural, suburban, and urban contexts.

9:30–10:45 am

121. Community Learning Exchange (CLE): Cross-Site Stories for Collective Reflections, Deeper Understandings, and Future Innovation

10:55 am – 12:10 pm

136. Research–Practice Partnerships Across Contexts

12:20–1:35 pm

150. The Engaged Community: The Role of Authentic Collaboration in Engaged Partnerships

1:45–3:00 pm

165. Community Engagement for Social Justice in Schools

3:10–4:25 pm

178. Community Schools: Sustaining, Communicating, Working, and Engaging for Impact

4:35–5:50 pm

192. Community Partnerships in Education: Narratives of Working for Justice

23

EQUITY LEADERSHIPFriday, Nov. 16 Kingwood A

What is the role of principals in ensuring that schools are working toward social justice? Studies explore the cultural competence of principals; the effects of principal leadership on students of color; and principals’ impact on teachers’ classroom practice in schools with diverse racial, ethnic, linguistic, and socioeconomic student populations. This strand concludes with a critical conversation about self-preparation for the faculty who prepare principals for these contexts.

9:30–10:45 am

120. Leading for Democracy: Voices From the Field

10:55 am – 12:10 pm

135. Preparing to Lead for Cultural Diversity and Equity

12:20–1:35 pm

149. Learning to Lead: Principals in Diverse Contexts

1:45–3:00 pm

164. Leading Schools Through Culturally Responsive School Leadership

3:10–4:25 pm

177. The Examination of Equity-Centered Leadership

RETHINKING PRINCIPAL PREPARATION PROGRAM DESIGNFriday, Nov. 16 Montrose A

How do principal preparation programs collaborate with their communities to train principals who understand the social justice mandates in their schools? Preparation program elements considered include curriculum design, principal candidate recruitment and admissions, course design, and clinical experiences. The day concludes with a critical conversation between faculty members and district representatives on their success with partnerships.

9:30–10:45 am

124. Leveraging Partnerships to Forward Equitable Education

10:55 am – 12:10 pm

139. The Sum of our Parts: Program Level Design

12:20–1:35 pm

153. From Intern to Instructional Leader: Rethinking the Internship

1:45–3:00 pm

168. Toward a More Inclusive Academy: Redesigning Doctoral Programs for Educational Leaders

3:10–4:25 pm

181. Advancing Powerful Learning Experiences

4:35–5:50 pm

194. Coalitions and Collaborations: School District–University Partnerships


INSTRUCTIONAL LEADERSHIPFriday, Nov. 16 Sugarland A

What is the principal’s role as a leader of inquiry in schools? Approaches from across the broad landscape of professional development, from book studies and professional learning communities to instructional supervision and evaluation, are explored. A more expansive view of teacher effectiveness is presented that includes teacher racial consciousness, social capital, self-efficacy, emotional intelligence, professional socialization, and critical awareness, among others.

9:30–10:45 am

128. Princpals Shaping Teacher Practice Through PD/PLCs

10:55 am – 12:10 pm

143. Informed Feedback: Using Teacher Evaluations to Progress Educational Practices

12:20–1:35 pm

157. Mentoring and Supporting Teachers and Principals: Beyond Human Resource Practice

1:45–3:00 pm

171. School Leaders’ Roles in Building Supports for Teachers’ Development and Practice

3:10–4:25 pm

185. Principals’ Roles in Practice Through Professional Development Capacity

4:35–5:50 pm

198. The Constellation of Coaching: Examining the Work of Principal Supervisors, Aspiring Leader Coaches, and Instructional Coaches

RESISTANCE AND REFORMSaturday, Nov. 17 Montrose A

How do school leaders resist neoliberal policies and market reforms in their practice? Responses from collective organizing to individual-level resistance are highlighted in light of the encroachment of charter schools, the buttressing of institutionalized racism in schools, the increasing dominance of White nationalist politics, and other current crises. The day concludes with an intro to arts-based ethnography as a method to both document and survive the Trump era.

8:00–9:00 am

222. Resisting the Privatization of Public Education: Local School Leaders and Communities Countering Neoliberal Reforms

10:40–11:50 am

237. Impacts of Accountability Systems

12:00–1:10 pm

251. Rules for Radicals: Activist Educators in Our Neoliberal Era

1:20–2:30 pm

265. Resisting as Reform

2:40–3:50 pm

280. Revolutionizing From Poetry to Practice: Sustaining Resilience in the Critical Mission for Equity in Education

25

STUDENT VOICESaturday, Nov. 17 Sugarland A

This strand includes research that centers the voices of students in defining and theorizing their own educational contexts. These include building-level contexts like teacher–student relationships, community-level contexts like gentrification, and system-level contexts like state and federal policy. The day concludes with a symposium on leadership and student voice, addressing how students can be emboldened to make their voices heard and the implications of this for social justice.

8:00–9:00 am

226. Seeking Understanding Through Eliciting Participants’ Voices

10:40–11:50 am

241. Understanding Students’ Physical Contexts at School

12:00–1:10 pm

255. Student and Faculty Protest: Voices of Resistance

1:20–2:30 pm

269. Research at the Intersection of Student Voice, School Leadership, and Contextual Complexities

MembershipSESSION 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 17225. Informal Session on UCEA and UCEA Membership

8:00 to 9:10 am Marriott Marquis Houston: Floor 3 - River Oaks C

Or contact:Sara Dexter, UCEA Headquarters Associate Director, [email protected]


Workshops

THURSDAY, November 158:00 am to 12:00 pm 031. Introduction to Improvement Science in Education:

A Learning-By-Doing Simulation

2:00 to 3:10 pm 070. Using Personal Narrative to Foster a Culturally Responsive Ecological Learning System

3:20 to 4:30 pm 081. University/Practitioner Research Collaboration in an EdD Program for District Level Leadership

091. Coupling Theory and Practice: Teaching and Learning About Data Use and School Leadership

4:40 to 5:50 pm 095. Autoethnography as Method for Transformation: Preparing Leaders as Advocates for Social Justice

105. Critical Challenges & Radical Possibilities of Community Schooling: Toward Racial & Community Justice in School-Community Partnerships

FRIDAY, November 164:35 to 5:50 pm 193. Developing Ethical Educational Leaders: A Mini-

Workshop Featuring UCEA’s New PSEL Textbook

SATURDAY, November 178:00 to 9:10 am 229. Documentaries in Research: Revolutionizing the EdD

Dissertation Model to Advance Educational Equity and Social Justice

1:20 to 2:30 pm 259. Advancing Racially Conscious School Leaders in Higher Education: The Reason, the Focus and the Action

262. Guiding Student Research and Your Own: Strategies for Equity-Oriented Early and Mid-Career Faculty

263. Workshop on Successful Retention in the Educational Leadership Academy

270. The Power of Community Learning Exchanges (CLEs): Cultivating Sustainable Relationships in Order to Effect Radical Change

4:00 to 5:10 pm 298. Redesigning Principal Preparation for Coherence

299. The Utility of Critical Pedagogy: One Nation Under Gentrification, the Mixtape

SUNDAY, November 1810:00 am to 12:00 pm 310. Mindful Practices For Improving School Climate

27

UCEA SIG & Program Center Sessions

THURSDAY, November 153:20 to 4:30 pm 087. New Perspectives on “Our Mission Critical” From the

UCEA Urban School Leadership Center

4:40 to 5:50 pm 101. UCEA Center for the International Study of School Leadership: Principals Generating Success in High-Need Schools

FRIDAY, November 167:00 to 7:50 am 110. Indigenous Scholars and Scholarship SIG Meeting

111. Supervision and Instructional Leadership SIG

112. Carnegie Project on the Education Doctorate (CPED) Meeting

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

10:55 am to 12:10 pm 134. Meaningful Research on 21st Century Superintendent & District Leadership: UCEA Program Center Special Session

138. Center for the Advanced Study of Technology Leadership in Education Session: CANLEAD Collaborative Research Project (closed session)

SATURDAY, November 177:00 to 7:50 am 206. Leadership for School Improvement SIG

207. Leadership for Social Justice SIG

208. UCEA Research on Women in Leadership SIG

209. UCEA Program Center for the International Study of School Leadership

210. UCEA Program Centers Director Board of Directors and Advisory Board Meeting

211. Learning and Teaching in Educational Leadership (LTEL) Executive Committee SIG

212. UCEA Taskforce on Distance Learning

214. Latino Research SIG

4:00 to 5:10 pm 293. School Safety and UCEA Program Centers: A Critical Conversation


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

· EAQ: @eaqjournal

· JRLE: @jrleeditor

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

29

Graduate Student Summit & SessionsWEDNESDAY, November 1412:00 to 12:50 pm 004. Graduate Student Summit (GSS) Opening General Session

1:00 to 2:10 pm 005–009. GSS Sessions 1–5. Requires GSS registration.



5:00 to 6:10 pm 020–025. GSS Roundtable Sessions. Requires GSS registration.

5:30 to 7:00 pm 026. Plenum & Graduate Student Reception

THURSDAY, November 157:15 to 7:45 am 027. Light Breakfast for GSS Registrants & Jackson Scholars

8:00 to 9:10 am 029–030. GSS Sessions 16–17. Requires GSS registration.

033. GSS Session 18. Requires GSS registration.

11:00 to 11:50 am 053–057. GSS Mentor Feedback Sessions. Requires GSS registration.

2:00 to 3:10 pm 078. Demystifying the Academic Job Search, Part I: Tips and Resources for Those Considering the Professoriate

3:20 to 4:30 pm 093. Graduate Writing Ignite!: Tips for Crafting Your Best Work

4:40 to 5:50 pm 107. Graduate School in Stages

FRIDAY, November 169:30 to 10:45 am 130. Graduate Students of Color Mentoring Session

10:55 am to 12:10 pm 145. Dissecting Curriculum Vitae and Cover Letters for Job-Winning Success

1:45 to 3:00 pm 173. Gender and Tenure

3:10 to 4:25 pm 187. Publishing Your First Article as a Graduate Student

6:00 to 7:00 pm 202. General Session III: Graduate Student Council Keynote

SATURDAY, November 177:00 to 7:50 am 213. Graduate Breakfast - We are the Change We Seek: Igniting

and Passing the Leadership Torch

8:00 to 9:10 am 228. Demystifying the Academic Job Search, Part II: The Nuts and Bolts

10:40 to 11:50 am 243. Building Networks of Support: You’re Not in This Alone

12:00 to 1:10 pm 253. Deep Mentoring From Successful Dyads Who Live it: Insights for Practitioners Transitioning Into the Academy

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

1:20 to 2:30 pm 271. Exploring Professional Routes Outside the Professoriate

2:40 to 3:50 pm 286. Funding Your Dissertation

4:00 to 5:10 pm 300. Graduate Student Closing Session


Jackson Scholars Network

UCEA welcomes the new 2018–2020 Barbara L. Jackson Scholars. Additionally, Jackson Scholars are urged to register for the Graduate Student Summit and engage in Graduate Student Sessions.

THURSDAY, November 157:15 to 7:45 am 027. Light Breakfast for GSS Registrants & Jackson Scholars8:00 to 8:50 am 032. Jackson Scholars Network Research Seminar Convocation

Jackson Scholars Research Seminar Presentations & Mentor Feedback Sessions 9:00 to 9:45 am 034. Session 1: Racial Voyeurism and the Lived Experiences of African

American Students 036. Session 2: Administrative Decision-Making: Implications for

School Reform 037. Session 3: Studies in Race: A Transformative Agent II 038. Session 4: Teachers: Essential Inputs for School Success 039. Session 5: Responsible Leadership and System-level Reform II 040. Session 6: Alternative Approaches in K-16 Education 10:00 to 10:50 am 041. Session 7: Academic Achievement and the Hispanic Community:

Revisiting Our Commitment and Legislative Perspectives 042–043. Mentor Feedback Sessions 1–2 044. Session 8: Education Through Cultural Phenomena: An

Exploration of Epistemology 045. Session 9: Effective Leadership for 21st Century Schools 046. Session 10: Responsible Leadership and System-level Reform 047–049. Mentor Feedback Sessions 3–5 050. Session 11: Images That Speak: Black Perspectives in Pursuit of

Educational Opportunities 051. Session 12: In Pursuit of Democratic Education 052. Mentor Feedback Session 611:00 to 11:50 am 058–063. Mentor Feedback Sessions 7–12

FRIDAY, November 1612:20 to 1:35 pm 159. Julie Laible Memorial Session for New UCEA Jackson Scholars7:10 to 8:20 pm 203. UCEA Barbara L. Jackson Scholars Network Recognition

Ceremony8:20 to 8:50 pm 203a. Jackson Scholars Network Reception

SATURDAY, November 177:30 to 8:30 am 215. Jackson Scholars Network Field Day: Moment of MindFUNness

2018–2020 Jackson Scholars CohortFrancine Baugh, Florida Atlantic UniversitySascha Betts, Texas State UniversityEdwin Nii Bonney, University of Missouri

Sajjid Budhwani, University of DenverDumar Burgess, Rowan University Shannon Clark, University of Illinois at Chicago

31

Tiffany Aaron, University of Georgia Omotayo Adeeko, Ohio State UniversityBrandon Allen, Purdue UniversityBodunrin Banwo, University of MinnesotaDiana Barrera, Texas State UniversityCourtney Bell, University of MinnesotaLashia Bowers, Clemson UniversityDwuana Bradley, University of Texas at AustinBrandon Clark, Iowa State UniversityAshton Cooper, University of Tennessee-

KnoxvilleBryan Duarte, University of Texas at San

AntonioBriseida Elenes, University of San DiegoHamada Elfarargy, Texas A&M UniversityJacquie Forbes, University of Wisconsin-

MadisonIvory Gabriel, Florida State UniversityChaddrick Gallaway, University of Illinois at

Urbana-ChampaignAlounso Gilzene, Michigan State UniversityJosé Gonzalez, University of ArizonaMaricela Guerrero Guzman, University of Texas

at San AntonioLaMarcus Hall, Purdue UniversityDarrell A. Harris, Jr., University of North Caro-

lina at GreensboroStephanie Hawkes, Wayne State UniversityKrystal Huff, Loyola Marymount University ArCasia James, University of Illinois at Urbana-

ChampaignKimberley Jenkins, Miami UniversityYang Jiang, University of San Diego

Shantalea Johns, Wayne State University Tanika Jones, Auburn UniversityNattawan Junboonta, Rutgers UniversityJustine Lee, University of MarylandKofi LeNiles, Howard UniversityNatalie Lewis, University of DenverCourtney Mauldin, Michigan State UniversityRolando Merchan, Sam Houston State

UniversityLateasha Meyers, Miami UniversityJeong-Mi Moon, University of MissouriDana Nickson, University of MichiganIsela Pena, University of Texas at El PasoRuqayyah Perkins-Williams, University of

Illinois at Urbana-ChampaignChanika Perry, Georgia State UniversityLam Pham, Vanderbilt UniversityRansford Pinto, University of MissouriFawziah Qadir, New York UniversityLixia Qin, Texas A&M University Juan Salinas, University of Texas Rio Grande

ValleyJerrell Sherman, Sam Houston State UniversityElizabeth Silva, University of Texas Rio Grande

ValleyAngelica Sleiman, University of San DiegoTravis Smith, Clemson UniversityJason Swisher, Texas State UniversityEdgar Torres, University of Texas at AustinTessie Williams, Auburn UniversityMinseok Yang, University of Wisconsin–

Madison

2017–2019 Jackson Scholars Cohort

Briana Coleman, Michigan State UniversitySamuel Coleman, University of Wisconsin-

MadisonDawn Demps, Arizona State UniversityJames Lamar Foster, University of WashingtonCarnelius Gilder, Sam Houston State UniversityJuail Goode, Rutgers UniversityAutumn Griffin, University of MarylandNia Hulse, St. Johns UniversityRosario Hutchings, University of ArizonaIwinosa Idahor, North Carolina State UniversityAshley Jones, Vanderbilt UniversityEla Joshi, Vanderbilt UniversityAnthony Kane, Jr., Duquesne UniversityPesha Mabrie, University of Texas at San AntonioJeffrie Mallory, Duquesne UniversityZoë Rose Mandel, Pennsylvania State UniversityIshmael Miller, University of WashingtonNicholas Mitchell, University of Wisconsin-

Madison

Adeeb Mozip, Wayne State UniversityMariama Nagbe Nagbe, University of Texas at

AustinEyra Pérez, University of Texas at San AntonioSteven Purcell, Loyola Marymount UniversityNestor Ramirez, University of North Carolina at

Chapel HillRon Rhone, Texas Christian UniversityStefanie Rome, University of MissouriRachael Steward, San Diego State UniversityLorraine Taylor, Pennsylvania State UniversityJosef F. Torres, University of Arizona Sara Torres, Texas State UniversitySofia Vega-Ormeño, Howard UniversityJuliana Velasco, University of South FloridaKetina Willis, Sam Houston State UniversityDavid Woo, Vanderbilt UniversityGreg Worthington, University of Texas at Austin


UCEA Plenary Session Representatives (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: Daniel LiouAuburn University: Ellen ReamesBank Street College: Anthony ConelliBowling Green State University: Kristina LaVeniaBrigham Young University: David BorenChinese University of Hong Kong: Paula KwanClemson University: Janie Clark LindleCollege of William and Mary: Peggie ConstantinoDuquesne University: Fran SerenkaEast Carolina University: Matthew MilitelloFlorida Atlantic University: Maysaa BarakatFlorida State University: Marytza GawlikFordham University: Tiedan HuangGeorge Mason University: Robert G. SmithGeorgia State University: Yinying WangHofstra University: Eustace ThompsonHoward University: Lisa Maria GrilloIllinois State University: Lenford SuttonIndiana University: Mónica Byrne-JiménezIowa State University: Douglas WieczorekKansas State University: Grace J. LiangLehigh University: Floyd D. BeachumLouisiana State University: Carlos LeeLoyola Marymount University: Elizabeth C. ReillyMiami University: Joel R. MalinMichigan State University: Chris TorresNew Mexico State University: Brenda RubioNew York University: Colleen LarsonNorth Carolina State University: Lisa BassNorthern Illinois University: Teresa WasongaOhio State University: Karen Stansberry BeardOklahoma State University: Jackie Mania-SingerPennsylvania State University: Marsha ModestePortland State University: Deborah PetersonPurdue University: Alice JohnsonRowan University: Anna SunRutgers University: Gail VeronaSt. John’s University: Elizabeth GilSaint Louis University: Jody WoodSam Houston State University: Rebecca BustamenteSan Diego State University: Doug FisherSouthern Methodist University: Frank HernandezStephen F. Austin State University: Patrick JenlinkTeachers College, Columbia University: Sonya

Douglass HorsfordTemple University: John HallTennessee State University: Janet FinchTexas A&M University: Daniel BowenTexas Christian University: Marla Weatherl McGheeTexas State University: Patricia L. GuerraTexas Womans University: Teresa StarrettUniversity at Buffalo, SUNY: Melinda LemkeUniversity of Alabama: Jingping SunUniversity of Arizona: Kevin Lawrence Henry, Jr.

University of Arkansas: John PijanowskiUniversity of Connecticut: Sarah WoulfinUniversity of Dayton: Barbara De LucaUniversity of Denver: Erin AndersonUniversity of Florida: Linda SearbyUniversity of Georgia: Sheneka WilliamsUniversity of Houston: Virginia RangelUniversity of Illinois at Chicago: Shelby CosnerUniversity of Illinois at Urbana-Champaign: Anjalé

WeltonUniversity of Iowa: Leslie LockeUniversity of Kansas: Deborah PerbeckUniversity of Kentucky: Amanda U. PottertonUniversity of Louisville: W. Kyle IngleUniversity of Maryland: David ImigUniversity of Michigan: Maren Elyse ObermanUniversity of Minnesota: Nicola AlexanderUniversity of Missouri: Emily CrawfordUniversity of Nebraska-Lincoln: Jiangang XiaUniversity of New Mexico: Allison M. BordenUniversity of North Carolina at Chapel Hill:

Martinette Venable HornerUniversity of North Carolina at Charlotte: Tracey

BensonUniversity of North Carolina at Greensboro:

Katherine Cumings MansfieldUniversity of North Texas: Miriam EzzaniUniversity of Northern Colorado: Lee MorganUniversity of Oklahoma: Timothy FordUniversity of Oregon: Keith HollenbeckUniversity of Pennsylvania: Michael JohanekUniversity of Pittsburgh: Dana Thompson-DorseyUniversity of San Diego: Robert DonmoyerUniversity of South Florida: Zorka KaranxhaUniversity of Tennessee-Knoxville: Mary Lynne

DerringtonUniversity of Texas at Austin: David DeMatthewsUniversity of Texas at El Paso: David KnightUniversity of Texas at San Antonio: Nathern OkilwaUniversity of Texas at Tyler: Yanira Oliveras-OrtizUniversity of Texas Rio Grande Valley: Fred GuerraUniversity of Toledo: Randall VeselyUniversity of Utah: Andrea RorrerUniversity of Virginia: David Eddy SpicerUniversity of Washington: Jessica RigbyUniversity of Wisconsin-Madison: Peter GoffUniversity of Wisconsin-Milwaukee: Rodney

WhitemanVanderbilt University: Marisa CannataVirginia Commonwealth University: Risha BerryVirginia Tech University: Carol MullenWashington State University: Kristin HugginsWayne State University: Sarah Lenhoff

33

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 www.ucea.org

More resources froM uceA

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. Download 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 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.

A Policymaker’s Guide: Research-Based Policy for Principal Preparation Program Approval and Licensurethis 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 Programsthis 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 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.

34 UCEA ConvEntion 2018 MonDAY - WEDnESDAY

001. UCEA Executive Committee Meeting - Day 1Meeting8:00 am to 6:00 pmMarriott Marquis Houston: Floor 3 - Parker Boardroom

002. UCEA Executive Committee Meeting - Day 2Meeting8:00 am to 6:00 pmMarriott Marquis Houston: Floor 3 - Parker Boardroom

003. UCEA Plenary Session - Day 1Special Session12:00 to 5:30 pmMarriott Marquis Houston: Floor 2 - Houston 1

004. Graduate Student Summit (GSS) Opening General SessionGraduate Student SummitSpecial Session12:00 to 12:50 pmMarriott Marquis Houston: Floor 2 - Houston 4In this session, we will formally welcome all UCEA Graduate Student Summit (GSS) registrants to

PRECONVENTION

Registration for the Graduate Student Summit (GSS) and the Jackson Scholars Network Research Seminar will be available 10:00 am–5:00 pm on Wednesday, November 14. Registrants who pick up materials during this time also will receive all Convention items.

GRADUATE STUDENT SUMMIT

35

PREC

ON

VENTIO

N 001–026

WEDnESDAY

the 7th annual GSS. During this time, you will have an opportunity to meet the members of the UCEA Graduate Student Council (GSC), learn about programming for graduate students at UCEA, and meet fellow graduate students. We will also have a special welcoming address from UCEA leadership along with RAFFLE ITEMS!

005. GSS Session 1 - Policy, Politics, and Programs: The Challenges of Implementation and Evaluation

Graduate Student SummitPaper Session1:00 to 2:10 pmMarriott Marquis Houston: Floor 3 - Meyerland AParticipants:Institutional Factors in iPad Rollout, Adoption, and Implementation: Isomorphism and LAUSD’s iPad Program. Alex Lamb, Jennie Weiner (University of Connecticut)Making Decisions That Matter: An Evaluation of a Doctoral Program in K-12 Educational Leadership. Amber Sechelski, Rebecca McBride Bustamante (Sam Houston State University)The Case of edTPA Coordinators: Mid-Level Leaders as P-20 Policy Brokers. Craig Warner De Voto, University of Illinois at ChicagoFacilitator:

Jayson W. Richardson, University of Kentucky

006. GSS Session 2 - Student-Centered: Student Perceptions of Educational Experiences

Graduate Student SummitPaper Session1:00 to 2:10 pmMarriott Marquis Houston: Floor 3 - Meyerland BParticipants:Exploring the Perceptions of Guardians Towards Their Child’s School Absenteeism: A Qualitative Study. Andres Castro, California State University, Long BeachPolicing Students—A Legal Review of Civil Rights in Schools. Samuel J. Kamin, University of ConnecticutRedefining the College Persona: A Mixed Methods Examination. Anastasia Beverly Lindo Anderson, Texas A&M UniversityThe Reasons Behind the Poor Performance of Saudi Students in IELTS in America. Mohsen Shraz Alzahrani, University of DenverThe Role of Ethnicity in the Student Academic Optimism Construct. Ciro Jesus Viamontes, University of North TexasFacilitator:

Liz Hollingworth, University of Iowa

007. GSS Session 3 - Educational Leadership in Shifting School ContextsGraduate Student SummitPaper Session1:00 to 2:10 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Amplifying Student Voices: Understanding Experiences of Inclusion and Exclusion for Rural Students of Color. Jacquelyn Nicole Williams, Jason Bailey, Kippy Kelly (Clemson University)

36 UCEA ConvEntion 2018 WEDnESDAY

English Language Learners’ Experience in a Rural Texas School. Clinton Petty, University of North TexasExploring Michigan Rural Principal Leadership Amidst Student Population Change. Ian Christopher Kinkley, Michigan State UniversityMediating Dispossession: Perceptions, Practices and Policies of Principals in Gentrified Contexts. Chy Benelli McGhee, New York UniversityFacilitator:

Diana G. Pounder, University of Utah

008. GSS Session 4 - School-Family-Community Partnerships: Promises and ChallengesGraduate Student SummitPaper Session1:00 to 2:10 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Examining Culturally-Responsive School-Community-Family Partnerships. Briana Cherice Coleman, Michigan State UniversityFamily Engagement in the Full-Service Community School: A Qualitative Case Study. Jessica A. Noonan, Oklahoma State UniversityLeading and Allying Through Racial Realities: Black School Leaders and Community Engagement. Jamel Adkins-Sharif, University of Massachusetts–Boston; Natalie Denise Lewis, University of DenverMeaningful Alliance? Organizational Equity at an Educational Nonprofit. Lauren VandenBirge, University of UtahPrincipals’ Perceptions of Authentic Parental and Community Engagement in Inner City Schools. Ira Robin Applebaum, University of TorontoFacilitator:

Donald G. Hackmann, University of Illinois at Urbana-Champaign

009. GSS Session 5 - Ignite! - Leaders Planning for Equity Inside the School WallsGraduate Student SummitIgnite Session1:00 to 2:10 pmMarriott Marquis Houston: Floor 3 - TanglewoodParticipants:Exploring Practices of Diverse Schools: Understanding the Relationship of Equity and Implicit Racial Biases. Paige Tooley, Texas Christian UniversityExploring the Impact of Professional Learning Communities in Catholic Elementary School Settings: Pilot Study. Patricia Louise Holmquist, California State University, Long BeachBuilding Professional Capacity Among Paraprofessionals. Wendy Rosenquist, California State University, Long BeachRelationships Matter: What I Learned About High School Instructional Leadership From Two Learning-Focused Leaders. Marni J. Davis, University of UtahTeachers’ Dissatisfaction in Uruguayan Public Secondary Schools: Interrupting Inertia to Change and Empowering Authentic Leadership. Maria Magdalena Ureta Viroga, Texas State UniversityThe Long and Winding Road to College. Oliver K. Patterson, Jr., University of Texas at ArlingtonThrough a Glass Darkly: Reflections on Language Ideologies. Rolando Augusto Merchán, Sam Houston State UniversityTransforming High School Through Career Academies: A Case Study of a High School’s Journey. Carmen Bellefant, University of Louisville; Whitney Abell-Taylor, University of Louisville; Nicole Michelle Fields, University of Louisville; Manuel Garr, University of Louisville; Adrian Graham, University of Louisville; Detra DeVerne Johnson, University of Houston

37WEDnESDAY

PREC

ON

VENTIO

N 001-026

Facilitator:Gary Crow, Indiana University

010. GSS Session 6 - Teacher Leadership and Professional NetworksGraduate Student SummitPaper Session2:20 to 3:30 pmMarriott Marquis Houston: Floor 3 - Meyerland AParticipants:An Examination of Social Networks Present in Teacher Mentoring Programs. Tania Marie-Cecile Benoiton, Oklahoma State UniversityExploring How to Mitigate the Early-Career Minority Teacher Shortage Through Teacher Leadership. Tamilah Richardson, The George Washington UniversityExploring the “Spaces Between”: Teachers’ Perceptions of Teacher Leadership Within Professional Networks. Cynthia B. Bauman, University of South FloridaTeachers’ Motivations to Pursue Teacher Leadership Roles Within Iowa K-12 Schools. Matthew Stier, University of IowaFacilitator:

Jo Beth Jimerson, Texas Christian University

011. GSS Session 7 - Accountability Policy and Leadership: Implications for Policy and Practice

Graduate Student SummitPaper Session2:20 to 3:30 pmMarriott Marquis Houston: Floor 3 - Meyerland BParticipants:But Do I Get an A? Causal Implications of School Accountability Reports in NYC. Samuel J. Kamin, University of ConnecticutControl, Autonomy, and Strategy: How School Principals Perceive and Strategize the Uses of Autonomy. Taeyeon Kim, Michigan State UniversityTeacher Autonomy: Is it Possible in an Age of Accountability? Theo Shaw, Johanna Cloud Reefe, Julie E. Rottier-Lukens (University of Denver)The Effects of Short-Cycle School Improvement Planning on Student Achievement. Bryan A. VanGronigen, Coby Meyers (University of Virginia)Facilitator:

Bonnie C. Fusarelli, North Carolina State University

012. GSS Session 8 - The Praxis of Care in Educational SettingsGraduate Student SummitPaper Session2:20 to 3:30 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Exploratory Analysis of Student Need-Frustration in Schools. Olajumoke Beulah Adigun, Curt Adams, Ashlyn Gilbert, Jordan Ware (University of Oklahoma)Instructional Program Coherence and Teacher Need Support. Ashlyn Gilbert, Curt Adams, Olajumoke Beulah Adigun (University of Oklahoma)Social Emotional Learning and Inclusive Attitudes. Ruxandra Apostolescu, Ed Fuller (Pennsylvania State University)What’s Love Got to Do With it? Interventions of Caring in Policy and School Leadership. Kate Kennedy, University of Southern California


Facilitator:Cindy J. Reed, Kennesaw State University

013. GSS Session 9 - Identifying and Closing Educational Opportunity GapsGraduate Student SummitPaper Session2:20 to 3:30 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:A Case Study Analysis of Common Characteristics in Successful Co-Teach Classrooms. Christopher McCaskill, Texas A&M University; Elisabeth M. Krimbill, Texas A&M University–San AntonioForegrounding the “Home” in Student Homelessness: Residential Setting and Academic Outcomes in an Urban District. Alexandra E. Pavlakis, Southern Methodist University; Meredith Richards, Southern Methodist University; Dongmei Li, Rice University; Mark Pierce, Southern Methodist UniversityHow Equity, Authenticity, and the Transformative Reading Experience Cultivate Empowerment & Lifelong Reading in Adolescents. Teresa Rush, University of DelawareIdentifying Diverse Schools: The Ever-Dwindling “N.” Paige Tooley, Erin Atwood (Texas Christian University)Project Lead the Way (PLTW) and the Support of College-Bound Latina/o STEM Students. Ricardo Lois, California State University, Long BeachFacilitator:

Michael P. O’Malley, Texas State University

014. GSS Session 10 - Ignite! - Teammates and Advocates: Parents and Communities Acting for Student Equity

Graduate Student SummitIgnite Session2:20 to 3:30 pmMarriott Marquis Houston: Floor 3 - TanglewoodParticipants:Framing Gentrification in Schools: Revisiting Bell: Interest Convergence and Racial Sacrifice. Aisha Haynes, Chy Benelli McGhee (New York University)Investigating the Teacher Experience With Colorado’s Educator Effectiveness Law. Mohsen Shraz Alzahrani, Lynn Saltzgaver (University of Denver)Tat Nguyen: Stories of Vietnamese-Immigrant Parents’ Experiences With Special Education in the U.S. Thuyvi Nguyen, California State University, Long BeachThe Power of a Growth Mindset: Teacher Perspectives on Student Achievement. Maricela Gallegos, California State University, Long BeachToward a Typology of 4G Tablet Use for Family–School Engagement. Jillian Marie Conry, Southern Methodist UniversityWomen of Color Advocating for School Choice for Their Children’s Education. Donna M. Druery, Texas A&M UniversityFacilitator:

Scott McLeod, University of Colorado, Denver

015. GSS Session 11 - The Relationship Between Teachers and Principals and Human Capital Consequences

Graduate Student SummitPaper Session3:40 to 4:50 pmMarriott Marquis Houston: Floor 3 - Meyerland A

39WEDnESDAY

PREC

ON

VENTIO

N 001-026

Participants:Faculty Perceptions of Leadership at an Independent School. Sarah Odell, University of Wisconsin–MadisonPredicting Teacher Mobility With Perceptions of School Leadership and Organizational Factors. Bryan J Duarte, University of Texas at San AntonioRural Principal Leadership and Teacher Autonomy: A Case Study Analysis. Rachel Chamberlain, University of MinnesotaSchool Leadership and the Retention of Teachers of Color: A Systematic Review of Empirical Literature. Wesley Edwards, University of Texas at AustinThe Role of Principal Time Use in Teacher Job Satisfaction. Hana Kang, Michigan State UniversityFacilitator:

Martha N. Ovando, University of Texas at Austin

016. GSS Session 12 - Breaking the Glass Ceiling? The Status of Women and People of Color in Educational Leadership

Graduate Student SummitPaper Session3:40 to 4:50 pmMarriott Marquis Houston: Floor 3 - Meyerland BParticipants:Gatekeeping in Educational Administration Hiring Decisions. Katherine Merriweather, University of KansasLatina Community College LeadHERship: A Testimonio Approach. Briseida Elenes, University of San DiegoLeading Systemic Change for Equitable Principal Quality: Evolving Routines of a Principal Pipeline Initiative. Emily Kate Donaldson, University of WashingtonMujeres Revolucionarias: Trajectory Towards Leadership of Migrant Latinas. Maricela Guerrero Guzman, University of Texas at San AntonioFacilitator:

Susan M. Printy, Michigan State University

017. GSS Session 13 - The Political and Legal Challenges of Educational Leadership

Graduate Student SummitPaper Session3:40 to 4:50 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Beyond Bathrooms: Transgender Policy in Education. Ann Ernandes Hernandez, California State University, Long BeachRage Against the (De)Segregation Machine: Community Activism and the Fight for School Choice. Kevin Winn, Arizona State UniversityRemnants of Milliken v. Bradley: Student Perspectives of School Choice and Education (In)equality Today. Dana Nickson, University of MichiganSupporting Refugee Students in Schools: An Analysis of State and Local Policies. Edwin Nii Bonney, Jeong-Mi Moon (University of Missouri)Teachers Making Sense of Undocumented Students’ Lived Experiences and Pertinent Policy: A Critical Perspective. Chelsea Connery, Jennie Weiner (University of Connecticut)Facilitator:

Mark Anthony Gooden, Columbia University


018. GSS Session 14 - The Role of Student Voice in Educational ChangeGraduate Student SummitPaper Session3:40 to 4:50 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Developing Students’ Empathy, Collaborative Skills and Self-Awareness Intentionally Through In-School Advisory Programs. Ross Morgan, Megan D. Ostedgaard (University of Denver)Exploring the Impact, Distribution, and Congruence of Student Voice: A Quantitative Case Study. Seyma Dagistan, Ruxandra Apostolescu (Pennsylvania State University)Standing in the Void: Student Protest at an HBCU. Kofi LeNiles, Barbara Boakye, Amber Williams (Howard University)Student Voice: A Catalyst for Exposing Institutionalized Racism in Schools and Communities. Trevon R. Jones, Texas Christian UniversityThe Impact of Student Voice on Student Perceptions of Tolerance and Inclusion. Seyma Dagistan, Lorraine Taylor, Zoe Rose Mandel (Pennsylvania State University)Facilitator:

James W. Koschoreck, Texas State University

019. GSS Session 15 - The GSS Un-Conference: Conversations About Scholarship and Practice

Graduate Student SummitSpecial Session3:40 to 4:50 pmMarriott Marquis Houston: Floor 3 - TanglewoodEvery conference participant is a source of leadership experience and expertise. The goal of this session is to explore ideas, share concerns, and propose new directions for educational leadership in a small and personable setting. All attendees can propose topics for discussion and learn from other participants in a safe setting. That’s right, you get to decide what topics will be discussed! We’ll have some ideas to get you started, so come prepared to define your own conference.

020. GSS Roundtables K, L, M, and NGraduate Student SummitGraduate Student Roundtables5:00 to 6:10 pmMarriott Marquis Houston: Floor 2 - Houston 4

020-1. GSS Roundtable K - Cases of School ReformParticipants:A Case Study of a High School’s Journey: Transforming High School Through Career Academies. Carmen Bellefant, University of Louisville; Whitney Abell-Taylor, University of Louisville; Nicole Michelle Fields, University of Louisville; Manuel Garr, University of Louisville; Adrian Graham, University of Louisville; Detra DeVerne Johnson, University of HoustonGlasser Quality Schools Strategies, Training, and Student Success. Hasna Abu Khalid, Ahmad AlhussiniInfluences Within a System That Advance Teachers’ Implementation of Engaging Teaching Strategies. Kimberly Race, Oklahoma State UniversityThe Framing of Discipline: Implementation of Common Core and PBIS in a School District. Eupha Jeanne Daramola, Taylor Nicole Allbright, Julie Marsh (University of Southern California)Facilitator:

Virginia Snodgrass Rangel, University of Houston

41WEDnESDAY

PREC

ON

VENTIO

N 001-026

020-2. GSS Roundtable L - Student Achievement and ContextParticipants:Academic Vulnerability and Underachievement Among Urban African American Girls: An Ecological Explanation. Omotayo O. Adeeko, James Moore (Ohio State University)Creating Effective Mentoring Programs by Using the Qualitative Accounts of Mentors who Were Former Mentees. Eugene Bentley, Louisiana State UniversityDifferences in Reading Performance by Bilingual Program Type for Grade 3 Hispanic English Language Learners. Rolando Augusto Merchán, Sam Houston State UniversitySocial Connection of Students and its Role in Blended Learning Environments. Dawn Pearce, Oklahoma State UniversityFacilitator:

Jada Phelps-Moultrie, Michigan State University

020-3. GSS Roundtable M - Leadership IdentityParticipants:Manning Up: Navigating Masculinity and Sexuality in Society and Educational Spaces. Jonathan Bailon-Valdez, New Mexico State UniversityThe Underrepresentation of Latina Superintendents in the South Texas Border Region. Roxanne Miranda, University of Texas at San AntonioUnderstanding Saudi Principals’ Trajectories, Critical Conversations. Walaa H. Bunaiyan, University of Denver; Ahmed M. Mukhtar, University of MissouriFacilitator:

Rodney S. Whiteman, University of Wisconsin–Milwaukee

020-4. GSS Roundtable N - Stakeholder Voices in Focus: Policy PerspectivesParticipants:Bridging the Gap Between Educational Philosophies of Oklahoma Legislators and Administrators to Fund Education. Mary Sloat, Oklahoma State UniversityCulturally Responsive Teaching and the Achievement of Elementary African American Students. Whitney Abell-Taylor, University of Louisville; Nicole Michelle Fields, University of Louisville; Adrian Graham, University of Louisville; Carmen Bellefant, University of Louisville; Manuel Garr, University of Louisville; Detra DeVerne Johnson, University of HoustonTexas High School Graduation Requirements and Tracking. Hadiza Mohammed, University of Texas at AustinVoices of the Voiceless: The Story Behind the Achievement Gap. Carol D. WrightFacilitator:

Rachel Sue White, Old Dominion University

021. GSS Roundtables A and BGraduate Student SummitGraduate Student Roundtables5:00 to 6:10 pmMarriott Marquis Houston: Floor 3 - Meyerland A

021-1. GSS Roundtable A - School FundingParticipants:Exploring Illinois Rural Public School Financial Trends and Their Challenges for School Leaders. Ian Christopher Kinkley, Michigan State UniversityPennies for Pre-Schoolers: Philanthropy’s Effect on Pre-School Education. Kathryn Patricia Chapman, Arizona State UniversityResearch on School Leaders and Finance: How Media Narratives Can Inform Research on


Principals. Alounso Antonio Gilzene, Michigan State UniversitySchool Finance Reforms on Equity: A Systematic Review Through the Lens of Human Capital Theory. Feridun Frank Ayata, Pennsylvania State University; David G. Martinez, University of South CarolinaFacilitator:

Wesley Henry, California State University, Monterey Bay

021-2. GSS Roundtable B - Developing PartnershipsParticipants:A Brighter Future For All: Collaboration for Equity in More Hierarchal Contexts and Cultures. Samira Hajiyeva, Michigan State UniversityAlliances for a Sustainable Future: Stakeholder Perceptions of Community Empowered School Architecture and Design Processes. Cierra Leighanne Mantz, Soka University of AmericaBy Any Means Necessary: Principals Leveraging of Nonprofits as a Form of Leadership. Alounso Antonio Gilzene, Michigan State UniversityDeveloping a Teacher Self-Efficacy Scale for Family Engagement. Noel Grimm Williams, College of William and MaryFacilitator:

Angela Urick, University of Oklahoma

022. GSS Roundtables C and DGraduate Student SummitGraduate Student Roundtables5:00 to 6:10 pmMarriott Marquis Houston: Floor 3 - Meyerland B

022-1. GSS Roundtable C - Bridging K-12 and Higher EducationParticipants:An Empirical Analysis and Assessment of a Hispanic-Serving Institution’s Commitment to Community-Engaged Scholarship. Juan Salinas, University of Texas Rio Grande ValleyCollege Readiness: Perceptions of Students at Early College High Schools in Texas. Ron Rhone, Texas Christian UniversityLeft Behind: Single Mother Struggles in Higher Education. Howard Anderson Thrasher, University of Texas at AustinFacilitator:

Joshua Childs, University of Texas at Austin

022-2. GSS Roundtable D - Working Conditions: Setting the Stage for Effective Practice

Participants:Creating Space to Lead: Cognitive Coaching as Mindful School Leader Practice. Jennifer H. Cox, University of LouisvilleHow Do Social Networks Influence Retention of Quality Veteran Educators? Karie Carpenter, Oklahoma State UniversityPerson–Environment Fit Theory Approach To Teacher Retention. Vicki Nighswonger, Oklahoma State UniversityReducing Depleting Effect of Job Demands Through Induction for Early Career Teachers. Leanna Cupit, Louisiana State UniversityFacilitator:

Frank Perrone, University of New Mexico

023. GSS Roundtables E and FGraduate Student Summit

43WEDnESDAY

PREC

ON

VENTIO

N 001-026

Graduate Student Roundtables5:00 to 6:10 pmMarriott Marquis Houston: Floor 3 - Sugarland A

023-1. GSS Roundtable E - Mental, Social, and Emotional Factors in FocusParticipants:None but Ourselves: An Examination of Emancipatory Practices. Lashia Bowers, Clemson UniversityRedefining School Leadership of Social-Emotional Learning From an Equity Lens. Kate Kennedy, University of Southern CaliforniaSchool-Based Mental Health Programs’ Impact on Mental Health Disparities & Trauma Informed Care. Nicole Michelle Fields, University of Louisville; Detra DeVerne Johnson, University of Houston; Carmen Bellefant, University of Louisville; Whitney Abell-Taylor, University of Louisville; Manuel Garr, University of Louisville; Adrian Graham, University of LouisvilleFacilitator:

Elizabeth Gil, St. John’s University

023-2. GSS Roundtable F - Principal Development for the 21st CenturyParticipants:Concerns of Novice Principals: How a District-Based Preparation Program Changed to Address Novice Principals’ Concerns Over Time. Tiffany Aaron, University of GeorgiaConfronting Race: Dialogues on Race in a Flipped Learning Model for School Leaders. Patricia Virella, University of ConnecticutReflecting on Educational Leadership as an Independent Field. Joo Hyun-Jun, Daegu National University of Education; Taeyeon Kim, Michigan State UniversityFacilitator:

Bradley Davis, University of Texas at Arlington

024. GSS Roundtables G and HGraduate Student SummitGraduate Student Roundtables5:00 to 6:10 pmMarriott Marquis Houston: Floor 3 - Sugarland B

024-1. GSS Roundtable G - Contemporary Leadership ConsiderationsParticipants:Authentic Leadership and Race: Does Race Determine How We Lead? Natalie Denise Lewis, University of DenverIs There a Right Way? School Merger. Natalia M. Guerrero, Louisiana State UniversityMediating a Gentrified New World: The Principals’ Dilemma. Aisha Haynes, New York UniversitySchool Resource Officer Roles and Responsibilities: Texas School Leaders’ Expectations. Ann Marie Cotman Hicks, Texas State UniversityFacilitator:

Erin Anderson, University of Denver

024-2. GSS Roundtable H - Critical Examination of Achievement: Past, Present, and Future

Participants:But There Are Reasons: A Critical Race Analysis of No Excuses Charter School Ideology. Ruqayyah Perkins-Williams, University of Illinois at Urbana-Champaign


Critical Race Theory and De-Tracking. Shannon Holder, University of ConnecticutFlorida’s School of Hope and Educational Equity. Marsha Henry, University of South FloridaUsing Bricolage to Analyze Imagining, Implementation, and Impact of ERT Policy. Carrie Lynn Gentner, University of South FloridaFacilitator:

Dongmei Li, Rice University

025. GSS Roundtables I and JGraduate Student SummitGraduate Student Roundtables5:00 to 6:10 pmMarriott Marquis Houston: Floor 3 - Tanglewood

025-1. GSS Roundtable I - Community EngagementParticipants:Achievement Gap: Mediating Factors of OST Programs on Low SES Students’ Academic and Social-Emotional Well-Being. Adrian Graham, University of Louisville; Detra DeVerne Johnson, University of Houston; Nicole Michelle Fields, University of Louisville; Carmen Bellefant, University of Louisville; Whitney Abell-Taylor, University of Louisville; Manuel Garr, University of LouisvillePutting the “Community” in Full-Service Community Schools: Authentically Implementing the Model. Madeline Laurinda Haynes, University of Texas at AustinThe Agenda for Equity and Social Justice that Schools and Communities Need. Samuel Lee Coleman, University of Wisconsin–MadisonFacilitator:

Katherine Rodela, Washington State University

025-2. GSS Roundtable J - STEM LeadershipParticipants:Exploring Teacher Leaders’ Identity and Professional Learning in a Community of Practice. Latanya Brandon, University of Connecticut; Cindy Kern, Quinnipiac University; Suzanne Wilson, University of ConnecticutLeadership Content Knowledge and Student Academic Achievement in STEM. Charles Derek Collingwood, University of ArizonaSchool Technology Leadership Instruments: An Investigation of Teacher Perceptions of School Principals’ Leadership Using SEM. Garrick Grace, University of KentuckyThe School Principal: Cultivating Leaders of Mathematics. Whitney Gabrielle Presley, Louisiana State UniversityFacilitators:

Kathleen M. W. Cunningham, University of South CarolinaNakia M. Gray-Nicolas, Queens College, CUNY

026. Plenum and Graduate Student ReceptionUCEA Annual ConventionReception5:30 to 7:00 pmMarriott Marquis Houston: Floor 6 - West Event Lawn

45

THU

RSD

AY 027–109

tHURSDAY

CONVENTION SESSIONS & MEETINGS

027. Light Breakfast for Graduate Student Summit Registrants and Jackson Scholars

Special Session7:15 to 7:45 amMarriott Marquis Houston: Floor 3 - River Oaks A

028. UCEA Plenary Session - Day 2Special Session7:30 to 11:30 amMarriott Marquis Houston: Floor 2 - Houston 1

029. GSS Session 16 - Ignite! - Creating Space for Equitable Student VoicesGraduate Student SummitIgnite Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:District Leadership for Diverse and Equitable School Leadership: Equity-Focused Principal Supervisor Practice. Emily Kate Donaldson, University of WashingtonGaining Ground: One Principal’s Effort to Increase College Attendance Among African American Students. Anastasia Beverly Lindo Anderson, Texas A&M UniversityHonoring Their Power: An Exploration of Revolutionary Critical Mentoring in the Lives of Black Girls. Krystal Huff, Loyola Marymount UniversityMath-Heavy Persistence for Black and Latinx Undergraduate Women. Barbara Boakye, Howard UniversityMental Slavery Is a Choice? Going Beyond the Hashtag Into the Depths of the Psyche. Lashia Bowers, Clemson UniversityNew Grounds: “Haunting” as Humanizing Methodology. Courtney Camille Mauldin, Michigan State UniversityThe Development of Black Students’ Critical Race Consciousness in “White Spaces.” Tina B. Evans, Loyola Marymount UniversityThe Good Learner: Reifying Dominant Ideology Through Educators’ Discursive Knots and Pedagogical Practices. Sarah L. Hairston, University of MissouriFacilitator:

Margaret Grogan, Chapman University

030. GSS Session 17 - Leadership for Social Justice in Challenging Political Climates

Graduate Student SummitPaper Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:

46 UCEA ConvEntion 2018 tHURSDAY

Centering Black Leader Narratives in the Decolonization Work. Jamel Adkins-Sharif, University of Massachusetts–Boston“How Do We Perform our Duties in This Political Environment?” Leader Activism in Political Contexts. Meagan Richard, Jason Deric Salisbury (University of Illinois at Chicago)Leaders as Policy Subjects in High Poverty Schools Situated in a Neoliberal Policy Context. Bryan J Duarte, University of Texas at San AntonioSchool District Policy for Racial Equity: A Review of the Literature. Taylor Nicole Allbright, University of Southern CaliforniaTelling Their Story: The Impact of Early Social Awareness of Injustice on District Leaders. Samuel Lawrence Gonzales, Texas A&M University; Elisabeth M. Krimbill, Texas A&M University–San AntonioFacilitator:

María Luisa González, University of Texas at El Paso

031. Introduction to Improvement Science in Education: A Learning-By-Doing Simulation

Innovative Session / Mini-Workshop8:00 am to 12:00 pmMarriott Marquis Houston: Floor 3 - Meyerland BPersistent problems in education require that we rethink how we partner across role groups and constituencies and enact changes so that they take root and have lasting impact. This mini-workshop mixes instructional lessons with guided, hands-on teamwork to advance participants’ understanding of how improvement science can enhance the capacity of classrooms, schools, districts, and other institutions to produce high-quality outcomes reliably for every child and across the diverse settings in which they learn.Participants:

Barbara Shreve, Carnegie Foundation for the Advancement of TeachingCamila Velasquez, Carnegie Foundation for the Advancement of Teaching

Facilitator:Manuelito Biag, Carnegie Foundation for the Advancement of Teaching

032. Jackson Scholars Network Research ConvocationSpecial Session8:00 to 8:50 amMarriott Marquis Houston: Floor 3 - Sugarland BFacilitators:

Lisa Bass, North Carolina State UniversityHollie Mackey, University of Oklahoma

033. GSS Session 18 - Leadership Approaches to School ImprovementGraduate Student SummitPaper Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - TanglewoodParticipants:Against the Odds: Principal Leadership in Challenging Chinese Contexts. Cathy Ping Xie, University of NottinghamA Systematic Review of the Research Literature on School Leadership Teams. Bryan A. VanGronigen, University of VirginiaLeadership as Design: A Case Study of How a District Changed Student Learning Pathways. Julie M. Kallio, University of Wisconsin–MadisonLearning-Focused Leadership in High Schools: A Pathway to Closing Achievement Gaps. Marni J. Davis, University of Utah

47

THU

RSD

AY 027–109

tHURSDAY

Facilitator:Sharon Kruse, Washington State University

034. Jackson Scholars Network Research Presentations: (Session 1) Racial Voyeurism and the Lived Experiences of African American Students

Jackson Scholars Network Research SymposiumPaper Session9:00 to 9:45 amMarriott Marquis Houston: Hunter’s Creek AParticipants:Anti-Blackness in Education: The Lived Experiences of African American Students in U.S. High Schools. Courtney Shantae Bell, University of MinnesotaDifferences in Graduation and Persistence Rates Over Time for African American Students at Texas 4-Year Universities. Jerrell Sherman, Sam Houston State UniversityGendering Race in Desegregation: A Historical Analysis of Black Students’ School Desegregation Experiences in Waco, Texas. ArCasia James, University of Illinois at Urbana-ChampaignRacial Voyeurism and Intergroup Dialogues. Chaddrick Gallaway, University of Illinois at Urbana-ChampaignFacilitator:

Kofi Lomotey, Western Carolina University

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

Special Session9:00 am to 12:00 pmMarriott Marquis Houston: Floor 3 - Hunter’s Creek BResearch teams from the International School Leadership Development Network, an international collaboration between UCEA and the British Educational Leadership and Educational Research Society (BELMAS), will meet to discuss current projects and future plans. Teams will refine research designs for projects dealing with leadership for high-need schools and social justice leadership, examine potential funding sources to support research projects, establish plans for reporting findings at future professional conferences, and determine outlets for publishing research findings.Facilitators:

Pamela A. Angelle, University of Tennessee at KnoxvilleBruce Barnett, University of Texas at San AntonioJami Royal Berry, University of GeorgiaIan Potter, Bay House School & Sixth FormCharles L. Slater, California State University, Long Beach

036. Jackson Scholars Network Research Presentations: (Session 2) Administrative Decision-Making: Implications for School Reform

Jackson Scholars Network Research SymposiumPaper Session9:00 to 9:45 amMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:An Extended Evaluation of Tennessee’s Achievement School District and Local Innovation Zones. Lam Pham, Vanderbilt UniversityEffects of Union Reform on Teacher Turnover and School Management: Evidence From Wisconsin Act 10. Minseok Yang, University of Wisconsin–MadisonCountry Effects on Teacher Turnover Intention: A Multilevel Cross-National Analysis. Lixia


Qin, Texas A&M UniversityFacilitator:

Pamela D. Tucker, University of Virginia

037. Jackson Scholars Network Research Presentations: (Session 3) Critical Studies in Black Education: Understanding the Salience of Race Narratives

Jackson Scholars Network Research SymposiumPaper Session9:00 to 9:45 amMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Afrocentric Education and the Forging of Black Identities. Bodunrin Banwo, University of MinnesotaUnderstanding the Salience of Race Narratives in Black Student College-Going. Jacqueline Forbes, University of Wisconsin–MadisonUsing Critical Race Theory to Examine Chief Diversity Officers’ Positionalities on Diversity/Inclusion at Land-Grant Universities. Brandon Chase Mykel Allen, Purdue UniversityWe Are Because I Am: A Case Study of Black Authentic School Leadership. Natalie Denise Lewis, University of DenverFacilitator:

Kristina Astrid Hesbol, University of Denver

038. Jackson Scholars Network Research Presentations: (Session 4) Teachers: Essential Inputs for School Success

Jackson Scholars Network Research SymposiumPaper Session9:00 to 9:45 amMarriott Marquis Houston: Floor 3 - Meyerland AParticipants:A Bifocal Approach to Examining Teacher Turnover and the Subjectivity of Leaders and Teachers. Bryan J Duarte, University of Texas at San AntonioImpact of School Closure on Teachers and Administrators. Isela Pena, University of Texas at El Paso.An Exploration of Black Male Teachers and Their Retention Decisions in the K-12 Public School System. Ivory Mary Gabriel, Florida State UniversityHow Can Teachers Help Students Enjoy Science? Instructional Practices and Achievement Emotions in PISA 2015. Jeong-Mi Moon, University of MissouriFacilitator:

Van Lac, University of Texas at San Antonio

039. Jackson Scholars Network Research Presentations: (Session 5) Responsible Leadership and System-Level Reform II

Jackson Scholars Network Research SymposiumPaper Session9:00 to 9:45 amMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Black Women’s Successful Leadership: Turning Around Low-Performing Schools. Tiffany Aaron, University of GeorgiaIlluminating the Coaching Experiences of Principals. Diana Barrera, Texas State UniversityPerformance Feedback: How Structure, Culture, and Agency Affect Feedback. Angelica Sleiman, University of San DiegoElementary School Principals’ Perceptions of Preservice Principal Preparation Programs Prepare

49

THU

RSD

AY 027–109

tHURSDAY

Them for Instructional Leadership. Hamada Elfarargy, Texas A&M UniversityFacilitator:

Daniel D. Spikes, University of South Carolina

040. Jackson Scholars Network Research Presentations: (Session 6) Alternative Approaches in K-16 Education

Jackson Scholars Network Research SymposiumPaper Session9:00 to 9:45 amMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Engineering a Bridge to Success: An Examination of Summer Bridge and Alternative Admission Programs. Stephanie Hawkes, Wayne State UniversityMental Health and Academic Empathy: Re-imagining Support Offered to College Students With Untreated Mental Health Conditions. Shantalea Johns, Wayne State UniversityMental Emancipation: Collaboration Between School Leaders and Mental Health Professionals. Lashia Bowers, Clemson UniversityFacilitator:

Robert Donmoyer, University of San Diego

041. Jackson Scholars Network Research Presentations: (Session 7) Academic Achievement and the Hispanic Community: Revisiting Our Commitment and Legislative Perspectives

Jackson Scholars Network Research SymposiumPaper Session10:00 to 10:50 amMarriott Marquis Houston: Hunter’s Creek AParticipants:A Survey of Elementary Teachers’ Language Ideologies and Their Perceptions of Biliteracy. Rolando Augusto Merchán, Sam Houston State UniversityELs in Texas School Finance: Academic Achievement & Legislative Perspectives. Edgar Manuel Torres, University of Texas at AustinAn Empirical Analysis and Assessment of a Hispanic-Serving Institution’s Commitment to Community-Engaged Scholarship. Juan Salinas, University of Texas Rio Grande ValleyFacilitator:

Benterah C. Morton, University of South Alabama

042. Jackson Scholars Network Research Symposium: Mentor Feedback Session 1Jackson Scholars Network Research SymposiumSpecial Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Briargrove A

043. Jackson Scholars Network Research Symposium: Mentor Feedback Session 2Jackson Scholars Network Research SymposiumSpecial Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Briargrove B

044. Jackson Scholars Network Research Presentations: (Session 8) Education Through Cultural Phenomena: An Exploration of Epistemology

Jackson Scholars Network Research Symposium


Paper Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:In Search of Epistemological Solidarity: A Transnational Cultural Recovery P.A.R. Kimberley Jenkins, Miami UniversityGovernance in School Choice: An Investigation Into How Charter School Authorizers Conceptualize Their Work. Omotayo O. Adeeko, Ohio State UniversityAn Exploration of Ethnic Film Festivals as Sites of Informal Learning. Yang Jiang, University of San DiegoFacilitator:

Juan Manuel Niño, University of Texas at San Antonio

045. Jackson Scholars Network Research Presentations: (Session 9) Effective Leadership for 21st Century Schools

Jackson Scholars Network Research SymposiumPaper Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Anti-Oppressive International Educational Leadership Research for the Twenty-First Century. Brandon L. Clark, Iowa State UniversityThe First Maroons: How Culture, Community, and Maroonage have Created a Blueprint for Producing Educational Leaders. Kofi LeNiles, Howard UniversityMaking Room for Transgressive Leadership. Courtney Camille Mauldin, Michigan State UniversityFacilitator:

Encarnacion Garza, University of Texas at San Antonio

046. Jackson Scholars Network Research Presentations: (Session 10) Responsible Leadership and System-level Reform

Jackson Scholars Network Research SymposiumPaper Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Meyerland AParticipants:All in! A Study of Distributed Leadership. Tessie Williams, Auburn UniversityChoices and Challenges: Minority Principals, School Discipline, and School Culture. Justine Lee, University of MarylandPrincipal Decision-Making Around External Relationships: Procedures, Motivations, and Evaluation. Alounso Antonio Gilzene, Michigan State UniversityYes She Can: The Career Pathways of African American Women in Senior Leadership Positions in Universities. Ransford Pinto, University of MissouriSchool Administrators’ Perceptions of the Experiences and Challenges of the Early College High School Principalship. Darrell Harris, University of North Carolina at GreensboroFacilitator:

Karen Ramlackhan, University of South Florida

047. Jackson Scholars Network Research Symposium: Mentor Feedback Session 3Jackson Scholars Network Research SymposiumSpecial Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - River Oaks A

51

THU

RSD

AY 027–109

tHURSDAY

048. Jackson Scholars Network Research Symposium: Mentor Feedback Session 4Jackson Scholars Network Research SymposiumSpecial Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - River Oaks B

049. Jackson Scholars Network Research Symposium: Mentor Feedback Session 5Jackson Scholars Network Research SymposiumSpecial Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - River Oaks C

050. Jackson Scholars Network Research Presentations: (Session 11) Images That Speak: Black Perspectives in Pursuit of Educational Opportunities

Jackson Scholars Network Research SymposiumPaper Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Black Girls Matter Too: Critical Mentoring From the Lens of a Black Girl. Krystal Huff, Loyola Marymount UniversityImages That Speak: Picturing Black Girls’ Educational Experiences. Lateasha Nicol Meyers, Miami UniversityThe Suburban Veil: Black Families and Students’ Perception of Place in the Pursuit of Educational Opportunity. Dana Nickson, University of MichiganFacilitator:

Gwendolyn Carol Webb-Hasan, Texas A&M University

051. Jackson Scholars Network Research Presentations: (Session 12) In Pursuit of Democratic Education

Jackson Scholars Network Research SymposiumPaper Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Conceiving Emancipatory Refugee Education: Perspectives on Education’s Role in the Becoming of U.S. Refugee Youth. Jason R. Swisher, Texas State UniversityDeliberative Democracy: Political Dialogues and Civic Education at a Federal Courthouse. Nattawan Junboonta, Rutgers UniversityPushed Out: How School Rezoning Favors the Gentrifiers and Further Segregates the Marginalized. Fawziah Abdul Rahman Qadir, New York UniversityControlled by Images: An Autoethnographic Sketch of a Black Woman Charter School Leader. Ruqayyah Perkins-Williams, University of Illinois at Urbana-ChampaignFacilitator:

Jennie Weiner, University of Connecticut

052. Jackson Scholars Network Research Symposium: Mentor Feedback Session 6Jackson Scholars Network Research SymposiumSpecial Session10:00 to 10:50 amMarriott Marquis Houston: Floor 3 - Tanglewood


053. GSS Mentor Feedback Session E (GSS Sessions 16 through 18)Graduate Student SummitClosed Session11:00 to 11:50 amMarriott Marquis Houston: Hunter’s Creek AIn this closed session, UCEA Graduate Student Summit (GSS) paper and Ignite! presenters will meet with their faculty mentor for feedback conversations.

054. GSS Mentor Feedback Session A (GSS Sessions 1 through 5)Graduate Student SummitClosed Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Briargrove AIn this closed session, UCEA Graduate Student Summit (GSS) paper and Ignite! presenters will meet with their faculty mentor for feedback conversations.

055. GSS Mentor Feedback Session B (GSS Sessions 5 through 8)Graduate Student SummitClosed Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Briargrove BIn this closed session, UCEA Graduate Student Summit (GSS) paper and Ignite! presenters will meet with their faculty mentor for feedback conversations.

056. GSS Mentor Feedback Session C (GSS Sessions 9 through 12)Graduate Student SummitClosed Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Kingwood AIn this closed session, UCEA Graduate Student Summit (GSS) paper and Ignite! presenters will meet with their faculty mentor for feedback conversations.

057. GSS Mentor Feedback Session D (GSS Sessions 13 through 15)Graduate Student SummitClosed Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Kingwood BIn this closed session, UCEA Graduate Student Summit (GSS) paper and Ignite! presenters will meet with their faculty mentor for feedback conversations.

058. Jackson Scholars Network Research Symposium: Mentor Feedback Session 7Jackson Scholars Network Research SymposiumSpecial Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - River Oaks A

059. Jackson Scholars Network Research Symposium: Mentor Feedback Session 8Jackson Scholars Network Research SymposiumSpecial Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - River Oaks B

53

THU

RSD

AY 027–109

tHURSDAY

060. Jackson Scholars Network Research Symposium: Mentor Feedback Session 9Jackson Scholars Network Research SymposiumSpecial Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - River Oaks C

061. Jackson Scholars Network Research Symposium: Mentor Feedback Session 10Jackson Scholars Network Research SymposiumSpecial Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Sugarland A

062. Jackson Scholars Network Research Symposium: Mentor Feedback Session 11Jackson Scholars Network Research SymposiumSpecial Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Sugarland B

063. Jackson Scholars Network Research Symposium: Mentor Feedback Session 12Jackson Scholars Network Research SymposiumSpecial Session11:00 to 11:50 amMarriott Marquis Houston: Floor 3 - Tanglewood

064. UCEA Awards LuncheonSee Call-Out Box

065. Developing the Core: A Focus on Teacher GrowthPaper Session2:00 to 3:10 pmMarriott Marquis Houston: Hunter’s Creek AParticipants:An Investigation of Trust Between Elementary School Teachers and Principals. Brent Kuykendall, Palos Verdes Peninsula Unified School District; Charles L. Slater, California State University, Long Beach

This investigation explored trust between teachers and principals. Veteran elementary teachers shared incidents they felt influenced the level of trust they had with their principal.

UCEA AWARDS LUNCHEONSponsored by the Wallace FoundationEmcee: Mónica Byrne-Jiménez, Indiana University

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 (p. 192) or the UCEA website: www.ucea.org/opportunity_category/awards

Session 064. Thursday 12:00–1:50 pmFloor 2 - Houston 4


They most often identified incidents where the principal showed benevolence, openness, and honesty, and they had a higher level of trust with principals who showed care, communicated openly, and connected with them on a personal level. This study provides implications for the preparation and professional development for K-12 principals.

How Teacher Leadership and Instructional Leadership Interactively Impact Teaching and Learning. Yan Liu, Central Connecticut State University; Ling Li, Southwest University, China; Chen Huang, Southwest University, China

The quantified measurement of the extent of both teacher leadership and instructional leadership in schools and the impact of these leadership practices on teachers and student learning are limited, especially in an international context. This project investigated how teacher leadership and instructional leadership determine the level of influence on teacher efficacy and student performance using multilevel SEM. The result indicates instructional leadership is a key predictor of teacher efficacy and student performance.

Investigating the Effects of the Principal-Teacher’s Decision-Making Power Relationship: A Novel Slope-as-Predictor Approach. Jiangang Xia, University of Nebraska–Lincoln; Jianping Shen, Western Michigan University

This project investigated the effects of the dynamic principal-teacher’s power relationship on student engagement and teacher job satisfaction. Based on a novel slope-as-predictor approach and large-scale national data, we found that the power relationship with a smaller range tends to have a stronger effect on teacher job satisfaction and that the power relationship had a negative effect on student engagement in the two decision areas where teachers are held accountable for student learning.

Principals Developing Teacher Leaders for the Enactment of Joint Inquiry in Teacher Teams. Samuel Paul Whalen, Jason Swanson (University of Illinois at Chicago)

A consensus is emerging that realizing the instructional ambitions envisioned by the Common Core requires levels of rigor and interdependent action in teacher teams that exceed current norms for teacher collaboration and professional community. The purpose of this paper is to understand the roles principals play in building the capacity of teacher leaders to organize teacher teams for “joint inquiry,” or the enactment of tightly coupled and highly interdependent modes of teacher collaboration.

Facilitator:Allison M. Borden, University of New Mexico

066. The Role of Transformative Leadership to Disrupt Negative Expectations of Students Across the Educational Pipeline

Symposium2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Briargrove AIn this symposium, the presenters draw on the theory of transformative leadership to disrupt problems associated with moral complacency, color-blindness, and systemic inequities for the purpose of reimagining America’s PK-20 schools. By sharing their participatory action research projects, the presenters engage in a counternarrative to disrupt negative beliefs and expectations, insisting that transformation must come from leaders’ capacities to foster the affinity of and emancipation with those rendered as the Other by the educational system.Participants:Combatting the “Trump Effect”: Using Transformative Leadership and Critical Race Curriculum to Uplift One Middle Schools’ Racialized Climate. Kelly Deits Cutler, Portland State UniversityTransformative Leaders in the Making: Understanding Adolescent Leadership Development Through Student Voice, Service Learning, and Social Justice. David Sorkin, University of Notre DameThe Role of Transformative Leadership to Center Latina STEM College Students’ Counterstories in the Implementation of Validation in Student Advising. Tami Coronella, Arizona State UniversityCollege Students’ Perceptions of Their Adaptability in the Transitions of Academic Majors: An Ecological Perspective of Transformative Leadership. Raquel Fong, Arizona State UniversityFacilitators:

55

THU

RSD

AY 027–109

tHURSDAY

Daniel D. Liou, Arizona State UniversitySharon I. Radd, St Catherine University

067. Principles for Principals: Interventions for EquityPaper Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Managing the Message: Principals’ Framing of Anti-Bullying Policy. Scott Hurwitz, Casey D. Cobb, Sarah Woulfin (University of Connecticut)

This qualitative case study aims to address the broader issue of state education policy implementation, with a specific focus on anti-bullying policies and laws. We add to the growing body of work in organizational theory examining the role policy actors play in the implementation process as they utilize strategic framing. Additionally, this study provides insight on a critical area of needed investigation: bullying.

Principals’ Practices for Creating Holistic Organizational Equity Systems Change for African American Student Success. Heather L. Roth, University of Wisconsin–Madison

The literature does not address organizational equity systems change and the structures of schools that perpetuate institutional and structural racism. This study addresses these research questions: In schools implementing systems equity work, (a) what systems of school do principals change for African American student success, (b) what effect has equity systems change had on African American students, and (c) what barriers remain for African American student engagement and success?

The Development of a Racially and Economically Transformative Suburban District. Heather Nicole Bennett, Pennsylvania School Boards Association

Recent studies show that a majority of minority and low-income populations now reside in suburban metropolitan communities. This study focuses on the demographic development of a racially and economically diverse inner ring suburban school district. This study answers the research question: How does housing and school policy function together to impact the racial and economic transformation of an inner ring suburban district in the Northeast from 1960 to 2014?

The Rhythmic Application of Data-Driven Educational Decision-Making in Socioeconomically and Ethnically Diverse Communities. Alexander W. Wiseman, Texas Tech University

How does big data drive educational leaders’ decision-making, especially in predominantly low-income or ethnic and linguistic minority communities? Using U.S. school and principal data from PISA 2015, the findings of this research suggest that school-level educational leaders’ decision-making in low resource and high ethnic/linguistic minority schools tends to be more data-driven than data-based. This is significant because data-driven decision-making results from power imbalances in society-at-large, which become increasingly formulaic and less dependent on context.

Facilitator:Sonya Diana Hayes, University of Tennessee at Knoxville

068. Principal Authority in Complex ContextsPaper Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Hunter’s Creek BParticipants:Managed Discourse: Legitimizing Principal Authority and Agency. Matias Arellano, Meredith Mountford (Florida Atlantic University)

In deconstructing contemporary educational leadership identity and agency, we concluded that the current conservative era of school reform has posited some high school principals as midlevel managers, with little to no agency, charged with conserving the neoliberal values and interests of federal and state policymakers via a corporatized notion of school leadership.


Navigating Enrollment Decline: Exploring How Changing School Contexts Influence Michigan Rural Principal Leadership. Ian Christopher Kinkley, Michigan State University

This paper explores how rural school leaders perceive population change as both influencing their leadership and interacting with the existing challenges and opportunities in their schools. Interviews of Michigan secondary school principals in rural and town schools that have experienced student enrollment decline and increases in free and reduced-price lunch eligibility were conducted to illuminate these underresearched issues in rural education.

Recognizing School Leaders as Masters of Complexity: Educating Context Dependent School Leaders for Complex Schools. Pia Skott, Niclas Rönnström (Stockholm University)

We examine how context dependency and complexity are relevant for research-based understandings of successful school leadership with practical intent, and how such an understanding can inform the education or professional development of successful school leaders. By using a social imaginaries approach combined with Wenger’s theory of learning, examining activities and assignments within a professional development course for principals, we identify patterns of principal behavior, specifically Masters of Complexity.

Reflecting on the Intent and Impact of Developing Equity-Oriented School Leaders: A Dual Narrative Approach. Erin Atwood, Trevon R. Jones (Texas Christian University)

Educational leadership programs are expected to prepare aspiring principals for the challenges of equity that face the public education system across the United States. In this study, we explore the intent and impact of the course from the viewpoint of the professor and a student in a required course focused on equity in education through the construction of dual narratives.

Facilitator:Shelby A. Cosner, University of Illinois at Chicago

069. Seeing the Entire Landscape: Preparing Principals for a Range of DemandsPaper Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:Collaborative Principal–School Counselor Education: National Standards Alignment to Improve Training Between School Counselors and Administrators. Marilynn Quick, Lori Boyland, Rachel Louise Geesa, Kendra Lowery, Renae Danielle Mayes, Jungnam Kim (Ball State University)

Effective relationships between school counselors and administrators are imperative in promoting equitable educational opportunity for all children. Our purpose was to align standards and competencies from the American School Counselor Association (ASCA) and the National Educational Leadership Preparation (NELP) to develop units of study that develop partnerships between school counselors and principals. This project outlines standards-aligned curricular units for principal and school counselor preparation programs in higher education that promote collaboration toward P-12 student success.

Fostering a Culture of Innovation With One-To-One Laptops: Implications for Educational Leadership Programs. Miguel Gonzales, University of Nevada–Las Vegas

Research has confirmed the overall positive effects of one-to-one laptops with student achievement. Yet, minimal research has examined the experience of school leaders in leading and implementing a one-to-one laptop initiative. This case study examines the role and responsibilities of school leaders who lead one-to-one schools. Findings show school leaders provided a vision; modeled learning; observed more student-centered instruction; and experienced a paradigm shift regarding one-to-one laptop instruction, learning, and evaluation.

Leadership Preparation With Critical Disability and Dis/Crit Analysis at the Fore. Joshua Bornstein, Fairleigh Dickinson University; Holly Manaseri, University of Rochester

As instructors of educational leadership, we sought to disrupt ablest thinking among our candidates. Analysis of placement data for students with disabilities in two states and state departments of education documents contextualized our analysis of critical teaching incidents in leadership preparation programs. We critique systematic ableism and racism as they segregate students with disabilities. We offer suggestions to prepare leaders with Disability Studies and Dis/Crit frameworks to disrupt these practices.

57

THU

RSD

AY 027–109

tHURSDAY

Principal Leadership and Preparation: A Missing Component and its Impact on Early Elementary Grades. Megan Marie Hallissey, Columbus State University

Given the minimal experience most principals have in early childhood pedagogy, how are expectations constructed for early elementary grades? Do they align with research on child development practices? This exploratory, qualitative multiple-site case study examined principals’ expectations and how these constructs impact leadership decisions. Data collection included different school configurations and consisted of multiple data sources. The framework for thematic analysis utilized the guidelines of Developmentally Appropriate Practices and the Professional Standards of Educational Leaders.

Facilitator:Janie Clark Lindle, Clemson University

070. Using Personal Narrative to Foster a Culturally Responsive Ecological Learning System

Innovative Session / Mini-Workshop2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Kingwood BThe presenters’ research explores how storytelling can be employed as a teaching, learning, and leading method to create culturally responsive ecological learning systems and support positive reframing of experiences for personal and professional growth. Much like the methods the presenters employed in their research about storytelling, this innovative-format mini-session will explore the experience of narrative andragogy through the words of the participants themselves.Facilitators:

Barry Aidman, Texas State UniversityAnn Marie Cotman Hicks, Texas State UniversityMichael Perkins, Texas State University

071. Mentoring Session for Faculty Seeking Promotion and TenureSpecial Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Meyerland AThis session provides assistant and associate professors with access to the cultural and social capital of professors with vast experience in the promotion and tenure process. Many of these participants have received UCEA Awards (Jay Scribner Mentoring, Jack Culbertson, Master Professor) and/or held leadership roles in the organization. This session will utilize an interactive “speed dating” format so attendees have the opportunity to informally dialogue with each of the participating professors in small groups.Participants:

Judy Alston, Ashland UniversityLeonard C. Burrello, University of South FloridaColleen A. Capper, University of Wisconsin–MadisonMaría Luisa González, University of Texas at El PasoMark Anthony Gooden, Columbia UniversityFrancisco Guajardo, University of Texas Rio Grande ValleyMiguel Angel Guajardo, Texas State UniversityJames W. Koschoreck, Texas State UniversityGerardo R. López, University of UtahHollie Mackey, University of OklahomaMartha 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 HoustonJulian Vasquez Heilig, California State University, Sacramento


Terah Talei Venzant Chambers, Michigan State UniversityAnjalé Welton, University of Illinois at Urbana-ChampaignNoelle Witherspoon Arnold, Ohio State University

Facilitators:Bruce Barnett, University of Texas at San AntonioMónica Byrne-Jiménez, Indiana University

072. Lessons Learned From the University Principal Preparation Initiative (UPPI): A Wallace Foundation Sponsored Session

Special Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Meyerland BOver the last 2 years, seven universities from seven different states have been working with district partners to significantly redesign their principal preparation programs. In this session, representatives from four of the UPPI programs and their district partners will share key lessons learned through their partnership redesign work and advice for others who interested in engaging in similar work.Presenters:

Rob Clayton, Warren County Public SchoolsRobert N. Corley III, Virginia State UniversityMarguerita K. DeSander, Western Kentucky UniversityTim Drake, North Carolina State UniversityJulius Hamlin, Sussex County Public Schools Sylvia M. Anthony McGeachy, Edgecombe County Public SchoolsDaniel Reyes-Guerra, Florida Atlantic UniversityLaurie Riopelle, Palm Beach County Public Schools Ted Toomer, Broward County Public Schools Tracie Weston, Henrico County Public Schools

Facilitator:Karen L. Sanzo, Old Dominion University

073. We’re Talking About a Revolution: Re-evaluating the Role of School Finance and Economics in Leadership Preparation

Critical Conversations and Networking Sessions2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - River Oaks AThere is a marked neglect of ideas from fiscal scholars in the profession’s discourse. Yet school finance scholars can add to how we consider equity and social justice in the preparation and development of educational leaders. This critical conversation session will include a panel of participants who will facilitate and guide the session. We expect lively discussion on what social justice looks like in the interplay between school finance and leadership.Facilitators:

Nicola A. Alexander, University of MinnesotaSung Tae Jang, Education University of Hong KongGloria M. Rodriguez, University of California, DavisJavier Rojo, University of California, DavisR. Anthony Rolle, University of Rhode Island

074. Advocacy Masquerading as Inquiry? A Critical Conversation About “How Ed Schools Became a Menace”

Critical Conversations and Networking Sessions2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - River Oaks BThis year’s conference theme and call for proposals contained the sort of educational-leadership-

59

THU

RSD

AY 027–109

tHURSDAY

field rhetoric the author of of a recent Chronicle of Higher Education article, “How Ed Schools Became a Menace,” railed against. After reviewing the author’s claims through a staged reading of key excerpts from the article, a “panel of provocateurs” and audience members will engage in a critical conversation about the accuracy of the article’s claims and how to respond to them.Participants:

Emily Bautista, YouthBuild Charter School of CaliforniaKortney Hernandez, Loyola Marymount UniversityMartha McCarthy, Loyola Marymount UniversityAngus Mungal, University of Texas at El Paso Edgar Manuel Torres, University of Texas at Austin

Facilitator:Robert Donmoyer, University of San Diego

075. Re/imagining Black Female Leadership: Interrogating Conceptual Frameworks That Challenge Dominant Narratives

Symposium2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - River Oaks CThis interactive symposium incorporates four papers that center the lived experiences of Black female leadership in the US and UK in light of critical frameworks that challenge dominant leadership narratives. In particular we consider how theoretical frameworks such as Black feminist thought and praxis, Black British feminism, critical race theory, anti Blackness, and intersectionality serve as ways to understand as well as disrupt taken for granted institutional practices that privilege Whiteness and negate Blackness.Participants:Spiriting Educational Justice in Detroit: The Leadership of African American Mothers Mobilizing for Increased School Access, Equity and Local Control. Camille M. Wilson, Dana Nickson, Kimberly Charis Ransom (University of Michigan)Black Female School Principals: The Significance of Spirituality. Kofi Lomotey, Western Carolina UniversityLessons Learned From My Mothers’ Gardens: Anti-Blackness, Whiteness, and Liberatory School Leadership. Terri Nicol Watson, City College of New York“Making a Way Out of No Way”: Portraits of Pioneer Black Women Head Teachers in the UK. Lauri Johnson, Boston CollegeFacilitator:

Vonzell Agosto, University of South Florida

076. Observing Leader ImpactPaper Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Building Leadership Capacity for Evidence-Based School Development in Underperforming Arizona and South Carolina Schools. Rose Ylimaki, University of South Carolina; Lynnette Brunderman, University of Arizona; Henry Tran, University of South Carolina; Peter Moyi, University of South Carolina; Suzy Hardie, University of South Carolina; Jingtong Dou, University of South Carolina

In recent years, federal and state policies have called for education practice to become more “evidence-based.” This paper features promising results from one such ongoing project aimed at developing a university–community research partnership whereby research evidence is used as a source of reflection for school development aimed at equitable and high student outcomes and democratic education.

Revolution Requires Change: Using Longitudinal Qualitative Research to Examine Change


Over Time. Mary Lynne Derrington, Jacob Andrew Kamer (University of Tennessee at Knoxville)We explore a critical but underused method for examining change and inequality over time: longitudinal qualitative research. While the argument is made for the use of longitudinal qualitative methodologies in educational leadership and scholarship, this paper also highlights some of the challenges associated with such studies. Additionally, a description of exemplary theoretical frameworks is provided to guide educational practitioners and researchers as they consider using this method.

The Willow and the Oak: Leadership Approaches Using Improvement Science and Experimental Science. Kimberly Jansen, Michigan State University

Even when implementing the same district turnaround framework, the Blueprint, district and school leaders bring their own orientations toward the change process. This paper examines leaders’ orientations toward change based on the experimental science and improvement science paradigm toward scaling up an educational practice. These differing orientations toward change impacted not only the design and implementation processes of the Blueprint into their schools, but also their teachers’ perceptions of the Blueprint.

Turning the Tide on Professional Standards: Data-Informed School Leadership and Practice. Amy Farley, University of Cincinnati; Joshua Childs, University of Texas at Austin

We examine the shifting expectations in the revised leadership standards with regard to data use and accountability. Relying on qualitative content analyses, we examined perceptions of data in professional decision-making and practice, noting in particular changes in the two most recent standards documents (PSEL and NELP). We considered shifts in the prioritization of accountability and continuous improvement and the ways the standards address the connections between data/accountability reform and educational equity.

Facilitator:Daniel D. Spikes, University of South Carolina

077. Teacher Retention Amid Shortage and ScarcityPaper Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Exploring Principals’ Hiring Practices in Teacher Shortage Environments. Andrene Castro, University of Texas at Austin

In states with severe teacher shortages, states have implemented supply-side policies that change teacher entry requirements by loosening or deregulating standards for certification. This study draws from concepts in policy sociology and uses an embedded, single case design to examine how supply-side policies inform various demand-side responses such as teacher hiring, placement, and support. As states address nationwide teacher shortages, findings will contribute to research and policy on teacher labor markets and principals’ practice.

Exploring School Leaders’ Role in Retaining Black Teachers. Darrius A. Stanley, Western Carolina University

Historically, Black teachers have advocated for the success of their Black students. Research has consistently proven that their presence has an added benefit for Black students. Despite these claims, the efforts to retain this marginal teacher population has fallen short. Current scholarship explains that school leadership can have a powerful influence on teacher turnover decisions. This paper utilizes a qualitative case study design to identify the impact that school leadership has on Black teacher turnover.

Leadership Matters: A Study of Teacher Turnover and Retention in One High-Poverty Urban Elementary School. Barry Kamrath, University of Tennessee at Chattanooga; Kimberly Bradford, Cleveland City School District

This mixed methods study examined teacher turnover in one high-poverty urban school to determine common characteristics of those teachers who remained long-term, as well as factors that likely contributed to teachers’ decisions to leave. Teachers who tended to stay long-term had a deep connection to the school, its students, and the community, whereas teachers who left felt they lacked recognition for their efforts and perceived a lack of administrative support.

61

THU

RSD

AY 027–109

tHURSDAY

Predicting Teacher Mobility With Their Perceptions of School Leadership and Organizational Factors. Bryan J Duarte, University of Texas at San Antonio; Guan Saw, Michigan State University

This study extends previous work by examining the relationships between teacher mobility and three major dimensions of school organizational conditions—administrative leadership, teacher autonomy, and accountability policies, with the 2011-12 Schools and Staffing Survey and 2012-13 Teacher Follow-up Survey. The findings indicate that teacher’s negative perceptions of leadership and control over their teaching practices are predictors for movers, while negative perceptions of their evaluation and control over their teaching practices are predictors for leavers.

078. GSC Programming - Demystifying the Academic Job Search, Part I: Tips and Resources for Those Considering the Professoriate

Special Session2:00 to 3:10 pmMarriott Marquis Houston: Floor 3 - TanglewoodAre 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! Before you arrive, check out the UCEA Job Search Handbook along with other resources for the academic job search in the UCEA Opportunities section on the UCEA website.Presenters:

Bradley Davis, University of Texas at ArlingtonNakia M. Gray-Nicolas, Queens College, CUNYDongmei Li, Rice UniversityJada Phelps-Moultrie, Michigan State UniversityJayson W. Richardson, University of KentuckyTerah Talei Venzant Chambers, Michigan State University

Facilitator:Rachel Sue White, Old Dominion University

079. Equitable Educational Leadership for Women in England, Ireland, and Rwanda

International Community Building Session3:20 to 4:30 pmMarriott Marquis Houston: Hunter’s Creek AThis international community-building symposium will provide new insights into the means by which women in educational leadership across the world manifest equity-oriented leadership to achieve a more socially just society. Addressing the conference theme, the session features three research investigations from England, Ireland, and Rwanda. Presenters explore how women leading education create equitable schools that are inclusive and humane.Participants:The Intersection of Women’s Narratives and Educational Leadership. Victoria Showunmi, Maynooth University, IrelandCrossing the Bridge: Female Teachers Experience of the Route to Principalship in Ireland. Mary Cunneen, University College DublinWomen in Higher Education Leadership in Rwanda: Progress, Success, and Challenges. Elizabeth C. Reilly, Loyola Marymount UniversityFacilitator:

Elizabeth C. Reilly, Loyola Marymount University

080. Visualizing How Relationships Illuminate Processes and InteractionsPaper Session


3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:A Social Network Analysis of First-Year Teachers: Belief Formation & Change. Kate Rollert French, Wayne State University; Christopher Lee, Oakland Schools; Andrea Zellner, Oakland Schools

Drawing on literature around the first-year experiences of new teachers—including their unique vulnerability for emotional turbulence and influence from others—this paper examines the structure of first-year teacher personal networks and how these networks impact first-year teacher beliefs. We also address factors that contribute to the formation of first-year teacher personal networks and how members of this network are added, displaced, or excluded.

A Social Network Analysis of Supports Provided in Mentoring Programs. Tania Marie-Cecile Benoiton, Katherine Curry (Oklahoma State University)

We examine supports provided to novice teachers in mentoring programs. Data were collected and analyzed through the social network theory lens. Study participants were teachers from two elementary schools in a large urban school district in the Midwest and their district-based mentors. Data indicated that while teachers depended primarily on their building relationships, their mentors complemented that support and were perceived as coaches, confidants, and friends.

A Social Network Approach to Diffusion of Educational Technology Integration in the Early Childhood Grades. Jackie Mania-Singer, Dawn Pearce, Jessica A. Noonan, Karie Carpenter (Oklahoma State University)

In this study, the underlying social network of a rural PK-8 school district was explored to better understand the diffusion of a one-to-one technology initiative at the PK level. This qualitative case study drew from interviews, observations, and document review, as well as social network analysis survey methods. The findings reveal the influence of leadership and social networks on the adoption and spread of ideas.

Social Network Analysis and At-Risk Student/Teacher Interactions. Kimberly A. Levin, Lehigh University; Robert Steckel, Lehigh University; Tracy Davis, Lehigh University; Craig Hochbein, Lehigh University; Jihyun Kim, Michigan State University

Through the creation of sociograms, practitioners can utilize social network analysis to visualize teacher interactions with at-risk students at the classroom level. These visual representations may allow practitioners to identify trends in order to make more informed decisions about curricular and human resources. This would allow at-risk students to have more equitable access to teachers who could provide them with the best chance at graduating.

Facilitator:Joshua Childs, University of Texas at Austin

081. University/Practitioner Research Collaboration in an EdD Program for District-Level Leadership

Innovative Session / Mini-Workshop3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Briargrove BThis innovative session showcases how EdD programs for practicing school administrators can build productive research–practice partnerships. We provide an overview describing essential components of productive collaboration. Participants then engage with 14 current educational leaders to learn about their CPED-influenced research projects. These examples will be displayed as a poster session, with participants circulating. The session concludes with a facilitated dialogue about how to strengthen university/practitioner research as an essential element of leadership preparation.Participants:Case Study 1: How Central Office Administrators Organize Their Work in Support of Marginalized Students. Hugh Galligan, Norwood Public Schools; Kathleen Smith, Newton Public SchoolsCase Study 2: The Role of Educational Leadership in Social-Emotional Learning Initiatives. Michael Caira, Ashland Public Schools; Sarah Hardy, Stoneham Public Schools; Donna McGarrigle, Pembroke Public Schools; Deborah Langlois, Lawrence Public SchoolsCase Study 3: How Educators of Color Experience Racial Disproportionality in the Educator Pipeline

63

THU

RSD

AY 027–109

tHURSDAY

and Schools. Joan Woodward, Falmouth Public Schools; Donna Guzzi, Newton Public Schools; Roderick MacNeal, Jr., Arlington Public Schools; Nancy Taylor, Boston CollegeCase Study 4: The Role of Central Office Leaders in Supporting Principals. Julia Carlson, Fall River Public Schools; Barish Icem, Pioneer Charter School of Science; Sue Charochak, Beverly Public SchoolsCase Study 5: Leadership Practices That Affect Student Achievement. Nicole Gittens, Brookline Public SchoolsFacilitators:

Vincent Cho, Boston CollegeLauri Johnson, Boston CollegeRebecca Lowenhaupt, Boston CollegeChristina Palmer, Philips Exeter AcademyMartin Scanlan, Boston CollegeKris Taylor, Massachusetts Department of Elementary and Secondary Education

082. UCEA Film Festival ISee Call-Out Box

083. Revolutionizing the Future Through Teacher Recruitment, Retention, and Attrition

Paper Session3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Hunter’s Creek BParticipants:Exploring How to Mitigate the Early Career Minority Teacher Shortage Through Teacher Leadership: Achieving Equity. Tamilah Richardson, The George Washington University

Minority teachers positively impact minority student achievement, yet these teachers account for the highest percentage teacher attrition rates. The primary reasons for their premature departures are a lack of autonomy relating to classroom instruction, exclusion from the school-wide decision-making process, and school culture. The mixed-methods study seeks to fill the gap in knowledge on the benefits of early career teacher leadership development for minority teachers and its potential impact on teacher attrition rates.

UCEA FILM FESTIVAL ISit back and enjoy 5-minute films. Sessions include a Q&A with the filmmakers. Popcorn provided!Host: Scott Richardson, UCEA/University of Virginia

• Culturally Responsive Leadership: Witness to the Possible (Steve McClure, Melodie Wyttenbach, University of Notre Dame)

• The Minnesota Model: Developing Leaders in Agricultural Education and Communication (Troy McKay, University of Minnesota, Twin Cities)

•EducatingNigeria’sYouthforaSustainableFuture:ACriticalMissioninDevelopingLeaders,TheRaphael&EvelynEducationFoundation (Dorothy F. Slater, Nancy P. Autin, Anselm I. Ofodum, University of Louisiana at Lafayette)

• TransformingEducationinBelize (Yanira Oliveras-Ortiz, Wesley Hickey, University of Texas at Tyler)

Session 082. Thursday 3:20–4:30 pm Floor 2 - Houston 4


Beginning Teacher Attrition in Texas by Route to Certification. Hajime Mitani, Rowan University; Ed Fuller, Pennsylvania State University; Liz Hollingworth, University of Iowa

Research over the past decades has identified teacher attrition as the primary cause of the shortage of teachers. It has deleterious effects on organizational effectiveness and student outcomes and has serious negative fiscal implications for districts. This study examines teacher attrition in Texas public schools for seven cohorts of beginning teachers by preparation program type and route to certification. We find beginning teachers from alternative certification programs have substantially greater odds of leaving the profession.

Our Soul Salvation: Increasing the Presence of Black Women Teachers in Public Schools. Darrius A. Stanley, Western Carolina University

The purpose of this paper is to explore the structural, organizational and leadership practices that have historically marginalized Black women teachers. Utilizing critical race and critical race feminism, this paper conceptualizes the failure to retain Black women teachers as structural marginalization and the inattention to the intersectional needs of Black women. Together it expands our understanding of Black women teacher turnover and offers recommendations for leaders and policy makers.

Revolving Doors: An Examination of Hard to Staff Schools in 26 Countries. Stephen Kotok, St. John’s University

This study provides an international examination of hard to staff schools and how they are related to student-level outcomes. Utilizing Trends in Mathematics and Science Study (TIMSS, 2015), the most recent nationally representative data on eighth-grade students, we examine the relationship between attendance at a hard to staff school with math achievement as well as attitudes towards math learning. Descriptive and inferential statistics are conducted for 26 countries including the U.S.

Facilitator:Darrius A. Stanley, Western Carolina University

084. Centering the Unheard in School Choice: Toward Intersectionality of Race, Class, and Gender for Solidarity

Symposium3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Kingwood AIn this symposium, we argue that, for school choice reform to progress toward equitable solutions, we must center unheard voices of Black and Latinx families and families living in poverty. The papers illuminate the intersectional conflicts and consequences some individuals contend with in their pursuit to choose what is right for their children. An asset-based framework that centers communities is necessary for educational leaders, stakeholders, and reformers of school choice policy to coalesce into solidarity.Participants:Rage Against the (De)Segregation Machine: Community Activism and the Fight for School Choice. Kevin Winn, Arizona State UniversityFamilial Racial Fortressing: School “Choice” as a Strategy of Racial Protectionism in K-12 Schools Among Black Families. Jada Phelps-Moultrie, Michigan State UniversitySchool Choice and a Mother’s Narrative: “…About Being In-Between, Like Growing Up on the Border.” Amanda U. Potterton, University of KentuckyThrough a Black Activist Mothering Lens: Equity, Leadership, and the Politics of School Choice. Jacqueline Roebuck Sakho, Lewis & Clark CollegeFacilitators:

Jada Phelps-Moultrie, Michigan State UniversityAmanda U. Potterton, University of Kentucky

085. From Presence to Voice, Advocacy, and EquityIgnite Session3:20 to 4:30 pm

65

THU

RSD

AY 027–109

tHURSDAY

Marriott Marquis Houston: Floor 3 - Kingwood BParticipants:Learning to Act Like a Teacher: How Preservice Teachers Anticipate the Expectations of Their Future Administrators. Christy Suzanne Galletta Horner, Kristina LaVenia, Meg Vostal, Oluwatobi Taiwo Ishola (Bowling Green State University)

Preservice teachers entering the field are undoubtedly aware of the highly publicized challenges associated with teaching. One of the job functions teachers must perform daily is emotional labor, or the purposeful expression, suppression, and modification of their emotions in response to workplace expectations and in pursuit of specific organizational goals. This study seeks to understand preservice teachers’ first experiences with emotional labor.

Strategies to Raise Voices of Teachers and Students. Amie Cieminski, University of Northern Colorado

Today’s principals must be able to lead professional learning to meet the needs of teachers so high-quality instruction is in place in every classroom. This Ignite session will provide strategies or protocols that promote dialogue and understanding of ideas in safe and supportive learning communities. These strategies can be used by leaders to raise the voices of teachers and by teachers to raise the voices of students to promote learning for all.

Voices of the Unheard: Black Girls and the School Discipline Gap. Alexis Patrice Little, Ohio State University

For over three decades, national school discipline records have shown that Black girls are one of the most overrepresented groups receiving out-of-school punishments. Despite this fact, research and policy efforts focusing solely on Black girls has only recently started gaining wider support. This session will center Black girls and their educational experiences under zero tolerance and exclusionary punishments in public schools.

Challenging Dominant Student Voice Narratives: Creating Meaningful Alliances With Youth With Dis/abilities—What Say They? Barbara L. Pazey, University of North Texas

This session challenges the innate privilege of traditional student voice initiatives and calls for the formation of equitable alliances with students with disabilities who can share their expertise so sustainable change might be realized. The study was conducted at two turnaround high schools to understand what youth with dis/abilities, as a community of learners, say they want to learn in today’s classrooms. A social justice leadership orientation honoring the voices of youth with dis/abilities is advanced.

Student Voice and Agency: Paths to Equity. Lu Young, Justin M. Bathon (University of Kentucky)

Student-centered learning emphasizes the perspective of learners in the design and delivery of learning. American schools, as they confront glaring inequities in student outcomes, are demonstrating increased urgency to amplify student voices and engage students at all levels as true partners. How might school leaders harness the energy of student voice, choice, and advocacy to engage ALL students in deeper, more personalized learning, empowering them as agents of their own learning?

Teacher Presence, Teacher Voice, Teacher Leadership: Images and Narration of a “Teacher Walkout” Depicting Advocacy. Kathrine Gutierrez, Ivana Annette Beatty, Kara Walk (University of Oklahoma)

This Ignite session will illuminate the significance of a recent teacher walkout through vivid images capturing the constructs of teacher presence and teacher voice in advocating for the important role of teachers in schools and the larger community. Narration and discussion will further connect the constructs of the images to the critical work of teachers in schools and community.

Accuracy and Bias: A Critical Conversation Concerning Principal Accuracy in Observations of Teaching Performance. Tom Hairston, Kurtis Jensen (University of Missouri)

Teacher evaluation has grown over the past decade as a way to improve teaching performance. A large part of teacher evaluation comes from principal observations of classrooms. Research suggests that those observations are inaccurate and may provide


disparate impact. This session discusses new approaches to teacher evaluation that may minimize explicit and implicit biases of educational leaders—and the evaluation systems they use—in evaluating teachers.

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

086. In Search of Signature Pedagogies in 21st Century Educational AdministrationSpecial Session3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Meyerland AAs programs respond to increased pressure for redesign and reconceptualization, what are the essential components of leadership preparation? What is the role of case study and digital simulation (sims) in preparing students for a clinical component? What are the affordances and constraints of case studies, sims, and clinicals? Panelists will discuss innovations in principal preparation and where they fall on the pedagogical continuum from classroom-based to field-based, from abstract to applied.Presenters:

William Black, University of South FloridaShelby A. Cosner, University of Illinois at ChicagoGerardo R. López, University of UtahApril L. Peters-Hawkins, University of HoustonKen Spero, Ed Leadership SIMSPamela D. Tucker, University of Virginia

Facilitators:Davis Clement, University of VirginiaSara Dexter, University of Virginia

087. New Perspectives on “Our Mission Critical” From the UCEA Urban School Leadership Center

Special Session3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Meyerland BThis symposium presents recent studies that illuminate emerging leadership issues that require attention. They also suggest promising interventions that focus on more equitable practice. The session will engage the authors and audience in a robust discussion of how to link leadership practice and research to challenge and “continue to interrupt the inertia of a system resistant to change, a system that remains a colonizing and oppressive space” (UCEA, 2018).Participants:The Impact of School Closings. Nicola A. Alexander, Bodunrin Banwo (University of Minnesota)Humanizing School Communities. Stefanie Marshall, Muhammad Khalifa (University of Minnesota)Peer Equity Coaching to Increase Culturally Responsive Teaching and Leading. Mary A. Bussman, University of MinnesotaThe Experiences of African American Teachers: Minoritization of Adult Professionals. Mary Yeboah, Wheaton CollegeCaring Leaders/Caring Teachers: What are the Connections? Jisu Ryu, University of Minnesota; Jeff Walls, University of Louisiana at Lafayette; Karen R. Seashore, University of MinnesotaFacilitator:

Karen R. Seashore, University of Minnesota

088. Continuing the Critical Conversation About the Program Coordinator Role: Developing Association Norms

Critical Conversations and Networking Sessions3:20 to 4:30 pm

67

THU

RSD

AY 027–109

tHURSDAY

Marriott Marquis Houston: Floor 3 - River Oaks AAlthough the purpose of UCEA has been to foster quality educational leadership preparation programs, there is no specific association-wide agreement about the role and responsibilities of, or incentives for, the person who coordinates those programs: the program coordinator. This session brings together researchers, program coordinators, and UCEA representatives to foster some agreement about these roles, responsibilities, and incentives, with the goal of that agreement being brought forth to the Executive Committee and Plenum for discussion.Participants:

William Black, University of South FloridaCasey D. Cobb, University of Connecticut

Facilitators:Donald G. Hackmann, University of Illinois at Urbana-ChampaignW. Kyle Ingle, University of LouisvilleJoanne M. Marshall, Iowa State University

090. Repositioning Educational Leadership: Practitioners Leading From an Inquiry Stance

Critical Conversations and Networking Sessions3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - River Oaks CThe purpose of this critical conversation is to encourage a repositioning of the way we think about and study educational leadership and its challenges. In response to recent trends in research, policy, and practice that tend to minimize the role of school leaders (e.g., increased focus on instructional leadership above all else), this panel will expand the discourse about leadership by leaders by discussing some of the most vexing and often invisible aspects of their work.Participants:

Ann Dealy, Ossining Union Free School DistrictAmy Maisterra, District of Columbia Public SchoolsMarquitta Speller, Harlem Children’s ZoneNoah Tennant, Boys’ Latin of Philadelphia Charter School

Facilitators:Michael Johanek, University of Pennsylvania

091. Coupling Theory and Practice: Teaching and Learning About Data Use and School Leadership

Innovative Session / Mini-Workshop3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Sugarland ALeading schools in ways informed by data is an essential component of principals’ work, but little guidance exists to help preparation programs structure coursework around constructive and equitable data use. This session explores teaching and learning about data use through live mini-demonstrations by program alumni followed by panel discussion of how course structures help aspiring leaders engage in data use with an equity lens and where faculty and alumni see opportunities for strengthening preparation programming. This innovative session lays a foundation for future collaboration around teaching and learning about data use by sharing faculty and alumni experiences with a data use course in a traditional educational leadership preparation program. The session involves live demonstrations of coursework products by four program alumni—now school leaders in north Texas public school districts—followed by panel discussion of how course readings and assignments helped students engage in data use with an equity lens, and where these now-campus leaders see opportunities for strengthening preparation coursework around data use. The session concludes by inviting attendees to collaborate in constructing practices for supporting the development of data use capacity in aspiring school leaders by contributing syllabi and learning activities to a shared Google Drive as a repository and resource for those working in


educational leadership preparation specific to data use.Participants:

Erin Atwood, Texas Christian UniversityLynsey Charles, Southern Methodist UniversityMelissa Ann Finstad, Texas Christian UniversityTrevon R. Jones, Texas Christian UniversityBeatrice K. Rivera, Texas Christian University

Facilitator:Jo Beth Jimerson, Texas Christian University

092. Revising Principal Preparation Programs in Diverse Contexts for More Equitable Leaders

Symposium3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - Sugarland BFour university principal preparation programs from diverse contexts in various stages of organizational change identified the need for a more explicit focus on equity and have incorporated an equity-oriented emphasis in their revised programs. This symposium will share the stories of the participants in the revision process, the work with internal and external partners, and the individualized development of programs emphasizing the integration of equity across the program.Participants:

Marguerita K. DeSander, Western Kentucky UniversityStacy Regina Leggett, Western Kentucky UniversityDaniel Reyes-Guerra, Florida Atlantic UniversityMelanie Ann Stefanovic, Florida Atlantic University

Facilitators:Susan Korach, University of DenverTom A. Stewart, Western Kentucky University

093. GSC Programming - Graduate Writing Ignite!: Tips for Crafting Your Best WorkSpecial Session3:20 to 4:30 pmMarriott Marquis Houston: Floor 3 - TanglewoodThis 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!Presenters:

Alex J. Bowers, Columbia UniversityShelby A. Cosner, University of Illinois at ChicagoJennifer Jellison Holme, University of Texas at AustinKatherine Cumings Mansfield, University of North Carolina at GreensboroMariela A. Rodríguez, University of Texas at San AntonioJennie Weiner, University of Connecticut

Facilitator:Lolita Tabron, University of Denver

094. Confronting Churn: Stemming Turnover in Public SchoolsPaper Session4:40 to 5:50 pmMarriott Marquis Houston: Hunter’s Creek AParticipants:Revolving Doors: Impact of Superintendent Turnover on District Churn. Jason A. Grissom, Anna Weiss (Vanderbilt University)

69

THU

RSD

AY 027–109

tHURSDAY

Scant empirical evidence of superintendent impact on students exists. The most recent research concludes superintendents have minimal effect. But what of the superintendent impact on district employees? Using a 25-year panel data set from Missouri, we examine the impact of superintendent turnover on the turnover of district employees. We find that when superintendents leave, other district and school leaders turn over. Type and timing of turnover vary by district and superintendent characteristics.

The Impact of Internal Succession on Principal Turnover. Andrew Pendola, Auburn University; Ed Fuller, Pennsylvania State University

Principal shortages have long been a concern, particularly for high-needs and rural schools. A practice to help ensure better retention of new hires has been to recruit principals who were teachers or assistant principals in the district. However, research has yet to identify if these internal recruits have improved retention rates. Utilizing 17 years of data on over 17,000 principals from Texas, this study compares the retention rates of internal hires with external hires.

The Impact of Principal Turnover on School Performance. Brendan Bartanen, Jason A. Grissom, Laura K. Rogers (Vanderbilt University)

Policymakers and researchers are increasingly concerned with understanding principal turnover. However, we still have limited rigorous evidence on the causes and consequences of school leadership transitions. This study uses a quasi-experimental design to estimate the effect of principal turnover on school performance. We find small negative effects on student achievement and teacher turnover in the short-term. Effects on achievement are explained by exposure to inexperienced principals after a transition.

Where Did All the Leaders Go? Examining Superintendent and Principal Turnover. Ed Fuller, Pennsylvania State University; Andrew Pendola, Auburn University; Liz Hollingworth, University of Iowa; Anne Maselli, Pennsylvania State University

Research has shown principal turnover has deleterious effects on teacher and student outcomes. Yet, we understand little about the factors influencing principal turnover. This study examines the relationship between superintendent turnover and principal turnover.

Facilitator:Pedro Reyes, University of Texas at Austin

095. Autoethnography as Method for Transformation: Preparing Leaders as Advocates for Social Justice

Innovative Session / Mini-Workshop4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Briargrove AThis is a student-directed symposium. To share their transformational journeys in the Urban School Leaders Collaborative, students will present three papers and a video documentary analyzing data from their collective autoethnographies. The purpose of this symposium is to analyze student learning in an established, award-winning principalship preparation program referred to as the Urban School Leaders Collaborative and to examine the notion of collective critical consciousness as the central pedagogical approach.Participants:

Maria Adams, University of Texas at San AntonioAndrea Avalos, Edgewood Independent School DistrictJulian Barrera, University of Texas at San AntonioEsther Casias, Edgewood Independent School Districtlaur Ann David, University of Texas at San AntonioRoseann Gonzales, Harlandale Independent School DistrictMaribel Howard, Harlandale Independent School DistrictScott Jenrette, Harlandale Independent School DistrictDebbie Jones, University of Texas at San AntonioJoAnn Lopez, Edgewood Independent School DistrictLarry Machado, Edgewood Independent School DistrictMelissa Machado, University of Texas at San Antonio


Jorge Medrano, Edgewood Independent School DistrictGoldie Rios, Edgewood Independent School DistrictEsther Sarai Rios Rodriguez, University of Texas at San AntonioRebecca Rivas, Edgewood Independent School DistrictLauren Rodriguez, Edgewood Independent School DistrictDarlene Roebuck, Harlandale Independent School DistrictRita Rosales-Alvarez, University of Texas at San AntonioLindsey Saldana, Edgewood Independent School DistrictDonnie Lee Short, University of Texas at San AntonioDavid Solis, Edgewood Independent School DistrictIsela Trujillo, University of Texas at San AntonioDora Urbina, Edgewood Independent School District

Facilitators:Juan Manuel Niño, University of Texas at San AntonioEncarnacion Garza, University of Texas at San AntonioBetty M. Merchant, University of Texas at San AntonioEvangeline Aguilera, University of Texas at San Antonio

096. An Interdisciplinary Examination of Educator Sexual MisconductSymposium4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Briargrove BIn the current era of increased intolerance of misconduct, educator sexual misconduct (ESM) remains a little-studied construct within teaching and educational leadership literature. We present a legal framework for how states define and discipline educators who engage in ESM with students, data describing adolescents’ perceptions and knowledge of ESM, perception data of college students regarding ESM, and practices in working with school leaders to investigate and address ESM.Participants:

Aimee Holt, Middle Tennessee State UniversityElisabeth M. Krimbill, Texas A&M University–San AntonioDavid P. Thompson, University of Texas at San Antonio

Facilitators:Frank Hernandez, Southern Methodist UniversityCatherine E. Robert, University of Texas at Arlington

097. Innovations in Principal PreparationIgnite Session4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Hunter’s Creek BParticipants:District Leadership for Diverse and Equitable School Leadership: The Equity-Focused Practice of Principal Supervisors. Emily Kate Donaldson, University of Washington

This Ignite! presentation will highlight the leadership practice of a group of district leaders, primarily principal supervisors, in one midsized urban district as they sought to carry out their support for principals in explicitly equity-focused ways. Four themes of their practice will set forth an initial template of what “equity-focused principal supervision” looks like and bring an equity lens to an area of educational leadership to date explored in race-neutral terms.

Preparing Equitable School Leaders: Focus on Adaptive Leadership. Tracy Reimer, Bethel UniversityThe purpose of this Ignite session is to inspire administration preparation programs to be forerunners in school leadership reform. The session will define two kinds of leadership challenges: technical and adaptive. Examples of each kind of challenge, gathered from practicing superintendents and principals, will be shared. Attendees will learn specific behaviors to grow as adaptive leaders in order to create school cultures that foster equitable practices.

Using Assessment Center Methodology to Revolutionize Leadership Preparation. Kermit Buckner, East Carolina University; Kimberly Kappler Hewitt, University of North Carolina at Greensboro

71

THU

RSD

AY 027–109

tHURSDAY

One of the critical challenges preparation programs face is enabling candidates to understand their leadership strengths and areas of weakness and helping them develop in a safe, low-risk environment the skills they will need to be successful. To meet the challenge to better prepare school leaders for complex and demanding tasks, additional innovations in preparation programs are needed. Assessment center methodology is such an innovation.

How Is Online Faculty Advising an Ethics- and Equity-Based Approach to Educational Leadership Preparation? Elan N. Paulson, Western University; Kevin Brady, University of Arkansas

Members of two UCEA Program Centers collaborated to better understand online modality and student advisory in leadership programs by conducting a literature review and leading numerous dialogue sessions at various academic meetings in the past year. Sharing their findings, this Ignite session will spark interest in promoting an ethics- and equity-based approach to online advising in doctoral-level leadership preparation programs through the use of communities of practice as professional learning tools.

The Four Frames of Digital Principal Leadership: Revolutionizing the Role of School Leader. William L. Sterrett, University of North Carolina at Wilmington; Jayson W. Richardson, University of Kentucky

This Ignite session shares insights from a recent research study of 12 principals who received the NASSP Digital Principal Award during 2012–2017. Insights regarding the principals’ perspectives on leadership, challenges, and opportunities will be presented through the framework of Bolman and Deal’s four frames: the structural, human resource, political, and symbolic frames. This session will provide perspective of how principals are revolutionizing the role and redefining collaborative leadership.

School District and University Principal Preparation Partnerships: Preparing Principals for Predominantly Latino Schools. Alejandro Garcia, Velma Menchaca, Fred Guerra, George Padilla (University of Texas Rio Grande Valley)

As a response for the need of innovative principal preparation programs, the Department of Organization and School Leadership of the University of Texas Rio Grande Valley has created Leadership Development Partnerships with six local school districts for the purpose of developing and enhancing leadership effectiveness of prospective educational leaders in predominantly Latino schools. The purpose of the study is to discover both the potential advantages and challenges for district/university collaborative partnerships.

Early Lessons on Creating a Professional Network for Aspiring Indigenous School Leaders. Frank Perrone, Sheri Sue Williams, Shawn Lee Secatero, Russ Romans (University of New Mexico)

This Ignite presentation describes a flagship university’s concentrated effort to strengthen and supplement principal preparation for leadership in Indigenous schools in the Southwest. The study draws on the University of Washington’s Principal Support Network. This support network is one part of a much larger initiative to create a Native American teacher-to-principal pathway for Indigenous-serving schools and improve principal preparation in rural parts of the state.

Leadership Preparation Program Graduates That Do Not Enter Traditional Campus Leadership Positions. Bradley Davis, University of Texas at Arlington

Analysis of leadership preparation program graduates’ career outcomes leads to a variety of questions concerning the notion of “fit” between students’ career aspirations, preparation program curricula, state certification policies, and labor markets. The purpose of this Ignite presentation is to (a) visualize the career outcomes of leadership preparation program graduates who do not enter formalized, campus leadership positions; (b) explain how to compile such information; and (c) engage in dialogue about the aforementioned notion of fit.

Facilitator:John Beuhring Nash, University of Kentucky

098. Leadership, Governance, and Equity in the Context of School ChoiceSymposium


4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Kingwood APolicies that aim to introduce market mechanisms of choice and competition into public schools create new roles and responsibilities for school leaders. However, we know little about how leaders negotiate these changing contexts and the practices they engage in to open schools, respond to competition, or improve instruction in these settings. This panel explores leadership and governance in the context of school choice—in New Orleans, Denver, and Arizona—with implications for equity and access.Participants:Market “Exceptions”? Race, Competition, and the Charter School Authorization Process in Post-Katrina New Orleans. Kevin Lawrence Henry, Jr., University of ArizonaThe Portfolio in Action: How New Governance Models Influence Leadership for Learning. Chris Torres, Michigan State University; Katrina Bulkley, Montclair State University; Taeyeon Kim, Michigan State UniversityCharter School Leaders’ Perceptions of Competition. Huriya Jabbar, University of Texas at Austin; Benjamin Creed, Northern Illinois University; Janet Solis Rodriguez, University of Texas at Austin; Maria Unda, University of Texas at Austin; Sophia Mir, University of Texas at Austin; Antoinette Dao, University of Texas at AustinSchool Choice and the Tragedy of the Commons. Amanda U. Potterton, University of KentuckyFacilitators:

Casey D. Cobb, University of ConnecticutHuriya Jabbar, University of Texas at Austin

099. Combating Oppressive Policies: From Past to PresentPaper Session4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Centering the Black Principal in the Decolonization Work. Jamel Adkins-Sharif, University of Massachusetts–Boston

This research study explores the lived experiences of a Black principal and Black children to construct a narrative about what school success looks and feels like. Using auto-ethnography, interviews and a focus group, this study will analyze these narratives through lenses of critical race and theories of coloniality. Potential contributions expand the field of leadership studies and engaging student voice.

Foregrounding the “Home” in Student Homelessness: Residential Setting and Academic Outcomes in an Urban District. Alexandra E. Pavlakis, Southern Methodist University; Meredith Richards, Southern Methodist University; Dongmei Li, Rice University; Mark Pierce, Southern Methodist University

Student homelessness is on the rise; however, we know little about the impact of homelessness on academic outcomes, particularly by residential setting (e.g., shelter, motels, doubled-up, unsheltered). Using student records from a large urban district, we find the negative effect of homelessness on achievement is largely explained by differences in attendance between homeless and nonhomeless students. However, we find a small negative effect of doubling-up on achievement after controlling for attendance. Leadership implications are discussed.

Gender, Sexuality, & Black Students in Southern School Desegregation: A Historiographical Review. ArCasia James, University of Illinois at Urbana-Champaign

This historiographical review presents an analysis of the literature’s assessment of Black students’ gender and sexuality in desegregated schools post-Brown. Through an intersectional lens, this review is guided by the question: How does extant literature on school desegregation in the South treat gender or sexuality as related to Black students’ experiences in schools? Preliminary findings suggest that scholars have overlooked this significant aspect of the history of school desegregation.

Hidden Figures? Interrogating Inequity by Uncovering Leadership Practices That Dismantle the School to Prison Pipeline. Dionne Cowan, Georgia State University

73

THU

RSD

AY 027–109

tHURSDAY

The school to prison pipeline 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.

Racism as Cultural Routine: Uncovering the Permanence of Racism in the Minnesota Desegregation Rule. Sharon I. Radd, St. Catherine University; Tanetha Jamay Grosland, University of South Florida

This study examines the Minnesota Desegregation Rule as a cultural artifact of U.S. public education. Using a critical lens to scrutinize the discourses in the rule, we reveal three cultural routines related to race, racism, and power: selective racialization, burdening the protected, and compliance and control. While the law is purportedly intended to help minoritized populations, we find that ultimately, the rule relies on technical fixes to address deep structural, social, and institutional forms of racism.

100. Preparing Leaders With PSEL/NELP Standards: Announcing the New UCEA Book Series

Special Session4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Meyerland AThe symposium features the UCEA-Routledge series on the PSEL-NELP Standards for Leadership Preparation and Practice. Specifically, this session highlights the latest volume on Ethical Principles for School Leadership and a preview of the upcoming volume on Human Resources and Strategic Talent Management. The session concludes with a discussion about leadership preparation among authors and the broader audience as well as next steps for the series.Participants:UCEA and Routledge PSEL-NELP Series Overview. Rose Ylimaki, University of South Carolina; Janie Clark Lindle, Clemson University

Policy trends reflect an increasingly complex reality for education, schooling, and leadership thereof. We can observe a pattern of changes, including shifts toward centralized curricula (standards, Common Core) and new public governance as well as an increasing plurality of students due to internal demographic shifts and population migrations. The various versions of the standards from ISLLC to NELP maintain a steady focus on the key obligation of schooling and school leaders, that of ensuring student success. In fact, the revisions cycles display UCEA’s and partners’ awareness and responsiveness to ongoing school and community dynamics and external influences that can either support or block student success. Such complexity demands a new education theory movement as well as empirically informed leadership preparation programs, which in turn clarify a high standard and vision of student success in the face of rapid and complex shifts in external influences. This series of books, PSEL/NELP Leadership Preparation Series, reflects those ongoing rapid changes. UCEA and Routledge’s partnership offers instructors and aspiring leaders insights into the dynamic challenges that school leaders must confront to maintain a steady focus on their primary responsibility to ensure that all students learn. This paper provides an overview of the series and its intent to support leadership preparation and practice amidst the complex reality of education and in relation to the PSEL-NELP standards.

Ethical Principles for School Leadership. Lisa Bass, North Carolina State University; William C. Frick, University of Oklahoma; Michelle D. Young, UCEA/University of Virginia

Co-published with UCEA, this new textbook tackles Standard #2 of the Professional Standards for Educational Leaders (PSEL): Ethics and Professional Norms. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, implications for practice, and learning


activities, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote ethical leadership and student success in their contexts.

Human Resources and Strategic Talent Management. Henry Tran, University of South Carolina; Carolyn Kelley, University of Wisconsin–Madison

The next installment of the PSEL/NELP Leadership Preparation series focuses on Human Resources and Strategic Talent Management. This volume is designed to assist educational leadership preparation programs by providing aspiring leaders with the latest research and evidence-based approaches to human resources, with a particular focus on strategic talent management to aid teacher recruitment, selection, development, evaluation, retention, compensation, collective bargaining, and other personnel-related topics. The work is grounded in the new PSEL standards, with particular focus on Standard 1 (mission, vision and core values), Standard 6 (the professional capacity of school personnel), Standard 7 (professional community for teachers and staff), Standard 9 (operations and management), and Standard 10 (school improvement) as it relates to the strategic talent management processes. Given that teachers and principals are inequitably distributed across school types, special attention will be paid to the role of district leaders in developing systems that address human resource needs in impoverished rural and urban contexts to maximize the opportunities of placing effective educators in the presence of all students regardless of their geographic residence, and the role of school leaders in structuring work and managing resources to enhance teacher effectiveness and promote student learning.

Facilitators:Janie Clark Lindle, Clemson UniversityRose Ylimaki, University of South CarolinaMichelle D. Young, UCEA/University of Virginia

101. UCEA Center for the International Study of School Leadership: Principals Generating Success in High-Need Schools

Special Session4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Meyerland BNational and international scholars in this session will come together to promote a conversation about a worldwide examination of high-need schools in different parts of the world. High-need schools may be found in areas of high percentage of families with income below the poverty line, lacking qualified teachers or basic funding and physical infrastructure, following natural or created disasters, and of a high percentage of historically/socially excluded communities or underrepresented groups such as indigenous or immigrant/migrants.Presenters:

Mette Lise Baran, Cardinal Stritch UniversityLorenda Chisolm, University at Buffalo, SUNYLawrence George Drysdale, University of Melbourne, AustraliaWowek Sean Kearney, Texas A&M University–San AntonioNathern S. A. Okilwa, University of Texas at San AntonioAna Cristina Oliveira, Federal University of the State of Rio de JaneiroCynthia Paes de Carvalho, Pontifícia Universidade Católica do Rio de JaneiroGlady Van Harpen, University of Wisconsin–OshkoshNoemi Waight, University at Buffalo, SUNY

Facilitators:Bruce Barnett, University of Texas at San AntonioDavid Mark Gurr, University of Melbourne, AustraliaStephen Louis Jacobson, University at Buffalo, SUNYFiona Longmuir, Monash University, AustraliaKieran McCrohan, University of Melbourne, Australia Elizabeth T. Murakami, University of North TexasRoss Notman, University of Otago, New Zealand

102. Matters of Trust: Dilemmas in the Measurement of Trust in SchoolsCritical Conversations and Networking Sessions

75

THU

RSD

AY 027–109

tHURSDAY

4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - River Oaks AThe panelists in this critical conversation are in agreement that trust and its measurement are important. Where they differ is where this conversation begins: Is trust fundamentally a unified or multidimensional construct? What factor structure of trust is most useful to researchers and practitioners? Since schools are nested organizations, is trust better studied with multilevel models? How are the answers to these questions influenced by the context of a study?Participants:

Curt Adams, University of OklahomaDouglas E. Mitchell, University of California, RiversideLisa S. Romero, California State University, SacramentoMegan Tschannen-Moran, College of William and Mary

Facilitators:Davis Clement, University of VirginiaUfuk Erdogan, College of William and Mary

103. Inter-American Educational Leadership Networks and Cross-Sector Alliances for Educational Equity

Critical Conversations and Networking Sessions4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - River Oaks BThis session will invite a critical dialogue on equity-based educational leadership and management (EDLM) networks and alliances across Latin America. Facilitated by a panel of Latin American and U.S. scholars running a transnational EDLM network, participants will consider how networks and alliances could support regionally and locally led advancements in EDLM and the cultivation of a distinctively Latin American knowledge and practice base stemming from, and responsive to, the region’s unique realities, inequities, and strengths.Facilitators:

Michael Johanek, University of PennsylvaniaAlicia Rusoja, Saint Mary’s College of CaliforniaMarcos Sarasola, Universidad Católica del UruguayPaulo Volante Beach, Universidad Católica de Chile

104. Disrupting the Internship: Enhancing Critical Praxis in Leadership Preparation

Critical Conversations and Networking Sessions4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - River Oaks CThe purpose of the proposed session is to share critical elements of a newly designed Superintendency Preparation Program, specifically those features intended to disrupt the internship experience. Perhaps the most representative of these emerging features is the use of course-embedded fieldwork to disrupt three key elements missing from traditional internships. Because the development or enhancement of dispositions must be intentional, the course-embedded fieldwork supports a program-wide dispositional ethos.Participant:

Lenford Sutton, Illinois State University Facilitator:

Dianne Catherine Renn, Illinois State University

105. Critical Challenges & Radical Possibilities of Community Schooling: Toward Racial & Community Justice in School–Community Partnerships

Innovative Session / Mini-Workshop4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Sugarland A


Full-service community schools are increasingly implemented nationally as a means to transform educational spaces into community “hubs”: spaces to assist school leaders in addressing racial disparities and deficit narratives of minoritized groups. However, limited research critically considers how these initiative moves us toward revolutionary and transformative realities for youth and families of color. This innovate session (that leverages TED talks) explores the critical challenges and radical possibilities of community schooling to achieve racial and community justice.Participants:

Carmen Bartley, University of Wisconsin–MadisonGwendolyn Baxley, University of Wisconsin–MadisonHaerin Park, Boston CollegePeter Miller, University of Wisconsin–MadisonMartin Scanlan, Boston College

Facilitator:Sonya Douglass Horsford, Columbia University

106. Black Women in Educational Leadership: Recovering Hidden Figures, Reclaiming Intersectionality, and Revolutionizing Leadership Praxis

Symposium4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - Sugarland BThis symposium presents five research papers examining Black women’s leadership (Alston, 2005; Horsford, 2012; Tillman, 2004) across schools and communities. Grounded in intersectionality, the authors disrupt active discriminatory agendas and patriarchy (hooks, 2000) that have altered narratives and sustained racialized gendered imbalances in educational leadership. While women have been included, research is still permeated by power, control, authority, and privilege. As hidden figures, Black women’s perspectives have continuously guided educational fields through equitable educational processes.Participants:Intersectional Leadership: Proffering an Intentional Theory Grounded in Constellated Praxes. Angel Miles Nash, Chapman UniversityBlack Female Superintendents: A History of Leadership at the Intersection of Race and Gender. Dessynie Edwards, Texas A&M University; Sonya Douglass Horsford, Columbia University; Judy Alston, Ashland UniversityWorker or Leader: A Critical Discourse Analysis for Hidden Figures. Tara Nkrumah, University of South FloridaUncovering the Other(ed) Hidden Figures: A Meta-Synthesis of Black Women Superintendents Research Studies. Dessynie Edwards, Texas A&M University; Deena Khalil, Howard UniversityLeading by Example: A Case Study of One Black Woman Teacher Leader’s Formation of Equitable Partnerships Between Students, Families, and Schools. Abigail Kayser, University of VirginiaFacilitators:

Judy Alston, Ashland University Dessynie Edwards, Texas A&M UniversitySonya Douglass Horsford, Columbia University

107. GSC Programming - Graduate School in StagesSpecial Session4:40 to 5:50 pmMarriott Marquis Houston: Floor 3 - TanglewoodNavigating graduate school can be challenging, specifically as it relates to understanding what to prioritize at each stage in the process. Everything from coursework and conference-going to writing for publication should take unique precedence throughout each step in your doctoral studies. It is important to demistify these stages; therefore, this session will offer an opportunity for an ongoing dialogue with faculty and advanced graduate students about what a stage-model of navigating graduate school might look like in educational research.

77

THU

RSD

AY 027–109

tHURSDAY

Presenters:Miriam D. Ezzani, University of North TexasW. Kyle Ingle, University of LouisvilleMary Martin Patton, Texas Christian UniversityFawziah Abdul Rahman Qadir, New York UniversityAngela Urick, University of Oklahoma

Facilitator:Wei-Ling Sun, University of Texas at Austin

108. Opening General Session I: Texas Superintendents’ PanelSee Call-Out Box

109. Opening Reception in Honor of UCEA Past PresidentsSee Call-Out Box

Opening general SeSSiOn i: Texas superinTendenTs’ panel

Panelists: H. D. Chambers, Alief Independent School District (ISD) Kelly Crook, Del Valle ISD Esperanza Zendejas, Brownsville ISD

The social justice keynote panel will feature social-justice-oriented superintendents in Texas who have led major initiatives focused on the procurement of equitable outcomes in their districts. Join us as we learn from district leaders who are uniquely situated to shape policies and practices in a way that better facilitates the procurement of equitable outcomes for the children, families, and communities they are called to serve.

Session 108 Thursday 6:15–7:30 pmFloor 2 - Houston 4

Opening receptiOn in HOnOr Of Ucea paSt preSidentS

UCEA Executive Director Michelle D. Young and Immediate Past President of UCEA Mariela Rodríguez 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. See program p. 191 for a list of UCEA past presidents.

Session 109 Thursday 7:30–9:00 pm West Event Lawn on the 6th floor of the Marriott Marquis

78 UCEA ConvEntion 2018 FRiDAY

110. Indigenous Scholars and Scholarship SIG MeetingMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:

Jordan Carte, Salish Kootenai CollegeLance Harden, University of OklahomaAspen Dawn Many Hides, Salish Kootenai CollegeMichael Munson, Salish Kootenai CollegeSasanehsaeh Pyawasay, University of MinnesotaAlex Red Corn, Kansas State UniversityAdriane Rane Tailfeathers, Salish Kootenai College

Facilitators:Susan C. Faircloth, Colorado State UniversityCornel Pewewardy, Portland State UniversityWilliam Ruff, Montana State UniversitySweeney Windchief, Montana State University

111. Supervision and Instructional Leadership SIGMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Kingwood AFacilitator:

Mary Lynne Derrington, University of Tennessee at Knoxville

112. Carnegie Project on the Education Doctorate (CPED) MeetingMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Meyerland AClosed business meeting for faculty, students, and deans of CPED member institutions.Facilitator:

Jill Alexa Perry, University of Pittsburgh

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

Meeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Meyerland BParticipants:

Sara Dexter, University of VirginiaNick Sauers, Georgia State University

Facilitators:Scott McLeod, University of Colorado, DenverJayson W. Richardson, University of Kentucky

114. JSL Editorial Board MeetingMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Sugarland B

79

FRID

AY 110–204

FRiDAY

Participants:Bruce Barnett, University of Texas at San AntonioChoi Daniel, California State University, FullertonKate Fowler, University of North TexasFrank Hernandez, Southern Methodist UniversityDenise Schares, University of Northern Iowa

Facilitators:Elizabeth T. Murakami, University of North TexasNatalie Tran, California State University, Fullerton

115. Researcher Development Program Orientation (closed session)Closed Session7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - TanglewoodIn this closed session, mentors and mentees who have been selected to join the Researcher Development Program, a new initiative to match graduate students and faculty to collaborate to complete a research product, are invited to an orientation. We will provide a brief introduction to the program and provide a space for mentors and mentees to meet and begin discussing their work with each other.Facilitators:

Lam Pham, Vanderbilt UniversityTamilah Richardson, George Washington UniversityAngela Urick, University of OklahomaBryan A. VanGronigen, University of VirginiaAlison Shelby Page Wilson, University of Oklahoma

general SeSSiOn ii: tOwn Hall

The Future of Leadership and Leadership for the Future: Meeting the Needs of the Next Generation of Schools and StudentsSponsored by the Wallace Foundation

Panelists: Rosa Atkins, Charlottesville City Schools Andy Cole, The Wallace Foundation L. Earl Franks, National Association of Elementary School Principals Steve Murdock, Rice University Facilitator: Steve Tozer, University of Illinois at Chicago

The future promises increasing diversity in the composition and background of the U.S. student population. To meet the evolving needs of a new generation of students, educational leaders must be prepared to address these evolving demographic and geographic trends. How can we anticipate student-, school-, and district-level change proactively instead of being reactionary and delayed in our response? And, as a field, how can we ensure we are not stuck in the trap of preparing school leaders for yesterday’s schools? Speakers will discuss data on the changing role of a principal and offer forward-looking and innovative approaches to leading schools and districts.

Session 117 Friday 8:00–9:20 am Floor 2 - Houston 4


116. Politics of Education Association Breakfast and MeetingMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - WestchaseFacilitator:

W. Kyle Ingle, University of Louisville

117. General Session II: The Future of Leadership and Leadership for the Future: Meeting the Needs of the Next Generation of Schools and Students: A Wallace Foundation Town Hall.

See Call-Out Box on previous page

118. Examining School and District Organization Through Critical Policy AnalysisPaper Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Embracing Contradiction: A Critical Analysis of a Private School’s Participation in a State Voucher Program. Rodney S. Whiteman, University of Wisconsin–Milwaukee

The purpose of this paper is to theorize on contradictions within an education marketplace and the contradictions exhibited by individual personnel within a progressive private school participating in the state’s voucher program. I apply critical theory in the lineage of Marx, the Frankfurt School, and Habermas, which highlights contradictions of capital, consumptions, and commodity fetishism and the political and economic systems in which the focal school is embedded.

How Local Discretion Limits School Choice Access. Sarah Winchell Lenhoff, Wayne State UniversityThis study examines how local discretion in implementing open enrollment school choice policy restricts access to some students, with implications for racial and economic equity. Combing data from a new survey of local district open enrollment policies in Metro Detroit with student-level administrative data, findings suggest that local variation in open enrollment policies restricts access for Black and low-income students, while controlling for distance to nonresident schools.

Race and the Commodification of Stakeholders to Secure Private Dollars: The Case of CMO Leaders. Laura Elena Hernandez, Learning Policy Institute

While scholars have delineated the role of private funding in charter schools, less is known about how charter leaders engage funders to secure monetary support. This study fills this gap and investigates charter leaders’ donor outreach, highlighting how race is invoked in that process. I find that charter leaders convey subtle, deficit-laden racial narratives about their stakeholders in donor outreach and often commodify their constituents by offering teachers and students as resources in return for investment.

The Expansion of Exemption: Texas’ Districts of Innovation. Sarah Guthery, Texas A&M–Commerce; Meredith Richards, Southern Methodist University

Since 2015, Texas has permitted districts to self-designate as “districts of innovation” (DOIs) and claim the same exemptions as open-enrollment charters (e.g., teacher certification, class size, and school calendars). Currently, over 740 Texas districts are DOIs, meaning that three quarters of all students are enrolled in districts that waive major aspects of education law. In this study, we provide initial evidence of prevalence and distribution of DOI districts and exemptions. We discuss implications for leadership.

The Multiple, Contested Meanings of Diversity: A Critical Policy Analysis of “Intentionally Diverse” Charter Schools. Terri S. Wilson, University of Colorado, Boulder; Huriya Jabbar, University of Texas at Austin

Growing numbers of “intentionally diverse” charter schools have been founded across the country. Our study situates diverse charters in the broader charter-school movement, mapping key organizations, advocacy groups, and schools, and unpacking what different stakeholders mean by “diversity” using critical policy and discourse analysis. We describe key differences in how these

81

FRID

AY 110–204

FRiDAY

actors conceptualized diversity, emerging tensions between local and national groups, and the possible political advantages of highlighting diversity in the charter sector.

Facilitator:Sarah Diem, University of Missouri

119. Time Well Spent? How Leaders Focus Their DayPaper Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:The Relationship Between Time Spent on School Management Tasks and Instructional Leadership Tasks to Leadership Self-Efficacy. Juli McBrayer, Summer Pannell (Georgia Southern University)

This study sought to determine if a relationship existed between time spent on management tasks and instructional leadership tasks and administrators’ leadership self-efficacy. Results indicated for every unit increase in time spent on instructional leadership tasks, leadership self-efficacy scores increased by .36 of a standard deviation, and for every unit increase in time on school management tasks, leadership self-efficacy decreased by .09. The implications suggested more time dedicated to instructional leadership tasks could enhance leadership.

Principal Time Use in Singapore. Tiedan Huang, Fordham UniversityThe study uses a relatively large representative sample from Singapore and focuses on relationships between principals’ time use and process variables such as school climate as well as its subsequent influence on student academic achievement.

Empirical Examination of a Reconceptualization of School Leader Time Use: The School Leadership Time Demands Model. Craig Hochbein, Lehigh University; Abby S. Mahone, Lehigh University; Coby Meyers, University of Virginia

For more than a century, researchers have studied how school leaders dedicated their time. As part of their work, school leaders often delegate responsibilities and duties to members of their leadership teams. Yet, the prevalent conceptualization of school leader time use does not account for these interactions. The purpose of this study was to empirically examine a conceptual framework that considers the time use of school leadership teams.

Relationships Among Principal Time Use, School Climate, and Teacher Job Satisfaction. Hana Kang, Madeline Mavrogordato (Michigan State University)

This study examines how principal time use patterns affect school climate and teacher job satisfaction, drawing on 2013 U.S. Teaching and Learning International Survey (TALIS). First, using multilevel structural equation model (SEM), this study investigates whether school climate mediates the relationship between principal time use patterns and teacher job satisfaction. Second, applying multigroup SEM, this study examines whether the relationships among principal time use, school climate, and teacher job satisfaction are moderated by school composition.

Time Use Among Principals With STEM Instructional Backgrounds. Virginia Snodgrass Rangel, University of Houston

Building on recent research on principal content knowledge, this study tested whether there is a relationship between principals’ instructional background and their time spent on instructional supervision. Using data from the High School Longitudinal Study, I conducted several tests that identify how content knowledge matters. The analysis found that principals who had taught science or math reported spending significantly more time on instructional management. The findings point to ways to improve principal preparation.

Facilitator:W. Kyle Ingle, University of Louisville

120. Leading for Democracy: Voices From the FieldPaper Session9:30 to 10:45 am


Marriott Marquis Houston: Floor 3 - Kingwood AParticipants:Assessing School Climate: A Multiple Informant View of Student, Parent, and School Staff Perceptions. Lee Morgan, Amie Cieminski (University of Northern Colorado)

School climate impacts outcomes for students including student achievement and healthy youth development as well as benefits school staff and families. This study compared the perceptions of several aspects of school climate using survey data from students, staff, and parents in a large, urban school district. Findings indicated that perceptions of parents and staff were more favorable than those of students. Implications for practice for school leaders will be discussed.

K-12 Principals’ Roles and Perceptions of Successful Leadership: Voices From the Field. Ongaga Kennedy, Missouri State University; Mary M. Ombonga, Fayeteville State University

We investigated the roles and perceptions of principals. Drawing upon surveys and principal interviews, we analyze their background, time use, and challenges problematic in their schools. Key findings reveal that they are satisfied with their work and agree to spend more time on instructional leadership. Challenges include pressure to raise test scores quickly, recruiting and hiring teachers, social problems in the school community, difficulty removing ineffective teachers, and working with parents perceived to be apathetic.

Reflective Leadership Practice: Emotional Work of Critical Reflection. Tiffany M. Squires, Pennsylvania State University

Through sensemaking theory, this qualitative study identified reflective practice as fundamental to instructional leadership practice. Participants viewed reflection as essential to equitable decision-making and effective problem-solving to inform instruction for diverse populations. Participants explained how interpersonal reflection increased individual agency, enabling them to act, react, and interact to meet needs of all learners. Thus equitable alliances with colleagues, better positioned principals to lead reform, thereby making instructional shifts more equitable and implementation more effective.

Telling Stories to Build Democratic Community: School Leaders Narrate Their Values, Practices, Challenges, and Triumphs. Jessica Charles, Anthony Conelli (Bank Street College)

Building democratic community in schools in an era of mounting injustice is one of the greatest imperatives, and also one of the greatest challenges, facing today’s school leaders. We conducted a qualitative case study of the use of stories in our progressive leaders group. Our data indicate that storytelling serves multiple purposes in developing individual leadership capacity, building shared understanding of democratic leadership in schools, and promoting professional community to generate action toward democratic leadership.

Texas School Principals’ Perception of Dewey’s My Pedagogic Creed. Charles L. Lowery, Ohio University; Chetanath Gautam, Delaware State University; Michael E. Hess, University of Ohio

This study investigates how educational leaders in Texas—a predominantly conservative state—view Dewey’s early philosophical truisms. Do the theoretical frames that Dewey proposed actually impact contemporary educational administrative thought? To what extent do school principals in Texas use Dewey’s educational values to guide their practice? Do they adhere to Deweyan philosophies when making curricular and pedagogical decisions? This study aims to investigate specifically whether building leaders are faithful to the theoretical and practical implications of Dewey’s claims.

121. Community Learning Exchange (CLE): Cross-Site Stories for Collective Reflections, Deeper Understandings, and Future Innovation

Critical Conversations and Networking Sessions9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Kingwood BThis session is designed to create space for participants to learn about and engage in pedagogies of a Community Learning Exchange (CLE). Facilitators from different geographical regions and cultural contexts will share CLE stories as reflective touchpoints. These stories will allow participants to generate deeper understandings of CLE dynamics that support community development. Participants will then share collective understandings of these stories and their own to innovate around local iterations of CLE processes and designs.

83

FRID

AY 110–204

FRiDAY

Facilitators:Christopher A. Janson, University of North FloridaFrancisco Guajardo, University of Texas Rio Grande ValleyMiguel Angel Guajardo, Texas State UniversityMatthew Militello, East Carolina University

122. The Elementary School Principals: Lessons Learned From the NAESP 10-Year Study

Special Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Meyerland APrincipals responding to the 2018 10-year study conveyed the message that they find the work of leading schools to be gratifying. In fact, when asked if they would do it all over again, the majority agreed that they would, and 62.4% indicated that they would recommend the principalship as a career to others. However, their personal satisfaction was offset by their perceptions of the increasing difficulty of the job as well as their concern that public education is having an increasingly difficult time attracting good people to the profession and then retaining them. This session will feature findings from the 2018 NAESP 10-Year Study as well as comparisons to previous 10-year reports.Presenters:

Kathleen M. W. Cunningham, University of South CarolinaL. Earl Franks, National Association of Elementary School PrincipalsEd Fuller, Pennsylvania State UniversityAndrew Pendola, Auburn UniversityScott Matthew Richardson, University of Virginia

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

123. A New Role Emerges For Principal Supervisors: Evidence From Six Urban Districts in The Wallace Foundation’s Principal Supervisor Initiative: A Wallace Foundation Sponsored Session

Special Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Meyerland BIn 2014, The Wallace Foundation launched the Principal Supervisor Initiative (PSI), a 4-year effort to redefine principal supervision in six urban school districts. The motivating hypothesis of the PSI is that changing the role of principal supervisors from overseeing administration and operations to providing instructional leadership can drive improvement in principal effectiveness. This session will present the results of the study of the PSI from its inception in the 2014-2015 school year through Spring 2017, describing the emergence of a new role for principal supervisors, documenting districts’ experiences and lessons learned. Data for the study include semistructured interviews with central office personnel, principal supervisors, and principals, as well as surveys of supervisors and principals. A second report will address changes in principal effectiveness.Presenters:

Jason A. Grissom, Vanderbilt UniversityMeredith I. Honig, University of WashingtonLaura K. Rogers, Vanderbilt UniversityMollie Rubin, Vanderbilt University

Facilitator:Ellen Goldring, Vanderbilt University

124. Leveraging Partnerships to Forward Equitable EducationPaper Session9:30 to 10:45 am


Marriott Marquis Houston: Floor 3 - Montrose AParticipants:Challenges of Intra-Ethnic Advocacy for Educational Equity in a Latinx Community. Katherine Rodela, Washington State University; Erica Fernández, University of Connecticut

This paper explores educational advocacy of nontraditional educational leaders (e.g., nonprofit directors). We examine representative messages used by Latinx leaders as they advocate for Latinx families. While their advocacy led to direct impacts in schools, their messages to local policymakers at times employed deficit ideologies about lower income, immigrant Latinx families. Findings reveal the complex political binds Latinx leaders and allies encounter and expand our understanding of nonprofit community leaders’ roles in broader educational equity efforts.

The Role of Black Church/School Partnerships in Supporting the Educational Achievement of African American Students. Reubin McIntosh, Katherine Curry (Oklahoma State University)

The purpose of this qualitative case study was to gain an understanding of how a partnership between a Black church and urban high school supports the educational achievement of African American students engaging in partnership activities. Critical race theory and social learning theory served as theoretical frameworks. Four themes emerged through the analysis of participants’ responses to interview questions, field observations, and document analysis: the importance of relationships, press for equity, community, and commitment.

Bridging an “Engagement Gap”: Towards Equitable, Community-Based Technology Leadership. Ethan Chang, University of California, Santa Cruz

This paper ethnographically investigates the practices that leaders at one technology-based and people-of-color-led organization in Oakland, California (“InnovateEquity”) enacted to develop a vision of digital, educational, and neighborhood change. I found that bridging an “engagement gap,” historic disparities in who is included in vision-setting processes, represented a key dimension of InnovateEquity’s efforts. I argue for a need to hold “digital divides” in tension with historic “engagement divides,” which influence reform aims worth wanting.

Extending Social Justice Leadership Beyond the School Walls: Understanding Principal Community Activism. Jason Deric Salisbury, Meagan Richard, Shelby A. Cosner (University of Illinois at Chicago)

This critical multiple case study analysis extends research on socially just school leadership by deepening our understandings of the community activism work of principals in one urban school district. Drawing on critical urban theory, findings highlight that principals’ activism can be understood as working to (a) maintain educational opportunities for students in and outside of school, (b) establish connections with political organizations, and (c) advocate for broad community needs.

Bridging the Divide: Leveraging Relationships to Positively Affect Educator Recruitment and Retention in Small Rural Communities. Tena M. Versland, Montana State University

This presentation addresses the theme of action-oriented research and scholarship and offers a model of how leveraging relationships inside and outside academe can help address the equity issue associated with educator recruitment and retention through a focused effort to bring university students to schools with the greatest need. We also address the potential for this model to bridge the perceived divide between rural communities and institutions of higher education.

Facilitator:Angel Miles Nash, Chapman University

125. Facilitating Student Retention in Online Educational Leadership Preparation Programs: Promoting Faculty Dialogue Around Online Learning

Critical Conversations and Networking Sessions9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - River Oaks AThe collaborators of this session hope to initiate critical conversations among educational leadership faculty regarding online education and how to enhance and maintain successful online communities fostering student engagement and retention. This session is intended for educational leadership faculty affiliated with graduate-level programs offered either exclusively or partially online. A related goal of this session is faculty networking among diverse educational leadership preparation programs that are offered fully or partially online.

85

FRID

AY 110–204

FRiDAY

Participants:John Beuhring Nash, University of KentuckyElan N. Paulson, Western University

Facilitator:Kevin Brady, University of Arkansas

126. Centering Latina School Leaders’ Assets & Experiences for Equitable Leadership and Education

Critical Conversations and Networking Sessions9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - River Oaks BThis critical conversation centers Latina school leader(ship) as a significant contribution to the practice of equitable school leadership. Latina leaders’ experiences, assets, and challenges remain underexamined and undervalued in research and practice. This critical conversation provides a space to share the latest research on Latina school leaders; hear firsthand perspectives from current Latina school leaders to inform recruitment, retention, and scholarly efforts; and discuss the development of an edited book on Latina school leaders.Participants:

Diana Barrera, Texas State UniversityClaudia Santamaria, Austin Independent School DistrictAllison Tamez, Pasadena Independent School District

Facilitators:Melissa Ann Martinez, Texas State UniversitySylvia Méndez-Morse, Texas Tech University

127. Community-Aware School Leadership for Rural Vitality: School–Community Partnerships

Critical Conversations and Networking Sessions9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - River Oaks CThis critical conversations and networking session brings together panelists who have conducted research on school–community partnerships in rural areas across the country. School–community partnerships bring rural school leaders and educators together with community members and local organizations to support student success and community vitality. However, questions remain about whose voice are included and to what ends, and how school leaders can contribute to partnerships that are tailored to their communities and support resilience and vitality.Participants:

Catharine Biddle, University of MaineHope Casto, Skidmore CollegePeter Miller, University of Wisconsin–MadisonMartin Scanlan, Boston CollegeJennifer Seelig, University of Wisconsin–Madison

Facilitator:Sarah Zuckerman, University of Nebraska–Lincoln

128. Principals Shaping Teacher Practice Through PD/PLCsPaper Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Critical Professional Development: Leveraging Book Studies to Promote Racial Consciousness Among White Educators. Van Lac, University of Texas at San Antonio

This qualitative study examines a form of critical professional development (Kohli, Picower,


Martinez, & Ortiz, 2015) that leverages a book study approach to engage White educators in issues of race and racism as a voluntary group of 25 high school teachers read a nonfiction text focused on racial disparities at a suburban high school. One preliminary finding indicates that participants develop a raised awareness of the effects of institutionalized racism on Black students in schools.

How Equity, Authenticity, and the Transformative Reading Experience Cultivate Empowerment and Lifelong Reading in Adolescents. Teresa Rush, University of Delaware

According to data from the U.S. Department of Education’s 2017 National Assessment of Educational Progress (NAEP), only 35% of eighth graders performed at or above the NAEP proficiency level. For low-income students and students of color, the statistics are even more alarming. I examine the need for effective reading interventions that best address this performance gap.

Leader Support of Inquiry Through Collaboration in Professional Learning Communities. Darin Marcus Haack, Ankeny Centennial High School; Joanne M. Marshall, Iowa State University

Professional learning communities (PLCs) are intended to increase teacher collaboration around student assessment and instruction. UCEA this year asks in its critical mission, “How might we collaborate interdisciplinarily with and beyond our usual partners?” This paper presents data on how teachers in PLCs experience collaboration, with specific implications and recommendations for how school leaders can support teachers in developing a collaborative inquiry stance about their professional practice.

Predicting PARCC Algebra and English Language Arts Results From Human and Social Capital Variables. Christopher Tienken, Seton Hall University; Jamil Maroun, Manville School District; Luke Stedrak, Seton Hall University

The purpose was to determine the accuracy of community demographic variables from the U.S. Census to predict the percentage of students in a district who scored proficient or above on the 2016 New Jersey PARCC Algebra 1 and Grade 10 English language arts tests. Our models predicted the percentage of students accurately for 75% of the 159 districts in our sample for Algebra 1 and 71% of the districts for Grade 10 English language arts.

The Effects of School-Level Factors on Teacher Professional Learning: Evidence From a Highly Centralized Education System. Sedat Gumus, Necmettin Erbakan University; Philip Hallinger, Mahidol University; Mehmet Sukru Bellibas, Adiyaman University

This study aims to investigate the effects of school-level factors, including principal leadership and teacher trust, on teacher professional learning in Turkey. The participants of this study included 1,070 teachers. Multilevel linear regression method was employed to analyze the data. The results showed that the variance for overall teacher professional learning explained between schools is 8.5%. Also, a positive relationship between both individual and school-level trust and teacher learning was found.

Facilitator:Jiangang Xia, University of Nebraska–Lincoln

129. Why We Are Here: Amplifying Student VoicesPaper Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Exploring the Impact and Distribution of Student Voice: A Quantitative Case Study. Seyma Dagistan, Ed Fuller (Pennsylvania State University)

The purpose of this paper is to address some of the limitations of the extant research on student voice by employing critical quantitative inquiry. This quantitative study relies on survey data from 10 secondary schools in two districts in a northeastern state. Specifically, we looked at the variation of student voice perceptions across students and teachers; the relationship between student voice and engagement; and the variation of student voice perceptions by race, ethnicity, and gender.

How Educational Leaders in Rural Communities in Sweden and the U.S. Respond to Newly Arrived Refugees. Betty M. Merchant, University of Texas at San Antonio; Olof Johansson, Umeå University,

87

FRID

AY 110–204

FRiDAY

Sweden; Helene Karin Ärlestig, Umeå University, SwedenOur research examines the responses of school leaders in U.S. and Sweden to the unexpected arrival of an unprecedented number of teenage refugees. We compare the ways in which the American and Swedish principals and superintendents in our study worked with the refugee students and their families, teachers, nonrefugee students, community members, and social agencies in addressing the academic and social needs of these students.

Predictors of Time to English Learner Reclassification. Ela Joshi, Vanderbilt UniversityA primary goal of federal and state policies is facilitating English learner students’ timely acquisition of English, also called “reclassification.” This is the first study to examine the relationship between teacher characteristics and students’ time to reclassification. I draw from 9 years of longitudinal data from a southern state and employ discrete-time survival analysis. I find that student characteristics, more than teacher characteristics, predict students’ time to reclassification.

Student Engagement in New Learning Spaces: Students’, Teachers’, and Principals’ Perceptions. Yanira Oliveras-Ortiz, Dalane Elizabeth Bouillion, Elizabeth Asbury (University of Texas at Tyler)

The current study explores perceptions about the impact the design of learning environments has on student engagement. The study was conducted at two replacement schools where the entire learning community moved from an old building to a new building. Through a student focus group, teacher surveys, and principal interviews, the study explores the attributes of design and spaces that students and educators value and perceive as having an impact on their learning and engagement.

Teachers Making Sense of Undocumented Students’ Lived Experiences and Pertinent Policy: A Critical Perspective. Chelsea Connery, Jennie Weiner (University of Connecticut)

This study serves as a starting point to understand teachers’ sensemaking surrounding undocumented students’ experiences to improve social justice leaders’ ability to develop teacher capacity. Utilizing critical race theory and sensemaking as frameworks, we explore how teachers understand what it means for students to be undocumented, policies impacting these students, and their role in relation to them. Emerging findings indicate a continuum of “statusblindness,” suggesting school leaders must improve the critical nature of professional development.

Facilitator:Dana L. Mitra, Pennsylvania State University

130. GSC Programming - Graduate Students of Color Mentoring SessionSpecial Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - TanglewoodThis 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.Facilitators:

Floyd D. Beachum, Lehigh UniversityJoshua Childs, University of Texas at AustinMiriam D. Ezzani, University of North TexasCarlos R. McCray, University of LouisvilleMariela A. Rodríguez, University of Texas at San Antonio

131. It’s About Relationships: Meaningful Family–School EngagementPaper Session9:30 to 10:45 amMarriott Marquis Houston: Floor 3 - WestchaseParticipants:


Cultivating Partnerships With Immigrant Families: Schools Leaders as Mediators in a Changing Political Climate. Adriana Villavicencio, Chandler Patton Miranda (New York University)

Immigrant students face unique challenges that can hinder their well-being and academic success. Under the current administration, there has been a marked increase in both anti-immigrant rhetoric and policy, amplifying the fear and unrest among immigrant students and their families. The purpose of this study is to explore how school leaders have responded to the current xenophobic climate by advocating for students and creating equitable alliances with their families

Developing Authentic Family–School Partnerships in a Rural High School. Kara Lasater, University of Arkansas

This paper describes a multiyear researcher–practitioner partnership that aimed to improve family–school partnerships within one rural high school. For 2 years, data have been collected and used to craft systems within the school that facilitated authentic family–school partnerships. These systems involved proactive and ongoing communication with families, professional development for staff, and accountability and support from school administration. These systems, and the collaborative research process used to develop the systems, will be discussed.

The Types and Influencing Factors of Parental Involvement in School Governance in Rural China. Feng Wei, Nanjing Normal University; Yongmei Ni, University of Utah

Parental involvement (PI) is regarded as an important aspect of collective leadership that significantly influences the quality of school improvement. Despite the large scale of Chinese rural education and its unique contexts, little research has examined PI in rural China. This study examines the characteristics of PI in rural China and how different educational policies and school practices enable or inhibit different types of PI, especially their involvement in school governance and decision making.

Is This a Partnership or Not? Family Engagement as an Inclusive Practice. Keisha Kayon Morgan, University of Denver

This study examined the family structure as a true partnership. Through the lens of the existing literature and a new theoretical framework, I identified the intersections between family engagement and postsecondary and workforce readiness. Using a case study design, the results revealed that families perceived their engagement as occurring all the time. Families encountered barriers to engagement in postsecondary and workforce readiness but still had high aspirations for their children to succeed.

Facilitator:Ann M. Ishimaru, University of Washington

132. School Leaders Understanding School ContextsPaper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Exploring the Subjectivity of Leaders in High-Poverty Schools Situated in a Neoliberal Policy Context. Bryan J Duarte, University of Texas at San Antonio

This critical ethnographic study utilizes Foucauldian theories to problematize, critique, and question the political system of educational policy that governs and transforms the subjectivity of a principal and teachers in a school serving marginalized youth. The findings expose how the system oppresses the principal, as well as how she navigates and disrupts the mechanisms of power.

Systematic Review of Educational Administration Research in Comparative Education 1995–2018. Joseph Flessa, Daniela Bramwell, Gisele Cuglievan (University of Toronto)

This paper presents a systematic review of the articles published about school-level leadership and administration in nine key comparative education journals 1995–2018. The purpose of the paper is to demonstrate that, as a field, comparative education engages questions of school-level leadership and administration unevenly, if at all. This absence is noteworthy since during the dates covered by the review the principalship was embraced as a lever for school improvement and reform worldwide.

The Space Between: Black Leaders, School Reform, and Urban Neighborhoods. DeMarcus Antonio

89

FRID

AY 110–204

FRiDAY

Jenkins, University of ArizonaThis study explores how Black educational leaders navigate, mediate, and negotiate the realities of resegregation and community destabilization in an era of severe educational inequality and injustice and meet the needs of students. Black educational leaders are responsible for implementing top-down reform efforts while helping students contend with their local realities. By conjoining critical race theory and critical care, this study explores how leaders navigate the space between school reform and students’ lived experiences

“We’ll Be Fired”: Investigating the Equity Work of Rural, Southern School Leaders. Daniella Hall, Clemson University; Anna Wages, Clemson University; Tina Faulkner, Laurens County School District; David Fallaw, Edgefield County School District; Jacquelyn Nicole Williams, Clemson University

Rural southern school leaders who want to create equitable schooling environments must negotiate contemporary and historical legacies of racism, while maintaining support of local community residents. This case study, conducted in partnership with university faculty and educational leaders, examines rural community expectations for schooling and how school leaders negotiate these expectations while working to create equitable school environments. The study will provide practical and theoretical knowledge that reframes equity-based leadership practices for rural, southern contexts.

“What Am I Responsible For?” Rural Educators and Recognition of Undocumented Students. Emily Crawford, Sarah L. Hairston, Warapark Maitreephun (University of Missouri)

Research has not explored what facilitates or inhibits PK-12 rural educators’ “awareness” of the unique conditions influencing undocumented students’ educational access. We utilize and apply concepts from recognition theory (Honneth, 2003; Cox, 2012) to understand the individual and institutional processes that enable or prevent 24 PK-12 rural educators from (mis)recognizing the sociopolitical and legal contexts that shape undocumented students’ lives and educational experiences.

Facilitator:Jayson W. Richardson, University of Kentucky

133. Exploring the Educational Policy Context: Federal, State, and Local Perspectives

Paper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:De-Professionalized and Demoralized: A Framework for Understanding Teacher Turnover in the Accountability Policy Era. Meredith Lea Wronowski, Miami University

This study examines the relationship between teachers’ perception of de-professionalization and demoralization and turnover in both public and private school teachers from during the accountability policy era in the U.S. using the SASS and TFS from NCES. I found that the relationship teacher de-professionalization to turnover significantly decreased across the accountability policy period, while the relationship of demoralization to turnover significantly increased, and this relationship is exacerbated for teachers in high-needs school contexts.

Improving Resource Equity Under ESSA Title I: Implications for District and School-Based Fiscal Leadership. Chad Lochmiller, Indiana University

Federal policy has focused on improving schools by providing additional resources to schools serving disadvantaged students. The Every Student Succeeds Act requires states to review local resource allocation practices. This paper reports findings from a qualitative study investigating how state leaders are responding to this new requirement. Undoubtedly, local leaders must rethink their approach to resource allocation. This will require rethinking what fiscal leadership skills leaders are prepared with by preparation programs.

Invisible Limits? How Federal Affordable Housing Policy Shapes Access to School Quality. Jennifer Jellison Holme, University of Texas at Austin; Joanna D. Sanchez, Excelencia in Education; Michelle Kennedy, University of Texas at Austin


This paper uses GIS mapping to illuminate the relationship between federal housing assistance utilization by families in Texas and educational opportunity, to better understand how housing policy shapes access to schools of opportunity for low-income families. Through the use of GIS, we perform spatial analysis that captures both educational and housing opportunities in rural, urban, and suburban neighborhoods across the state.

The Continued Marginalization of Parents of Color Through Title I Parental Involvement Policy. Christine Thelen, Michigan State University

This research uses a critical Whiteness studies framework to examine the racial implications of Title I federal parental involvement policy. While this policy is intended to help historically disadvantaged students through the involvement of their parents, a close analysis exposes the many ways in which the White, middle-class norms and values embedded in this document are more likely to actually perpetuate racial inequalities and inequities in schools.

Facilitator:Julian Vasquez Heilig, California State University, Sacramento

134. Meaningful Research on 21st Century Superintendent & District Leadership: UCEA Program Center Special Session

Special Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 2 - Houston 4This session will provide an opportunity to address recent chapters written in the first book of a new edited series that will be published by Information Age Press by November/December 2018. It will create a place for critical dialogue with some of the 10 chapters included in the first book of the series, Research on the Superintendency, entitled, The Contemporary Superintendent: (R)Evolution in an Era of Reform.Presenters:

Jesus “Chuey” Abrego, University of Texas Rio Grande ValleyJim Brandon, University of CalgaryWayne A. Clouse, University of Colorado, Colorado SpringsWilliam Dallas, Fountain Middle SchoolMark E. Deschaine, Central Michigan UniversityDenver Jade Fowler, California State University, SacramentoRaymond W. Francis, Central Michigan UniversitySharon Friesen, University of CalgaryMichele Jacobsen, University of CalgaryJaime Lopez, University of Texas Rio Grande ValleyDennis G. Parsons, University of CalgaryBarbara Ann Qualls, Stephen F. Austin State UniversityPatrick Radigan, Colorado State University, PuebloAl Ramirez, University of Colorado, Colorado SpringsDallas Strawn, University of Colorado, Colorado SpringsCaryn M. Wells, Oakland University

Facilitators:Meredith Mountford, Florida Atlantic UniversityLeigh Ellen Wallace, University of Wisconsin–Milwaukee

135. Preparing to Lead for Cultural Diversity and EquityPaper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:Developing Cultural Competence in School Leaders, Melanie Ann Stefanovic, Leila Shatara, Maysaa Barakat, Daniel Reyes-Guerra (Florida Atlantic University)

The purpose of this causal comparative study is to determine the impact of a principal preparation program focused on leadership for social justice on the development of participants’ cultural

91

FRID

AY 110–204

FRiDAY

competence. Principal preparation programs must prepare culturally competent leaders to equitably serve increasingly diverse student populations. An instrument for pretesting and posttesting was used to assess the impact of programmatic experiences on students’ cultural competence. Preliminary findings suggest a moderate effect.

Preparing and Supporting Administrators for Culturally Responsive Leadership. Kimberly Ann Hartung, Hamline University; Tracy Reimer, Bethel University

Two midwestern principal preparation programs, committed to critical self-awareness and culturally responsive leadership, conducted a qualitative study involving their graduates in new leadership roles. Semistructured interviews identified how preparation programs foster and support equitable leadership, which aspects of those programs contribute to leadership successes, and program additions and adjustments to better address the challenges novice leaders face. Additionally, the study identified how collegial supports for new leaders can enhance culturally responsive leadership and equitable practices.

Preparing Teachers and Leaders to Work With Students of Color: A Literature Review. Rachel Roegman, University of Illinois at Urbana-Champaign; Joni Kolman, California State University, San Marcos; A. Lin Goodwin, Columbia University; Anjalé Welton, University of Illinois at Urbana-Champaign

In this review, we bring together the literature on teacher and principal preparation to examine how preparation programs prepare White candidates to work with students of color. Two theoretical lenses, critical race theory and critical Whiteness studies, guide this review, enabling us to center race and unpack systemic aspects of teacher and leader preparation as constructed through racism. Findings highlight similarities, differences, and emerging trends. We conclude with implications for research and preparation programs.

Towards Equitable Educational Leadership: Principal Preparation Policy Differences Among States With High- or Low-Leverage Policies. Nahed AbdelRahman, Beverly Irby, Rafael Lara-Alecio, Fuhui Tong (Texas A&M University)

In 2015, the UCEA published a report in which the leverage of state policies regarding principal preparation policies was analyzed. The findings showed 7 states developed high-leverage policies, while 11 developed low-leverage policies. In this quantitative study, we analyze the differences in principal preparation university-based policies in those two groups. The findings show significant differences between the two groups in admission and internship policies.

Towards the Preparation of Culturally Competent School Leaders. James Coaxum, Rowan University; JoAnn B. Manning, Rowan University; Mary C. Clark, Carteret Community College; Tevis Bryant, Rowan University

This study examines how one educational leadership preparation program is developing school leaders by building their capacity as culturally competent leaders. The study captures the perceptions and attitudes of the program’s current and former students on how the doctoral program informs a student’s skill to exhibit culturally competent leadership, provide a global perspective in schools, and critically investigate and pose solutions to social justice issues in educational and policy-making environments.

Facilitator:Detra DeVerne Johnson, University of Houston

136. Research–Practice Partnerships Across ContextsPaper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Allying for Instructional Improvement: A Discussion of a Research–Practice Partnership in an Urban District. Sarah Woulfin, Britney LeAnn Jones (University of Connecticut)

This paper describes a research–practice partnership focused on guided reading instruction in an urban emergent district. We explain how we used innovative techniques to wrestle with questions that matter about reading instruction and instructional leadership. We draw particular attention to our active collaboration with district leaders that forged ties


between research and practice. We aim to encourage other scholars to engage in partnerships that catalyze learning and change to benefit educators and students.

Fostering a Coalition Between a University and a Low-Performing Public School. Wowek Sean Kearney, Texas A&M University–San Antonio; Elizabeth T. Murakami, University of North Texas

This research was conducted to identify the strengths and challenges that emerged after the first year of a partnership between a college of education and a low-performing public school. We begin by presenting a theoretical framework for university–school collaborations along with a review of the extant literature. Next, background information on the partnership design is presented followed by a discussion of findings including both challenges and successes.

Leadership Development Through Design and Experimentation: Learning in a Research–Practice Partnership. Jessica G. Rigby, Stephanie Forman, Alison Fox, Elham Kazemi (University of Washington)

A core function of district leadership is providing instructional vision and support. A research–practice partnership focused on elementary mathematics provides the context to study leadership development. We examine the process of one design team of district leaders and university researchers using organizational learning. We found that as the team negotiated the design and implementation of a practical measure aimed at improving elementary mathematics instruction, the team’s learning transformed the tools and routines of its work.

Rural Research–Practice Partnerships for School Improvement: Centrality of Stakeholder Involvement. Elizabeth S. Wargo, University of Idaho; Davin Carr-Chellman, University of Idaho; Kathryn Canfield-Davis, University of Idaho; Kathleen Budge, Boise State University

This study provides an in-depth look at research–practice partnership (RPP) design elements from the first portion of a multiyear school improvement project between rural school districts and universities in a Rocky Mountain state. Following focus groups, sustained observation, and document analysis, the findings indicate RPP progress and outcomes are woven into the tapestry of local rural communities. The primary implication for RPP design is the importance of involving rural community stakeholders.

Facilitator:Karen L. Sanzo, Old Dominion University

137. Opening the “Black Box” on UCEA’s Exemplary Educational Leadership Preparation Programs: A Wallace Foundation Sponsored Session

Special Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Meyerland AFor the past 8 years, UCEA has invited programs to apply for the Exemplary Educational Leadership Preparation (EELP) Program Award, and thus far five programs have been identified as exemplary. UCEA has worked to share information on these programs broadly through convention sessions, study visits, and special issues of the Journal of Research on Leadership Education (JRLE). This session will highlight three of the award-winning programs and focus on what makes them special, with a particular focus on the Powerful Learning Experiences (PLEs) offered through these programs.Presenters:

Erin Anderson, University of DenverShelby A. Cosner, University of Illinois at ChicagoEmily Kate Donaldson, University of WashingtonBonnie C. Fusarelli, North Carolina State UniversityMeredith I. Honig, University of WashingtonSusan Korach, University of DenverLolita Tabron, University of Denver

Facilitators:David H. Eddy Spicer, University of VirginiaMichelle D. Young, UCEA/University of Virginia

93

FRID

AY 110–204

FRiDAY

138. Center for the Advanced Study of Technology Leadership in Education Session: CANLEAD Collaborative Research Project (closed session)

Closed session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Meyerland BThis CASTLE session will be a discussion about the proposed grant work of CANLEAD. In Spring 2018, we applied for a U.S. Department of Education Supporting Effective Educator Development (SEED) grant. This session will detail the proposed scope of work and detail how school technology leadership scholars from across the country are working collaboratively to improve educational outcomes through the use of technology.Presenters:

Vincent Cho, Boston CollegeScott McLeod, University of Colorado, DenverNicholas J. Sauers, Georgia State University

Facilitators:Sara Dexter, University of VirginiaJayson W. Richardson, University of Kentucky

139. The Sum of Our Parts: Program-Level DesignPaper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:Social Justice in Leadership Preparation: A Review and Archaeological Analysis. Tanya A. Long, Michael P. O’Malley (Texas State University)

The purpose of this integrative review was to identify literature that presented discourses surrounding the concept of social justice as it intersects with educational leadership preparation and to investigate the concept of social justice from within this literature to better understand how social justice is situated within this field. This review was framed by an archaeological analysis investigating the textual and discursive power of these research texts.

Increasing Principal Preparation Candidates’ Awareness of Biases in Educational Environments. Karen Diane Jones, Marjorie Ringler (East Carolina University)

This presentation examines how a principal preparation program challenged the beliefs of candidates working in a rural context about topics such as religion, LGBT, race, and language by engaging in cultural explorations embedded in an internship. The approach to principal preparation had candidates analyze and reflect on their own beliefs so that they could better support diverse learners. Candidates also reflected on the institutionalized bias practices embedded in their schools.

Urban Principal Pipeline Academy: Recruiting and Preparing Principals for Racial Equity Leadership. Melissa Krull, Candace France Raskin (Minnesota State University, Mankato)

This phenomenological qualitative study examined experiences of a race-based Minnesota Urban Principal Pipeline program. Emphasis was placed on how the program impacted the participants’ personal leadership journey racially and their preparedness to lead racially diverse schools upon completion of the program. Data from racial affinity focus groups summarized the lived experiences of aspiring school principals in the program. Four foundational theories framed the research: intentional recruitment, removing barriers for principal candidates, race-based pedagogy, and district/university partnership.

The IMPACT Fellowship Program: A Unique Partnership Redefining Educational Leadership Preparation. Ed Bengtson, University of Arkansas

This study examined the partnership constituting the IMPACT Fellowship Program at the University of Arkansas. The sense of value and influence the partnership has had on the first two cohorts of students and their schools was explored as was the impact of the IMPACT Fellows program on the university program and the Teacher Leader Institute.


Findings suggest the partnership among the university, Teacher Leadership Institute, and the participating schools was beneficial to all actors involved.

Examining Career Pathways Into and Out of Leadership Preparation Programs. Bradley Davis, University of Texas at Arlington

The knowledge base concerning the career outcomes of leadership preparation program (LPP) attendees is scarce. Even more limited is the amount of research on the career trajectories that bring aspiring leaders into LPPs in the first place. Using rich, longitudinal data from Texas, I utilize alluvial diagramming to visualize the career arcs of over 12,000 LPP attendees, with particular interest paid to the influence of sex, race, and employment upon the opportunities afforded them.

Facilitator:Decoteau J. Irby, University of Illinois at Chicago

140. Exploring, Expanding, and Challenging Traditional Definitions of RIGOR in EdD Programs Developing Leaders for Social Justice

Critical Conversations and Networking Sessions10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - River Oaks AThe purpose of this session is to stimulate a discussion that explores, expands, and challenges traditional definitions of rigor for EdD programs—focusing on the nexus between two program/student outcomes: (a) education leaders as scholar-practitioners and (b) education leaders for equity and social justice. Participants will collectively map characteristics of EdD program rigor with program components and the two student outcomes mentioned above to better defend claims of rigor and/or identify areas for program improvement.Facilitators:

Kofi Lomotey, Western Carolina UniversityJess Renee Weiler, Western Carolina University

141. Mujeres Guerrilleras: Latina Scholars Retelling Our LivesCritical Conversations and Networking Sessions10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - River Oaks BThe educational trajectories of Latinas are like passing through the eye of a needle (Gándara, 1982). For every 100 Latinas who begin school, less than 1% complete a doctoral degree. This series continues to build a space for Latina scholars to share their experiences and develop a network of support, writing, and inquiry. This plática is the fourth in a muxerista-focused series to focus on reclaiming our academic lives.Participants:

Rebeca Burciaga, San José State UniversityErica Fernández, University of ConnecticutSoribel Genao, Queens College, CUNYRosa Rivera-McCutchen, Lehman College, CUNYAdriana Villavicencio, New York University

Facilitator:Mónica Byrne-Jiménez, Indiana University

142. Revolutionizing Collaborative Research: 20-Year Story of a Successful Research Team Supporting Equitable Leadership, Research, and Practice

Critical Conversations and Networking Sessions10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - River Oaks CThis networking session presents a living story of six researchers who operated as a collaborative learning community for over 20 years. The researchers offer background of their collaboration and highlight strategies, supports, challenges, and benefits of collaborative research. Their story illustrates an effective and productive process that reflects shared expertise, decision-making, and ownership

95

FRID

AY 110–204

FRiDAY

for sustainable change. Participants will engage in dialogue related to these highlighted areas and share their own personal experiences.Facilitators:

D’Ette Cowan, SEDL Kristine Kiefer Hipp, Cardinal Stritch UniversityJane B. Huffman, University of North TexasDianne F. Olivier, University of Louisiana at Lafayette

143. Informed Feedback: Using Teacher Evaluations to Progress Educational Practices

Paper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Reframing Conversations About Teacher Quality: School Administrator Perceptions of an Evaluation System’s Standards of Effectiveness. Noelle A. Paufler, Chris Clark (University of North Texas)

In changing accountability contexts, policymakers have an opportunity to reframe conversations about teacher quality. This paper examines school administrators’ perceptions of a new teacher evaluation system in a large, suburban district in Arizona to better understand the standards they use to measure system effectiveness (purpose, fidelity of implementation, and adaptiveness). As part of a larger study including teachers, findings can inform policymakers seeking to reform teacher evaluation frameworks to emphasize professional growth over high-stakes consequences.

Using Multi-Rater Feedback as Part of a Statewide Principal Evaluation System. Summer Pannell, Juli McBrayer (Georgia Southern University)

This study explored the relationship between principal self-efficacy and assessment scores of their certified staff when grouped by school accountability rating. Findings indicated principals of schools with the highest accountability rating received the highest average scores in both self- and certified staff rater types. As the school accountability rating decreased, the mean of the certified staff scores and the principals’ self-assessment scores decreased, with the exception of self-assessments of principals of the lowest performing schools.

Creating Spaces for Growth: School Administrator and Teacher Perceptions of a New Teacher Evaluation System. Noelle A. Paufler, Kelley King, Ping Zhu (University of North Texas)

Despite federal policy changes, states are still mired in debate about how to evaluate teachers. This study examined school administrator and teacher perceptions at one high school in a large district in Texas regarding their new evaluation system. Findings suggest participants share a common focus on growth; however, the system’s novelty and complexity pose implementation challenges and negate potentially positive impacts. Leadership preparation programs must prepare administrators to coach teachers in ways that promote growth.

Why Principals Often Give Overly High Ratings on Teacher Evaluations. Haim Shaked, Hemdat Hadarom College of Education

Recent research found that principals who are required to evaluate their teachers often give overly high ratings. This study explored 39 Israeli principals’ considerations while evaluating teachers. Four considerations emerged: (a) time constraints/prioritization, (b) evaluation’s ineffectiveness for improving teaching, (c) the imprecision of teacher evaluation measurements, and (d) impingement on interpersonal relationships. This study demonstrated how principals serve as midlevel policymakers by actively buffering, rather than bridging, the policies imposed on their schools from above.

Special Education Teacher Evaluation: A Comparative Analysis of Case Studies Conducted in Texas and Arizona. Barbara L. Pazey, Noelle A. Paufler, Jennifer Zazula (University of North Texas)

Qualitative and quantitative data were extracted from two separate studies conducted in Texas and Arizona. We present the results of both studies to inform educational leadership


researchers and practitioners about how special education teachers and administrators in both states navigated the challenges they encountered when attempting to evaluate special education teachers with a uniform teacher evaluation protocol instrument. School leaders’ responsibilities and proactive recommendations that enact equitable leadership practices for special educators are provided.

Facilitator:Daniel Bowen, Texas A&M University

144. Learning for Leadership: Development and PracticePaper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Continuing the ISSPP: A Multicase Qualitative Study of Early College High School Principals in North Carolina. Hattie Lee Hammonds, Hans Klar (Clemson University)

The purpose of this qualitative, multicase study was to examine how three early college high school principals successfully led schools that promoted the success of the first-generation students, students of color, and lower income students they served. This study extends research from the International Successful School Principals Project (ISSPP), an international research on principals from around the world. Principals were examined through two lenses: the traditional role of principals and intersectionality.

Distributed Leadership in Action: A High-Performing Elementary School Adopting Dual Language Education. David DeMatthews, University of Texas at Austin; Elena Izquierdo Izquierdo, University of Texas at El Paso

This qualitative case study examines distributed leadership at a high-performing elementary school located on the U.S.–Mexico border. The principal’s role in distributing leadership is a key focus, but teacher leaders and teacher teams were not ignored. Interviews, observations, and focus groups were conducted over one school year. Findings identify key leadership actions as well as significant challenges associated with implementing a culturally responsive reform through a distributed leadership approach.

Learning-Focused Leadership in High Schools: A Pathway to Closing Achievement Gaps. Marni J. Davis, University of Utah

This study follows the principals of two comprehensive, public high schools and the pathways each uses to reach equitable student learning outcomes for marginalized students of color and those living in poverty. By applying the framework of learning-focused leadership as conceptualized by Copland and Knapp (2006), the initial findings illuminate how these two principals use relationships to help them establish a focus on learning, build community, and share instructional leadership responsibilities.

Learning to Lead Deaf Education: Aspiring Administrators in Residence Engage Public Schools on Equitable Education. Irma Laura Almager, Texas Tech University; Fernando Valle, Texas Tech University; Catherine A. O’Brien, Gallaudet University; Dusty Palmer, Texas Tech University

This study advances the work of inclusion in principal preparation advocating for equitable education for deaf children in schools. The participants in this study are aspiring principals in a residency program with a strong concentration on the knowledge and work for equitable and socially just instructional leadership for marginalized school populations. The study uncovers aspiring principal awareness, best practices, and the complex challenges leaders face every day in public schools advocating for marginalized populations.

Prosthetic Organizational Routines: School Districts’ Use of Online Platforms to Facilitate Joint Work. Christopher Harrison, Montana State University, Billings; Lok-Sze Wong, University of Michigan; James Spillane, Northwestern University

The last few decades have seen a steady pattern of decentralization in school districts. As a result, district leaders are faced with a thorny challenge: how to coordinate the complex work of instructional improvement among an increasingly dispersed and independent collection of actors within their organization. This study highlights a set of tools that have helped leaders to supplement traditional work routines in the face of resource constraints and the challenges of

97

FRID

AY 110–204

FRiDAY

operating at scale.Facilitator:

Irene H. Yoon, University of Utah

145. GSC Programming - Dissecting Curriculum Vitae and Cover Letters for Job-Winning Success

Special Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - TanglewoodAre 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 with them and cover letters. All the tips for creating that job-winning CV and cover letter are in this session!Presenters:

Gary L. Anderson, New York UniversityBruce Barnett, University of Texas at San AntonioLisa Bass, North Carolina State UniversityKristina Astrid Hesbol, University of DenverHuriya Jabbar, University of Texas at AustinSharon Kruse, Washington State UniversityJennie Weiner, University of Connecticut

Facilitator:Judy Alston, Ashland University

146. Schools Matter: School-Level PolicyPaper Session10:55 am to 12:10 pmMarriott Marquis Houston: Floor 3 - WestchaseParticipants:Dual Enrollment Participation: Goals of Equity, Efficiency, and Excellence. Stephen Kotok, St. John’s University

The purpose of this study is to examine national trends around dual enrollment for high school students and to consider how these trends relate to educational leadership. We utilize the most recent nationally representative data, the High School Longitudinal Study, to examine which student characteristics are most associated with dual enrollment participation. A logistic analysis is considered in relation to policy goals of equity, efficiency, and tracking.

Legislating What Matters: Comparing Policies in Two New Immigrant Destinations Schools’ Responses to Immigrant Students. Kristina Brezicha, Georgia State University

This exploratory case study examines two new immigrant destinations (NID) that in the past 20 years experienced a rapid influx of immigrants. Analyzing the federal, state, district, and school-level policies allows for an understanding of the framing of immigrant students. Interviews with immigrant students in these communities show how these policies shape their schooling experiences. The paper concludes by discussing how NID school leaders can effectively respond and work to craft more equitable policies.

School District Policy for Racial Equity: A Review of the Literature. Taylor Nicole Allbright, University of Southern California

Racial inequity is a long-standing problem in American education. District leaders have pursued numerous equity-oriented reforms, yet these efforts reflect varying assumptions about what equity means and how it can be achieved. In this literature review, I describe how school districts have sought to further racial justice, and I critically examine the


research base on these efforts. This review advances our understanding of how leaders and researchers can promote racial equity in education.

The Impact of Differentiated Accountability on Students’ Academic Achievement. Changhee Lee, University of Wisconsin–Madison

Differentiated accountability has received considerable attention from scholars and policy makers. In spite of significant changes to the accountability systems, only a handful of studies have examined the causal impact of these reforms on student achievement and other educational outcomes. This paper, using Florida’s student-level data, examines the effects of differentiated accountability plan on high school students’ achievement in reading and mathematics.

What School Characteristics Attract Applicants to Teaching Positions? Evidence From the Wisconsin Teacher Labor Market. Minseok Yang, Hyunwoo Yang, Peter Trabert Goff (University of Wisconsin–Madison)

There has been little research as to school characteristics that attract teachers to apply for vacant positions. Investigating job application processes will provide new perspectives on how to manage the “revolving door.” With large-scale application data of Wisconsin, we found huge differences in the number of applicants according to school characteristics. The results suggest more attention is needed on pulling factors in the teacher labor market.

Facilitator:William Black, University of South Florida

147. Reconsidering Discipline Practices in Ways That Change Leaders’ ApproachesPaper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:In-School Exclusionary Discipline and the Influence of School Leadership. Kathryn Elizabeth Wiley, University of Denver

Aligned with UCEA’s 2018 theme to Revolutionize the Future Through Equitable Leadership, this paper provides a cautionary tale for education leaders. Specifically, I used ethnographic data and examined how six key areas of school leadership (policies, norms, professional learning, racial awareness, and resources, and relationship building) were connected to the use of in-school exclusionary discipline and racial discipline gaps.

Student Violence and the Re-emergence of Ubuntu Values in School Governance in Kenya. Teresa Wasonga, Northern Illinois University

The paper seeks theoretical explanations and remedial approaches to persistent school unrest and violence among Kenyan secondary schools. Investigators focus primarily on factors external to students’ locus of control including exam pressure and school leadership. While these explanations diminish students’ capacities to engage in purposeful political action, greater efforts should be on the psychological impacts and students’ response to a perpetual state of nervousness and dissatisfaction that comes with poor conditions of learning and authoritarianism.

Leaders Supporting Learning: Conditions Supporting School Discipline Reform. Kathryn Elizabeth Wiley, Yoli Anyon (University of Denver)

This paper showcases how school leaders implemented district discipline reform. Situated within the literature on school discipline and school leadership, and using an organizational learning perspective, we conducted case studies of seven schools to assess the conditions that supported reform implementation. Findings show that leaders leveraged professional learning, created positive peer pressure among school staff, and demonstrated determination in the face of staff resistance and pushback.

A Qualitative Look at Administrator Implicit Bias in School Disciplinary Decisions. Gina Laura Gullo, Lehigh University

Following a study finding implicit bias in school administrators explained differences in discipline severity by students’ perceived race, the present study interviews prior participants to better understand their discipline decision-making processes and how implicit bias might influence such decisions. Seven administrators were interviewed with transcriptions analysed using a constant comparative analysis. Findings reveal the importance of relationships and recidivism in

99

FRID

AY 110–204

FRiDAY

disciplinary decisions and the potential for implicit bias interference.Implementing Restorative Justice Practices in Middle School. Zorka Karanxha, Michael Bailey (University of South Florida)

This longitudinal case study examined the implementation of restorative justice practices in a middle school. Data were collected from four school district administrators, two assistant principals, three teachers, and site visits collected over 2 years. Major findings include divergence in visioning; good intentions rooted in deficit views of the students, families, and community; school principal resistance; and difficulty in shifting from punishment to restoring and building community.

Facilitator:Floyd D. Beachum, Lehigh University

148. Voice and Justice: Students’ Perspectives Informing Leaders’ WorkPaper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Chicanas Traversing Identity Appropriation in College Settings: Graduate Student Testimonios. Amanda Jo Cordova, Lisa Knect Mendoza, Sarah Perez, Maria Rocha (University of Texas at San Antonio)

This qualitative inquiry is grounded in Chicana feminist epistemology to explore how participant interpretations about their intersectionality informs their thinking about college trajectories and leadership development as Chicana educators. Four Chicana college students enrolled in Educational Leadership programs engaged in eight collaborative sessions employing plática and reflexión to weave testimonios about the appropriation of their identity in college settings, and the process of reclaiming of their identity for their academic success and development of authentic leadership.

Impacts of Student Voice on Student Perceptions of Tolerance and Inclusion. Seyma Dagistan, Lorraine Taylor, Ed Fuller (Pennsylvania State University)

The purpose of this paper is to remedy the paucity of research examining the relationship between student voice and schools characterized by tolerance and inclusivity. Analyzing quantitative data from two medium-size districts in a northeastern state, this study examines the following research question: Is student voice associated with student perceptions of tolerance and inclusivity?

Schooling Experiences of Latinx Students Living at the Intersections of Ethnicity, Gender, and Immigration. Sung Tae Jang, Education University of Hong Kong

Based on a critical quantitative intersectionality framework, this study examines the relationship between Latinx students’ multiple intersecting social categorizations (i.e., gender, ethnicity, and immigration status) and their experiences and educational aspirations. This study focuses on students’ exposure to high-quality teachers as the schooling experience. I use students’ intention to enter higher education as a measure of educational aspirations.

Students as Stories or Categories: Two Inquiry Teams’ Interactions Around Race-Based Disparities. Petra Callin, Mollie Galloway (Lewis & Clark College)

This study explored how two inquiry teams, engaged in a reform effort to identify and counter race-based disparities, interacted to reproduce or thwart normative practices. Using tools of interaction analysis, we show how two different talk patterns shaped the inquiry process and took each team away from, rather than toward, identifying changes in their classroom and organizational practices to address root causes of the disparities. We discuss implications for inquiry processes focused on racial inequities.

The School Perceptions of African American Males and the Need for Culturally Responsive School Leadership. Wil Greer, California State University, San Bernardino

This study explored the perceptions of African American males in high school. Hierarchical regression and focus group interviews were used to analyze data (N = 114) from a larger study. Findings suggest that students’ perceptions were influenced by support for Advanced


Placement courses, teacher patience, student–teacher relationships, and fair discipline. Building the critical consciousness of school leaders and teachers and systematizing equitable outcomes for students of color are among the recommendations.

Facilitator:Terri Nicol Watson, City College of New York

149. Learning to Lead: Principals in Diverse ContextsPaper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:Are They Similar or Different? Identifying Leadership Skills and Traits Necessary to Lead High-Poverty Schools. Hajime Mitani, Cecile Sam (Rowan University)

Recent studies of principal evaluation systems found a negative correlation between school poverty status and principal evaluation scores. This may suggest that the current evaluation systems do not reflect unique challenges that principals serving high-poverty schools face, leading to a downward bias in evaluation scores. We investigate what challenges these principals face and what leadership skills and traits they think are necessary to run their schools successfully, through qualitative interviews of principals in New Jersey.

Examining Principal Behaviors Outside Large Metropolis School Districts. Abby S. Mahone, Craig Hochbein (Lehigh University)

Since the professionalization of the principalship, researchers have been interested in how principals spend their time. Despite 100 years of research and seemingly homogeneous findings, gaps in the literature and methodological limitations, including small, unrepresentative samples and abbreviated observational periods, have warranted continued study of principal time use. Stressing the importance of context’s interaction with school leadership, the purpose of this study was to investigate how modal principals in the United States allocated their time.

Leading on the Edge: Principal Leadership in Challenging Chinese Contexts. Cathy Ping Xie, University of Nottingham

This study reports how redeployed principals enacted their leadership in low-performing Chinese state schools to improve student learning within their 6-year principalship. Case study approach was employed and the principals were sampled purposively. Data were collected by documents, a questionnaire survey, and semistructured interviews. The findings show these schools were in different improvement phases, with different strategies at the same period of their journey, and also similar foci in different phases.

Learning to Lead School Improvement: An Analysis of Rural School Leadership Development. Hans Klar, Clemson University; Kristin Huggins, Washington State University; Parker Morse Andreoli, Clemson University; Frederick C. Buskey, Clemson University

This paper is a study of a 3-year leadership development initiative designed to enhance the leadership capacities of 10 school leaders from a consortium of rural, high-poverty school districts. The initiative provided cross-district, job-embedded, and personalized leadership development through leadership coaching in a professional community. The findings highlight what the leaders learned about creating an inviting culture, enabling distributed leadership, planning systemically for change, and approaching school improvement with a new mindset.

Rural Principal Leadership and Teacher Autonomy: A Case Study Analysis. Rachel Chamberlain, University of Minnesota

A case study of a rural Wisconsin school explores how leadership practices of rural school principals impact teachers’ sense of autonomy. The results show that the relationship between a school’s principal and teachers has an effect on teacher autonomy and motivation to increase student outcomes. This case study has implications for rural school districts interested in strengthening factors, such as principal leadership, that impact teachers’ job satisfaction and retention.

Facilitator:Gaëtane Jean-Marie, University of Northern Iowa

101

FRID

AY 110–204

FRiDAY

150. The Engaged Community: The Role of Authentic Collaboration in Engaged Partnerships

Paper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Centering Students in the Community: Building Capacity for School Improvement Efforts Through Community Connections. Wesley Henry, California State University, Monterey Bay

This paper explores the efforts of rural administrators to link students with the local community. Previous research on the visibility of rural administrators and rural school–community connections is discussed. Findings indicate that bolstering the prominent role of students within the local community supports rural administrators’ learning improvement agendas by building capacity and buy-in for their improvement efforts within the community, linking students with opportunities that the school alone cannot provide, and securing additional resources.

New Opportunities for Meaningful Partnership With Stakeholders: Stories of Successful High-Need Schools in Nepal. Chetanath Gautam, Delaware State University; Charles L. Lowery, Ohio University

This case study provides an inclusive portrait of successful high-need school leadership in Nepal. Study of the schools examined details about student learning, organizational practices, and the contextual environment of successful high-need schools to consider what may benefit other schools in similar context and culture. Special focus of this case study was to explore school–stakeholders partnership in successful high-need schools after a heightened local control of schools under the new constitution of Nepal.

Small Steps: Walking to Learn, Learning to Connect in a Local Urban Neighborhood. Craig Peck, Yacine Kout (University of North Carolina at Greensboro)

We report on our efforts to learn more about and become more connected to a neighborhood that borders the campus of a city-based state university. Using a structured but adaptable qualitative approach, we gathered data by walking, through conversations, and by accessing supplementary informational sources. Key findings include significant community educational assets exist, and fading evidences of past community-engagement initiatives linger. We conclude by describing two future collaborative initiatives based on our findings.

Community-Engaged Scholarship: Partnering With a Community-Based Technology Program. Elizabeth Gil, St. John’s University

Community-engaged scholarship describes work done in partnership with communities, reflecting the community partner’s voice. This paper analyzes a community-engaged service and practice experience in collaboration with a volunteer-run technology program. Immersion in the partner’s space provided the opportunity to understand context by listening and learning to respond to program needs. The partnership was successful due to partners having a shared vision, clear communication, and respect for one another.

Facilitator:Martin Scanlan, Boston College

151. What No One Ever Tells You About Surviving and Thriving in the Educational Leadership Professoriate: A Frank and Open Conversation

Special Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Meyerland AMembers of the UCEA Standing Committee of Retired and Retiring Faculty Members and administrators engage in an interactive confidential dialogue with session participants, in which they share their insights on challenging issues within the academy, such as institutional differences regarding retention, conflicting requirements, and contextual dynamics. Discussion also will address dealing with difficult colleagues and administrators, responding to sensitive issues, and forming professional alliances.


Presenters:Bruce Barnett, University of Texas at San AntonioLeonard C. Burrello, University of South FloridaBeverly Calvo, University of Texas at El PasoGary Crow, Indiana UniversityMargaret Grogan, Chapman UniversitySteve Gross, Temple UniversityMartha McCarthy, Loyola Marymount UniversityMartha N. Ovando, University of Texas at AustinDiana G. Pounder, University of UtahBrenda Rubio, New Mexico State UniversityJoan Poliner Shapiro, Temple UniversityPaula Myrick Short, University of HoustonSabrina Zamora, Las Cruces Public Schools

Facilitators:Paul Goldman, Washington State UniversityMaría Luisa González, University of Texas at El PasoBetty M. Merchant, University of Texas at San Antonio

152. Context Matters: Building Educational Leadership In ChileSymposium12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Meyerland BChile is a Latin American country that has mixed educational results. This has resulted in the greatest educational coverage in the region in basic and secondary education, with student access and retention rates comparable to OECD countries. The segregation of students is the highest of the OECD countries, with little social mix and having different educational establishments that cater almost exclusively to students and families of a determined socioeconomic level.Participants:Efforts in Building Capabilities. Andrea Horn, Universidad Alberto Hurtado, ChileResearch Focused in School Leadership: Findings and Foci of Interest. Christián Ignacio Cox, Diego Portales UniversityThe Context of Educational Leadership and Particularities of a Leadership Centre. Jose Weinstein, Diego Portales University Facilitator:

Joseph Flessa, University of Toronto

153. From Intern to Instructional Leader: Rethinking the InternshipPaper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:A Model-Based Approach to Validating an Internship Program Indicator Using Structural Equation Modeling. Nahed AbdelRahman, Beverly Irby, Rafael Lara-Alecio, Fuhui Tong (Texas A&M University)

A field-based internship is identified as the most valuable part of either principal and superintendent preparation programs. In this study, we employed structural equation modeling to assess the relationships between internship policies and the admission, the university–district partnership and the course-integration policies. A survey was developed, validated, and distributed among the chairs of principal preparation programs in U.S. public universities; 193 responded.

An Examination of Field Experience Structure on Principal Effectiveness as Instructional Leaders. Summer Pannell, Georgia Southern University

This study explored the impact on student achievement of principals who completed a traditional

103

FRID

AY 110–204

FRiDAY

principal preparation program with a 400-hour field experience requirement and those who completed a grant-funded alternate principal preparation program with a 180-day, full-time internship within the same university. While the results of this study suggested graduates of both programs positively impacted student achievement, there was no significant difference in student growth residuals by type of field experience structure.

Aspiring Leader Internship Experiences in a Full-Time and Online Internship. Pamela A. Angelle, Jim McIntyre (University of Tennessee at Knoxville)

We examine two approaches to the principal preparation internship: a full-time internship and an asynchronous online program. We surveyed principal interns, mentors, and university facilitator perceptions regarding the extent to which intern experiences supported mastery of professional standards. The study found that, rather than following a list of tasks, providing individualized experiences within a support network will best prepare aspiring leaders to master the professional standards.

Preparing School Leaders: Building Roads and Bridges to Leadership via Summer Leadership Institutes. Donna M. Druery, Beverly Irby, Rafael Lara-Alecio, Fuhui Tong, Sharon Demarin, Elsa G. Villarreal, Kristyn Deann Smith (Texas A&M University)

The Accelerated Preparation of Leaders for Under-served Schools (A-PLUS) project seeks to prepare 200 practicing principals and school leaders (campus leadership teams) for building instructional capacity at the campus level in the education of English language learners and low-income students via a Summer Leadership Institute with a cohort of 100 each over two summers. This presentation focuses on the preliminary qualitative data of Campus Improvement Plans pre- and post–Summer Learning Institute.

Strengthening the Principal Preparation Clinical Experience: The Importance of Brokering Through Leadership Coaching. Shelby A. Cosner, Craig Warner De Voto, April Andry Rah’man (University of Illinois at Chicago)

Drawing from multiple interviews with two cohorts of aspiring principals (n = 20) and their designated university leadership coaches (n = 5), we found coaches play an important role in strengthening the nature and quality of the clinical experience. Particularly, leadership coaches act as brokers between university faculty/staff and mentor principals. Towards these ends, five brokering functions with potential for strengthening the clinical experience are highlighted.

Facilitator:Ann O’Doherty, University of Washington

154. Queer Perspectives on Socially Transformative Possibilities Within the Contemporary Educational Landscape

Critical Conversations and Networking Sessions12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - River Oaks AIn this session, our plan is to create space for a critical conversation around queer perspectives on socially transformative possibilities in the contemporary educational landscape. This conversation will be facilitated by a panel of scholars whose research and practices focus on interrogating social inequities through and across multiple categorical perspectives.Facilitators:

Jim Allen, Northern Kentucky UniversityJudy Alston, Ashland UniversityColleen A. Capper, University of Wisconsin–MadisonFrank Hernandez, Southern Methodist UniversityJames W. Koschoreck, Texas State UniversityHilary Lustick, Texas State UniversityMichael P. O’Malley, Texas State University

155. “Middle Word” Scholarship: Cultivating Research Relations Rooted in Struggles for Justice

Critical Conversations and Networking Sessions


12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - River Oaks BThis critical conversation explores the possibilities of equity-oriented, collaborative, community-based research within the limits of prevailing university incentive structures. We extend Lipsitz’s (2016) notion of “middle word” scholarship: a praxis of research engagements that insists scholars play a mediating role with/in community struggles for educational and social change. An intergenerational panel of engaged researchers will facilitate an interactive dialogue that aims to cultivate alternative ways of knowing and being within the academy.Participants:

Gary L. Anderson, New York UniversityDessynie Edwards, Texas A&M UniversityTerrance Green, University of Texas at AustinSonya Douglass Horsford, Columbia UniversityAnn M. Ishimaru, University of WashingtonMuhammad Khalifa, University of MinnesotaHollie Mackey, University of OklahomaLinda C. Tillman, University of North Carolina at Chapel Hill

Facilitators:Ethan Chang, UC Santa CruzKimberley Jenkins, Miami University

156. Who Controls Education AdministrationCritical Conversations and Networking Sessions12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - River Oaks CThe critical conversation is organized around perspectives reflected in different chapters in an upcoming edited book. Session participants engage issues related to (a) institutional production, which considers the nature of institutions and market control; (b) academic drift, which considers the content of the curriculum and the forces controlling curriculum; and (c) epistemic drift, which considers the disciplinary norms related to knowledge production and control in the regulatory state.Participants:

Casey D. Cobb, University of ConnecticutJonathan Damiani, Nagoya University of Commerce and BusinessRhoda Freelon, Spencer FoundationRollin Dean Nordgren, National University, La JollaMargaret Terry Orr, Fordham UniversityFrank Perrone, University of New MexicoValerie Anne Storey, University of Central FloridaAnjalé Welton, University of Illinois at Urbana-ChampaignDouglas M. Wieczorek, Iowa State University

Facilitators:William Black, University of South FloridaArnold Danzig, San Jose State University/Arizona State University

157. Mentoring and Supporting Teachers and Principals: Beyond Human Resource Practice

Paper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Administrative Support Matters: Utility of Employment Related Conditions. Henry Tran, Douglas Smith (University of South Carolina)

This study uses a utility analysis to examine college students’ perception of the relative importance of different employment factors for consideration of teaching at hard-to-staff rural

105

FRID

AY 110–204

FRiDAY

districts. Administrative support was identified as the most important attribute. Future research should seek to identify the administrative support functions that are most critical so that leadership preparation programs can embed them in their leadership development efforts and thereby increase the equity of educational leadership distribution in the field.

A Study of Teacher Growth, Supervision, and Evaluation in Alberta: A Comparison of Perspectives. Carmen P. Mombourquette, University of Lethbridge; Pamela Adams, University of Lethbridge; Jim Brandon, University of Calgary; Dennis G. Parsons, University of Calgary

We report on a study conducted in Alberta, Canada. Three universities in the province joined forces to review Alberta’s Teacher Growth, Supervision, and Evaluation policy. Quantitative data came from a province-wide survey of superintendents, principals, and teachers; qualitative data were from interviews conducted with superintendents, principals, and teachers. We report on the areas of convergence and divergence of opinion from superintendents and teachers around the role of teacher growth, supervision, and evaluation of teachers.

Examining the Association Between Coaching Intensity and Teacher Effectiveness. Lam Pham, Vanderbilt University

I utilize data from 3 years in three districts to investigate the association between coaching intensity and teacher effectiveness using teacher-by-school and school-by-year fixed effect models. The findings suggest higher coaching intensity is insignificantly correlated with teachers’ content knowledge but is positively associated with improved ratings of instructional practice. These results support theoretical propositions that coaching shapes teacher practice but may be insufficient for improving teachers’ content knowledge.

Improving Principal Talent Management Systems: Early Evidence From a National District Cohort. Evangeline Chiang, Southern Methodist University

School districts increasingly work to ensure they have well-prepared, well-supported principals who stay in their school longer. However, improving systems to ensure this happens is difficult, complex work. A new national cohort of four school districts is working to improve their principal support systems. I used a mixed methods case study design to explore the readiness factors districts exhibit to begin extensive improvements to their principal talent management systems.

Instructional Coaches and Professional Learning Communities: Leadership Implications. Christy Fiori, Frisco Independent School District; Robert H. Voelkel, Jr., University of North Texas

Research suggests effective professional learning communities (PLCs) increase student achievement and effective instructional coaches (ICs) can further build teachers’ capacity. However, limited research examines how ICs support the development of PLCs. This qualitative study assesses perceptions of ICs, principals, and district leaders within one large, fast-growth school district regarding the ICs’ role within a PLC model. Interviews, focus groups, and documentation analysis highlighted that ICs further support the initiation and sustainment of effective PLC teams.

Facilitator:Henry Tran, University of South Carolina

158. Mindfully Curious: A Focus on the Well LeaderPaper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Challenges in Implementing Mindfulness Programs at Schools. Julia Mahfouz, University of Idaho; Kerry Robinson, University of North Carolina at Wilmington

The purpose of this qualitative study is to understand the challenges confronted by school administrators when they plan or attempt to implement mindfulness-based programs at their schools or districts. We conducted semistructured interviews with eight school administrators who practice mindfulness. Findings show five core challenges school administrators experience in implementation of mindfulness-based interventions.


This paper contributes to research on implementation processes by understanding the actual challenges faced by school administrators during implementation.

How Informed Is Trauma Informed? Amber Audria Williams, Howard UniversityTrauma has scientifically been linked to health risks. For children, these risks are defined by the presence of adverse childhood experiences. The adverse effects of trauma can present in schools as defiance, lack of self-regulation, and so on. Federal policy calls for the training of school personnel on evidence-based “trauma-informed” practices. The study will explore the perspectives of urban school administrators on federal policy concerning trauma-informed schools.

The Enlightened Educator: Mindfulness as a Launching Pad for the Critical Mission of Culturally Responsive Education. Rana Tasnin Razzaque, University of Denver

An extensive body of evidence suggests mindfulness promotes greater self-awareness and empathy, which is a critical access point to addressing the cognitive dissonance in educators’ theoretical understandings of culturally responsive pedagogy and their praxis. In this action-research case study, educators at an urban secondary school practiced mindfulness and responded to how that impacted their pedagogy. Findings demonstrate a connection between dispositions of cultural responsiveness and increased reflectiveness around educator praxis.

Life Stress, Burnout, and Resilience of Educational Leadership Doctoral Students by Program Phase. MItchell Parker, Julie Peterson Combs, Susan Troncoso Skidmore (Sam Houston State University)

The majority of educational leadership doctoral students hold full-time positions and juggle multiple other obligations as they pursue their degree. Within this environment we examined levels of life stress, burnout, and resilience for Higher Education Administration and K-12 Leadership doctoral students based on program phase. Our findings include that a majority of students reported relatively low levels of experienced life stress, exhaustion, and cynicism and a moderate level of professional efficacy and resilience.

Leadership Self-Care Is Mission Critical: Exploring Personal Mindfulness Practices on School and District Leaders. Kerry Robinson, University of North Carolina at Wilmington; Julia Mahfouz, University of Idaho

There has been a marked increase in the presence of mindfulness programs in schools to address the needs of students’ and teachers’ well-being. Unfortunately, very little work has focused on the mindfulness practices of educational leaders. The purpose of this study is to explore the personal mindfulness practices of school and district leaders to determine whether these activities are having an effect on decreasing burnout, improving physical and/or mental well-being, and improving professional practice.

Facilitator:Julia Mahfouz, University of Idaho

159. Julie Laible Memorial Session for New UCEA Jackson ScholarsSpecial Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - TanglewoodFirst-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 2-year program provides formal networking, mentoring, and professional development for graduate students of color who intend to become professors of educational leadership.Facilitators:

Lisa Bass, North Carolina State UniversityHollie Mackey, University of OklahomaAngel Miles Nash, Chapman University

160. The Life Cycle of Charter SchoolsPaper Session12:20 to 1:35 pmMarriott Marquis Houston: Floor 3 - WestchaseParticipants:

107

FRID

AY 110–204

FRiDAY

Navigating the Market: How Charter School Leaders Mobilize Supportive Coalitions. Elise Castillo, University of California, Berkeley

Scholars distinguish among charter schools whose goals are “mission-oriented” (centered on a pedagogical, political, or social mission) and “market-oriented” (underpinned by the market tenets of efficiency and scale). While scholars have illustrated how elite reform networks facilitate the expansion of market-oriented charters, little research examines the composition and activities of coalitions supporting mission-oriented charters. This study investigates how leaders of mission-oriented charters mobilize support in an environment that has institutionalized marketized approaches to education.

Perceptions of the Role of a Charter Superintendent by Charter Board Members and Principals. Marytza Gawlik, Florida State University; Ann Allen, Ohio State University

We extend and complement previous studies on self-descriptions of superintendents’ administrative work by examining the influential role of a relatively new actor in charter schools: the charter school district superintendent. We examine the influence of a charter district superintendent’s leadership on the mission, principal decision-making, and school board involvement through interviews with principals and board members to identify how a charter school district superintendent exhibits leadership within an emerging context in the public school landscape.

Principalship Socialization in Charter Schools. Marytza Gawlik, Florida State UniversityThis study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. This study provides a conceptual framework that can serve as a foundation for future research, which should (a) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (b) compare network-based and stand-alone charter schools with respect to principalship development.

Teaching Democracy in a Market-Oriented Context: The Case of Charter School Leaders. Laura Elena Hernandez, Learning Policy Institute; Elise Castillo, University of California, Berkeley

Increasingly, the democratic character of education has been undermined by market reforms, causing many to argue that democratic and market ideologies are fundamentally opposed. This multisite case study investigates how leaders in one market-based reform—charter schools—grapple with tensions between the market and democracy in fostering the democratic practices of their students and parents. Findings reveal that leaders facilitate opportunities to engage politically but primarily do so to advance organizational interests and an individualistic expression of democracy.

The Competitive Disadvantage: Charter School Enrollment, Financial Reimbursements, and Public District Financial and Academic Outcomes. Bryan A. Mann, University of Alabama; Paul Bruno, University of Southern California

This study examines how the implementation of charter schools and connected policy relate to the financial health and student outcomes of public school districts. A nuance to the context studied here is the legislature added and removed policy to curtail detriments of competitive effects. We find enrollment losses relate to traditional public school districts displaying negative outcomes in finances and academics, but when districts are reimbursed (thus mitigating competitive effects), the detriments begin to diminish.

Facilitator:Amanda U. Potterton, University of Kentucky

161. Pushing for Systematic Change: Problems of Practice in SchoolsPaper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:A Proposed Framework and Process for Equity Systems Change in Public Schools. Colleen A. Capper, University of Wisconsin–Madison; Elise Frattura, University of Wisconsin–Milwaukee

This paper proposes a framework and process for equity systems change in public schools.


We developed the framework and process from (a) a synthesis of the literature across grouping patterns (e.g., tracking, ability grouping across students with disabilities, students labeled English language learner, students labeled gifted, students experiencing poverty, and students of color), and from (b) what we call participatory equity action research (PEAR) with schools and districts in various stages of implementing the framework and process.

Competing Narratives of Leadership in Schools: The Institutional and Discursive Turns in Organizational Theory. Gary L. Anderson, New York University; Ethan Chang, University of California, Santa Cruz

We offer an analytic approach to studies of organizations and leadership, emphasizing discursive institutionalism. Such an approach examines discursive struggles within the institutional environment as new discourses and their associated practices enter the education field, largely from the business field in the form of new public management. The task of leaders then is to reclaim discourses of equity and a common good amid social forces intent on marketizing and privatizing public education.

How Teachers Work Together: The Purpose, Form, and Focus of Teachers’ Collaborative Partnerships. Susan Kemper Patrick, Vanderbilt University

Collaboration among teachers is considered a central feature of effective schools and key to creating successful professional learning opportunities for teachers. Despite widespread support for collaboration, a general consensus is that not all collaborations among teachers are equally productive. What, then, characterizes collaboration that creates opportunities for teacher learning? This paper examines how teachers engage in peer collaboration as part of a specific initiative intended to create instructionally focused partnerships between teachers.

Principals and Network Partnerships in School Reform Implementation. Sissi O’Reilly, University of Texas at Austin

Principals are the institutional and cultural catalysts for changes to effectively occur within a school system; therefore, understanding how principals interact with network partners outside of school or district systems to engage strategic alliances reveals the multidimensional facets of comprehensive school reform. The purpose of this review is to understand and interpret how principals utilize strategic partnerships, networks, and community alliances to engage school reform practice more equitably and effectively.

Engaged Scholarship: Collaborative Efforts to Solve Critical Problems of Practice. Maritza Lozano, California State University, Fullerton

Drawing on data collected in the context of a multiyear research–practice partnership, I examine the researcher–practitioner relationship over the course of iterative collaborative design work. Findings suggest that sustained work in partnership with practitioners requires all partners to constantly shift perspectives of their roles in the course of design work, constantly reimagining collaborative arrangements and negotiating tensions due to competing goals and aims within the partnership.

Facilitator:Douglas M. Wieczorek, Iowa State University

162. We are Family: School–Family EngagementPaper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Empowering Principals, Teachers, Parents, and Students: Lessons From Technology Savvy Superintendents. Jayson W. Richardson, University of Kentucky; William L. Sterrett, University of North Carolina at Wilmington

This paper draws from a study of district superintendents who were recognized as eSchoolNews Tech-Savvy Superintendents. This study focuses on superintendents who received the award 2011–2014. Insights on empowering others and managing the complexities of the district leadership role through technology will be featured in a format that includes quotes, examples, and strategies that build on existing research in the field.

109

FRID

AY 110–204

FRiDAY

Combatting Barriers to Student and Family Engagement: Culturally Responsive Special Education Leaders. Renee Garraway, Bowie State University

As the demographics of U.S. public schools rapidly change, the number of students identified for special education will continue to increase. This means that school leaders will need to ensure their staff develops cultural competence in an effort to better understand students and their needs. This also has serious implications for how school leaders engage and collaborate with parents of students with disabilities to improve outcomes for culturally and linguistically diverse students.

Perceptions of Muslim Parents Who Choose Public Schools for Their Children. Leila Shatara, Maysaa Barakat (Florida Atlantic University)

Muslim students struggle to find recognition and support for their educational and developmental needs in public schools. This case study focuses on Muslim parents who send their children to public school and investigates their perceived reasons for that choice. We examine the leadership practices that encourage or discourage this. Preliminary findings indicate Muslim parents choose public schools for academic reasons; however, they voice concerns that public school educators lack knowledge and understanding about Muslims/Islam.

Escaleras Hacia el Éxito: Examining Latino Parents’ Roles and Understanding of College Readiness Opportunities. Carmen Serrata, Our Lady of the Lake University; Martha N. Ovando, University of Texas at Austin

This qualitative study examines Latino immigrant parents’ understanding of college readiness and college readiness programs. The research employs asset-based frameworks including community cultural wealth, LatCRT, and funds of knowledge to guide the research questions and data analysis. Through interviews, observations, and document analysis, this study sheds light on how parents describe college readiness, how they obtain information on college-readiness programming, and what they perceive their role to be in promoting college readiness.

Equitable Family Engagement and Teacher Professional Identity. Nicholl Montgomery, Rebecca Lowenhaupt, Sarah Bradley, Joi Dallas (Boston College)

Family engagement is an integral part of successful schools. Research has shown that not all educators engage with families equally. We explore how teachers’ professional identities influence their family engagement practices. Using a case study of a small suburban district, we examined educators’ perspectives on family engagement. We found that specialty teachers were more likely to engage with families than general education teachers. This findings have implications for school leaders.

Facilitator:Juan Manuel Niño, University of Texas at San Antonio

163. Strategies for Communicating With a Policy ImpactSpecial Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 2 - Houston 4Effective communication is critical for political advocacy. Leading governmental affairs officials from institutions of higher education in the greater Houston area will present advice and lessons learned for how to tailor communication to a policy audience. Particular attention will be given to outlining strategies these officials use to translate complex research into a form utilized by policymakers. Additionally, officials will share information and research needs commonly requested by policymakers.Participants:

Dominique Calhoun, Texas Southern UniversityJason Smith, University of HoustonRemmele Young, Houston Community College

Facilitators:Paula Myrick Short, University of HoustonJanie Clark Lindle, Clemson University


164. Leading Schools Through Culturally Responsive School LeadershipPaper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:Embracing Multilingualism, Mentorship, and Mission: “Maverick-y” Dual Language Leadership in U.S. Urban Schools. Carrie Fuller

Through an exploratory case study, the motivations and perceptions of 28 school administrators and change agents/key informants (including teachers, assistant/vice principals, board members, and consultants) from 10 Catholic elementary schools were interviewed regarding the conversion to a dual language immersion model. Findings considered how Hargreaves and Fullan’s (2012) concept of professional capital and Grace’s (2010) notion of spiritual capital contributed to the leaders’ capacity to meet the school’s change needs.

Experiences, Perspectives, and Strategies Toward Educational Equity: Counterstories of Latinx School Board Leadership. Carrie Sampson, Arizona State University

Framed by LatCrit educational leadership and based on a multiple case study, this paper examines how and why Latinx school board members address educational equity. Findings signify that Latinx members are often among the most committed on school boards to improving educational equity. Moreover, their leadership provides unique and significant representation for particular communities. Yet, they often experience several internal and external challenges that make it nearly impossible for them to sufficiently expand educational opportunities.

Leadership for Intentionally Diverse Pre-K-12 Schools. Genevieve P. Siegel-Hawley, Virginia Palencia (Virginia Commonwealth University)

We explore how leadership can nurture practices that contribute to diverse, inclusive school communities in four Richmond area schools (ranging from preschool to high school). Using a cross-case study design, we examine how policies facilitate diversity. We collected qualitative data through semistructured interviews and focus groups and identified several themes that encourage equitable educational leadership: resource agility, community partnership, establishing dialogue with students, and articulating the value of diversity.

Fostering Culturally Responsive Teaching Through Culturally Responsive Leadership: Examining High- and Low-Leverage Principal Strategies. Donna H. Weingand, Chesapeake Public Schools; Jay Scribner, Old Dominion University; Karen L. Sanzo, Old Dominion University

This study explores—from the perspectives of teachers and administrators—the factors that contribute to culturally relevant pedagogical practices among teachers. Specifically, we seek to understand the role principals can play in developing and supporting culturally responsive pedagogical practices and dispositions among teachers.

Facilitator:Lauri Johnson, Boston College

165. Community Engagement for Social Justice in SchoolsPaper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Radical, Revolutionary Consciousness in Educational Leadership Through the Prism of Black Panther. Darius Prier, Duquesne University

I use prophetic criticism to interpret, analyze, and evaluate the film, Black Panther, within the moral and political context of double consciousness between the specific characters of T’Challa and Killmonger. The implications for social justice in educational leadership will be examined within the social and political contexts of film in Black popular culture.

Diversity for Diversity’s Sake? The Relationship Between Diversity and School-Level Academic Achievement. Aaron Wisman, California State University, Bakersfield

In 2007, the U.S. Supreme Court ruled voluntary student assignment policies could not depend too heavily on a student’s race. I explore the relationship between one large urban public

111

FRID

AY 110–204

FRiDAY

school district’s diversity index and school-level achievement outcomes. Findings provide implications for urban public school districts seeking to maximize both diversity and academic achievement as well as inform the theoretical propositions of Lam (2014) and Blau et al. (2001).

Equity-Minded Constituent Engagement in Elementary Schools: A Multisite Study. Michael Owens, Brigham Young University

The purpose of this study was to examine, using a followership framework, the perceptions of faculty and support staff at three public elementary schools in geographically diverse areas of the United States regarding their roles as followers within their schools and the influence they had on the school’s ability to carry out its core purposes.

An Investment in the Whiteness of Leadership: Leaders’ Resistance to Students of Color Assuming Leadership Roles. Jason Deric Salisbury, University of Illinois at Chicago; Manali Sheth, Iowa State University; Alexia Angton, Iowa State University; Julio Cammarota, Iowa State University

This critical qualitative study employs critical race theory and its tenet of Whiteness as property to understand the resistance district-level leaders deployed to undermine a student voice leadership initiative in a midsized urban school district. Findings highlight that in spite of espoused commitments to the student voice initiative, district leaders maintained investments in the Whiteness of school leadership and engaged in resistant actives that mirrored the functions of Whiteness.

Facilitator:David DeMatthews, University of Texas at Austin

166. Strengthening Innovation Infrastructure: The Leadership of Interorganizational Learning

Special Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Meyerland AThis session brings together several organizations that are attempting to nurture the “innovation infrastructure” (Peurach, 2016) of U.S. education. The session seeks to broaden the conversation around interorganizational leadership for K-12 schools and school systems as well as the institutions of higher education that produce educational scholarship and prepare educators and researchers. Panelists represent organizations that serve as networks of networks.Presenters:

Paula Arce-Trigatti, National Network of Education Research–Practice Partnerships/Rice UniversityManuelito Biag, Carnegie Foundation Christina Joy Dixon, University of VirginiaDavid Imig, Carnegie Foundation Carla Stevens, Houston Independent School DistrictMichelle D. Young, UCEA/University of Virginia

Facilitator:David H. Eddy Spicer, University of Virginia

167. Voices From Principals and SuperintendentsSpecial Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Meyerland BThe intent of Voices 4 is to explore practicing school education leaders’ perception of leadership preparation and social justice issues. Focus groups will discuss leaders’ actions in creating productive schools and improving educational outcomes for all students. Facilitators will engage participants in a training session on the research methods and tools used for the Voices 4 project. All are invited to attend this session and participate in this exciting new UCEA-sponsored research project.


Facilitators:Julia Nell Ballenger, Texas A&M University–CommerceAndrew William Place, Eastern Kentucky UniversityMariela A. Rodríguez, University of Texas at San Antonio

168. Toward a More Inclusive Academy: Redesigning Doctoral Programs for Educational Leaders

Paper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:Making Decisions That Matter: An Evaluation of a Doctoral Program in K-12 Educational Leadership. Amber Sechelski, Rebecca McBride Bustamante (Sam Houston State University)

To design and maintain programs that best prepare educational leaders, consistent program evaluations are essential practice. A doctoral program evaluation in K-12 educational leadership was conducted at a regional comprehensive public institution to determine how stakeholders viewed the program and how they envisioned its future. Attendees might benefit from information regarding the evaluation process and the findings from the study as they seek to design programs that reflect equitable research and praxis in educational leadership.

From Paper to Praxis: Accreditation as a Situation and a Tool to Theorize Leadership Preparation Transformation. Rodney S. Whiteman, University of Wisconsin–Milwaukee; Brendan Maxcy, Indiana University

This paper explores how faculty in an urban-focused principal preparation program met a demand to develop internship assessments aligned with accreditation standards by revising the program to meet a signature pedagogy emphasizing social justice. We analyzed meeting notes, correspondence, and written artifacts to investigate the accreditation situation as distributed leadership. We then theorize the preparation program and its participants as embedded within logics of the university, K-12 schools, and accrediting organizations.

Look for Our Voice: Asian American Women in Educational Leadership. Grace J. Liang, Kansas State University; Jon Turner, Missouri State University; James Sottile, Missouri State University

In this review of research, we explore how researchers have examined Asian American women in relation to educational leadership and in what focalities. The sample includes 14 dissertations published between 1995 and 2015. The findings reveal that the researchers almost exclusively rely on qualitative methodologies and explore the so-called “profiles” and “patterns” of the women. Critical perspectives such as AsiaCrit have limited presence in the theoretical framings of the literature.

Doctoral Program in Educational Leadership Redesign: Utilizing a Multi-Criteria Framework. Miriam D. Ezzani, Noelle A. Paufler (University of North Texas)

The development of educational leaders who have a profound influence in shaping a culture of advocacy for diversity, equity, and inclusion is the aim of redesign efforts in one educational leadership program. These ideas are reified in the Carnegie Project on the Education Doctorate and reinforced by UCEA criteria; yet, faculty struggled with ideological differences. We argue that the multicriteria framework, underscoring collaborative leadership, is the cornerstone of the program redesign.

Factors Impacting the Persistence of Black Men In Higher Education. Yvonne Riley-Tepie, Yvonne Riley-Tepie (St. John’s University)

This quasi-experimental design study evaluated the impact of the Black Male Initiative Program on the persistence and educational attainment of Black men. It measures persistence by evaluating time to graduation, number of credits accumulated. Historical student data were collected through the Department of Institutional Assessment at a local commuter college. We examine the benefits of participating in a retention program and discuss hindrances to persistence and factors leading to academic success.

Facilitator:Curtis Brewer, University of Texas at San Antonio

113

FRID

AY 110–204

FRiDAY

169. Equity, Inclusion, and Action in Educational Leadership: To Prepare School Leaders, We Must Prepare Ourselves

Critical Conversations and Networking Sessions1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - River Oaks AThis session centers equity and social justice in leadership preparation. It was conceptualized based on sessions from 2016, 2017, and 2018 that were organized for the AERA annual meetings by the Division A Equity, Inclusion, and Action Committee members. This session promises to validate multiple forms of knowledge sharing, as participants weave conceptual and theoretical understandings of social justice, moral, and transformative leadership with associated practices such as mentorship, activism, and community building.Participants:

Michael Dantley, Miami UniversityRhoda Freelon, Spencer FoundationAnn M. Ishimaru, University of WashingtonMelissa Ann Martinez, Texas State UniversityJuan Manuel Niño, University of Texas at San Antonio Bernard Oliver, Umited Arab Emirates UniversityMargaret Terry Orr, Fordham UniversityRosa Rivera-McCutchen, Lehman College, CUNYLolita Tabron, University of DenverDana N. Thompson-Dorsey, University of Pittsburgh

Facilitator:Lisa Bass, North Carolina State University

170. Working to, Within and Through Gender Equality: Women Leaders Rising, Sustaining and Flourishing

Critical Conversations and Networking Sessions1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - River Oaks BGender equality is a systemic issue that disproportionately places women, particularly women of color, at a disadvantage throughout their academic and professional careers. The purpose of this critical conversation is to provide attendees an opportunity to reflect on the role of gender in their leadership practice and to co-create a practitioner-chosen and driven tool to use in assessing the degree to which gender disparities are present in their school, district, or educational organization.Facilitators:

Lauren P. Bailes, University of DelawareLisa Cullington, University of Massachusetts–BostonAmy Schrepfer-Tarter, Aequitas Educational Consulting

171. School Leaders’ Roles in Building Supports for Teachers’ Development and Practice

Paper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Figuring it out Together: A Study of Principal and Instructional Teams Implementing MTSS. Jennifer Rinck, William Black, Leonard C. Burrello (University of South Florida)

In this study of principals and instructional leadership teams implementation of a district multitiered systems of support (MTSS) initiative, we examine transfer of knowledge of MTSS purpose and utilization of district-created resources in school-based implementation practices. We propose a set of school-context sensitive policy implementation guideposts that emerged from the study: an ethic of care, attention to relationships in schools,


development of joint work in a community of practice, and building and sustaining trust.How School Leaders Enable Instructional Coaching: Evidence From New Jersey. David B. Reid, Seton Hall University

In what ways do school leaders enable coaches to function as a part of school improvement efforts (e.g. instruction, reform implementation, etc.)? In what ways do principals think about and use coaches to facilitate teacher instructional improvement? Results suggest principals enable coaches by clearly articulating responsibilities, providing time for coaches to work with teachers, and valuing and trusting both coaches and the teachers with whom they work.

Instructional Program Coherence and Teacher Need Support. Ashlyn Gilbert, Curt Adams, Olajumoke Beulah Adigun (University of Oklahoma)

This study investigates how instructional program coherence (IPC) operates as a social mechanism that supports teachers’ psychological needs. We hypothesize that IPC is positively related to teacher perceived autonomy, competence, and relatedness. Hypotheses were tested in HLM 7.0. Instructional program coherence had a statistically significant relationship with teacher autonomy, teacher competence, and teacher relatedness. Findings in this study suggest that coherence works by creating conditions that enable teachers to thrive in the classroom.

The Relationship Among Teacher Collective Efficacy and Professional Learning Communities. Robert Holland Voelkel, Jr., University of North Texas

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate these communities also predict greater collective efficacy, whereas others suggest teacher efficacy is predictive of teachers working together. This study investigated the relationship among PLCs and teachers’ collective efficacy, drawing on 310 surveys from 16 schools in one district. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy.

The Role of Transformational Leadership and Instructional Leadership in Support of Teacher Self-Efficacy and Student Performance. Ling Li, Southwest University, China; Yan Liu, Central Connecticut State University; Chen Huang, Southwest University, China

The quantified measurement of both transformational and instructional leadership in schools and the interactive impact on teachers and student learning is still limited, especially in an international context. This project aims to investigate how transformational leadership and instructional leadership when implemented respectively or interactively indicate the level of influence on teacher efficacy and student performance using multilevel SEM. The result reveals instructional leadership and transformational leadership are key predictors of teacher efficacy and student performance.

Facilitator:Sarah Woulfin, University of Connecticut

172. Student Lives Matter! An Imperative Conversation About School SafetyPaper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Spatial Indigeneity and the Art of Belonging: Healing After the Homicides of Unarmed Black Men. Ijeoma Ononuju, Northern Arizona University

This paper looks at the deaths of two young Black men and the access that educational leaders had to the community-oriented healing spaces. Examination of the two events engenders questions of position (are we welcomed in those spaces?), identity (who are we in those spaces?), role (what do we do in those spaces?), and belonging (is our presence wanted and valued in relation to the healing that occurs in those spaces?).

LGBT Educators’ Perceptions of Safety and Support and Implications for Equity-Oriented School Leaders. Tiffany Wright, Nancy Smith (Millersville University)

This study aims to understand the climate for LGBT educators so that administrators utilize best practices related to policy enactment, advocacy, and enforcement (in this case, relating specifically to creating an LGBT-inclusive climate in schools). While improvements have been made since 2007 and 2011, LGBTQ educators continue to experience barriers to safety and

115

FRID

AY 110–204

FRiDAY

support. This study also points towards the need for continued striving towards equity and justice within the realm of sexual diversity.

Long-Term Outcomes Associated With Educational Security Policies. Ryan Kapa, Ohio State University

School leaders have turned to educational security policies to reduce misbehavior and violence. Few empirical studies explore the association of school security and punitive discipline and the association with individuals’ long-term outcomes. Multilevel modeling is utilized to examine the association of educational security policies and an individual’s educational attainment, occupational prestige, and fiscal realization. Results show that individual-level predictor variables related to school criminalization (e.g., suspension) are associated with negative long-term outcomes.

School Violence and Teacher Professional Engagement: A Cross-National Study. Lixia Qin, Texas A&M University; Ling Ning, University of Colorado, Boulder; Mario S. Torres, Texas A&M University

In this cross-national study, multigroup multilevel structural equation modeling is adopted to comparatively examine the extent to which school violence has affected teachers’ professional engagement. We also investigated the contextual factors (e.g., school leadership and school climate) contributing to the level of school violence across countries. Particular attention has been paid to the differences between the United States and other four TALIS 2013 participating countries: England, Korea, Singapore, and Mexico.

(Re)Focusing on School Safety After Parkland: An Analysis of Aftermath Research. Dustin Pappas, Meredith Mountford (Florida Atlantic University)

We conducted a meta-analysis of school safety research published following the tragedy at Marjory Stoneman Douglas High School. We present critical reviews of empirical research and provide a review across all studies. An exemplar is presented in which glaring omissions, including a lack of educators’ and students’ perspectives, are cited as threats to its validity. Included in the evaluation of Heritage Foundation’s “Focusing on School Safety After Parkland,” we provide implications for policymakers.

Facilitator:Tiffanie Lewis-Durham, City University of New York

173. GSC Programming - Gender and TenureSpecial Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - TanglewoodAccording to Mason, Goulden, and Wolfinger (2013), gender still matters very much in the pursuit of tenure, particularly when it comes to having children. They find that family formation negatively affects women’s, but not men’s, academic careers. In this session, faculty members will discuss their own experiences, reflections, and research related to this topic.Presenters:

Nakia M. Gray-Nicolas, Queens College, CUNYSonya Douglass Horsford, Columbia UniversityBrendan Maxcy, Indiana UniversityThu-Suong Nguyen, Indiana UniversityMary Martin Patton, Texas Christian UniversityAmanda U. Potterton, University of KentuckyTerah Talei Venzant Chambers, Michigan State UniversitySarah Woulfin, University of Connecticut

Facilitator:Jada Phelps-Moultrie, Michigan State University

174. Application in ContextPaper Session1:45 to 3:00 pmMarriott Marquis Houston: Floor 3 - Westchase


Participants:Nature Versus Nurture: A Rural School Principal’s Leadership Capacity Before and After Hurricane Harvey. Israel Aguilar, Lynn M. Hemmer, Dessynie Edwards, Jesse Olivarez (Texas A&M University–Corpus Christi)

In 2017, Hurricane Harvey damaged the facilities of many school districts along the Gulf Coast. Thus, the purpose of this study is to better understand how a leader supports teacher development and school improvement against the backdrop of challenges associated with rural schools before and after a natural disaster. As such, this study serves as an additional heuristic for leaders who want to understand educational leadership in the midst of crisis.

Perceptions of Educational Leadership After a Principal Preparation Program. Erica Thomas-Minor, Charles L. Slater (California State University, Long Beach)

Principal preparation programs have the responsibility to prepare future school leaders for the responsibilities they will face, especially student achievement. The primary purpose of this qualitative case study was to explore the perceptions of educational leaders who had completed an administrator preparation program in Southern California. The intent was to reveal their experiences and the application to their current practice as school site leaders. Implications are presented for universities that prepare future leaders.

Prepared for Leadership: A Case Analysis of the Perceptions of School Leaders. Monique D. Lamar, Howard University

This case study explored how administrators utilized their lived experiences as members of one or more marginalized groups to lead their schools. The focus was on how they self-identified and leveraged their membership in their cultural and racial groups to impact their schools. The theoretical framework was applied critical leadership. The results create a counterstory to the current discourse in education regarding majority-minority schools, their leaders, and student performance.

The Capacities of Research Evidence Use: Early Lessons From Exemplary EdD Programs. William A. Firestone, Rutgers University; Andrew Leland, Rutgers University; Jill Alexa Perry, University of Pittsburgh; Robin McKeon, Rutgers University

The professional practice doctorate should prepare leaders to review and critically analyze existing research and conduct local research to guide their practice. Case studies of four exemplary EdD programs illustrate the skills leadership students develop to use research to improve practice, including clarifying the problem, finding and assessing research in terms of its rigor and relevance, and communicating research effectively to others. They also illustrate some practices that promote the development of these skills.

The Disappearance of Scholar-Practitioners in Educational Leadership Preparation Programs. Alexander W. Wiseman, Texas Tech University

The purpose of this research is to understand the interaction between degrees of practical experience of instructional faculty in university-based educational leadership programs and a university preparation program’s institutional context. Findings show that preparation program faculty are largely split between those with more research or more practical experience. This is foundational to understanding the impact that practical experience of preparation program faculty has on new leaders’ equitable practice in context.

Facilitator:Nathern S. A. Okilwa, University of Texas at San Antonio

175. Centering Equity: Multiple Perspectives on Language and IdentityPaper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Building Capacity for Equity-Oriented Leadership Through Immersion Trips. Mary Frances Jones, University of Illinois at Chicago; Gregory O’Donnell, Indiana University

We identify several elements of immersion trips that effectively foster more culturally sustaining leadership beliefs and develop needed instructional leadership skills and knowledge in current school leaders. We advance a set of nuanced considerations for how such targeted, immersive

117

FRID

AY 110–204

FRiDAY

professional development experiences shift the mindsets of leaders to eliminate deficit thinking and drive organizational change.

Critical Race Narratives Across the Latina/o Educational Pipeline: Revolutionizing for Equity, Policy and Praxis in Texas. Sofia Bahena, Enrique Aleman, Jr., Sonya Maria Alemán (University of Texas at San Antonio)

Inequitable educational opportunities persist for Latina/o communities across the P-20 continuum. It is imperative to understand how structural contexts shape Latina/o academic attainment. Scholars have developed methodologies that illuminate educational inequities across the educational pipeline (Covarrubias & Lara, 2014; Sólorzano, Villalpando, & Oseguera, 2005). We build on this work by using state and census data to present educational pipelines of educational opportunity for Texas.

English Language Learners in Texas School Finance: How the Status Quo Continues to Marginalize Youth. Edgar Manuel Torres, University of Texas at Austin

The purpose of this paper is to determine how Texas legislators perceive adequacy and availability of resources for English learners (ELs). The literature review describes the EL population in Texas, highlights their academic achievement, reviews funding mechanisms, and discusses court cases involving EL finance policies. Through case study analysis, I conclude that legislators believe current finance policies in Texas are inadequate. Contributing factors include lack of knowledge, political will, overall costs, and racist motives.

Identifying Diverse Schools: The Ever-Dwindling “N.” Paige Tooley, Erin Atwood (Texas Christian University)

This paper began as part of initial sampling for a larger project that requires diverse schools for a comparative case study. However, as patterns emerged, this sampling process was expanded to look at the broader picture of diversity and equity across the state. In this study, diverse schools are those which Black, White, and Latinx populations are each 15–60% of their school’s population. Equity is determined by a 10% difference threshold in STAAR passing rates.

“You Guys Are Bilingual Aren’t You?” Latinx Educational Leadership Pathways in the New Latinx Diaspora. Katherine Rodela, Washington State University; Claudia Rodriguez-Mojica, Santa Clara University; Alison Cochrun, Washington State University

This study analyzes counterstories of five Latinx administrators in the new Latinx diaspora. Our findings suggest bilingualism was both an asset and liability in their careers, they demonstrated persistence in facing discrimination, and they experienced isolation as one of the only leaders of color in their districts and preparation programs. Findings call for more critically race conscious preparation programs, which can support leaders of color to face systemic racism and sexism in their careers.

Facilitator:Madeline Mavrogordato, Michigan State University

176. Mission Possible: Success in College, Career, & TechnologyIgnite Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Factors Influencing STEM Persistence: The School’s Role in the Self-Determination of Marginalized High School Students. Paul Wilson, Jay Scribner (Old Dominion University)

This session focuses on bridging the gap between the potential for STEM to boost educational experiences of marginalized students and its current reality as a barrier to the same students. The study contributes to the discussion by focusing on the role of “gateway courses” in STEM. Using extant literature and posing new avenues of research, we question the utility of gateway courses that rely on traditional pedagogy and instructional practices to open opportunities for these students.

She Persisted: Black and Latinx Women and Math-Heavy Persistence. Barbara Boakye, Howard University


Current research on persistence, or lack thereof, in science, technology, engineering, and math (STEM) baccalaureate programs focuses on access to STEM programming and increasing student interest, especially when concerning minority students. However, literature suggests that Black students are more interested in pursuing STEM prior to entering postsecondary education than White students. I studied the experiences that hindered STEM persistence in Black undergraduate students, specifically those enrolled in programs requiring at least calculus.

Mentoring Diamonds in the Rough: Black Girls Embraced, Emboldened, and Empowered. Krystal Huff, Loyola Marymount University

The purpose of this Ignite! session is to share key findings from my auto-ethnographic research regarding how critical mentoring influenced and ultimately determined the trajectory of my life as a working-class Black girl growing up in Los Angeles. It will emphasize how my experiences later shaped my own critical mentoring practice. Initial analysis reveals key elements that are essential to effective mentoring of Black girls, components that comprise the transformative potential of critical mentoring.

Lessons for American Schools From the Republic of Georgia. John Pijanowski, University of ArkansasThis project was completed during a 2018 Fulbright Scholar Program funded research sabbatical. This project explores the K-12 educational system in a Second World country and draws comparisons to previous efforts of American scholars and practitioners to look to Europe for exemplary models of public schools. Of particular note is how the Georgian system of public education addresses equity of opportunity for students in remote, rural, low-wealth regions.

Gaining Ground: A Principal’s Push for College. Anastasia Beverly Lindo Anderson, Texas A&M University

How does a principal effectively impact the number of African American students attending college? This Ignite! talk will examine the African American school principal’s role in influencing college attainment among African American youth. Themes include (a) how the principal faces systemic challenges when pushing a college agenda, (b) how she uses her positionality as a middle-class African American leader and mother, and (c) how she purposely cultivates relevant social capital within her students.

How Do Principals Support STEM Teaching and Learning? Leaning in, Navigating Instructional Leadership, Building Capacity. William L. Sterrett, Ginger Rhodes, Dennis Kubasko, Angelia “Angie” Reid-Griffin, Steven Dale Hooker, Kerry Robinson, Andy Ryder, Justin Fischetti (University of North Carolina at Wilmington)

This Ignite session provides insights from a recent pilot study of middle school principals who regularly observe and support STEM teaching and learning in their schools. Principals’ perspectives on teaching and learning, student engagement, feedback to teachers, and observations of the instructional climate are informing preparation of preservice teachers and principals. This session provides guidance on revolutionizing leadership preparation in a way that empowers teachers, encourages mutual reflection, and ultimately enhances instruction in STEM classrooms.

Facilitator:Sara Dexter, University of Virginia

177. The Examination of Equity-Centered LeadershipPaper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:Superintendents as Leaders for Social Justice. Karen Ramlackhan, University of South Florida

This study focused on superintendents with a social justice orientation. These leaders shared their efforts to advance achievement of marginalized students via policies and practices. The framework of social justice leadership and Freire’s notion of praxis resulted in the development of four major themes: characterizing a social-justice-oriented superintendent, navigating the politics, advocating for marginalized students, and undertaking strategic action. The discussion involves the sociopolitical and cultural constraints that impact social justice work within districts.

Navigating Multiple Identities as a Local School Board Member: A Year of Service and Reflection.

119

FRID

AY 110–204

FRiDAY

Leigh Ellen Wallace, University of Wisconsin–Milwaukee“Run, Mama, run!” I was a mother, professor, former teacher and administrator, child of a retired superintendent, and unabashed advocate for public education. How would I navigate these multiple identities? This paper chronicles my first year as a school board member and connects the experience to my own professional practice as one who prepares principals, district directors, and superintendents; I sought to make meaning and wrestle with my own biases, beliefs, and frustrations.

Examining Leadership in an Equity-Focused Superintendents’ Network. Sue Feldman, Lewis and Clark College

This qualitative case study, conducted over 3 years, examines an equity-focused network, where White superintendents talk openly and continuously about issues of institutionalized racism and attempt to unmask and deconstruct the historical and current conditions that obstruct equitable education. This development for school district leaders, working in a network explicitly to tackle challenging and persistent, even perhaps intractable equity issues is particularly important, given that working in isolation clearly has not solved these problems.

Factors Related to Superintendent Retention and Turnover. Jesse Ulrich, Fort Dodge Community School District; Joanne M. Marshall, Iowa State University

Utilizing a nonparametric statistical method, this secondary data analysis of the School Superintendents Association’s American School Superintendent 2010 Decennial Study analyzes factors related to superintendent retention and turnover from a labor market perspective. The analysis tested the hypothesis that when a superintendent’s social, educational, and professional needs are met in the district, the superintendent has a higher likelihood of staying in the district.

Evolving Equity-Focused Leadership: A Longitudinal Multiple Case Study of Five Superintendents’ Practice. Rachel Roegman, University of Illinois at Urbana-Champaign; David Allen, College of Staten Island, CUNY; Ruqayyah Perkins-Williams, University of Illinois at Urbana-Champaign

In this study, we analyze superintendents’ equity-focused leadership over 10 years, within the context of a state-wide professional development network. Our purpose is to better understand how equity leadership is enacted over time, within the context of a network supporting for equity work. Informed by systems theory and complexity theory, the framework for this study highlights the complexities of multiple contexts in school leadership. We conclude with implications for practice to support equity leadership.

Facilitator:Mark Anthony Gooden, Columbia University

178. Community Schools: Sustaining, Communicating, Working, & Engaging for Impact

Paper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Sustaining Collective Impact Partnerships: A Longitudinal Study of Leadership Teams in Community Schools. Linda Kay Mayger, College of New Jersey; Craig Hochbein, Lehigh University

How do school leaders sustain complex networks of programming and partnerships across tIme? This study employed a qualitative comparative case study approach to examine how leaders in three community school contexts maintained the model over 3 years. We found they faced numerous challenges to stability, which leaders addressed by creating routines and social structures that simplified and coordinated stakeholder actions and transmitted learning within and across the networked schools.

Family Engagement in the Full-Service Community School: A Qualitative Case Study. Jessica A. Noonan, Oklahoma State University

This paper presents a qualitative case study of a full-service community school located in


a large, urban school district. Bourdieu’s theory of social reproduction serves as the theoretical framework. Data were collected using observation, interviews, and document analysis. Though faced with many challenges to equitable family engagement, findings suggest school faculty consciously acknowledge barriers to family engagement and strategically work to overcome them. This study challenges Bourdieu’s conception of schools as institutions that reproduce inequality.

Communication and Social Capital Among Leadership Teams in Full-Service Community Schools. Linda Kay Mayger, College of New Jersey; Craig Hochbein, Lehigh University

To better understand the role of leaders in fostering communication and social capital, the current study employed a qualitative case study approach to compare three community school contexts over 3 years. We found the structure and function of communication patterns and social capital differed among teams that had experienced attrition in leadership.

Alliances at Work: Shared Leadership and Community School Implementation Across One Pennsylvania District. Kathleen Provinzano, Bruce Levine, Allen Grant (Drexel University)

Community schools are poised as a new school design to address complex, co-occurring problems in schools and communities. Drawing upon interview and focus group data, this paper aims to improve the overall understanding of challenges and opportunities accompanying community school implementation, while simultaneously highlighting working alliances among school and community stakeholders across a large urban district in Pennsylvania. Specific attention is given to the shared leadership between school principals (insiders) and community school directors (outsiders).

(Re)Building Bi/Multilingual Leaders for Bi/Multilingual Schools in New York’s Most Segregated City. Soribel Genao, Queens College, CUNY

I focus on bilingual/multilingual school communities via conceptual ideas and policies learned and synthesize these ideas into practice for future administrators. As such, the paper focuses on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project will expose the empirical practices of these teacher leaders in their respective New York City communities.

Facilitator:Gerardo R. López, University of Utah

179. Retirees in ActionSpecial Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Meyerland AProfessors, retired or retiring, gather to plan how they can continue engagement within UCEA. The group shares current experiences and involvement within teaching, research, service, and leadership. Open discussion includes available supports in planning for retirement and how to make the decision to finally retire. All faculty are invited.Presenters:

Bruce Barnett, University of Texas at San AntonioLeonard C. Burrello, University of South FloridaBeverly Calvo, University of Texas at El PasoGary Crow, Indiana UniversityPaul Goldman, Washington State UniversityMargaret Grogan, Chapman UniversitySteve Gross, Temple UniversityMartha McCarthy, Loyola Marymount UniversityMartha N. Ovando, University of Texas at AustinDiana G. Pounder, University of UtahJoan Poliner Shapiro, Temple UniversityPaula Myrick Short, University of HoustonSabrina Zamora, Las Cruces Public Schools

Facilitators:María Luisa González, University of Texas at El PasoBetty M. Merchant, University of Texas at San Antonio

121

FRID

AY 110–204

FRiDAY

180. UCEA International Summit ISee Call-Out Box

181. Advancing Powerful Learning ExperiencesPaper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:Adjunct Faculty: Roles, Perceptions, and Development. Karen L. Sanzo, Karen Swann (Old Dominion University)

One critical area related to preparing school leaders has been left mostly untouched: research on the instructors themselves and their preparation. Our study was informed by phenomenology with the goal of exploring the views of adjunct faculty within a single university leadership preparation program. We gathered information about what factors have had the most influence on teaching preferences and who or what has contributed to their successes and ongoing learning as adjunct professors.

A Cross-National Study on the Use of Pedagogical Tools in School Leadership Development at Universities. Ruth Jensen, Ann Elisabeth Gunnulfsen (University of Oslo)

School leadership development is considered important. However, the literature is mainly built on self-reports. As such, the present study examines school development from video data. The purpose is to to contribute new insights into tool mediation in school leadership programs in two different policy contexts and to create a foundation for discussing the practical and research implications of the findings in the local and international contexts. Social cultural activity theory constitutes the theoretical basis.

(Re)Imagining Planes of Pedagogy: Constructing Spaces for Critical Engagement in Social Justice Leadership Preparation. Tanya A. Long, Michael P. O’Malley (Texas State University)

This study examines the stories (Polkingthorne, 1988) of 15 prominent professors of educational leadership who, through their scholarship, service, and teaching, exhibited a commitment to social justice work. Informed by the body of literature on social justice leadership preparation, this study presents these narratives to explore the complexities of taking up social justice issues within higher education systems and to more generally inform the field of social justice leadership preparation.

Revolutionary Perspectives for Leadership and Scholarly Development: An Innovative

Ucea internatiOnal SUmmit i:Migrants, Refugees, & Displaced Families: Meeting the Educational Needs of Children in and out of Schools

Facilitator: Mónica Byrne-Jiménez, Indiana University Panelists: Ayanna F. Davis, Cypress-Fairbanks Independent School District Ruth M. López, University of Houston Nathern Okilwa, University of Texas at San Antonio Karla M. Vargas, The Texas Civil Rights Project

This panel of activists working on the U.S.–México border will share their experiences with refugees and asylum seekers. Drawing from these experiences, the panel will also speak to the support that children caught in the immigration quagmire need—and deserve—in schools and the challenges of transitioning to life in a new country.

Session 180 Friday 3:10–4:30 pm Floor 3 - Meyerland B


Conference Course. Ayodele I. Bain, Maysaa Barakat, Francine Baugh, Dustin Pappas, Leila Shatara, Mary Wilson (Florida Atlantic University)

This case study describes and explains the experiences of educational leadership doctoral students taking a conference course for the fulfillment of their program’s experiential learning requirements, and how it added to their understanding of educational leadership and scholarly learning communities. This study showcases how experience, practice, conversation, and reflection embedded in the design of a conference course promote transformative learning and build capacity of educational leaders.

Using Powerful Learning Experiences to Prepare School Leaders for a Complex Future. Kathleen M. W. Cunningham, University of South Carolina; Bryan A. VanGronigen, University of Virginia; Pamela D. Tucker, University of Virginia; Michelle D. Young, UCEA/University of Virginia

This paper offers a theory-to-practice resource for educational leadership faculty to frame ways Powerful Learning Experiences (PLEs) can bolster instructional experiences for leadership candidates to address problems of practice in PK-12 settings. Addressing systemic inequities in schools requires preparation of leaders who are bold, adaptive, and well-versed in addressing problems of practice so they can be effective leaders. This paper describes the PLEs and offers examples from UCEA’s Exemplary Educational Leadership Preparation Program award winners.

Facilitator:Terah Talei Venzant Chambers, Michigan State University

182. Bringing our Whole Selves: Women of Color in the Educational Leadership Professoriate

Critical Conversations and Networking Sessions3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - River Oaks AMuch of the research and writing on faculty of color speaks to mentoring, recruitment, retention, job satisfaction, and the Imposter Syndrome. Yet, there is no literature to describe or explain our experiences with regard to our holistic (body, mind, and spirit) existence and persistence in the Academy. This session will explore holistic experiences and propose a framework for women of color to bring our whole selves to the Academy and to be successful and respected.Participants:

Janeula M. Burt, Bowie State UniversitySusan C. Faircloth, Colorado State UniversityMelissa Ann Martinez, Texas State University

Facilitators:Judy Alston, Ashland UniversityPatrice McClellan, Lourdes University

183. Revolutionizing Educational Leadership Preparation Programs to Develop Socially Just and Equitable-Oriented School Leaders

Critical Conversations and Networking Sessions3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - River Oaks BThis critical conversation and networking session will serve as a platform for researchers, scholars, graduate students, and practitioners to discuss the challenges facing preparation programs to revolutionize their preparation of school and district leaders who will enact socially just and equitable leadership, research, and practice. The foundation of this session is a critical conversation about these challenges in preparing a new generation of school leaders to address school inequity and advocate for diverse and underrepresented students.Participants:

Jeffrey S. Brooks, RMIT University, AustraliaJames Coaxum, Rowan UniversityMichael Dantley, Miami UniversityMaría Luisa González, University of Texas at El PasoKathryn Bell McKenzie, Texas A&M University

123

FRID

AY 110–204

FRiDAY

James Joseph “Jim” Scheurich, Indiana UniversityFacilitators:

Mary C. Clark, Carteret Community CollegeJoAnn B. Manning, Rowan University

184. Disrupting the Boundaries of Inherited Networks: Revolutionizing the Promise of the Networked Improvement Community

Critical Conversations and Networking Sessions3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - River Oaks CThis critical conversation is to engage participants in an exploration of a networked improvement community as a promising structure possessing the potential to revolutionize outcomes in institutional improvement. This session chronicles the evolution and networked learning of the networked improvement community by using our example as an illustrative case representing diverse faculty from American universities and their school/district leadership partners-in-practice, rural and remote school principals serving a high percentage of racially, culturally, economically, and linguistically diverse students.Facilitators:

Robert Crow, Western Carolina UniversityKristina Astrid Hesbol, University of DenverKent Seidel, University of Colorado, Denver

185. Principals’ Roles in Practice Through Professional Development CapacityPaper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Combining the Art of Professional Practice and Academic Theory to Improve a Teacher Induction Program. Chris Summers, Lynn M. Hemmer, Doyne Scott Elliff, Texas A&M University–Corpus Christi

In 2015, in response to alarmingly high teacher attrition rates (upwards of 25%), the curriculum team from a South Texas rural school district initiated a teacher induction and mentoring program. This study used a developmental research design, utilizing improvement research techniques and learning design cycles aimed to improve the program. Findings of district dynamics (profound knowledge) and change (improvement science) are presented through the lens of insider action research.

Creating Awareness and Capacity to Lead Learning in Times of Change. Pamela Adams, Carmen P. Mombourquette (University of Lethbridge)

We articulate the findings of an awareness and capacity-building study conducted in Alberta, Canada. Data indicated that gains in awareness levels were more substantial than those associated with readiness levels in school leader attainment of the competencies now required to fulfill the role of school leader. The claim can be made that this project was successful in increasing school leaders’ sense of efficacy to enact the competencies that comprise the Leadership Quality Standard.

Schools Under Sanction: Examining School Leaders’ Role in New Teacher Socialization in Threatened Schools. Kristina Brezicha, Georgia State University; Teresa R. Fisher, Georgia State University; Kara Kavanagh, James Madison University; Anne Martin

School leaders play an instrumental role in setting the mission, vision, and culture of a school powerfully shaping teachers’ and students’ experiences. By analyzing 38 new teachers’ daily reflections about their experiences during a high-stakes cheating scandal, we argue that school leaders’ responses to macro-level reforms often allowed what we call the mesosystem of transgressions to occur and significantly shaped these new teachers’ socialization process. We present implications for educators, school leaders, and policymakers.

Social Justice Leadership as Developmental Capacity: Exploring a Continuum of Practice.


Ellie E. Drago-Severson, Jessica Blum-DeStefano (Columbia University)Drawing from a larger, qualitative study with educational leaders (N = 50), this paper explores the connection between leaders’ developmental capacities and their social justice leadership. Through in-depth, semistructured interviews and formal developmental assessments, this study—the first of its kind—illuminates how leaders’ internal and often unconscious orientations to diversity influence their practice. Findings offer a new, developmental perspective on equity-oriented leadership and highlight effective supports and challenges for leaders at different developmental stages.

The Effects of Professional Development on Learning Centered Leadership: The Mediating Role of Principal Self-Efficacy. Mehmet Sukru Bellibas, Adiyaman University; Philip Hallinger, Mahidol University; Sedat Gumus, Necmettin Erbakan University

The present research is primarily interested in examining whether and how the professional development that Turkish school principals engage in affects the extent to which they perform learning-centered leadership.The participants included 120 school principals working at different schools across six provinces of Turkey. A partial mediation analysis in SEM was employed to analyze the structural relations. The results indicated that professional development has both direct and indirect effects on principals’ leadership

Facilitator:Sharon Kruse, Washington State University

186. Leadership, Allyship, & SelfPaper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Understanding the Self in Leadership: Two New Zealand Principals Respond to Social Justice Issues. Sylvia Robertson, Otago University, New Zealand; Ross Notman, University of Otago, New Zealand

Leading change that promotes social justice requires courage and conviction. Here, insights from New Zealand cases show how two principals found leadership identity challenged as they resolved issues arising from social disadvantage. Programs developed to enhance pastoral care, behaviour management, and academic achievements were underpinned by a clearly articulated set of values aligning with the principals’ values. A model is proposed to guide understanding of personal response to challenges in leadership practice.

Finding Common Ground With Latvian Social Justice Leaders. Jenny Susan Tripses, Bradley University

The paper describes the process used to dialogue with various Latvians including a religious leader, representatives from the Latvian Ministry of Education, and others who were asked, “What does social justice mean to you?” These responses were combined with Latvian principal responses to the same question. The paper focuses primarily on the process used in the dialogues to create mutual understanding or perhaps, more accurately to come to respect different conceptions of social justice.

Principals on a Critical Mission: A Study of the Leadership of Principals who Operationalize Equitable Practices. Lisa Bass, LaTeisha Yvette Jeannis, Brenda D. Champion, Iwinosa Idahor (North Carolina State University)

Leadership preparation programs have been scrutinized for their effectiveness in preparing school leaders who are capable of leading high-performing schools. In this analysis, we study 12 award-winning principals from diverse demographic backgrounds, including, urban, suburban, and rural areas. Attention was paid to the type and quality of leadership preparation these principals received. The results of this study lend insight into the type of training necessary to produce exemplary principals.

Leading and Allying Through Racial Realities. Jamel Adkins-Sharif, University of Massachusetts–Boston; Natalie Denise Lewis, University of Denver

This is a study of two Black school leaders and their efforts to engage and build partnerships with their school communities. Using auto-ethnographic analysis, the authors interrogate Epstein’s framework for community involvement, arguing through a critical race lens that the construct

125

FRID

AY 110–204

FRiDAY

ignores the salience of race and culture in community building and therefore reinforces a White neoliberal stance on school success.

Towards a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Equity and Excellence. Daniel D. Liou, Arizona State University; Grace J. Liang, Kansas State University

This paper contributes to an emerging concept of sympathetic touch (Du Bois, 1935) as a prerequisite to enacting social justice leadership. Too often educators practice sympathy through deficit perceptions about students’ “lack” of social capital and the need to “assimilate” into White middle-class ways of life. As a counterperspective to deficit models of schooling, we draw on the voices of Asian American school administrators to illuminate their practices of sympathy in urban education.

Facilitator:Bradley W. Carpenter, University of Houston

187. GSC Programming - Publishing Your First Article as a Graduate StudentSpecial Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - TanglewoodThe pressure on graduate students to publish before they go on the job market is increasing, but it is hard to know when and how to start putting your work out there. In this session, professors and graduate students with publications in nationally recognized peer-reviewed journals will share their experiences and tips for publishing your first article.Presenters:

Kevin L. Clay, Rutgers University–NewarkCasey D. Cobb, University of ConnecticutMorgaen Donaldson, University of ConnecticutElizabeth Gil, St. John’s UniversityPeter Trabert Goff, University of Wisconsin–MadisonVirginia Snodgrass Rangel, University of Houston

Facilitator:James W. Koschoreck, Texas State University

188. Forming Principals: The Role of Formative Assessments in School LeadershipPaper Session3:10 to 4:25 pmMarriott Marquis Houston: Floor 3 - WestchaseParticipants:Aspiring Principals’ Perceptions of Mentoring and Coaching in a University-Based Principal Preparation Program. Maria Banda Roberts, Miguel Gonzales, Dana L. Bickmore (University of Nevada–Las Vega)

This study examined the effectiveness of mentoring and coaching provided to support 54 aspiring administrators in a university-based principal preparation program. Findings indicated participants valued both mentoring and coaching in their preparation as future administrators. Four themes suggested what the participants learned from mentoring and coaching: the importance of organization and time management, the importance of building relationships, the importance of effective communication, and gained knowledge of specific administrative tasks.

Coaching Models in Innovative Leadership Preparation Programs. Kimberly Kappler Hewitt, University of North Carolina at Greensboro; Jess Renee Weiler, Western Carolina University; Heidi Beth Von Dohlen, Western Carolina University; Bonnie C. Fusarelli, North Carolina State University; Jim Simeon, University of North Carolina at Pembroke; Barbara H. Zwadyk, High Point University

There is strong consensus among scholars that coaching during the internship is a feature of strong leadership preparation programs, yet there is limited research on the nature of coaching programs, their features, and their impact. Accordingly, this collective case study


of the designs and dosages of the coaching models from five innovative leadership preparation programs addresses a gap in the current literature.

Initial Assessment for Principal Licensure: Traditional, Transitional, or Transformative. Stephen P. Gordon, Texas State University; Julie Diehl, Educational Testing Service

The purpose of this paper is to analyze state policy and practice regarding assessment for initial principal licensure. We review the literature on state assessment for initial licensure and conclude that most state assessments fall into the traditional or transitional rather than transformative category. The paper also provides an in-depth analysis of Texas’s revised TExES Principal Examination and new Performance Assessment for School Leaders as examples of current state policy and practice.

Principal Identity, Decision-Making, and Cognitive Dissonance: Implications for Leadership Preparation. Lynnette Brunderman, Mindy White (University of Arizona)

This study examines the identity journey of an early-career principal who narrates his professional identity formation. He describes his personal struggle with conflicting values (cognitive dissonance), ultimately leading him to leave the principalship. Using Crow, Day, and Moller’s (2017) framework, his identity formation is situated within social structures and hierarchies of power and control. Leadership preparation can help aspiring leaders to understand their own professional identity navigating school improvement embedded within the political climate.

Using Research on Neuroeconomics Games to Train School Leaders’ Decision-Making. Yinying Wang, Georgia State University

This article demonstrates how to use three neuroeconomics games adapted from game theory—the Ultimatum Game, the Trust Game, and the Public Goods Game—in training school leaders’ decision-making. These games have been commonly used neuroeconomics studying decision-making. For each game, I first outline how to play it in decision-making training in school leadership preparation programs, followed by the constructs relevant to decision-making, including fairness, justice, reciprocity, emotions, trust, distrust, and altruistic punishment.

Facilitator:Michael Johanek, University of Pennsylvania

188a. Partnering to Improve Leadership Development: Collaboration Across Universities, Districts, and States

Critical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - TanglewoodParticipants from three universities will engage in critical conversations about how they have embraced a partnership ethos to respond to competition in the neoliberal environment. Lessons learned from prioritizing the goal of improving public school learning through increased principal preparation program quality will be shared, based on their experience with The Wallace Foundation’s University Principal Preparation Initiative. The navigation of multiple and complex partnerships can help inform how they created a synergy for reciprocal learning and improvement.Facilitators:

Tim Drake, North Carolina State UniversitySusan Korach, University of DenverDaniel Reyes-Guerra, Florida Atlantic University

189. Celebrating Multilingual StudentsPaper Session4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Educational Leadership in an Indigenous Community in Guerrero, Mexico. Leslie Reese, California State University, Long Beach

This action research study documents the perspectives and activities of Amuzgo-speaking educational leaders in Mexico as they seek to construct an educational program designed to improve educational outcomes for indigenous youth. Grounded in a linguistic minority rights

127

FRID

AY 110–204

FRiDAY

framework, the study documents the vision for educational equity embraced by leaders in this community, the characteristics and actions leaders view as necessary for effective school leadership in their sociocultural context, and implementation challenges that leaders face.

Understanding Navajo K-12 Public School Finance in Arizona Through Tribal Critical Theory. Oscar Jimenez-Castellanos, Santa Clara University; David G. Martinez, University of South Carolina

This study conducts a longitudinal descriptive analysis (2006–2012) to examine Navajo K-12 school district demographics, academic achievement, tax rates, land valuation, and school district revenue framed within the subcontexts of tribal U.S. relations and tribal critical theory. This study has two conclusions: (a) There is a growing achievement gap between Navajo and Arizona districts, and (b) our results suggest that Arizona’s equalization formula is not effectively counterbalancing the impact of local property wealth

Culturally Sustaining Instructional Leadership: The Similarities and Differences Between Principals in NC and MT/WY. William T. Holmes, University of Wyoming

This study is a follow-up to the UCEA 17 presentation on the culturally sustaining instructional leadership beliefs of principals leading Native American public schools in Montana and Wyoming. Specifically, this study looks at the beliefs of the principals of a school district in North Carolina with a large African American student population and then compares the results of the North Carolina principals with the Montana and Wyoming principals, looking for similarities and differences to better understand the culturally sustaining instructional leadership framework.

Unsettling Indigenous Colonization to Advance Political Equality: Tribal Justice in Research and Art. Carol A. Mullen, Virginia Tech

This qualitative study explores Indigenous critical scholarship and creative artistry. Connections are to politics and policy, and curriculum and leadership. Represented are Indigenous views of accountability to colonization by settler states within the global Canadian context. Methods involved a targeted review of Indigenous-produced scholarship and an analysis of Canadian Indigenous public artworks. Indigenous voice offers political truth telling about, and tribal protest of, colonialism, itself an ongoing problem of humanity as well as social justice.

Culturally Sustaining Instructional Leadership: The Voice of Native American Public School Principals in MT/WY. William T. Holmes, Eric Teman (University of Wyoming)

This study is a follow-up to the UCEA 17 presentation on the culturally sustaining instructional leadership beliefs of principals leading Native American public schools in Montana and Wyoming. Specifically, this study seeks to revisit the principals previously surveyed gathering their voice via follow-up interview protocol in order to bring color, context, and greater comprehension to previously collected results expanding the understanding and depth of the culturally sustaining instructional leadership framework.

Facilitator:Francisco Guajardo, University of Texas Rio Grande Valley

190. Perspectives on Principal Growth: Autonomy, Collaboration, and LearningPaper Session4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Applying Motivational Lenses Toward an Understanding of District Support for Principal Learning, Development, and Success. Timothy G. Ford, University of Oklahoma; Alyson Leah Lavigne, Utah State University; Ashlyn Gilbert, University of Oklahoma; Soquing Si, Utah State University

We use theories of motivation to organize empirical findings on the role/influence of school districts on principal leadership. We thus inquired: What are the conditions under which school principals’ success are enhanced, and how does the district facilitate these


conditions? In pursuing this question, we hope to address concerns that research in this area is relatively atheoretical and strengthen the extent to which this research can be applied to practice.

Control, Autonomy, and Strategy: How School Principals Perceive and Strategize the Uses of Autonomy. Taeyeon Kim, Michigan State University

As federal, state, and local controls are continually added to accountability measures, school leaders face the challenge of negotiating boundaries of autonomy. This paper explores how school leaders perceive their districts control and/or support school-level autonomy and how they strategize using autonomy. School leaders recognized their districts’ control as a form of accountability that undermines school autonomy, and leaders use multiple strategies in utilizing autonomy in relation to school contexts.

Local Educational Departments and School Autonomy in School Improvement: A Multiple-Case Study in Chinese Urban Districts. Feng Wei, Nanjing Normal University; Yongmei Ni, University of Utah; Irene H. Yoon, University of Utah

As achieving balanced development of compulsory education has become an important policy goal in China, various decentralized school improvement programs have been implemented by local education departments (LEDs). How these programs have been implemented has not been fully examined. This cross-case qualitative study focuses on three widely adopted school improvement models and examines the roles LEDs and schools played in the school improvement process and what tensions arise between the control of LEDs and school autonomy.

Principal Professional Learning Communities: A Case Study of an Elementary to High School Feeder Pattern. Amy Serafini, Auburn University; David DeMatthews, University of Texas at Austin

The purpose of this qualitative case study was to investigate a principal professional learning community (PLC) in a medium-sized urban district along the U.S.–Mexico border. The PLC was made up of principals working in one community serving a large population of English language learners, students deemed by state criteria to be “at-risk,” and students who are recent immigrants from Mexico or have parents who are immigrants.

Facilitator:Kristina Brezicha, Georgia State University

191. Culturally Responsive Leadership for Improving Student Educational ExperiencesCritical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Kingwood AStudents from marginalized groups often experience schooling negatively due to inequitable policies, and, in particular, discipline policies, that inevitably contribute to the school-to-prison pipeline. As scholars continue to examine disparate outcomes for students of color, against a backdrop of changing demographics, teacher practices, and organizational policies continue to be salient issues. This session presents the work of three scholar-practitioners connecting concepts of social justice leadership and cultural responsiveness to ensure equity for all students.Participants:

Gerardo Medina, University of HoustonKimberly Anne Walters, University of HoustonHeather Christine Willis, University of Houston

Facilitators:Ruth Maria Lopez, University of HoustonApril L. Peters-Hawkins, University of Houston

192. Community Partnerships in Education: Narratives of Working for JusticeCritical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Kingwood BThis session is for community-centric educational leaders interested in creating sustainable partnerships that challenge the traditional notions of the role of leadership, research, and scholarship. The conversation includes academics, a community-centric leader, and a parent who operationalize the concept of collective transformative agency as they discuss their writing process

129

FRID

AY 110–204

FRiDAY

(collectively) for a special issue of an academic journal. Narratives about creating and working across the boundaries of school, academy, and community are highlighted.Participants:

Darius Prier, Duquesne UniversityJacqueline Roebuck Sakho, Lewis & Clark College

Facilitator:Gretchen Givens Generett, Duquesne University

193. Developing Ethical Educational Leaders: A Mini-Workshop Featuring UCEA’s New PSEL Textbook

Special Session4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Meyerland APlanning to revise your ethics course? Or developing a new course or curriculum module on ethical educational leadership? This workshop is designed for you. The session features UCEA’s latest textbook breaking down the new PSEL and NELP Standard Number Two: Ethics and Professional Norms. Editors and contributing authors will share their chapters, supporting research, and sample curriculum units and then engage participants in curriculum development activities and discussion.Presenters:

Karen Stansberry Beard, Ohio State UniversitySusan C. Faircloth, Colorado State UniversityWilliam C. Frick, University of OklahomaMarla Israel, Stevenson High School D125Barbara L. Pazey, University of North Texas

Facilitator:Lisa Bass, North Carolina State University

194. Coalitions and Collaborations: School District–University PartnershipsCritical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Montrose AIn this session, faculty members of a university-based preparation program and partner district administrators discuss efforts to establish university–district partnerships to support aspiring leaders serving racially, ethnically, socioeconomically, and linguistically diverse populations. Outcomes of the session include openly unpacking issues and engaging in public problem solving, linking scholars and interested parties for future research, and developing deeper collaborations and coalitions to promote ongoing attention of and support for collaborative preparation partnerships.Participants:

Erin Atwood, Texas Christian UniversityBradley W. Carpenter, University of HoustonJo Beth Jimerson, Texas Christian UniversityLinda Parker, Eagle Mountain-Saginaw Independent School DistrictCherie Washington, Fort Worth Independent School District

Facilitators:Marla Weatherl McGhee, Texas Christian UniversityApril L. Peters-Hawkins, University of Houston

195. Invited Work Session: Research Collective on Black Education & LeadershipCritical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - River Oaks AThe session will convene education leadership faculty advancing research focused on Black


education and leadership, conceived broadly. As part of a series of research meetings organized by the Research Collective on Black Education & Leadership (Teachers College, Columbia University), participants will have dedicated time to discuss the state of research at the intersections of Blackness, schooling, and leadership and develop a research work plan for interdisciplinary and intergenerational collaboration beyond the convention.Participants:

Mark Anthony Gooden, Columbia UniversityRodney Hopson, George Mason UniversityKofi Lomotey, Western Carolina UniversityLinda C. Tillman, University of North Carolina at Chapel Hill

Facilitators:Sonya Douglass Horsford, Columbia UniversityArCasia James, University of Illinois at Urbana-ChampaignPhillip A. Smith, Columbia University

196. Collaborative Conversations With Early-Career FacultyCritical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - River Oaks BCollaborative Conversations With Early-Career Faculty will elicit discussion about navigating the expectations and responsibilities of tenure-track, early-career scholars in academia. This collaborative session engages meaningful conversation about the following topics: roles and responsibilities related to service and teaching, research and publications, challenges of work/life/family balance, and ways to handle stressors. This session requests that all attendees participate in discussion about working within academia and provides time to develop action plans promoting effective time management.Facilitators:

Elizabeth Gil, St. John’s UniversityVan Lac, University of Texas at San AntonioBenterah C. Morton, University of South AlabamaKaren Ramlackhan, University of South Florida

197. Entrepreneurial Approaches to Helping School Leaders: Translating Research Into Reforms

Critical Conversations and Networking Sessions4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - River Oaks CThis session is for status quo busters ready to think generatively about how to conduct and package research so educators “in the trenches” use it. Inspired by Penuel et al. (2018), who found that “the kinds of research district leaders find useful are not primarily peer-reviewed impact studies” (p. 540), we will illuminate the demand side for research using empathy maps and then explore a range of examples to generate breakthrough ideas for amplifying impact on practitioners.Participants:

Justin M. Bathon, University of KentuckyJennifer H. Cox, University of LouisvilleGretchen Givens Generett, Duquesne UniversityMeredith I. Honig, University of WashingtonScott McLeod, University of Colorado, Denver

Facilitator:Leslie Hazle Bussey, GLISI

198. The Constellation of Coaching: Examining the Work of Principal Supervisors, Aspiring Leader Coaches, & Instructional Coaches

Critical Conversations and Networking Sessions4:35 to 5:50 pm

131

FRID

AY 110–204

FRiDAY

Marriott Marquis Houston: Floor 3 - Sugarland AThis critical conversation will highlight innovative scholarship on principal supervisors, aspiring leader coaches, and instructional coaches, sharing practitioners’ reflections on their coaching and encouraging dialogue on the potential benefits and persistent challenges of coaching. It will spark discussion on the structures, roles, and daily work of three types of coaches who engage in instructional leadership to meet equity-oriented goals at different levels of the education system.Facilitators:

Shelby A. Cosner, University of Illinois at ChicagoRebecca Ann Thessin, George Washington UniversitySarah Woulfin, University of Connecticut

199. Roles and Efficacy of Teachers and LeadersPaper Session4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:How Principals in a Decentralized District Report Their Self-Efficacy and Autonomy. Jodi Saxton Moon, Rice University/HERC

This study explores Houston Independent School District (HISD) principal perceptions of their degree training programs, their current capacity, and their professional development and support. HISD is decentralized. Decentralization requires that principals understand how to analyze their student data and have the capacity to plan strategically based on student needs. Using a questionnaire, I analyze how HISD principals rate their autonomy, efficacy, and central administration support.

Using Immersive Simulations to Increase Self-Efficacy in Leading Professional Learning Communities. Robert Holland Voelkel, Jr., University of North Texas

While studies have identified effective, real-world immersive simulations, they have largely ignored using immersive simulations in educational leadership programs. This study investigated the relationship between critical skills within an immersive simulation environment and 26 leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved confidence in leading a PLC and a sense of refined or expanded skills in the context of new approaches to leading PLCs.

Gender and Principal Job Satisfaction: Examining Differences in Job Autonomy and Professional Support. Sandie L. MacDonald, New Hampshire Department of Education; Christopher Benedetti, Plymouth State University

Efforts to address high levels of principal turnover have largely focused on indicators of dissatisfaction reported by exiting principals. Using a secondary dataset from the National Center for Education Statistics, this study examined differences in indicators of satisfaction reported by active principals, grouped by gender and experience. The results of this study can be used by state and local agencies in their efforts to create policies to increase principal retention.

Exploring Teacher Efficacy Beliefs in Puerto Rico: Results From a Neuroeducation Professional Development Study. Ranjini Mahinda JohnBull, Mariale Hardiman (Johns Hopkins University)

Equity in access to research on the brain and learning is challenging. Partnering with nontraditional organizations might improve access and knowledge in territories like Puerto Rico. Previously, we found that a 45-hour professional development on a neuroeducation framework improved teaching efficacy. Given a new culturally different context with private school teachers, we explored whether a 3-day neuroeducation professional development could elicit a similar impact on teaching efficacy, especially with simultaneous translation of English to Spanish.

PreK-12 Equity Directors: Role Configurations, Constraints, and Affordances. Terrance Green, University of Texas at Austin; Decoteau J. Irby, University of Illinois at Chicago; Ann M. Ishimaru, University of Washington


Amid persistent racial inequities in education, growing numbers of school districts across the U.S. have created and filled Equity Director positions, but we know little about this newer systems leadership role. The purpose of this study is to examine how equity directors approach and enact change from their position within school districts. We also analyze how equity directors’ positionality and role configuration support and/or constrain their efforts to enact equity-centered changes.

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

200. Laboratories of Democracy: Analyzing State-Level PoliciesPaper Session4:35 to 5:50 pmMarriott Marquis Houston: Floor 3 - WestchaseParticipants:By Default or by Design: State Political Culture and Teacher Evaluation Policy. Douglas M. Wieczorek, Iowa State University; Ian Mette, University of Maine; Israel Aguilar, Texas A&M University–Corpus Christi

We analyzed how eight states’ individual political cultures and policy histories might have influenced teacher supervision and evaluation policies developed under No Child Left Behind and Race to the Top. We discuss how political culture and policy history may subsequently influence how all 50 states develop and implement teacher supervision and evaluation policies in the absence of federal regulatory authority and direction under the Every Student Succeeds Act.

Emphasis on College and Career Readiness and Equity in ESSA State Accountability Plans. Donald G. Hackmann, University of Illinois at Urbana-Champaign; Joel R. Malin, Miami University; Debra D. Bragg, University of Washington

This study employed critical policy analysis to analyze Every Student Succeeds Act (ESSA) state plans, to determine the emphasis on college and career readiness (CCR) and equity. State plans varied significantly, with CCR featuring prominently in only a few. Most states have identified CCR components as part of school quality or student success indicators. Even states making CCR a central focus typically apply colorblind approaches, addressing CCR for all students rather than focusing on improving performance for student subgroups.

Sensemaking of Texas House Bill 5: College and Career Readiness for All. Donna Lynn Clark, Virginia Snodgrass Rangel (University of Houston)

The goals of this qualitative case study are to understand how district and campus administrators, teachers, and counselors in a high-achieving suburban school district have interpreted and implemented Texas HB 5 and to understand stakeholder perceptions about key factors of implementation. This is a study of implementation across two economically disadvantaged high schools in a suburban district. Data are analyzed in search of means to improve the system based on stakeholder perceptions.

The Potential of Teacher Leadership: An Analysis of Policy Discourse in Iowa. Matthew Stier, University of Iowa

In 2013, the Iowa General Assembly passed House File 215, which established the Iowa Teacher Leadership and Compensation System (TLC). This policy sought to improve student achievement by promoting collaboration and professional growth using teacher leadership. To understand the development and implementation of this policy, institutional theory was used as a lens for analyzing the policy documents and public discourse (i.e., newspaper articles) surrounding the TLC. Findings highlight the stakeholder perspectives and patterns of implementation.

The Right to Literacy Litigation in Detroit: State Responsibility Comes With State Education Policy Control. David Arsen, Kelly Stec (Michigan State University)

This paper examines Gary B. v. Snyder, an important case filed in federal district court on behalf of children in some of Detroit’s lowest performing schools. The plaintiffs advance a novel due process claim that a minimal education allowing children to become literate is a federal constitutional right. The state argues that although outcomes are abysmal, it is not responsible for Detroit school operations. This paper shows that state education policies have powerfully shaped Detroit’s schools.

133

FRID

AY 110–204

FRiDAY

201. International Summit II - Forging an International Leadership Research Collective

See Call-Out Box

Ucea internatiOnal SUmmit ii: Forging an International Leadership Research CollectiveFacilitator: Mónica Byrne-Jiménez, Indiana University

This working session will continue previous discussions of developing stronger collaborations among existing research projects and imagine ones that create new areas of inquiry.

Session 201 Friday 4:40–5:50 pm Floor 3 - Meyerland B

general SeSSiOn iii: gradUate StUdent cOUncil KeynOte

MICHELLE D. YOUNGWe Are UCEAMichelle D. Young is UCEA Executive Director and Chair of the Department of Educational Leadership and Policy at the University of Virginia. We Are UCEA. UCEA is a special organization. It brings together a diverse community of scholars committed to making the world a better place for students through our efforts to understand, support, and improve effective, responsive, and equity-minded educational leadership. This same

community of scholars has made UCEA what it is today and will determine its future. This is an important responsibility and one that I invite each of you to embrace. UCEA is your organization. It is our organization. We are UCEA.Introduction:

Bradley Davis, University of Texas at ArlingtonRichard Gonzales, University of ConnecticutMadeline Mavrogordato, Michigan State UniversityBryan VanGronigen, University of Virginia

Please help us celebrate Michelle Young’s contributions to UCEA with a champagne toast following her address.

Session 202 Friday 6:00–7:00 pm Floor 2 - Houston 4


202. General Session III: Graduate Student Council Keynote: We Are UCEASee Call-Out Box previous page

203. UCEA Barbara L. Jackson Scholars Network Recognition CeremonySpecial Session7:10 to 8:20 pmMarriott Marquis Houston: Floor 2 - Houston 4

203a. Barbara L. Jackson Scholars Network ReceptionReception8:20 to 8:50 pmMarriott Marquis Houston: Floor 2 - Houston 4

204. UCEA Film Festival IISee Call-Out Box

UCEA FILM FESTIVAL IISit back and enjoy 5-minute films. Sessions include a Q&A with the filmmakers. Popcorn provided!Host: Sara Dexter, UCEA/University of Virginia

• Culturally Responsive Leadership: Witness to the Possible (Steve McClure, Melodie Wyttenbach, University of Notre Dame)

• The Minnesota Model: Developing Leaders in Agricultural Education and Communication (Troy McKay, University of Minnesota, Twin Cities)

• EducatingNigeria’sYouthforaSustainableFuture:ACriticalMissioninDevelopingLeaders,TheRaphael&EvelynEducationFoundation (Dorothy F. Slater, Nancy P. Autin, Anselm I. Ofodum, University of Louisiana at Lafayette)

• TransformingEducationinBelize (Yanira Oliveras-Ortiz, Wesley Hickey, University of Texas at Tyler)

Session 204. Friday 9:00–10:00 pmFloor 2 - Houston 4

135

SATUR

DAY 205–303

SAtURDAY

205. Jackson Scholars Network Advisory Board MeetingMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:

Enrique Aleman, Jr., University of Texas at San AntonioMichael Dantley, Miami UniversityMaria Luisa Gonzalez, Professor EmeritaMark Anthony Gooden, Columbia UniversityMichael Gerard Gunzenhauser, University of PittsburghWayne D. Lewis, University of KentuckyGerardo R. López, University of UtahKhaula Murtadha, Indiana UniversityThu-Suong Nguyen, Indiana UniversityPamela D. Tucker, University of VirginiaFernando Valle, Texas Tech UniversityIrene H. Yoon, University of UtahMichelle D. Young, UCEA/University of Virginia

Facilitators:Lisa Bass, North Carolina State UniversityHollie Mackey, University of Oklahoma

206. Leadership for School Improvement SIGMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:

Pamela A. Angelle, University of Tennessee at KnoxvilleBrandon L. Clark, Iowa State UniversityDavid DeMatthews, University of Texas at AustinDeMarcus Antonio Jenkins, University of ArizonaTamilah Richardson, The George Washington UniversityElizabeth Leisy Stosich, Fordham UniversityRebecca Ann Thessin, The George Washington UniversityDouglas M. Wieczorek, Iowa State UniversityAlison Shelby Page Wilson, University of OklahomaAngela Urick, University of Oklahoma

Facilitator:Kristin Huggins, Washington State University

207. Leadership for Social Justice SIGMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:

Joshua Bornstein, Fairleigh Dickinson UniversityLeslie Locke, University of IowaBradley Porfilio, California State University, East BayLaSonja Roberts, University of South Florida

Facilitator:Rosa Rivera-McCutchen, Lehman College, CUNY

136 UCEA ConvEntion 2018 SAtURDAY

208. UCEA Research on Women in Leadership SIGMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Kingwood BFacilitator:

Charol Shakeshaft, Virginia Commonwealth University

209. UCEA Program Center for the International Study of School LeadershipMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Meyerland AParticipants:

Pamela A. Angelle, University of Tennessee at KnoxvilleKhalid Arar, Center for Academic Studies–IsraelTy-Ron M. O. Douglas, University of MissouriMiriam D. Ezzani, University of North TexasGaëtane Jean-Marie, University of Northern IowaKatherine Cumings Mansfield, University of North Carolina at GreensboroRachel McNae, University of Waikato, New ZealandSheryl Cowart Moss, Georgia State UniversityElizabeth T. Murakami, University of North TexasIzhar Oplatka, Tel Aviv UniversityChen Schechter, Bar-Ilan UniversityWhitney Sherman Newcomb, Virginia Commonwealth UniversitySteve Sider, Wilfred Laurier UniversityAllan Walker, The Education University of Hong KongJane Wilkinson, Monash University

Facilitators:Jami Royal Berry, University of GeorgiaMelanie Brooks, Monash UniversityCharles L. Slater, California State University, Long Beach

210. UCEA Program Centers Director Board of Directors & Advisory Board MeetingMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - River Oaks AParticipants:

Jami Royal Berry, University of GeorgiaKevin Brady, University of ArkansasMelanie Brooks, Monash UniversityLauncelot Brown, Duquesne UniversitySara Dexter, University of VirginiaMiriam D. Ezzani, University of North TexasGretchen Givens Generett, Duquesne UniversityWalter H. Gmelch, University of San FranciscoLori A. Jockel, Duquesne UniversityMuhammad Khalifa, University of MinnesotaScott McLeod, University of Colorado, DenverMeredith Mountford, Florida Atlantic UniversityRoss Notman, University of OtagoAmy Olson, Duquesne UniversityKatie Pekel, University of MinnesotaKaren Riley, University of DenverHeather Rintoul, Nipissing UniversityAndrea K. Rorrer, University of Utah

137

SATUR

DAY 205–303

SAtURDAY

Nick Sauers, Georgia State UniversityCharles L. Slater, California State University, Long BeachTerah Talei Venzant Chambers, Michigan State UniversityLeigh Ellen Wallace, University of Wisconsin–Milwaukee


211. Learning and Teaching in Educational Leadership (LTEL) Executive Committee SIG

Meeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Sugarland AFacilitator:

Daniel Reyes-Guerra, Florida Atlantic University

212. UCEA Taskforce on Distance LearningMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - Sugarland BFacilitator:

John Beuhring Nash, University of Kentucky

213. GSC Programming - Graduate Breakfast - We Are the Change We Seek: Igniting and Passing the Leadership Torch

Critical Conversations and Networking Sessions7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - TanglewoodFormer President Barack Obama issued a call in 2008 for all Americans to be the change that we are seeking. This panel session will examine the information, ideas, and recommendations on how to gain involvement in leadership within the organizations of UCEA and AERA. The individuals have obtained knowledge required in traversing the ranks of leadership within UCEA and AERA and are willing to pass on their knowledge for igniting and passing the leadership torch.Participants:

Donna M. Druery, Texas A&M UniversitySusan C. Faircloth, Colorado State UniversityValerie Hill-Jackson, Texas A&M UniversityBeverly Irby, Texas A&M UniversityDecoteau J. Irby, University of Illinois at ChicagoDetra DeVerne Johnson, University of HoustonCourtney Camille Mauldin, Michigan State University

Facilitators:Elizabeth M. Ault, University of KansasJay Plasman, University of California, Santa BarbaraMargaret Thornton, University of Virginia

214. Latino Research SIGMeeting7:00 to 7:50 amMarriott Marquis Houston: Floor 3 - WestchaseParticipants:

David Aguayo, University of MissouriEnrique Aleman, Jr., University of Texas at San AntonioKarina C. Canaba, University of Texas at El Paso


Soribel Genao, Queens College, CUNYLeslie D. Gonzales, Michigan State UniversityMiguel Angel Guajardo, Texas State UniversityRené O. Guillaume, New Mexico State UniversityFrank Hernandez, Southern Methodist UniversityGerardo R. López, University of UtahMelissa Ann Martinez, Texas State UniversitySylvia Méndez-Morse, Texas Tech UniversityElizabeth T. Murakami, University of North TexasJuan Manuel Niño, University of Texas at San AntonioRodolfo Rincones, University of Texas at El PasoRosa Rivera-McCutchen, Lehman College, CUNYPatricia Rocha, Texas State UniversityCristobal Rodriguez, Howard UniversityGloria M. Rodriguez, University of California, DavisMariela A. Rodríguez, University of Texas at San AntonioFernando Valle, Texas Tech University


215. Jackson Scholars Network Field Day: Moment of MindFUNnessSpecial Session7:30 to 8:30 amMarriott Marquis Houston: Floor 6 - West Event Lawn

216. Leadership Identity and its Role in School ImprovementPaper Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Assistant Principals for School Success in Teaching and Learning. Anna Sun, Rowan University; Alan R. Shoho, University of Wisconsin–Milwaukee

This study investigated the perceptions of assistant principals in Pennsylvania and Texas about their evolving roles and responsibilities. The research results suggest consistency in terms of the importance of the 56 school activities to the success of schools as rated by assistant principals. Most of the 56 activities were considered important by assistant principals regardless of their gender, age, years in present position, and years of experience in education.

Conditions Supporting Middle Leaders’ Work in Organizational and System Leadership: Hong Kong Case Studies. Darren A. Bryant, The Education University of Hong Kong

Decentralization of school management has resulted in an expansion of school principals’ responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilize school mission, policy enactment, and organizational design as platforms for enhanced middle leadership.

Implementing School Improvement Plans: Perceptions and Implications of Aspiring Principals for Educational Leadership Programs. Miguel Gonzales, Dana L. Bickmore, Maria Banda Roberts (University of Nevada–Las Vegas)

This study examines what aspiring principal candidates in one university-based principal preparation program learned as a result of collaboratively developing and implementing a school improvement plan. Findings revealed three significant themes: the challenge of delegating tasks to participants of the school improvement plan, the importance of establishing relationships, and the significance of making data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principal candidates improve leadership skills.

Midlevel Leaders as P-20 Policy Brokers: The Case of edTPA Coordinators. Craig Warner De Voto,

139

SATUR

DAY 205–303

SAtURDAY

David Mayrowetz (University of Illinois at Chicago)Examining the edTPA, a new teacher preparation policy tool, we demonstrate how midlevel leaders serve as P-20 policy brokers. Known as edTPA Coordinators, these midlevel leaders were found to be influential sensemakers towards its implementation. Drawing from 68 interviews across two states and eight teacher preparation programs, performative functions these individuals employed were highlighted, improving overall fidelity. This work has implications for both principal preparation programs and K-12 contexts in a policy-driven era.

Facilitator:Jason Deric Salisbury, University of Illinois at Chicago

217. Culture and Climate as a Lever for ChangePaper Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Does Distributed Leadership Support Instructional Leadership and School Climate? Jiangang Xia, Cailen O’Shea (University of Nebraska–Lincoln)

Currently, there is no serious body of empirical evidence to confirm expectations about highly interdependent patterns of distributed leadership. The research is unclear about the effects of distributed leadership, instructional leadership, and school climate internationally. Through the use of innovative multilevel structural equation modeling, we can examine the effects of distributed leadership, principal instructional leadership, and school climate across countries and levels.

Opening the Door: How Schools’ Physical Infrastructures Shape the Work-Related Social Interactions of School Leaders. Matthew Shirrell, The George Washington University; James Spillane, Northwestern University

We examine the interaction of school systems’ educational and physical infrastructures in shaping on-the-job social interactions in schools. Formal leaders are located centrally in school buildings; their locations, however, provide them relatively few opportunities for unplanned encounters with colleagues. To counter this isolation, formal leaders discuss their efforts to maintain visibility to their colleagues. Our analysis informs efforts to design infrastructures that encourage interactions that can lead to sustainable educational improvement.

Principal Influence and Campus Climate: Four Cataylsts for Changing Schools. Page A. Smith, University of Texas at San Antonio; Patty Escobedo, Southwest Independent School District; Wowek Sean Kearney, Texas A&M University–San Antonio

Schools represent dynamic institutions that present numerous challenges, and principals field many responsibilities as they coordinate campus stakeholders. As principals encourage student achievement, engage the instructional needs of the faculty, and address organizational issues that affect the learning environment, their abilities to influence campus constituencies loom large. Likewise, principals are responsible for sustaining healthy campus climates. Specifically, this study targets principal influence and how organizational climate intersects to improve the learning environments of schools.

Facilitator:Cynthia L. Uline, San Diego State University

218. Critical Education Policy Analysis Matters: Challenging Traditional Perspectives to Advance a More Democratic Society

Symposium8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Kingwood ALike many fields, educational leadership and policy have undergone significant transformations over the years. Critical policy analysis represents part of that shift and offers the promise of broader, deeper, different, and potentially more complex understandings


of educational policy and leadership. To advance critical policy analysis and the opportunity to understand educational policy and leadership differently, our session will provide insight into theoretical and methodological approaches used by critical policy researchers today.Participants:The New Architects of Regulation: State Boards of Education as Policy Actors. Michelle D. Young, UCEA/University of Virginia; Amy Luelle Reynolds, University of Virginia; Bryan A. VanGronigen, University of VirginiaSchools as Refuge? The Politics and Policy of Educating Refugees in Arizona. Jill Koyama, University of Arizona; Ethan Chang, University of California, Santa CruzToward a Muxerista Politics of Education: Latina Mothers and the Making of Teacher Quality Policy. Nereida Oliva, University of Utah; Enrique Aleman, Jr., University of Texas at San AntonioDiversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration. Sarah Diem, University of Missouri; Jennifer Jellison Holme, University of Texas at Austin; Wesley Edwards, University of Texas at Austin; Madeline Laurinda Haynes, University of Texas at Austin; Eliza Epstein, University of Texas at AustinFacilitator:

Sarah Diem, University of Missouri

219. Leading Districts for Capacity and SuccessPaper Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Hurricane Harvey: School Districts in Crisis...Leaders in Action. Lynn M. Hemmer, Doyne Scott Elliff (Texas A&M University–Corpus Christi)

The purpose of this qualitative study was to learn directly from superintendents the leadership challenges they faced, the immediate and longer-term policy and regulatory issues they endured, and cross-district collaborative structures they devised to overcome the challenges presented by Hurricane Harvey. Tactical decisions were made preparing for the crisis, weathering through it, and setting a course for recovery. Decisions became adaptive as pressing issues surfaced that were outside the scope of normal operations.

Leadership as Design: A Case Study of How a Rural District Changed Student Learning Pathways. Julie M. Kallio, University of Wisconsin–Madison

This paper examines how a leader in a rural district created and collaboratively implemented the Learner Proficiency Profile, an artifact that supports individual learning pathways. Through an analysis of the vision of teaching and learning, the features and affordances of the artifact itself, and a reconstructed design narrative, I suggest that a reconceptualization of leadership as design provides insight into how innovative leadership enacts and sustains change in educational systems.

Learning Leadership: Developing Capacity Across a System for Learning Leadership. Sabre Cherkowski, University of British Columbia

The purpose of this qualitative case study was to understand how to build capacity for learning leadership to grow innovation and build professional learning. Collective learning initiatives to explore inquiry, assessment, and feedback were important for learning leadership development. Creating conditions for innovation as part of the work of learning leadership requires ongoing attention to change processes, appreciative perspectives, and compassion and empathy for learning community members.

The Impact of Early Social Awareness of Injustice on District Leaders: A Phenomenological Study. Samuel Lawrence Gonzales, Elisabeth M. Krimbill, Texas A&M University–San Antonio

Superintendents interact daily with students, teachers, employees, and community members in their role as the educational leader of the district. As our society becomes even more diverse and stratified, it is vital that the educational leaders know how to work with people of all social backgrounds, languages, and experiences. This qualitative study examines the experiences of three district leaders to identify the impact of early social awareness of injustice on their ethical

141

SATUR

DAY 205–303

SAtURDAY

constructs as superintendents.Facilitator:

Meredith I. Honig, University of Washington

220. The Power of a Network in Prep Program RedesignSpecial Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Meyerland AProgram redesign is challenging and sometimes thankless work. Faculty engaged in collaborations around redesign, however, often find the work more fulfilling and powerful. In this session, faculty engaged in the UCEA Program Design Network (UCEA-PDN) will share their experiences and insights into the power of such professional learning communities, promising practices, and their observations as facilitators of and participants in redesign work.Presenters:

Bradley W. Carpenter, University of HoustonCasey D. Cobb, University of ConnecticutDaniel Reyes-Guerra, Florida Atlantic UniversityAndrea K. Rorrer, University of UtahCorrie Stone-Johnson, University at Buffalo, SUNY

Facilitator:David H. Eddy Spicer, University of Virginia

221. UCEA Teach-In for Social JusticeSpecial Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Meyerland BThis interactive session is part of UCEA’s effort to develop a “repository” of resources to use and a network of colleagues to learn from when teaching about equity and social justice. This session is designed for faculty who have experience teaching for justice as well as those who are beginning to integrate this into their syllabi and curriculum. We invite participants to bring reading lists, classroom activities, ideas, and questions to share with others.Presenters:

Colleen A. Capper, University of Wisconsin–MadisonTerrance Green, University of Texas at AustinDecoteau J. Irby, University of Illinois at ChicagoGerardo R. López, University of UtahMichael P. O’Malley, Texas State University


222. Resisting the Privatization of Public Education: Local School Leaders and Communities Countering Neoliberal Reforms

Symposium8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Montrose ANeoliberalism has come to virtually all U.S. cities and states, though many educational leadership scholars may not know it under this label. Instead, what are widely known are charter schools, vouchers, and so-called “school reform,” all of which are contemporary forms of neoliberalism being applied in education (Lipman, 2011). This session will provide a description of neoliberalism, a case application in one city, its impact on district leadership, and community activist methods for countering it.Participants:What Is Neoliberalism? Unpacking a Controversial Concept. Gary L. Anderson, New York


UniversityNeoliberalism Takes Over the Indianapolis School District and its Superintendency. James Joseph “Jim” Scheurich, Indiana UniversityLeading Schools in the New Jim Crow: Neoliberalism and Urban School Leadership in the Post–Civil Rights Era. Sonya Douglass Horsford, Columbia UniversityCountering Neoliberal Reforms: School Leaders Embracing a Community Organizing Stance. Anjalé Welton, University of Illinois at Urbana-Champaign; Rhoda Freelon, Spencer FoundationFacilitator:

James Joseph “Jim” Scheurich, Indiana University

223. Social Justice Leadership for Equitable OutcomesCritical Conversations and Networking Sessions8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - River Oaks AAfter desegregation mandates, the acts of overt segregation seemed to shift to a time of covert segregation within our school systems. Lewis and Diamond (2015) published Despite the Best Intentions, which examines the continued inequity within school systems. One of the most crucial factors in response to oppressive forces is identifying and documenting cultural wealth to transform education and empower People of Color to utilize assets in their communities.Facilitator:

Desiree Viramontes Le, University of Texas at Austin

224. Improving How We Teach Quantitative Methods to Aspiring Educational LeadersCritical Conversations and Networking Sessions8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - River Oaks BThe purpose of this Critical Conversation/Networking Session is to facilitate a conversation among instructors and students of quantitative methods. The goal for the session is to identify, share, and discuss ways to improve how these courses are taught. The session will be interactive with the expectation that the panelists will begin the conversation, but participants will drive it. Facilitators:

Alex J. Bowers, Columbia UniversityVirginia Snodgrass Rangel, University of HoustonLolita Tabron, University of DenverAngela Urick, University of Oklahoma

225. Informal Session on UCEA and UCEA MembershipSpecial Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - River Oaks CDuring this session, members of UCEA’s Executive Committee and the Associate Director for membership will provide information about UCEA membership and answer any questions attendees may 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.Presenters:

William Black, University of South FloridaMiriam D. Ezzani, University of North Texas

Facilitator:Sara Dexter, University of Virginia

226. Seeking Understanding Through Eliciting Participants’ VoicesPaper Session

143

SATUR

DAY 205–303

SAtURDAY

8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:“They Don’t Respect Us”: A Study With Latinx High School Students Informed by Photovoice. Leslie Locke, Gerta Bardhoshi, Jeremy Swanston (University of Iowa)

Photovoice was used to elicit photographs and narratives meaningful to 10 Latinx students in Eastland High School’s Risk Academy, regarding their sense of belonging and connectedness to school. Three prominent themes emerged from the analyses: disconnection from school, separation from the main body, and support comes from the outside. While the Risk Academy was intended to be a place that would facilitate connectedness and belonging, according to the participants, it had the opposite effect.

Culturally Responsive Leadership From Privileged Positionalities: Grounding Decisions in Participant Voice. Joseph Levitan, McGill University; Kayla M. Johnson, Pennsylvania State University

This paper discusses the promises and complexities of culturally responsive leadership in schools. It focuses on the complexities and potential practices for how to approach culturally responsive leadership when coming from a privileged position in society. The presentation stems from a research project in a rural secondary school in the Peruvian Andes that uses a participant voice methodology. Findings offer suggestions for participant voice practices and certain reflexive practices and careful interpretation from those in leadership positions.

Diversification of Leadership Formation Methodologies: Examination of Second-Person Immersion Trip Experiences. Melodie Wyttenbach, Michael Zelenka (University of Notre Dame)

In this paper, we challenge traditional university leadership preparation programs to consider an emerging leadership paradigm that involves a diverse portfolio of methodologies, which includes complementing third-person learning experiences with second-person methodologies, where candidates are challenged to witness and converse with leaders in practice and enhance first-person phenomenological methodologies with deeper reflection. By focusing on the emerging second-person methodology of immersion trips, we examine outcomes associated with participation and meaning candidates made of these experiences.

Through Their Eyes, in Their Words: Using Photo Elicitation to Amplify Student Voice in Research. Samantha E. Holquist, University of Minnesota; Jeff Walls, University of Louisiana at Lafayette

The purpose of this paper is to highlight the promise of photo elicitation-based data collection to authentically leverage student voice in research on policy and school improvement in ways that promote equity and critical social justice. We examine photo elicitation’s use as a data collection method in two studies. We appraise the benefits and shortcomings of photo elicitation and potential alterations to the method based on emerging video and social media technologies.

Facilitator:Cristobal Rodriguez, Howard University

227. Mission Critical: The Past, Present, and Future of Instructional SupervisionSymposium8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - Sugarland BIn this symposium, we begin by providing historical context of educational supervision and teacher evaluation. We then turn to the critical role that teacher empowerment and trust play in supervisory practice. We then turn our attention to the evolving role of the principal in supervision. Our final paper discusses the use of supervision to shape the school-wide learning environment. We conclude with a discussion of cultural shifts in instructional supervision and questions from the audience.Participants:


A Policy and Political History of Educational Supervision and Teacher Evaluation. W. Kyle Ingle, University of Louisville; Janie Clark Lindle, Clemson UniversityThe Essential Role of Empowerment and Trust in Teacher Professionalism: Implications for Supervisory Practice. Megan Tschannen-Moran, Christopher Gareis (College of William and Mary)The Evolving Role of the Principal in Supervision. Mary Lynne Derrington, University of Tennessee at KnoxvilleUsing Supervision to Shape the School-Wide Learning Environment. Erin Anderson, University of Denver; Diana G. Pounder, University of UtahFacilitators:

Noelle Witherspoon Arnold, Ohio State UniversitySally Zepeda, University of Georgia

228. GSC Programming - Demystifying the Academic Job Search, Part II: The Nuts and Bolts

Special Session8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - TanglewoodAfter 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.Presenters:

Margaret Grogan, Chapman UniversityMadeline Mavrogordato, Michigan State UniversityJohn Beuhring Nash, University of KentuckyDarrius A. Stanley, Western Carolina UniversityChris Torres, Michigan State University

Facilitator:Gary Crow, Indiana University

229. Documentaries in Research: Revolutionizing the EdD Dissertation Model to Advance Educational Equity and Social Justice

Innovative Session / Mini-Workshop8:00 to 9:10 amMarriott Marquis Houston: Floor 3 - WestchaseThis innovative, interactive networking session has four goals: (a) explore advantages of the emerging documentary model for social-justice-oriented dissertation research of educational leaders and practitioners at the doctoral level; (b) hear from current documentary researchers in different stages of the process, ranging from early stage to nearly complete to published; (c) share—and collaboratively brainstorm—strategies for successfully incorporating the documentary model; and (d) actively role model by using innovative technologies to deliver the presentation content.Participants:

Jennifer Ann, San Jose State UniversityRadha Aravamudhan, San Jose State UniversityTravis Beecher, San Jose State UniversityAnaliza Filion, San Jose State University

Facilitators:Robert Gliner, San Diego State UniversityHeidi Livingston Eisips, San Jose State University

230. General Session IV: UCEA Presidential Address: Mariela A. RodríguezSee Call-Out Box

145

SATUR

DAY 205–303

SAtURDAY

231. Evaluation and Implementation: The Examination of Assessment in the Role of School Improvement

Paper Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Circulating Power Through Teacher Evaluation System: A Foucauldian Perspective. Mario Duran, University of Texas at San Antonio

The purpose of this qualitative study was to understand the role of power within the Texas Teacher Evaluation and Support System for four public school teachers currently teaching at a local public charter or traditional public school. I wanted to inquire into the way teachers made meaning of this newly adapted evaluation system. My goal was that their perspectives and experiences highlighted, if any, the role power played within the evaluation system.

Principal Evaluation: Does it Matter for Our Mission Critical? Matthew Vosberg, Rockford Public School District; Teresa Wasonga, Northern Illinois University

Evaluating performance among educators has been driven in part by the assumption that good principals, just like good teachers, enhance student achievement. However, like teacher evaluation, principal evaluation is not grounded on theory that explains how evaluation works; instead, it has disproportionately focused on measurement and merit pay while undermining intrinsic incentives. This study used self-determination theory to investigate the relationships among principal evaluation, principal motivation, and student achievement using data from Illinois principals.

Principal Evaluation Policies and Principals’ Learning-Centered Leadership Practices. Morgaen Donaldson, University of Connecticut; Madeline Mavrogordato, Michigan State University; Peter Youngs, University of Virginia; Shaun Dougherty, University of Connecticut

There is widespread agreement among researchers, policymakers, and practitioners that principals play a critical role in providing high-quality education to students. This

general SeSSiOn iV:Ucea preSidential addreSS

MARIELA A. RODRíGUEZQue por mí no quede: The Impact of Our Actions When Mentoring School LeadersIntroduction: April L. Peters-Hawkins

We have a huge responsibility as scholars tasked with mentoring school leaders. Our multiple roles as researchers, educators, and activists shape the ways our students grow as leaders. We should create learning opportunities for school leaders that engage them in (re)examining their roles. We must ensure that we have given everything of ourselves to help nurture school leaders willing to cultivate spaces for learning that inspire and empower the children they serve. Such experiences will have a lasting impact on students’ lives.

Session 230 Saturday 9:20–10:30 am Floor 2 - Houston 4


paper focuses on how district policies regarding principal evaluation are related to principals’ leadership practices in 23 districts in Michigan, Tennessee, and Connecticut. Based on policy analysis and surveys of 1,733 teachers in 80 schools, we use the learning-centered leadership framework to examine whether district policies are related to principals’ leadership practices.

School Administrators’ Perceptions on Comprehensive School Counseling (CSC) Adherence and Implementation. Rachel Louise Geesa, Nick Elam, Renae Danielle Mayes, Kat Mcconnell (Ball State University)

The purpose of our study was to explore school administrators’ perspectives of school counselor evaluation. We used the ASCA National Model: A Framework for School Counseling Programs in this study. The framework includes four components (Foundation, Management, Delivery, and Accountability) that focus on the academic, personal/social, and career development of all students. Participants were 324 school administrators. Generally, administrators perceived the evaluation process to be only somewhat helpful in meeting the components’ aims.

Facilitator:Alex J. Bowers, Columbia University

232. Black Leaders and the Pursuit of Equity and Social Justice in School LeadershipSymposium10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Briargrove BBlack leaders have long challenged dominant structures and ideologies in education that obstruct equity and social justice in education (Tillman, 2004). Black leaders’ perspectives, efforts, and experiences in pursuing equity and social justice serve as counterstories to the dominant narratives of school leadership. The focus of this symposium is examine the lived experiences of Black leaders from the past to present-day schooling.Participants:Experiencing Educational Leadership Through the Lives of Black Leaders. Judy Alston, Ashland UniversityHidden Figures? An Analysis of Research on Urban Black Principals. April L. Peters-Hawkins, University of HoustonBlack Leaders in Rural Contexts: Making a Way Out of No Way. Sheneka Williams, University of GeorgiaBlack Women Elementary Principals Purposefully Serving Their Students: Reflections From the Field. Tiffany Aaron, University of GeorgiaFacilitators:

Tiffany Aaron, University of GeorgiaJudy Alston, Ashland UniversityApril L. Peters-Hawkins, University of HoustonSheneka Williams, University of Georgia

233. An Ethic of Care: The Difference Leaders Can MakePaper Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:Keep the Faucet on: A District’s Successful Experiment in Preventing Summer Slide. Tiedan Huang, Fordham University; Maggie Hoddinott, Mamaroneck Union Free School District; Annie Ward, Mamaroneck Union Free School District; Michael Kollmer, Mamaroneck Union Free School District; Robert Shaps, Mamaroneck Union Free School District; Colleen Melnyk, Fordham University

This quasi-experimental study tested and demonstrated the treatment effect of a multiyear summer slide prevention program in helping low-income students gain reading proficiency.

What’s Love Got to Do With it? Interventions of Caring in Education Policy and School Leadership. Kate Kennedy, University of Southern California

Historically, caring theory has been excluded from mainstream education leadership and policy

147

SATUR

DAY 205–303

SAtURDAY

research. This exclusion has resulted in consequences for policymakers, educators, and students. Consequences of promoting rational, technocratic theory over a theory of caring include a rise in student stress, a decrease in teacher morale, school leader turnover, and ineffective policymaking. I provide a review of the literature on caring and conclude by proposing a framework for interventions rooted in caring theory.

Student-Centered Leadership: The Narrative of One Democratic, Socially Just School Principal’s Role in Promoting Student Voice. Hattie Lee Hammonds, Clemson University; Lionel Kato, Winston-Salem/Forsyth County Schools

This paper of practice examines how a principal in a diverse, rural high school maintained processes and procedures that promoted student voice and leadership. This paper builds upon research on principals at schools that serve traditionally underserved and underrepresented students. Additionally, democratic leadership, socially just leadership, and leadership that promotes student voice provide conceptual lenses for the study.

Facilitator:Joanne M. Marshall, Iowa State University

234. Disrupting Oppressive Narratives in School Spaces and BeyondIgnite Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:New Grounds: A Call for “Haunting” as Humanizing Methodology. Courtney Camille Mauldin, Michigan State University

I offer haunting as the language for understanding abusive systems of power and how they make themselves known (Gordon, 2011). I conceptualize haunting as a humanizing methodology that empowers youth of color epistemologies. By deploying haunting in educational leadership, we begin to assess other critical sights of inquiry that offer a futurity for youth of color and thus transform leadership, research, and scholarship.

The Impact of Hip Hop Learning Communities on the Cultural Capital of Foster Youth. Tasha Iglesias, California State University, Long Beach

Hip Hop pedagogy has been identified as an effective tool to engage and empower underrepresented students. Hip Hop pedagogy and Yosso’s (2005) cultural wealth model are used as a conceptual framework in this study. Specifically, I explore how Hip Hop learning communities can be used in higher education to develop cultural wealth and work towards increasing retention and graduation rates of underrepresented students.

Moving Away From Managed Discourse. Matias Arellano, Meredith Mountford (Florida Atlantic University)

The purpose of this Ignite session is to present an argument on how critical discourse analysis can be utilized as a strategic component for improving principal mentorship programs. We will discuss the current action research that informs a future vision of school leadership preparation that consists of training principal mentors on how to infuse critical discourse analysis techniques into their exchanges with their mentee in order to illicit reflexive and transformative behaviors.

How Might We Engage DisCrit Tenets to Contribute to UCEA’s Vision(s) for Equity-Oriented Leadership? Juliana Capel Velasco, William Black (University of South Florida)

Using DisCrit intersectional theoretical framework to analyze UCEA stances relative to the intersection of disability, race, power, and identity, we will analyze content on the UCEA website and 10 years of content in the UCEA Review. We seek to inform UCEA and members of leadership programs of what DisCrit has to offer, while also examining ways in which UCEA and the notion of “leadership” may also serve to reify systemic structures of ableist norms.

Beware of Business Babble: How Educational Leadership and the Public Sector Are Being Discursively Reframed. Gary L. Anderson, New York University

This Ignite session provides examples of how the language of business has invaded the public sector, laying the groundwork for reframing public sector professional practices


like educational leadership. This reframing changes the logic of action of school leaders (and teachers) and engineers a new public management common sense of markets, metrics, and managerialism. I address how we might more thoughtfully engage in cross-sector borrowing.

Changing Schools From Psychic Prisons. Marsha Henry, University of South FloridaSince schools have long been identified as mirrors reflecting the wider society, stakeholders, scholars, and advocates have been engaging in meaningful discourse about the need for transformative leadership practices that acknowledge the importance of multicultural education, culturally responsive pedagogy, social justice, and inclusion. This paper focuses on literature that connects the metaphor of organizations as psychic prisons as an antecedent or as a useful tool to inform efforts of transformational or transformative leadership.

I’m Black, Y’all: Black Students’ Development of Race Consciousness at Predominantly White, Elite, Independent Schools. Tina B. Evans, Loyola Marymount University

The purpose of this Ignite session is to spark discussion of the experiences of Black students in predominantly White independent private schools in large cities. It discusses a preliminary investigation on how Black students develop, negotiate, and survive their experience as a marginalized, underrepresented group. As schools inform identity development for all adolescents, they remain integral in shaping Black students’ sense of themselves, and race and class are salient features of this process.

Facilitator:Jada Phelps-Moultrie, Michigan State University

235. Policy Associates Policy Brief Workshop (closed session)Closed Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Meyerland AUCEA Policy Associates work with the UCEA policy team and experienced faculty to develop and refine draft policy briefs related to educational leadership. Particular attention is given to how to write effectively for a policy audience.Facilitators:

Ed Fuller, Pennsylvania State UniversityJanie Clark Lindle, Clemson UniversityMarcy Ann Reedy, University of Virginia

236. Role-Alike Session for Sitting and Aspiring DeansSpecial Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Meyerland BToday’s colleges and schools of education are facing increasing demands and challenges, particularly regarding the quality and relevance of leadership and teacher preparation programs. Deans, along with faculty and other institutional leaders, must address these challenges and demands while simultaneously developing the leadership capacity of their organizations, overseeing academics and accountability, developing personnel, addressing human resource management and budget issues, and engaging in development activities and public relations. This session is an opportunity to learn from each other; discuss issues of common interest about leadership in higher education settings; and continue an ongoing dialogue within UCEA and beyond about how leadership in higher education should and could be engaging with today’s political, economic, and market influences.Presenters:

Michael Dantley, Miami UniversityMargaret Grogan, Chapman UniversityJoseph F. Johnson, San Diego State UniversityMichael P. O’Malley, Texas State UniversityGeorge J. Petersen, Clemson University

149

SATUR

DAY 205–303

SAtURDAY

237. Impacts of Accountability SystemsPaper Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Montrose AParticipants:But Do I Get an A? Causal Implications of Changing School Accountability Reports in NYC. Samuel J. Kamin, University of Connecticut

School districts often present accountability results in a format that mimics a student report card (A–F) in that it assigns discrete grades. These grades, however, are built from complex, continuous formulas. This paper utilizes a regression discontinuity design to examine the causal effect of receiving a new, categorical, “nongrade” rating in New York City elementary/middle schools, and finds evidence that receiving a low rating causes increases on English and math scores relative to higher rated schools.

Refusing the Test: How Educational Leaders Negotiate the Ethical Dilemmas of Opting Out. Terri S. Wilson, Wagma Mommandi, Matthew Hastings (University of Colorado, Boulder)

Through widespread “opt-out” efforts, activists have pressured districts, states, and the federal government to reconsider the role of state-mandated assessments. Such activism poses challenges for school and district leaders: How do they negotiate resistance to testing with state requirements, professional obligations, and concerns about equal opportunity? This study explores how educational leaders made sense of opting out, and how they responded to the ethical dilemmas posed by this activism in their communities.

The Effects of Short-Cycle School Improvement Planning on Student Achievement. Bryan A. VanGronigen, Coby Meyers (University of Virginia)

Federal legislation requires low-performing schools to create yearly school improvement plans (SIPs). However, this approach may not create the sense of urgency low-performing schools need to enact authentic change. Principals facing demands for rapid improvement might be better served by short-cycle SIPs (e.g., 90-day). In this study, we assess nearly 400 short-cycle SIPs and their influence on student achievement outcomes in 136 U.S. public schools. Our results discuss implications for principals and principal preparation.

Toward a More Adequate Theory of Achievement and Equity. Paul Zavitkovsky, Steve Tozer (University of Illinois at Chicago)

A core feature of American folklore is that public education can level the playing field for each new generation of Americans. But the evidence is overwhelming that race/class bias, unequal economic opportunities, and chronic disinvestment in low-income communities continue to create “achievement gaps” in even our most successful schools. We explore how the language we use to describe achievement gaps may itself block progress toward greater equity of educational outcomes.

238. “Engaging in Authentic Equity Work”: Systems-Level Leaders Codesigning Education Justice With Families & Communities

Critical Conversations and Networking Sessions10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - River Oaks AThis critical conversation explores the development of equitable systemic leadership practice through examples of district leaders’ codesign processes with minoritized families and communities in four educational contexts.Participants:

Kelly Aramaki, Bellevue School DistrictKimberlee Michele Armstrong, University of WashingtonJustin Ray Irish, Edmonds Independent School DistrictAditi Rajendran, University of WashingtonLuisa Francine Sanchez-Nilsen, University of WashingtonKeisha Scarlett, Seattle Public Schools

Facilitators:


Ann M. Ishimaru, University of WashingtonMuhammad Khalifa, University of Minnesota

239. Redesigning Principal Preparation Programs: Do We Have the Capacity?Critical Conversations and Networking Sessions10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - River Oaks BOrganizational capacity is a contextually specific notion, arising from the conceptual frameworks of the field and the function of the organization. We propose a model of capacity for principal preparation programs based on the lived experience of exemplar program leaders. We discuss findings from a Wallace Foundation sponsored study of UPPI leaders’ perspectives on program capacity for redesign, including implications of increased demand for principal licensure, and critical perspectives on the definition of capacity.Participants:

Davis Clement, University of VirginiaTrevor Doiron, University of VirginiaDavid H. Eddy Spicer, University of VirginiaFrank Perrone, University of New MexicoMargaret Thornton, University of Virginia


240. The Struggle to Bring Social Justice to UCEA and Implications for the Present and Future

Critical Conversations and Networking Sessions10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - River Oaks CWhile considerable scholarship now exists on social justice and educational leadership, social justice did not come easily to UCEA. In the early 1990s, UCEA was still dominated by White men and a positivist research perspective. In response, a diverse group of scholars began fighting against considerable resistance to create a more diverse and inclusive UCEA with a social justice vision. This session will highlight this struggle by some of those who led that fight.Participants:

Colleen A. Capper, University of Wisconsin–MadisonMaría Luisa González, University of Texas at El PasoGerardo R. López, University of UtahLinda C. Tillman, University of North Carolina at Chapel Hill

Facilitator:James Joseph “Jim” Scheurich, Indiana University

241. Understanding Students’ Physical Contexts at SchoolPaper Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Exiting Public Schools: A Narrative Study Examining Why Families Leave Public Schools. Courtney Lamb, Jenn R. Crill, Bonnie Palmer (University of Northern Colorado)

This narrative study explores the motivations and experiences of families leaving public schools for alternate educational options. Researchers conducted interviews eliciting stories about the education experiences in public schools, as well as their experiences in alternative educational settings. Results indicate that families make decisions to meet the needs of their children and provide quality educational experiences to prepare their children beyond schooling years. This research can inform school leaders how to best serve all students.

Social Trust and Rural Families: Family Historicity as Frame for College Going. Shannon Calderone,

151

SATUR

DAY 205–303

SAtURDAY

Washington State UniversityThis qualitative study considers the role that social trust plays in rural parents’ perspectives on postsecondary institutions and, by extension, their child’s college-going decisions. Through one-on-one interviews with 30 rural parents, study findings suggest perceptions of community (or “place”) was a critical determinant in parental social trust levels. Implications for school and leadership practice are offered.

Principals and Gentrification: Perceptions, Practices, and Policies of Principals in Gentrified Contexts. Chy Benelli McGhee, New York University

A growing body of scholarship explores the ways in which gentrification influences schools. Much of this research explores wealthy White parent engagement in gentrifying context. Less research explores the influence of gentrification on urban school principals. Utilizing Anderson’s (1990) ideological mediation model grounded in Horsford’s notions of Black equality and White freedom, the purpose of this study is to develop an understanding of principals’ perceptions of gentrification and how these perceptions influence their mediatory practices.

School Leaders and Student Voices: Understanding the Experiences of Students of Color at Rural Schools. Jacquelyn Nicole Williams, Daniella Hall, Jason Bailey, Kippy Kelly (Clemson University)

Rural students often experience inequitable learning conditions and outsider experiences in their own communities. Through a qualitative process using student voices in a narrative fashion, this study attempts to better understand the thoughts and goals of students living in rural environments. Implications for future use include a better understanding of rural students’ worldviews as they attempt to balance their own goals with those of the communities in which they live.

Parental Decision-Making and School Underernrollment in Gentrifying Contexts. Gregory Brian Pulte, Michael R. Scott (University of Texas at Austin)

We document how parents choose schools for their children within a community experiencing gentrification. Employing a qualitative interview study, we examine why parents change schools to the next school year, particularly focusing on the impact of gentrification, displacement, and affordability. We also consider the school impacts on parent decision-making. Findings indicate that schools underenroll due to both gentrification and the proliferation of charter schools.

Facilitator:Katherine Cumings Mansfield, University of North Carolina at Greensboro

242. Reimagining the EdD: How Participatory Action Research Impacts Leadership Practice

Symposium10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - Sugarland BThe purpose of this symposium is to give practitioner voice to an innovative, international EdD. The session begins with an overview of the scope and sequence, pedagogies, and how the dissertation is embedded throughout the 3-year EdD program. Four students, representing projects in three different countries, will present their participatory action research (PAR). They discuss how they came to their focus of practice, their co-participant research partners, their use of the PAR methodology, and emergent findings.Participants:A Reimagined EdD. Matthew Militello, Lynda Tredway (East Carolina University)Community Learning Exchanges: Engaging All Voices (Taipei, Taiwan). Richardson Garcia Lori, East Carolina UniversityTeacher Evaluation for Growth and Development (Bangkok, Thailand). Prerna Paryani, East Carolina UniversityReimagining Principal Evaluation Practices (California, U.S.A.). Karling Aguilera Fort, East Carolina University


Academic Discourse in Urban Middle Schools (California, U.S.A.). Mark Triplett, East Carolina UniversityFacilitator:

Matthew Militello, East Carolina University

243. GSC Programming - Building Networks of Support: You’re Not in This AloneSpecial Session10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - TanglewoodWhether you are a full-time graduate student or 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 and 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.Presenters:

Lisa Bass, North Carolina State UniversitySoribel Genao, Queens College, CUNYMark Anthony Gooden, Columbia UniversityKevin Lawrence Henry, Jr., University of ArizonaSonya Douglass Horsford, Columbia UniversityJohn Beuhring Nash, University of KentuckyVirginia Snodgrass Rangel, University of Houston

Facilitator:Cristobal Rodriguez, Howard University

244. System Support for School-Based Instructional Leadership: An Interactive Symposium

Symposium10:40 to 11:50 amMarriott Marquis Houston: Floor 3 - WestchaseThis symposium will explore the topic of supporting principals’ instructional leadership from the school system level and from agencies to increase principals’ capacities to support teachers and students in achieving equitable outcomes for all learners. We address the gap in the literature on the role of the system-level work of the principal supervisor specifically by reporting on three papers on this topic from the U.S. and a fourth international paper on a Swedish government initiative.Participants:Principal Supervision Supporting Principals’ Instructional Leadership: District Central Office Conditions That Help and Hinder Results. Meredith I. Honig, University of WashingtonThe Focus of the Work Between Principal Supervisors and Principals: What Facilitates Change in Principals’ Leadership Practices? Rebecca Ann Thessin, The George Washington UniversityView From the Field: The Process of Improving Principal Supervision. Jessica G. Rigby, University of WashingtonLeadership in Underachieving Schools: Can the State Bring Support Structures to Scale? Olof Johansson, Umeå University, SwedenFacilitator:

Karen R. Seashore, University of Minnesota

245. A Call for Bold LeadershipIgnite Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:Leading for Equity: How School–Community Partnerships Cultivate Access to Meaningful Resources

153

SATUR

DAY 205–303

SAtURDAY

and Relationships. Carmen Bartley, Gwendolyn Baxley, Peter Miller (University of Wisconsin–Madison)

This Ignite! talk will explore the mechanisms that leaders and schools utilize to connect students and families to meaningful resources and address racial and social inequity. Using data from two distinct school sites in one Midwestern district—one district-operated community school and one community-oriented neighborhood school—we explore the common and distinct practices they employ to achieve equity and justice for young people and families.

They Did it, Should We? K-12 Leaders’ Role in Sense Making After Charlottesville. Benterah C. Morton, Peggy M. Delmas (University of South Alabama)

After the “Unite the Right” rally in Charlottesville, Virginia the weekend of August 11-12, 2017, university presidents across the country began communicating to students and communities, through position statements, their stance on the events. This Ignite session walks through the findings of the study into the position statements of university presidents in response to Charlottesville and delves into questions about the role of K-12 leadership in sense making for faculty, staff, and students.

The Intersection of Principal and School Counselor Preparation. John W. Somers, Jennifer Grace (University of Indianapolis)

The establishment of comprehensive school counseling models in U.S. schools is cited as best practice to promote students’ academic, career, and social-emotional development. Although school counselors are charged with advocating for and implementing comprehensive programs, they need principals to understand and support the framework of these programs. To accomplish this aim, a radical change must occur in principal leadership preparation. What are these changes, and what new curriculum must be designed into our programs?

#TimesUp: Leadership Outside of the Boat. Judy Alston, Ashland UniversityTransformative leadership in this 21st century requires stepping out of the boat like our foremothers and forefathers. Shields noted, “Transformative leadership takes account of the ways in which the inequities of the outside world affect the outcomes of what occurs internally” (p. 584). Thus, it is time for a new way of leading, a time to step out of the boat and be what I have coined a Refined Revolutionary.

Giving Voice to Preservice Teachers’ Concerns Around School Safety and Managing Emotions. Oluwatobi Taiwo Ishola, Kristina LaVenia, Christy Suzanne Galletta Horner (Bowling Green State University)

We are working to understand preservice teachers’ experiences around the emotional components of teaching. Within this broader aim, we also sought insight into preservice teachers’ commitment to their major, concerns about school safety, and perceptions on how well their teacher preparation programs are working to equip them to handle school violence.

Building Social Justice and Equity-Minded Leaders in Doctoral Educational Leadership Programs. JoAnn B. Manning, Rowan University; James Coaxum, Rowan University; Mary C. Clark, Carteret Community College; James Joseph “Jim” Scheurich, Indiana University; Milan Sevak, Southern Methodist University; Jeffrey S. Brooks, RMIT University, Australia

This session will share how educational leadership preparation programs that focus on social justice and equity issues are preparing educational leaders who will be able to solve complex problems in practice. The discussants will facilitate the session by maintaining the focus on a guiding reflective question: “How can educational leadership programs develop social justice and equity-minded leaders who understand and address social justice and equity problems of practice?”

The Fight to Stay Alive: Principals Mediating Gentrification. Aisha Haynes, New York University

This study examines how school principals of high schools within New York City mediate the changing educational landscape, with a particular focus on the increase of school options and gentrification.

Authentic Leadership Fostering Authentic Community Relationships/Alliances in Support of School Improvement. Kathrine Gutierrez, University of Oklahoma


The purpose of this Ignite session is to illuminate the significance of authentic leadership from the principal viewpoint, school leader’s voice, where the work of the school leader fosters authentic community relationships/alliances in support of school improvement. The Ignite session, a “glow and grow” 5-minute presentation, and ensuing audience conversations will illuminate the constructs of authentic leadership as nested in self-reflections and actions of school principals in fostering relationships/alliances with their school community stakeholders.

Facilitator:Muhammad Khalifa, University of Minnesota

246. Personalized Learning: Perspectives From the Field and an Agenda for ResearchSymposium12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Briargrove BPersonalized learning describes a range of practices, policies, and programs being implemented across the United States with the goal of engaging students in their learning and adapting learning pathways to student interests, strengths, and needs. Aligned with the conference theme, researchers must bring their skills and expertise to contextualize and study this reform. We thus present early studies of student voice, technology, and policy; propose a research framework; and engage attendees in shaping further inquiry.Participants:Tapping the Voices of Learners for Authentic Student Engagement. Bryan Bronn, Branson Public Schools (MO) A Proposed Model to Consider the Relationship Between Use of Technology in Education and Personalized Learning. Tanushree Rawat, Richard Halverson (University of Wisconsin–Madison)The Legality of Personalized Learning: Simultaneous Promotions and Restrictions. Justin M. Bathon, University of KentuckyA Framework for Research on Personalized Learning: A Literature Review and Proposal. Julie M. Kallio, University of Wisconsin–MadisonFacilitator:

Richard Halverson, University of Wisconsin–Madison

247. Confronting Exodus: Examining the Exit of Our Public School TeachersPaper Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:A Conceptual Framework of Teacher Attrition and Retention: A Systematic Review of the Empirical Literature. Tuan Dinh Nguyen, Vanderbilt University

Teachers represent a critical part of public education. Compelling interest in retaining teachers has led researchers and policy makers to develop strategies to recruit and retain effective teachers, highlighting the importance of knowing the determinants of teacher attrition and retention. This study develops a comprehensive conceptual framework of teacher attrition and retention and synthesizes the results of nearly 40 years of research, providing guideposts for future research.

Black Teacher Exodus: A Phenomenological Study of the Dynamics Underpinning and Undermining Black Teachers’ Longevity. Roberta Ballard, Julie Sauerberg, Christie M. Toliver, Lee Morgan (University of Northern Colorado)

Teachers are leaving the profession at rates that outpace the numbers entering the field. Even more challenging is that while White teachers leave, Black teachers exit en masse. The prodigiously positive impact of Black teachers on Black student achievement necessitates inquiry into effective methods of recruiting and retaining Black teachers. The current study investigates why Black teachers choose to stay in a predominately White suburban school district.

Country Effects on Teacher Turnover Intentions: A Multilevel Cross-National Analysis. Lixia Qin, Lori L. Taylor (Texas A&M University–College Station)

Limited work has analyzed teacher turnover intention as an individual teacher decision nested

155

SATUR

DAY 205–303

SAtURDAY

within the country contexts. This study focuses on how the cross-country differences in teacher turnover intention are explained by multilevel effects, especially the country-specific effects. After controlling for a series of lower level factors (teacher and school characteristics), we predicted that country effects, such as teaching status and alternative employment opportunities, are significantly related to teachers’ transfer intention and teaching detachment.

Reconceptualizing Teacher Turnover in Terms of Capital: Teacher Corps Stability. Patrick B. Forsyth, Timothy G. Ford (University of Oklahoma)

This study proposes a theory of teacher corps stability as a fruitful conceptual basis for research and policy-making. Using HLM growth models, we examine the effect over 4 years of low, stable turnover and chronic turnover on faculty trust in colleagues and collective teacher efficacy in an urban school district. We find that low-turnover schools have significantly higher growth in collective teacher efficacy and faculty trust in colleagues than schools with chronic turnover.

Facilitator:Huriya Jabbar, University of Texas at Austin

248. Leading in TeamsPaper Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:High-Functioning and Less Well-Functioning Professional Learning Community Teams: Leadership Implications. Robert Holland Voelkel, Jr., University of North Texas

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Within-school variation in PLC processes, however, is underexplored. This study highlights differences in teacher behavior and teams’ perceptions of principal leadership in well- versus less well-functioning teams. Analysis of interviews of principals and team members showed teams differed in intensity of analysis of student work and the level of changes in instructional practices.

A Systematic Review of the Research Literature on School Leadership Teams. Bryan A. VanGronigen, University of Virginia

Many of today’s school leaders distribute leadership and management responsibilities, but not much is known about specifically when and how they do so. One approach calls for creating a school leadership team (SLT), a group of school staff with some degree of school-wide decision-making influence. In this study, I conduct a systematic review of the literature to develop a more comprehensive understanding of SLTs, particularly their involvement with school improvement efforts.

Shared Leadership in ILTs: The Critical Role of the Decision-Making Process. Elizabeth Leisy Stosich, Fordham University

This study explores the potential for instructional leadership teams (ILTs) to support shared instructional leadership among administrators and teachers in high-poverty high schools. My findings provide further evidence that principals play a critical role in opening up or closing down opportunities for shared leadership within and beyond the structure of the ILT and that differences in the decision-making process influence teachers’ commitment to leading instructional change.

The Power of Team Resources in Explaining the Psychological Capital–Organizational Citizenship Behavior Relationship. Ronit Bogler, Open University of Israel; Anit Somech, University of Haifa, Israel

The study examines the impact of team resources (learning values and school principal optimism) on the relationship between team psychological capital and organizational citizenship behavior. Responses from 82 educational management teams involving 395 participants confirmed the interactive effects, where team psychological capital brings about an environment that induces exhibition of high levels of organizational citizenship behavior. The findings support previous work that a positive team climate induces


members to engage in prosocial behaviors.Facilitator:

Mariela A. Rodríguez, University of Texas at San Antonio

249. Role-Alike Session for Sitting and Aspiring Department ChairsSpecial Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Meyerland AMany 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 higher education.Presenters:

Enrique Aleman, Jr., University of Texas at San AntonioElizabeth C. Reilly, Loyola Marymount UniversityVictor Saenz, University of Texas at AustinRobert Shockley, Florida Atlantic UniversityRose Ylimaki, University of South Carolina

250. The Reauthorization of the Higher Education Act: What You Need to Know!Special Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Meyerland BThe reauthorization of the Higher Education Act, while shrouded in some mystery, continues to remain on the national policy agenda. In this session, participants will share insights into what issues will be central to reauthorization, some of the “behind the scenes” discussions that have been particularly influential, and the interests that are characterizing the debate. Of equal importance, presenters will discuss the implications of potential changes to the act for educational leadership programs and graduate students.Presenters:

Ed Fuller, Pennsylvania State UniversityMaricela Oliva, University of Texas at San AntonioVictor Saenz, University of Texas at Austin

Facilitator:Marcy Ann Reedy, University of Virginia

251. Rules for Radicals: Activist Educators in Our Neoliberal EraPaper Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:Educating Aspiring School Leaders to Mitigate Issues of Poverty and Homelessness in Schools. Heidi Beth Von Dohlen, Western Carolina University; Jan Moore, SERVE/National Center for Homeless Education; Lisa Von Dohlen, Buncombe County Schools

The National Center for Homeless Education partnered with Western Carolina University’s Masters in School Administration Program to identify and increase aspiring administrators’ knowledge and understanding of poverty and homelessness in schools. This study provided an opportunity for school leaders to engage in self-assessment, reflect on, and increase their knowledge of poverty and homelessness and to create school plans. Findings indicate increased leadership capacity of future administrators to mitigate issues related to poverty and homelessness in schools.

Growing Traviesa (Troublemaker) Leadership: The (Im)Possibilities of One Course Disrupting the

157

SATUR

DAY 205–303

SAtURDAY

Principalship as Usual. Brian Gibbs, University of North Carolina at Chapel HillThis paper is an analysis of the first year of a 5-year longitudinal study following preservice school leaders as they transition from a social justice and democratic education curriculum and instructional leadership course into their first year of supervised field work. The course attempts to develop robust definitions of social justice and democratic education and works to develop school leaders into critical civic agents. The study reflects mixed results.

“How Do We Perform Our Duties in This Political Environment?”: Principal Activism in Political Contexts. Meagan Richard, Jason Deric Salisbury, Shelby A. Cosner (University of Illinois at Chicago)

In today’s climate of nationalism, populism, income inequality, and neoliberalism, politics is salient within and outside of schools. Social injustices outside of schools reproduce within schools; thus, social justice leadership is directly connected to political contexts. Research has rarely investigated how principals respond to political contexts, or how political activism and social justice leadership are connected. We investigate principals’ out-of-school activism and interrogate how political contexts are situated within social justice leadership.

Individual Actors and Institutional Racism: How Administrators and Teachers Dismantle Racist Policies. Lynette Parker, The REACH Institute

Education policy in the U.S. in many ways may unintentionally reify White supremacy. This paper unmasks the ways in which everyday interactions, like emails, may have embedded racist education policy decisions have the potential to erode educational spaces. Drawing upon the epistemology of ignorance and critical race theory as theoretical lenses, I examine the conversations around race and policy and the role of education administrators to take stances to thwart institutional racism.

Facilitator:Leslie Locke, University of Iowa

252. Improvement Science—A Revolutionary Way to Prepare Scholarly Practitioners as Change Agents

Critical Conversations and Networking Sessions12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - River Oaks AThis session will describe the infusion of improvement science into MA and EdD programs. Guided by the CPED and its collaborations with the Carnegie Foundation, this conversation will introduce participants to approaches for instilling improvement science into professional preparation programs as a means to prepare educational leaders to improve problems of practice in a systematic and rigorous way that places the needs and engagement of stakeholders at the forefront in the problem-solving process.Facilitators:

Robert Crow, Western Carolina UniversityJill Alexa Perry, University of PittsburghDebby Zambo, Arizona State University

253. Deep Mentoring From Successful Dyads Who Live it: Insights for Practitioners Transitioning Into the Academy

Critical Conversations and Networking Sessions12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - River Oaks BThis critical conversation is aimed at mentoring practitioners (e.g., teachers, administrators) into the academy through deep mentoring as experienced by successful dyads of mentors/scholars and mentees/practitioners. This session is for advanced graduate students and early career academics in search of practical ideas and tips in the course of navigating this trajectory.Participants:


Joel R. Malin, Miami UniversityCarol A. Mullen, Virginia TechAnn O’Doherty, University of WashingtonMartha N. Ovando, University of Texas at AustinChristopher Tienken, Seton Hall University

Facilitator:Donald G. Hackmann, University of Illinois at Urbana-Champaign

254. The Red Owl Collaborative: Strategizing Leadership Pathways Through Sisterhood, Service, and Social Justice at HBCUs

Critical Conversations and Networking Sessions12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - River Oaks CAccording to researchers, as the U.S. becomes more racially, culturally, economically, linguistically, and ethnically diverse, access to educational leaders who lead from a social justice framework will need to become increasingly engaged. The purpose of this session is to share some of the important cultural, historical, and social strategies and information that are contributing to a more holistic approach to mentoring and mentorship for women in educational leadership who are connected through HBCU campuses.Participants:Because of Them, We Can: Social Justice and African American Female Leadership on HBCU Campuses. Janeula M. Burt, Bowie State University“Color Bind”: Securing Space and Place Within a Community of Female Scholars of Color. Jacqueline Sweeney, Bowie State UniversityRED Owl Collaborative: Reimagining the Pathways and Trajectories of Women in Educational Leadership. Renee Garraway, Bowie State University; Natoya Coleman, Rowan UniversityFacilitator:

Erinn Floyd, National Association of Gifted Children

255. Student and Faculty Protest: Voices of ResistancePaper Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:Student Protest and Change. Barbara Boakye, Kofi LeNiles, Amber Williams (Howard University)

In the spring of 2018, First University students staged a weeklong protest to demand an increase of student representation as members of the university’s board of trustees. In the current iteration, less than 6% of the board are represented by students as members of the board and privy to information released during board meetings. This said, we situate student voices at the forefront of university policy action and change.

The Oklahoma Teacher Walk-Out: A Photo-Elicitation Study of Teachers’ Lived Experiences. Jackie Mania-Singer, Oklahoma State University

In this phenomenological study, the lived experiences of teachers who participated in the Oklahoma teacher walk-out are explored. This study draws from photo elicitation techniques to more deeply understand the experiences of these teachers during the 10-day walk-out and uses political process theory to provide structure and language for the analysis. Findings suggest teacher motivations for the walk-out, describe manifestations of political opportunity and teacher agency, and begin to explain larger impacts of the movement.

The Political Consequences of Education Activism: The Case of the Opt-Out Movement. David Casalaspi, Michigan State University

Grassroots education activism is on the rise, but little research has examined this phenomenon or its impact on local education politics. Addressing this gap, this case study explores the political impact of the opt-out movement, a major antitesting grassroots protest, in four school districts. Results suggest that while the opt-out movement has not produced many changes in local

159

SATUR

DAY 205–303

SAtURDAY

testing and accountability policies, it has significantly increased and transformed parent engagement with education politics.

Women’s Watch: Race, Protest, and Campus Sexual Assault. Noelle Witherspoon Arnold, Ohio State University; Whitney Sherman Newcomb, Virginia Commonwealth University; Azadeh F. Osanloo, New Mexico State University

The purpose of this paper is to explore the role of visualities the complexities surrounding campus sexual assault (CSA) and Black women. We focus on visual narratives and how they influence and impact structures on behalf of Black female CSA victims. The driving thesis is visualities narrate the realities of CSA, but also serve tools of change, advocacy, and transformation of campus norms concerning “consent, prevention, support for survivors, and institutional response” (Krause et al., 2017, p. 211).

Facilitator:Terah Talei Venzant Chambers, Michigan State University

256. Leading Holistically for Equity and Excellence: Systems Thinking at the School, District, and State Levels

International Community Building Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - Sugarland BScholars and professionals from a variety of disciplines believe that systems thinking, which puts the study of wholes before that of parts, holds great promise. However, the connections between systems thinking and educational leadership and policy have not yet been sufficiently investigated. This session will gather a group of leading scholars from the United States, Australia, and Israel to describe systems thinking in educational leadership and policy from their varying points of view.Participants:Schools as Soft Systems: Addressing the Complexity of Ill-Defined Problems. Sharon Kruse, Washington State UniversityPrincipals’ Systems Thinking: The Meaning and Measure of a Leadership Construct. Haim Shaked, Hemdat Hadarom College of Education; Pascale Sarah Benoliel, Bar-Ilan University; Nechama Nadav, Bar-Ilan University; Chen Schechter, Bar-Ilan UniversityUsing Hierarchical Growth Modeling to Promote District Systematic Improvement in Ohio and Texas. Alex J. Bowers, Columbia University; Xinyu Ni, Columbia University; Jennifer Esswein, Education NorthwestWhole District Transformation: Leading Systems Change for Sustainability. Cynthia L. Uline, San Diego State University; Lisa A. W. Kensler, Auburn University“Holistic Engagement”: Framing Theory, Strategic Communication, and the Superintendency. James Coviello, Saint Joseph’s University; David DeMatthews, University of Texas at AustinSystem Leadership for Continuous Improvement: The Role of District-Level Leaders in Creating the Conditions for System-Wide Improvement. Christina Joy Dixon, David H. Eddy Spicer (University of Virginia)Improving Schools in Victoria, Australia: System, Region and School Perspectives. David Mark Gurr, Lawrence George Drysdale (University of Melbourne, Australia)Facilitators:

Chen Schechter, Bar-Ilan UniversityHaim Shaked, Hemdat Hadarom College of Education

257. GSC Programming - “Shoulda, Coulda, Woulda...”: What We Wish We Had Known Before Becoming a Professor

Special Session12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - TanglewoodThis 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.Presenters:

Kristina Brezicha, Georgia State UniversityNakia M. Gray-Nicolas, Queens College, CUNYAmanda U. Potterton, University of KentuckySarah Woulfin, University of ConnecticutMeredith Lea Wronowski, Miami University

Facilitator:Frank Perrone, University of New Mexico

258. Culturally Responsive School Leadership From Elementary Through High SchoolSymposium12:00 to 1:10 pmMarriott Marquis Houston: Floor 3 - WestchaseCulturally responsive school leadership (CRSL) addresses student needs while acknowledging their lived experiences, not only within classrooms through teaching practices, but all throughout a school (Khalifa, Gooden, & Davis, 2016). In this session, the authors represent examples of CRSL along the K-12 educational pipeline. They aim to demonstrate how CRSL can be supported through leadership programs and then developed into practice to support more equitable schooling.Participants:Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education. Lauren Hobbs, University of HoustonSensemaking as a Framework for Understanding How MS Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. Kevin J. Banks, University of HoustonAn Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District. Luis R. Landa, Virginia Snodgrass Rangel (University of Houston)Faculty Enacting Culturally Responsive Teaching in Leadership Programs. Ruth Maria Lopez, April L. Peters-Hawkins (University of Houston)Facilitators:

Ruth Maria Lopez, University of HoustonApril L. Peters-Hawkins, University of Houston

259. Advancing Racially Conscious School Leaders in Higher Education: The Reason, the Focus, and the Action

Innovative Session / Mini-Workshop1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Briargrove AThe focus of the workshop will be to model racial equity thought and practice in higher education. Participants will learn about one university Education Leadership department’s approach to infusing racial equity in all aspects of the program. They will examine a 5-year systemic transformation toward equity—moving from traditional strategies, commonly seen in higher education, to relevant and meaningful approaches, incorporating all aspects of equity from vision, mission, and program admissions practices to instructional approaches.Participants:

Candace France Raskin, Minnesota State University, MankatoMelissa Krull, Minnesota State University, MankatoNatalie Rasmussen, Minnesota State University, MankatoJinger Gustafson, Minnesota State University, MankatoBernadeia Johnson, Minnesota State University, Mankato

161

SATUR

DAY 205–303

SAtURDAY

260. International Stories: Leadership for Student Success Through Relationship Building and Equitable Practice

International Community Building Session1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Briargrove BThis international community-building session will focus on recent research and development activities being conducted by members of the high-need schools project. In particular, this session examines studies of high-need schools in Brazil, New Zealand, South Africa, and the United States. The symposium will focus on leadership attributes that enable student success, build positive internal and external relationships, and offer models of equitable practice through an international lens.Participants:Public School Principals’ Leadership and Educational Results in Brazilian Public Schools. Ana Cristina Oliveira, Federal University of the State of Rio de Janeiro; Cynthia Paes de Carvalho, Pontifícia Universidade Católica do Rio de JaneiroSocial Justice Leadership for Academic, Organizational, and Community Sustainability in High-Need Schools. Stephen Louis Jacobson, University at Buffalo, SUNYA South African High-Needs School: A Case of Context Driven by History. Jami Royal Berry, Karen Caldwell Bryant (University of Georgia)Successful Learning in a High-Needs Inner-City School: One Courageous Leader’s Journey. Mette Lise Baran, Cardinal Stritch University; Glady Van Harpen, University of Wisconsin–OshkoshSociocultural Interactions of Leaders and Students From Marginalized Communities in the Southeastern United States. Parker Morse Andreoli, Clemson University; Frederick C. Buskey, Clemson University; Keneisha La’Rae Harrington, Clemson University; Hans Klar, Clemson University; Rose Ylimaki, University of South Carolina; Suzy Hardie, University of South Carolina; Jingtong Dou, University of South Carolina; Peter Moyi, University of South CarolinaFacilitator:

Jami Royal Berry, University of Georgia

261. The Pedagogy of Collective Critical Consciousness: The Praxis of Preparing Leaders for Social Justice

Symposium1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Kingwood AThis is a student-directed symposium. To share their transformational journeys in the Urban School Leaders Collaborative (USLC), students will present three papers and a video documentary analyzing data from their collective autoethnographies. The purpose of this symposium is to analyze student learning in an established, award-winning principalship preparation program, the USLC, and to examine the notion of collective critical consciousness as the central pedagogical approach.Participants:Personal Ethnographic Moments. Jeanetta Brown, Juan Cano, Jacob Castro, Melissa Chagoya, Amanda Cortez, Herbert Cottrell, Cynthia Silva, Luke Amphlett, Brittney Mitchell, Martin Ramirez (University of Texas at San Antonio)Professional Ethnographic Moments. Michelle Felix, Anthony Gallardo, Martin Gonzalez, Ryan Chavez, Kim Lerma, Ruth Martinez, Caitlin McCloskey, Alison Mokry, Azael Rodriguez, Laura Servin (University of Texas at San Antonio)Transformational Ethnographic Moments. Antoinette Mitchell, Dora Ortiz, Sarah Perez, Maria Rocha, Paula Segovia, William Soto, Paris Tyus, Ashley Brady, Eric De Jesus, Dominique Janeway, Rachel Jackson (University of Texas at San Antonio)Facilitators:


Evangeline Aguilera, University of Texas at San AntonioEncarnacion Garza, University of Texas at San AntonioBetty M. Merchant, University of Texas at San AntonioJuan Manuel Niño, University of Texas at San Antonio

262. Guiding Student Research and Your Own: Strategies for Equity-Oriented Early- and Mid-Career Faculty

Innovative Session / Mini-Workshop1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Kingwood BEngaging in research is vital to the work of educational leadership faculty, as is advising students with their dissertation research. Yet faculty are often not trained on how to successfully manage burgeoning advising duties, their research, teaching, and service. This interactive mini-workshop provides a space for equity-oriented faculty to strategize, exchange tools, and develop systems to successfully manage their scholarly agenda while advising students in culturally responsive ways. Participants should bring their smartphones/computers.Facilitators:

Melissa Ann Martinez, Texas State UniversityRosa Rivera-McCutchen, Lehman College, CUNY

263. Workshop on Successful Retention in the Educational Leadership AcademySpecial Session1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Meyerland AAuthors of The UCEA Retention, Tenure, and Promotion Guidebook will provide activities to succeed in academia and actively involve participants to address the professoriate’s different stages of development. Participants wishing more individualized support will be mentored throughout the year, and requests for expert reviews of materials can be arranged. The workshop will offer valuable advice to administrators to develop a supportive climate within their institutions.Presenters:

Bruce Barnett, University of Texas at San AntonioLeonard C. Burrello, University of South FloridaMónica Byrne-Jiménez, Indiana UniversityGary Crow, Indiana UniversityMary Erina Driscoll, City College of New YorkGerardo R. López, University of UtahMartha McCarthy, Loyola Marymount UniversityBetty M. Merchant, University of Texas at San AntonioDiana G. Pounder, University of UtahJoan Poliner Shapiro, Temple UniversityPaula Myrick Short, University of Houston

Facilitator:María Luisa González, University of Texas at El Paso

264. Impacts of Discipline Policies: Lessons for ReformPaper Session1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Meyerland BParticipants:Does Reducing Suspensions Improve Student Outcomes? Lessons for School Leaders and Policy Makers. Kaitlin Anderson, Michigan State University

Many states and school districts have implemented reforms to limit exclusionary discipline, which has been linked to lower student achievement, dropout, and involvement in the juvenile justice system. I study a state-wide policy banning out-of-school suspensions for truancy. Perhaps

163

SATUR

DAY 205–303

SAtURDAY

due to low implementation, I find little evidence of changes in student achievement and misbehavior but a small decline in absenteeism for low-income students in certain grades. Implications for policy design and implementation are discussed.

Discipline Policy Reform: A Review of Oakland USD following an OCR Investigation. Catherine E. Robert, University of Texas at Arlington; Nathern S. A. Okilwa, University of Texas at San Antonio

Research demonstrates harmful effects of disparate discipline practices on outcomes for students of color. The Office of Civil Rights (OCR), under the Obama administration, significantly increased investigations under the mandate of Title VI. In this study, we examine the OCR investigation of Oakland Unified School District (OUSD) to establish the district’s response following findings of disproportionality for African American students. Current OUSD discipline data indicate persistent discipline disparities remain, yet OUSD has undertaken significant reform initiatives.

Policing Our Students—A Legal Review of Civil Rights in Schools. Samuel J. Kamin, University of Connecticut

While most would agree that student safety is a top priority of school leaders, legal questions must be asked concerning the balance between student safety and civil rights, particularly concerning the increased interactions between police and schools. This paper examines the case law concerning police in schools and highlights an implicit Constitutional “runaround” that not only necessarily restricts all students’ civil rights, but also disproportionately impacts young people of color.

De-Tracking Court Cases and Effective Remedies. Shannon Holder, University of ConnecticutThis paper provides a brief background of tracking research, showing its harmful effects on students of color and lower tracked students as well as the complexity of de-tracking reform. It then compares the Hobson v. Hansen and Hoots v. Commonwealth of Pennsylvania et al. cases. The paper ends with a call for more courts to create extensive remedies to push for greater de-tracking reforms in school districts.

Facilitator:Virginia Snodgrass Rangel, University of Houston

265. Resisting as ReformPaper Session1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:Champions for Public Schools? A Critical Discourse Analysis of Democratic Senators’ Speeches Opposing Betsy DeVos. Tom Hairston, University of Missouri

This paper investigates the discourse that Democratic senators used in opposing the selection of Betsy DeVos as Education Secretary. Through a critical discourse analysis of 30 speeches given by 23 different senators in January 2017, this paper examines how Democratic senators define the purpose of public education, why they object to the selection of Betsy DeVos, and how they may reify neoliberal thought into federal PK-12 education policy.

Principal’s Responses to Donald Trump’s Immigration Policy: Campus Leadership During a Time of Uncertainty. Jerry Ray Burkett, University of North Texas; Sonya Diana Hayes, University of Tennessee at Knoxville

Donald J. Trump was elected President in 2016 after a year of campaigning on several issues including immigration reform. After Executive Orders changed Obama-era policies, immigrant families became afraid for their children, as U.S. Immigrations and Customs Enforcement raids and deportations increased. Campus principals in Texas, who lead Hispanic-majority schools, find themselves in a position to support their students’ access to public education and to assume the role of an advocate beyond their role as campus principal.

Political Opportunity and the Mobilization of Education Activism: The Case of the Opt-Out Movement. David Casalaspi, Michigan State University


Grassroots education activism is on the rise, but little research has examined the environmental conditions that promote activism. Addressing this gap, this case study explores the environmental conditions that promoted or repressed the mobilization of the opt-out movement in four school districts. Results suggest differences in the volume and tactics of activism across districts, and these differences were attributable to differences in local social networks, institutional and discursive practices, and district leadership.

Street-Level Bureaucrats: How Principals Internalize and Interpret Texas College Readiness Mandates. Isela Pena, Karina C. Canaba, Rodolfo Rincones (University of Texas at El Paso)

This qualitative study examines how high school administrators in the role of policy actors interpreted and implement college readiness state policies at the campus level. The data in this study draw from college readiness literature as well as from sensemaking theory in the analysis. The findings offer insight into how high school principals make sense of college readiness state mandates and how this understanding impacts college readiness efforts at their respective campuses.

Facilitator:Davis Clement, University of Virginia

266. Leadership in Support of Immigrant PopulationsCritical Conversations and Networking Sessions1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - River Oaks AThis critical conversation addresses leadership for intersectional im/migrant and un/documented populations in a turbulent sociopolitical climate. We invite dialogue about how school leaders challenge the dominant narrative of these students and communities in light of the migration experiences of their students. Presenters and participants will explore how principals address political discourse and build safe school communities that shelter students and families, as well as faculty, in preparing leaders for this changing legal and ethical reality.Participants:

Kristina Brezicha, Georgia State UniversityMónica Byrne-Jiménez, Indiana UniversityEthan Chang, University of California, Santa CruzAndrea Chevalier, University of Texas at AustinElizabeth Gil, St. John’s UniversitySarah L. Hairston, University of MissouriJulie Kasper, University of ArizonaStephen Kotok, St. John’s UniversityJill Koyama, University of ArizonaChloe Latham Sikes, University of Texas at AustinGerardo R. López, University of UtahRebecca Lowenhaupt, Boston CollegeAndrea Mercado, University of MaineMartin Scanlan, Boston CollegeSamantha Paredes Scribner, Indiana University

Facilitators:Emily Crawford, University of MissouriErica Fernández, University of ConnecticutMaria Frankland, University of Maine Sandra Leu, University of Utah

267. The Emerging Democratic Professional: Leaders Moving Beyond Privatization & Market-Driven Reforms

Symposium1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - River Oaks BWith a focus on educational leadership, this symposium takes up the issue of what it means to be a

165

SATUR

DAY 205–303

SAtURDAY

professional in the context of new public management, which includes market-based reforms and metrics-driven accountability. Rather than suggest a return to an older conception professionalism, which was too often buffered from low-income communities of color, we propose a new democratic conception of professionalism that is not merely aspirational, but based on existing democratic practices.Participants:New Policy Networks and Second Wave Corporate Reform Shape the New Educational Leader. Gary L. Anderson, New York UniversityThe Emerging Democratic Professional in Public Education. Michael Ian Cohen, University of Northern ColoradoNew Governance, New Leadership: Teach for America and Relay GSE: Setting the Agenda for the Prescriptive Teacher and Leader. Angus Mungal, University of Texas at El PasoFacilitators:

Kevin Lawrence Henry, Jr., University of ArizonaCorrie Stone-Johnson, University at Buffalo, SUNY

268. Radical Nurturing: Supporting Women of Color and White Women in System-Level Roles

Critical Conversations and Networking Sessions1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - River Oaks CWhile most educators are identified as female, White males still dominate system-level leadership roles in the United States. Join us for a vibrant discussion on disrupting the leadership status quo. Learn how system-level leaders who identify as women of color and White women narrate their leadership and identify ways university preparation programs and school systems can eliminate barriers and develop systemic supports that enable and embrace women’s ways of leading.Participants:

Maria Breuder, Seattle Public SchoolsMarni Campbell, Seattle Public SchoolsBecky Clifford, Everett Public SchoolsAmber McCulloch, Office of Public InstructionCharlotte Stingley, Pasco School DistrictMia Williams, Seattle Public Schools

Facilitators:Lisa Bass, North Carolina State UniversityShelby A. Cosner, University of Illinois at ChicagoMargaret Grogan, Chapman UniversityAlyson Honsa, University of WashingtonAnn O’Doherty, University of WashingtonApril L. Peters-Hawkins, University of Houston

269. Research at the Intersection of Student Voice, School Leadership, and Contextual Complexities

Symposium1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Sugarland AThe purpose of this symposium is to continue the conversation ignited at last year’s UCEA convention: Echando Pa’lante. A collaborative of authors representing nine universities in various regions of the US share their community-engaged research focused on (a) theoretical underpinnings at the intersection of student voice, school leadership, and contextual complexities; (b) specific student leadership development strategies and partnerships; and (c) challenges organizations face negotiating alliances and the social justice implications therein.


Participants:Imagining Student Voice as a More Inclusive Approach to Leading Schools Across Contexts. Katherine Cumings Mansfield, University of North Carolina at Greensboro; Anjalé Welton, University of Illinois at Urbana-Champaign; Mark Halx, Illinois Wesleyan UniversityThe Role of Student Voice in the Work of Early College High School Principals. Hattie Lee Hammonds, Clemson UniversityA Justice-Oriented Approach to Developing Student Leaders in an Urban School District. Jason Deric Salisbury, University of Illinois at Chicago; Daniel D. Spikes, University of South Carolina; Amber Marie Graeber, Iowa State UniversityTransforming the Future by Developing Youth Leadership in a Rural High School. Victoria Sherif, University of KentuckyEmploying Linkage Theory to Tackle the Student Voice–Organizational Improvement Paradox. Marc Ian Brasof, Arcadia UniversityFacilitator:

Katherine Cumings Mansfield, University of North Carolina at Greensboro

270. The Power of Community Learning Exchanges (CLEs): Cultivating Sustainable Relationships in Order to Effect Radical Change

Innovative Session / Mini-Workshop1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - Sugarland BThis session works to create a gracious space for participants to engage in issues of race, gender, sexuality, and body politics. The session will be the latest in the series of community conversations centering the wisdom of people and the power of place through collective meaning making. A dynamic-critical pedagogy allows for participants to learn from one another, struggle with issues of identity, and construct a framework for crossing borders and building bridges.Participants:

Sascha Betts, Texas State UniversityBlaine Carpenter, Texas State UniversityMiguel Angel Guajardo, Texas State UniversityOrlando Hinojosa, Texas State UniversityEulogia Martinez, Texas State University

Facilitator:Sara L. Torres, Texas State University

271. GSC Programming - Exploring Professional Routes Outside the ProfessoriateSpecial Session1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - TanglewoodA doctoral degree has served as a tool to create change inside and outside academia. With today’s political and economic climate, individuals with doctoral degrees must strategize to find a career that is a good fit and creates the desired change in education. This session will provide an opportunity to talk with people who have chosen routes outside the professoriate and hear their journey in preparing for and choosing such routes.Presenters:

David Aguayo, University of MissouriLorenda Chisolm, University at Buffalo, SUNYAin Grooms, University of IowaRhodesia McMillian, University of Missouri

Facilitator:Adriana Villavicencio, New York University

272. Survive or Thrive: Dynamics of TurnoverPaper Session

167

SATUR

DAY 205–303

SAtURDAY

1:20 to 2:30 pmMarriott Marquis Houston: Floor 3 - WestchaseParticipants:Adapt or Abandon: Demographic Shocks and Principal Turnover. Andrew Pendola, Auburn University

Given that principals stand at the precipice between policy, the student body, and the community, this article examines whether rapid demographic change in schools is met with stable leadership, or if principals tend to leave schools during times of instability. This longitudinal, quantitative investigation seeks to determine how school principals react to a changing populace, to foster a better understanding of how districts and preparation programs can support principals for an increasingly changing student body.

Teacher Ratings and Principal Turnover. Aliza Nadir Husain, Luke C. Miller, Daniel W. Player (University of Virginia)

Principal turnover negatively affects teacher retention and student achievement gains. Very little work, however, examines the relationship between principal quality and principal turnover. Using data from the Schools and Staffing Survey and the New York City School Survey, this paper aims to fill that gap. Using teachers’ perceptions of their principal as a measure of principal quality, findings suggest that teacher satisfaction negatively predicts principal turnover.

Understanding Attrition Among Novice Principals in Chile. Joseph Flessa, University of Toronto; Carmen Montecinos, Pontifical Catholic University of Valparaíso

In this study of novice principals in Chilean public schools, we examined factors that contributed to the attrition, within their first 3 years in the post, of 5 of 13 new principals from the same region. Novice principals failed differently, but a combination of conflicts within the school (“managing down”) and conflicts with the municipal education department (“managing up”) paints the overall picture.

Facilitator:Ed Fuller, Pennsylvania State University

273. Mission Matters: An Analysis of Mission Statements as a Driver of System Change

Paper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:An Analysis of District Mission Statements in Kentucky. W. Kyle Ingle, Terra Greenwell, Justin Woods (University of Louisville)

Drawing upon the work of Schafft and Biddle (2013), we undertook a mixed methods analysis of mission statements from all of Kentucky’s 173 school districts. Generic student success and individual attention represented the most frequently occurring codes in the mission statements. Chi-square tests of bivariate association yielded only one significant difference. School districts in cities were significantly associated (p < .05) with mission statements that expressed a value for diversity.

Challenges With Mission, Vision, and Change in a 1:1 School: A Faction Analysis. Vincent Cho, Boston College; Erica Hamilton, Grand Valley State University; Kaitlyn Tuthill, Boston College

Although organizational visions can guide everyday work, little is known about how visions relating to social justice might be integrated into educators’ technology practices. Accordingly, this mixed-methods case study drew upon survey and interview data to describe one large secondary school’s 1:1 initiative, including the potential role played by the school’s social justice mission. Social network analysis techniques and ANOVA helped to describe divisions among faculty members and the factors potentially influencing their practices.

The Influence of Mission Statements on the Practices and Leadership of School Administrators. Julia Mahfouz, University of Idaho; Nikolaus Barkauskas, Pennsylvania State University


The purpose of this qualitative research is to investigate the perceptions of 15 school administrators of the purpose of schooling and how the mission statement of their schools impacts their daily practices and school leadership. The interview data showed that mission statements are derived from a milieu of internal and external factors and represent the complex relationship that school administrators have with their students and education stakeholders from their wider communities.

Facilitator:Stacey Rutledge, Florida State University

274. Advocacy for Equity: Engaging in the PoliticalPaper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Leadership Praxis as Counter to Social Injustices: The Intersection of Individual Accountability and Social Responsibility. Patrick M. Jenlink, Stephen F. Austin State University

The question of individual accountability and social responsibility in matters of social injustice presents a perduring concern for educational leaders. 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, the nature of mediational praxis, and the intersection between injustice and social justice praxis.

Access to Opportunity or Isolation? School Choice, Race, and Geography in Metro Detroit. Sarah Winchell Lenhoff, Rebecca Caldwell (Wayne State University)

This study explores how a state’s unregulated interdistrict enrollment policy is enacted to create or limit access to higher performing schools. To make meaning of the variation found in our geospatial and hierarchical analyses, we draw on critical race spatial analysis to explore the ways in which geographical spaces—both real and socially constructed—have been operationalized in policy as a means of racial inclusion or exclusion, with implications for student access to educational opportunities.

Leading With a Focus on Equity: Traits, Actions, and Experiences of a Social Justice Superintendent. Brian Paul Hill, Martha N. Ovando (University of Texas at Austin)

This session will present the findings of a qualitative, intrinsic, single case study focused on the traits, actions, and experiences of an urban school district superintendent perceived to be a social justice leader. We also include a description of the strategies used to achieve equity across a school district and a discussion of implication for practicing superintendents and further inquiry.

The Moral Limits of Liberal Democracy: Are Equitable Educational Leadership and Caring Really Possible With Realpolitik Education? Robert Slater, Dorothy F. Slater (University of Louisiana at Lafayette)

David Norton’s (1991) description of the “minimalist” moral framework that underlies liberal democracy, one contributing to a democratic crises (Abramowitz, 2018; Carothers, 2009) is outlined. Inherited from Machiavelli’s (1952) realpolitik, it entails a low-level and minimalist conception of the individual and individuality. Progress in the development of equitable educational leadership and authentic caring will be slow at best and not sustainable until this framework is disrupted.

Framing School Gentrification: Revisiting Bell—Interest Convergence and Racial Sacrifice. Aisha Haynes, Chy Benelli McGhee (New York University)

The purpose of this literature review is to consider the implications of Bell’s theory of “racial fortuity” for school gentrification research. Bell’s theory of racial fortuity offers a critical lens to understand how school gentrification operates within gentrifying communities. Layering our survey of the literature with Bell’s theory of racial fortuity, we seek to explore the implications for both interest convergence and racial sacrifice on the gentrification of a school.

Facilitator:Melissa Ann Martinez, Texas State University

169

SATUR

DAY 205–303

SAtURDAY

275. Coloniality in Education: Colonization and its Modern Import and Impact in Educational Leadership

Symposium2:40 to 3:50 pmMarriott Marquis Houston: Floor 2 - Houston 4The Annual UCEA Convention theme 2018, Our Mission Critical, challenges us to understand the historical role of research in colonization and how colonization invisibilized, marginalized, and imposed upon Indigenous and Black and Brown people and their communities. This symposium is constructed around a discursive analysis of what it meant and what it means for historically marginalized communities and people of color to convert to privileged, ethnocentric standards and evidences imposed upon them.Participants:Toward Decolonization: Coloniality, Educational Research and Praxis and Implications for Educational Leadership. James S. Wright, San Diego State UniversityPlumbing the Depths for an Anticolonial Poetics Under the Gaze of Educational Leadership. Tyson E. J. Marsh, Seattle UniversityToward an Indigenous, Decolonizing School Leadership: A Literature Review. Muhammad Khalifa, University of Minnesota; Tyson E. J. Marsh, Seattle University; Deena Khalil, Howard UniversityDecolonizing Educational Leadership Praxis: Resisting Logics of Coloniality in the Pursuit of Transformative Possibilities With Youth. Emily BautistaWeaponizing Blackness in Britain: Somali Mothers’ Perception in Colonial Structures of Schooling. Nimo M. Abdi, Muhammad Khalifa (University of Minnesota)Situating the Role of K-12 Leadership Preparation Programs in the Larger Colonialist Project. Gerardo R. López, University of UtahFacilitators:

Gerardo R. López, University of UtahJames S. Wright, San Diego State University

276. The Intersection of Diverse Experiences: Empowering the OtheredPaper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:A Review of the Research on Latinx School Leaders: Lessons From the Last 40 Years. Frank Hernandez, Southern Methodist University; Elizabeth T. Murakami, University of North Texas; Mónica Byrne-Jiménez, Indiana University; Sylvia Méndez-Morse, Texas Tech University

This paper is focused on the state of research that documents the experiences of Latinx school leaders from 1980 to present. This review of research identifies trends, ongoing challenges, and future directions in Latinx research. The analysis of the literature aims to provide lessons about how Latinx school leaders have been examined in research.

The Experiences of Faculty of Color in Academe: Navigating Promotion and Tenure. René O. Guillaume, New Mexico State University

Examining the role of emotional intelligence in the experiences of faculty of color as they navigated promotion and tenure, the results of 21 are highlighted by the emergence of three themes: sense of belonging through community, understanding self, and strategic recognition of organizational environment. Participants were able to draw on the competencies of self-awareness, organizational awareness, and relationship building in ways that positively impacted their tenure and promotion journey.

How Identity Blindness and Other Microaggressions Shape the Experiences of Black Women in Principal Preparation Programs. Jennie Weiner, Daron Cyr (University of Connecticut)

While institutional barriers Black women face accessing and succeeding in school leadership are well documented, little research focuses on how principal preparation


programs impact these barriers. Using the framework of gendered racial microaggressions, in this study of 10 Black women’s experiences in principal preparation, we find these programs centered Whiteness and maleness, reifying existing stereotypes of school leadership, and thus failed to adequately prepare candidates for these roles in light of racial and gender identities.

Gender-Based Inequities in the Leadership Perceptions of School Principal Interns. Christopher Benedetti, Plymouth State University

The purpose of this quantitative, nonexperimental study was to investigate the leadership perceptions of school faculty and staff working with principal certification candidates completing a school principal internship. Specifically, this study tested differences in perceptions of fundamental leadership behaviors and practices based on the gender of the principal intern. Significant differences were found that reflected critical perceptions of female principal interns’ leadership behavior, which may indicate gender-based inequities related to role congruity in principal preparation.

Facilitator:Elizabeth Gil, St. John’s University

277. Stories of Change AgentsPaper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Slaying Dragons and Dancing Out of Step: Women Leading for System-Level Equity. Ann O’Doherty, University of Washington; Alyson Honsa, University of Washington; Maria Breuder, Seattle Public Schools; Marni Campbell, Seattle Public Schools; Becky Clifford, Everett Public Schools; Shannon Hitch, Northshore School District; Amber McCulloch, Office of Public Instruction; Charlotte Stingley, Pasco School District; Mia Williams, Seattle Public Schools

A growing body of research supports that women of Color and White women may lead differently than their male associates. Further, some of the practices associated with women leaders coincide with practices associated with leading for adaptive change and equitable learning. The purpose of this study was to explore how system-level leaders who identify as women of Color or White women narrate the relationship between their identity, their context and their leadership for equity.

The Past, Present and Future: Perspectives of Persons Who Have Shaped Special Education. Zorka Karanxha, Jeannie Kleinhammer Tramill (University of South Florida)

This is a study of Assistant Secretaries in the U.S. Department of Education’s Office of Special Education and Rehavilitative Services and Directors of the Office of Special Education Programs 1967–2017. A phenomenological approach to interpreting the findings revealed similarities in perceived reasons for participants’ Presidential appointments, their visions for what they hoped to accomplish, challenges and opportunities posed by the political contexts in which they served, their theories of change, and hopes for the future of the federal role in special education.

Challenges, Opportunities, and Outcomes of Equity Systems Change: Case Study of an Urban High School. Colleen A. Capper, University of Wisconsin–Madison; Elise Frattura, University of Wisconsin–Milwaukee; Jeff Fleig, University of Wisconsin–Madison

Conducted on, not with, schools, nearly all the equity research in the field of educational leadership addresses just one equity practice or one dimension of identity (e.g, race) or does not detail the implementation process. To address this gap, this study examined the question: In an urban high school implementing equity systems change, what are the challenges, opportunities, and outcomes? We addressed this question in partnership with the school via participatory equity action research.

The Silent Voices: A Study of Student Participation in Gender Equality and Diversity Work. Britt-Inger Alice Keisu, Björn Ahlström (Umeå University, Sweden)

The purpose of this article is to explore discourses of participation by focusing on student representations of gender equality and diversity work within Swedish schools. The study is based on 10 focus group interviews with students. Preliminary findings illustrate three problem representations: a one-time occurrence, longing for participation, and the (un)fair teacher. The

171

SATUR

DAY 205–303

SAtURDAY

analysis visualizes that the student voice is absent. Strategies are developed to keep an unequal power relation between adults and students.

Facilitator:Whitney Sherman Newcomb, Virginia Commonwealth University

278. Solving Problems Together: Principal–Teacher PartnershipsPaper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Meyerland AParticipants:Analysis of the Thinking Requirements of a Grade 8 Technology-Based English Language Arts Program. Paige Sydoruk, Christopher Tienken, Anthony Colella, Dario Sforza (Seton Hall University)

This case study used content analysis methods to categorize the type of thinking fostered by the questions in the Grade 8 Study Island English language arts program and describe the frequency of the types of thinking fostered in order to test the claims made by the program. The findings suggest a preponderance of lower level thinking. School leaders need to conduct their due diligence and test the claims made by programs prior to adopting them.

Case Study of an ECHS District in South Texas: Bridging the Postsecondary Special Education Gap. Jeanne Bridges, Texas A&M University–Kingsville; Gerri Marie Maxwell, Texas A&M University–Corpus Christi

The purpose of this exploratory qualitative study was to glean the perceptions of administrators and transition specialists regarding the feasibility and potential success of transitioning special needs students within the current parameters of the Early College High School (ECHS) program.

“Everyone Has a Lot of Feelings”: The Distribution of High School Teaching Assignments. Daina Lieberman, The George Washington University

Research suggests the high school teaching assignment process affects teacher career decisions. The purpose of this study was to investigate and describe the strategies employed by administrators and the factors teachers perceive to influence the teaching assignment process. Communication and transparency by administrators ameliorated negative impacts of teaching assignment changes on teacher perceptions of administrators.

Teacher Perceptions of Performance Pay in Shanghai. Priya La Londe, Georgetown UniversityWhile research shows bonuses do not substantively improve learning and teaching, we know little about how bonuses shape learning and teaching. This case study investigated merit pay in the Chinese province of Shanghai, a region that the West is turning to for lessons on “what works.” Using the frames of expectancy and goal setting, I analyzed teacher perspectives on the relationships between financial bonuses and teaching.

Facilitator:Quintin Leon Robinson, Santa Clara University

279. Leveraging Leadership Through ESSA: A Nationwide AnalysisSpecial Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Meyerland BThe Every Student Succeeds Act (ESSA) of 2015 presented states and districts with a new opportunity to support educational leadership development. How have states taken advantage of this new flexibility? What are the implications of these state strategies? In this session, members of the UCEA Policy Team will present findings from UCEA’s comprehensive review of ESSA plans from all 50 states, Washington, DC, and Puerto Rico. Both highlight-state and cross-state findings will be shared with the goal of revealing larger trends regarding the focus of state strategies addressing educational leaders across several focal areas.Presenters:


Trevor Doiron, University of VirginiaMarcy Ann Reedy, University of Virginia


280. Revolutionizing From Poetry to Practice: Sustaining Resilience in the Critical Mission for Equity in Education

Critical Conversations and Networking Sessions2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Montrose ATransformative leaders work relentlessly to ensure disenfranchised students have equitable educational opportunities. This “mission critical” becomes “mission impossible” when the leaders who drive this work forward endure and absorb micro-aggressions, vicarious traumas, and oppressive systems. In this turbulent sociopolitical climate, we must strengthen ourselves in replenishing ways. This Critical Conversation Session will introduce participants to arts-based auto-ethnography as a means of capturing their story and developing their own plan to cultivate and sustain resiliency.Facilitators:

Ellen Miller-Brown, University of DenverRana Tasnin Razzaque, University of Denver

281. Powerful Learning, Powerful Leading: Program Coherence for Equity-Oriented Leadership Preparation Through Continuous Improvement

Critical Conversations and Networking Sessions2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - River Oaks AHow can principal preparation programs (PPPs) provide consistently high-quality activities that connect content and skills introduced in coursework with powerful, equity-oriented learning experiences in the field? This Critical Conversation will bring together multiple program perspectives on integrating equity-oriented, Powerful Learning Experiences within PPPs using improvement science and drawing on the experiences of the Curriculum, Instruction, and Coherence Networked Improvement Community (CIC-NIC), a part of the UCEA Program Design Network.Participants:

Shelby A. Cosner, University of Illinois at ChicagoSara Dexter, University of VirginiaJackie Gonzalez, Fordham UniversitySonya Diana Hayes, University of Tennessee at KnoxvilleCarlos Lee, Louisiana State UniversityThomas M. Ramming, University at Buffalo, SUNYCorrie Stone-Johnson, University at Buffalo, SUNYPamela D. Tucker, University of VirginiaSheneka Williams, University of Georgia

Facilitators:David H. Eddy Spicer, University of VirginiaAmy Luelle Reynolds, University of Virginia

282. Agency of African American Male Teachers in Public Learning Organizations: Trends and Consequences

Critical Conversations and Networking Sessions2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - River Oaks BWhen African American male teachers are present in school settings, they are frequently asked to be keepers of the peace, disciplinarians, enforcers, and the one who handles all of the more difficult children and situations in a building. Given that nearly all Black male school administrators

173

SATUR

DAY 205–303

SAtURDAY

emerge from the teaching ranks, we speculate that similar high-stress job responsibilities are earmarked for them as well. Critical conversations are conducted to capture the experiences and challenges facing African American male public school administrators.Participants:

Tristen Glenn, Kennesaw State UniversityArvin Johnson, Kennesaw State UniversityDuJuan Smith, University of Illinois at Chicago

283. Exploring the Self to Understand Being a Leader: Using the Power of Autoethnography/Autohistoria-teoria for Explication

Critical Conversations and Networking Sessions2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - River Oaks CEmpowering our epistemological consciousness through story and storytelling, we are contributing to the understanding of experience and leadership. The approaches in our research allow us to reclaim our humanity and existence so that we may be leaders. We talk to issues of epistemic violence (disappearing of knowledge) and justice (ability to communicate) along the continuum of autoethnography to autohistoria-teoria, fostering a level of cultural synchronicity that empowers and invigorates relationships and creates a shared identity.Participants:

Lisa Cardoza, Sacremento State UniversityFrancisco Guajardo, University of Texas Rio Grande ValleyOlivia Hernandez, San Antonio Independent School DistrictGonzalo Salazar, Los Fresnos Consolidated Independent School DistrictEva Torres, University of Texas Rio Grande ValleyAdriana Villarreal, University of Texas Rio Grande Valley

Facilitator:Ernesto Fidel Ramirez, University of Texas Rio Grande Valley

284. Leadership for STEM AchievementPaper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Sugarland AParticipants:African American Female Students in STEM: Principals’ Leadership Perspectives. Kristin Ariel Sampson, The George Washington University

African American female students are historically underrepresented in STEM. I explored how principals support these students in STEM high schools. Critical race theory emphasized the embedded inequality practices within the educational system, which have resulted in the underrepresentation of African American female students in STEM. Transformative leadership was utilized to examine emancipatory leadership practices. Principals supported students through community engagement and aligning practice with culture. Principals’ transformative leadership practices can support a diverse STEM pipeline.

Preparing Principals for Innovating in Science Supervision: Leadership Content Knowledge to Support Science Reform. Rebecca Lowenhaupt, Benjamin Richard Lowell, Kevin Cherbow, Katherine McNeill (Boston College)

This paper focuses on a series of professional development sessions for 25 K-8 principals as they developed leadership content knowledge (LCK) about implementing science practices as envisioned by the Next Generation Science Standards. We found the sessions increased the principals’ LCK through a design that featured collaboration, access to expertise, and adaptation to the principals’ context. The paper ends with implications for future research and principal training efforts.

Principals’ Perceptions of Students, Schools, and Science Achievement Gaps in Diverse


School Settings. Britney LeAnn Jones, University of ConnecticutI examined the beliefs of four principals in diverse settings to uncover how they think about students, schools, and their role. Identifying a spectrum of beliefs allows us to consider which ones are linked to success. I found that principals’ perceptions aligned with either a deficit or progressive position. While their views revealed a dichotomous framing of the issues, further analysis disclosed a wide range of positions regarding the nature of the problem and solutions.

Testing a Framework of Math Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter. Angela Urick, University of Oklahoma; Alison Shelby Page Wilson, University of Oklahoma; Timothy G. Ford, University of Oklahoma; William C. Frick, University of Oklahoma; Meredith Lea Wronowski, Miami University

To advance a framework of indicators that promotes implementation of math standards under ESSA, we test a conceptual model of processes within schools that influence opportunity to learn mathematics (OTL) in the classroom using the recent administration of Trends in International Math and Science Study (TIMSS 2011). We found a direct influence of instructional leadership on OTL math instruction and indirect influence of content-specific resources on both OTL math instruction and content through teacher preparedness.

Facilitator:Kathleen M. W. Cunningham, University of South Carolina

285. Turning it Around: The Role of Data in ReformPaper Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - Sugarland BParticipants:Campus Improvement Plans’ Premises and Challenges of Implementation in Turnaround Urban Elementary Schools in Texas. Hamada Elfarargy, Rodolfo Gaytan, Beverly Irby, Sharon Demarin, Laura Cajiao-Wingenbach (Texas A&M University)

In this qualitative document analysis we compared the Campus Improvement Plans (CIPS) of eight elementary urban turnaround schools in Texas to assess the consistency of CIPs and the alignment with literature. We found them inconsistent and not aligned with literature. These CIPs cannot help leadership teams achieve improvement within their campuses.

Constrained Collaboration in a Charter/District Turnaround School. Brian Robert Beabout, Shanté M. Williams (University of New Orleans)

In an unusual reform effort, four low-performing New Orleans public schools were divided in half, with the lower grades and upper grades split into two schools. This intrinsic case study examines leadership at these four campuses. Principals experienced what we call constrained collaboration: Despite espoused interest in collaborating to improve student outcomes, principals’ interactions were dominated by managerial tasks. We argue that the charged external political environment made instructional collaboration challenging.

The Need for a Broader Understanding of Data Under the New Professional Standards for Educational Leaders. Ed Bengtson, Kara Lasater, Waheeb S. Albiladi, William S. Davis (University of Arkansas)

This study examined administrators’ use of data, their perceptions of data, and what their expectations were in terms of teacher use of data. In conjunction with this examination will be a closer look at the new Professional Standards for Educational Leaders (PSEL) to determine the connections as well as the disconnections to the way school leaders currently use data in their everyday practice and the standards of practice called for by the PSEL.

Understanding the Leadership Characteristics for Transforming Turnaround Elementary Schools in Texas Using Root Cause Analysis. Hamada Elfarargy, Texas A&M University; Rodolfo Gaytan, Texas A&M University; Beverly Irby, Texas A&M University; Reginald Leon Green, University of Memphis

In this qualitative study, we compared findings from two root cause analyses in four turnaround urban elementary schools in Texas to examine the current leadership characteristics existing and those required for campus transformation. We found that current leadership are more managers who need to develop instructional and visionary leadership skills to improve these campuses.

175

SATUR

DAY 205–303

SAtURDAY

Facilitator:R. Anthony Rolle, University of Rhode Island

286. GSC Programming - Funding Your DissertationSpecial Session2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - TanglewoodSecuring a dissertation research grant has several advantages. Although requirements for applications may vary to a degree, some baseline tips for writing your application statement or explicating your research plan are worth discussing. Education researchers should know some of the grants specific to our field as well as some of the interdisceplinary opportunities that educational researchers typically pursue. This session will hold space for an in-depth discussion of these topics and several others related to funding your dissertation research.Presenters:

Kevin L. Clay, Rutgers University–NewarkRhoda Freelon, Spencer FoundationMichael R. Scott, University of Texas at Austin

Facilitator:Decoteau J. Irby, University of Illinois at Chicago

287. Race-Conscious Ethics for Equitable Educational LeadershipSymposium2:40 to 3:50 pmMarriott Marquis Houston: Floor 3 - WestchaseThis symposium draws from three qualitative studies. The first explores the concept of racial literacy, drawing from Guinier (2006) and considering three critical leadership cases. The second study explores themes of equity leadership in the wide variation in ways that 21 principals describe their caring, positionality, and responsibility (Biesta, 2004). The final study highlights the superintendent’s efforts around equity using focus groups and individual interviews with school administrators.Participants:Racial Literacy for Ethical School Leadership. Dana N. Thompson-Dorsey, University of North Carolina-Chapel Hill; Judith Lauffer Toure, Carlow UniversityEthics and Race-Conscious Practice: From Impersonal Caring to Critical Responsibility. Michael Gerard Gunzenhauser, University of Pittsburgh; Osly Flores, University of Pittsburgh; Michael William Quigley, Robert Morris UniversityEquity-Minded Leadership: How School Leaders Make Meaning of Building Mindsets and Practices. Jennifer Karyn Clayton, The George Washington University; Michelle Porter, The George Washington University; Melissa Oliver, Chesapeake Public Schools (VA); Leslie Ralph Wiggins, The George Washington UniversityFacilitator:

Michael Gerard Gunzenhauser, University of Pittsburgh

288. Understanding and Shaping School Health: Key Issues in TurnaroundPaper Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Briargrove AParticipants:A Case Study of One District’s Sustainability Efforts for a Multiple School Turnaround Initiative. Coby Meyers, University of Virginia

Much of the school turnaround movement has focused singularly on low-performing schools. To date, few studies have focused on the role of district leaders creating the conditions for sustained school turnaround success. In this study, I conduct case study research of one urban district’s effort to sustained initial turnaround successes across 10 of


its lowest performing schools. I found that initial turnaround success was easier to conceptualize, and district turnover destabilized collective ownership.

Equity for Whom? Culture of Poverty in Turnaround Policy: A Leadership Conundrum. James S. Wright, San Diego State University; Taeyeon Kim, Michigan State University

School turnaround has been seen as a means to reform persistently low-achieving schools. However, recent research questions the rationale and impact of turnaround policy. In spite of an increasing awareness of the cultural factors in society at large and among educators specifically, turnaround literature has given little attention to the cultural aspects of schooling. Nevertheless, educational research has increasingly recognized the significant influence of cultural factors on students’ school lives, especially in urban schools.

Leadership Experiences of Readiness for Multiple Modes of School Turnaround. Irene H. Yoon, Annie Barton (University of Utah)

Turnaround leadership frameworks do not directly address the immense affective and cognitive demands of the role. Redressing barriers for marginalized students will be highly unlikely if school systems and researchers reduce the complexity of turnaround leadership and how principals experience it. Our exploratory qualitative study conceptualizes how principals made sense of their readiness to lead different elements of turnaround as an iterative, multimodal, human process often challenged by contradictions with a heavy toll on leaders.

Predicting School Decline Using School Systems Leadership Characteristics. Coby Meyers, University of Virginia; Meredith Lea Wronowski, Miami University; Bryan A. VanGronigen, University of Virginia

Intervening in initial stages of school decline seems like a morally, practically, and financially viable way to provide students with good and equitable educational opportunities instead of waiting to initiate a school turnaround effort after years of persistent low performance. In this study, we analyze 15 years of Texas data to identify district and school leadership factors that might predict school decline.

Facilitator:Pamela D. Tucker, University of Virginia

289. Leaders’ Practices, School ResultsPaper Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Briargrove BParticipants:Leadership Practices, Organizational Supports, and Planning for Change. Erin Anderson, University of Denver

This longitudinal (2013–2017), exploratory case study of a secondary school in a northeastern city investigates the changes in leadership practices and organizational structures, supported by a federal School Improvement Grant. Interviews were conducted with administrators, teachers, and partners, and surveys were administered to the entire staff as well as parents and students. This study points to the importance of trust in school leaders and morale among teachers in ensuring gains in student success.

School Leadership and the Task of Building a Good School Climate. Ana Cristina Oliveira, Federal University of the State of Rio de Janeiro

National and international studies in the educational field, especially in sociology of education, have pointed the relevance of the school climate to the educational quality. In this study, I propose a reflection about the characteristics of the school principal’s work. In an exploratory analysis, I used data from the questionnaires applied to teachers in a sample of 35 municipal schools of Rio de Janeiro.

The Content and Configuration of Principal Time Use During the Summer and Fall. Sara Catharine Vanderbeck, Craig Hochbein (Lehigh University)

Despite nearly 100 years of principal time use research, no studies have exclusively measured principal time use during the summer months, which accounts for approximately 20% of their contracted work time. This study seeks to measure and analyze the content and configuration of principal time use during the summer months using an end-of-day daily log. Participants will

177

SATUR

DAY 205–303

SAtURDAY

describe and categorize their daily tasks in 15-minute intervals.Understanding How Leadership Matters: Collective Efficacy and Student Achievement. Matthew Haug; Teresa Wasonga, Northern Illinois University

American public education has been trusted to improve lives. Therefore, quality of education received in high school should provide effective foundation for future success. Access depends on school leader’s ability to set direction, develop people, and manage instructional programs. Research shows that good school leaders actively involve teachers in making decisions. Policies focusing on teacher leadership indicates interest in collective decision-making. This study investigated the effectiveness of leaders in promoting collective efficacy and student achievement.

Facilitator:Sheneka Williams, University of Georgia

290. Critical Policy Research That Matters: Examining Education Policy at Federal, State, and Local Levels

Symposium4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Kingwood AGrowing numbers of scholars are interested in critical policy analysis (CPA), both in terms of learning more about it as well as gaining enough knowledge and expertise to engage in CPA. To advance CPA and the opportunity to understand policy differently and engage in research that matters in dismantling inequitable educational systems and structures, this session will provide insight into contemporary theoretical and methodological approaches used by critical policy researchers today.Participants:School Integration in the New Jim Crow: Opportunity or Oxymoron? Sonya Douglass Horsford, Columbia University“The State Pulled a Fast One on Us”: A Critical Policy Analysis of State-Level Policies Impacting English Learners From District-Level Perspectives. Carrie Sampson, Arizona State University“Caught in the Nets of ‘Discipline’”: Understanding the Possibilities for Writing Teachers’ Resistance to Standardization in Local Policy. Bryan J Duarte, Curtis Brewer (University of Texas at San Antonio)Hypocrisy, State Policy, and African American Students With Disabilities: The Guise of Access. Lolita Tabron, University of Denver; Karen Ramlackhan, University of South FloridaThe Discursive Tapestry of Economic and Educational Storylines. Bradley W. Carpenter, University of HoustonFacilitator:

Sarah Diem, University of Missouri

291. Transforming School-Level Leadership: One Building at a TimePaper Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Kingwood BParticipants:Meta-Analysis of Research on Transformational Leadership in American and Chinese Schools: A Comparative Approach. Jingping Sun, University of Alabama; Xuejun Chen, Nanjing Normal University; Sijia Zhang, University of Alabama

Based on 35 studies located from the largest journal and thesis databases in both contexts, we conducted a comparative meta-analytical review to compare the nature and impact of transformational leadership (TL) in American and Chinese schools. There is overlap in the conceptualization of TL in both countries. TL has strength in developing teachers, but its positive impact on organization and student achievements needs to be further explored in Chinese contexts.


Mentoring Novice Principals to Be Leaders of Learning. Sonya Diana Hayes, University of Tennessee at Knoxville

Mentoring is a long-established method of supporting and developing novice principals as they begin their careers. The focus in early studies on mentoring was on managerial skill attainment; however, as the principal’s role has evolved from a building manager to a leader of learning, the role of mentoring in leadership development also has evolved. This case study explores novice principals’ perceptions of a urban district’s mentoring program in developing them to be leaders of learning.

Transformative Schools: Perceptions of Practice. Sajjid J. Budhwani, Lisa Biebuyck (University of Denver)

To equalize the playing field for all students, school educators need to demonstrate improvements in practices towards more inclusive and socially just societies. The current base of research studies lacks comprehensive empirical evidence showing the transition of transformative leadership from theory to practice. The purpose of this study is to address the gap in literature on how the transformative leadership is perceived in practice by the school educators.

Lessons From Implementing Multiple Reform Initiatives: A Case Study. Erin Biolchino, California State University, Long Beach

This paper shares findings from a case study of one high school in California that is simultaneously implementing two major reform initiatives: Common Core Standards and Linked Learning. Data were comprised of interviews, observations, and document analysis. The study has significant findings for school administrators related to the need for coherence of multiple reforms and supports, including integrated professional development, needed by teachers when implementing multiple reforms simultaneously.

Facilitator:Ty-Ron M. O. Douglas, University of Missouri

292. Using the New NELP Standards for Program Design, Review and Accreditation: A Wallace Foundation Sponsored Session

Special Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Meyerland ARepresentatives from the National Policy Board for Educational Administration, the National Educational Leadership Preparation (NELP) Specialized Professional Area for CAEP, and the NELP standards development committee will share the final version of the NELP standards as well as a companion guide developed as a resource for faculty who are planning to go through accreditation review. The presenters will be providing rich examples of how to use the standards for program development and review, and the session will include plenty of time for questions and discussion.Presenters:

Joan Auchter, National Association for Secondary School PrincipalsJacquelyn Kay (Owens) Wilson, National Policy Board for Educational AdministrationMichelle D. Young, UCEA/University of Virginia

Facilitator:Liz Hollingworth, University of Iowa

293. School Safety and UCEA Program Centers: A Critical ConversationSpecial Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Meyerland BIn May 2018, the UCEA Executive Committee put out a call for proposals for UCEA Program Centers to work in the broad topic of school safety. Two mini-grants were awarded, and this session will be a critical conversation with those recipients. The purpose of this Program Center collaborative study is to identify and articulate school board member and superintendent beliefs and ideologies regarding school safety and the ongoing student safety crisis in the United States. The study also will explore and describe the processes school boards and superintendents use to make decisions in regard to prioritization of school funding to ensure student safety, while also

179

SATUR

DAY 205–303

SAtURDAY

enhancing successful academic outcomes for all students. Grant recipients will detail how they plan to use the grant funds and positive outcomes they hope to achieve.Presenters:

Kevin Brady, University of ArkansasScott McLeod, University of Colorado, DenverMeredith Mountford, Florida Atlantic UniversityLeigh Ellen Wallace, University of Wisconsin–Milwaukee


294. Principal and Teacher Hiring in a Changing ContextPaper Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Montrose AParticipants:Paths to Leadership: Understanding Teacher Influence in Hiring. Marisa Cannata, Mimi Engel, VTuan Dinh Nguyen, F. Chris Curran (Vanderbilt University)

This paper addresses questions that lie at the intersection of research on teacher hiring and distributed leadership to explore the extent to which influence over teacher hiring is distributed between principals and teachers within a school and the paths by which teachers gain influence over this leadership function.

It’s Who You Know: The Role of Social Networks in a Changing Labor Market. Huriya Jabbar, University of Texas at Austin; Marisa Cannata, Vanderbilt University; Emily Germain, University of Texas at Austin; Andrene Castro, University of Texas at Austin

Teacher labor markets are evolving with the rise of charter schools and alternative teacher certification. These shifts may change the role that teachers’ social networks play in the job-search process. Drawing on interviews with 128 teachers in New Orleans, Detroit, and San Antonio, we find that the extent of fragmentation in a city’s labor market drives the use of networks, with networks becoming more important in settings where information on job openings is less centralized.

School Leaders’ Preferences for Teacher Applicant Characteristics. Byron Keith Davis, W. Kyle Ingle, Namok Choi (University of Louisville)

We surveyed school leaders in 12 suburban and rural school districts in Kentucky to identify the underlying dimensions of the Preferred Teacher Applicant Characteristics Survey and to examine the relationships between school characteristics, administrator characteristics, and their preferences for teacher applicant characteristics. We identified a four-factor structure: professional characteristics, personal characteristics, ancillary characteristics, and demographics. Gender was the only significant predictor associated with school leaders’ preference for personal characteristics.

Gender Authority Gaps: Gatekeeping in Educational Administration Hiring Decisions. Katherine Merriweather, University of Kansas

Education is a highly feminized profession except at administrative levels. Studying the sources of “gendered authority gaps” can help understand this issue and advance gender equity in educational administration. This study examines gatekeeping in administrative hiring decisions. Data collection will occur during the summer of 2018 with preliminary findings in early fall. I hypothesize that, on average, male CVs evaluated by male respondents will have better outcomes than female CVs evaluated by male respondents.

Facilitator:Frank Perrone, University of New Mexico

295. Accelerating the Improvement of Rural School Leadership PracticeCritical Conversations and Networking Sessions4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - River Oaks A


The Rural Schools and Community Trust reported that 8.9 million students attend rural U.S. schools, surpassing the number enrolled in New York City, Los Angeles, Chicago, and the next 75 largest districts combined (Showalter, Klein, Johnson, & Hartman, 2017). Leading scholars on rural school leadership will facilitate interactive discussion among a targeted group of rural leadership preparation stakeholders around (a) barriers to providing critical supports such as early child care and technology infrastructure in rural areas, (b) unique challenges in retaining and recruiting rural principals, (c) complexity of providing principal preparation in rural areas, and (d) benefits of building networks among rural teachers and leaders.Participants:

Catharine Biddle, University of MaineDaniella Hall, Clemson UniversityWesley Henry, California State University, Monterey BayJanie Clark Lindle, Clemson UniversitySarah Zuckerman, University of Nebraska–Lincoln

Facilitators:Robert Crow, Western Carolina University Kristina Astrid Hesbol, University of Denver

296. Families, Schools, and Addiction: (Re)Envisioning Schools as Places of Hope and Healing

Critical Conversations and Networking Sessions4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - River Oaks BThe purpose of this session is to facilitate critical conversations among participants about how schools could be (re)envisioned as places of support, hope, and healing for families with drug and alcohol addictions. The objectives of the session are to critically examine our beliefs and assumptions about parents with addictions, to discuss the narrative and counternarrative surrounding parents with addictions, and to innovatively consider how schools might better support families with substance use disorders.Facilitator:

Kara Lasater, University of Arkansas

297. Leadership in Research–Practice Partnerships for English Learner EquityCritical Conversations and Networking Sessions4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - River Oaks CThe current sociopolitical context has been daunting for immigrant-origin English learners (ELs) and the educators who advocate for them. Involved in a broad array of research–practice partnership (RPP) experiences, this panel of educational researchers and district leaders will engage in a dialogue to unpack their efforts to build successful RPPs and other alliances to enact equity-oriented leadership, research, and reform to improve immigrant and EL education.Participants:

Megan Hopkins, University of California, San DiegoRebecca Lowenhaupt, Boston CollegeAnysia P. Mayer, California State University, Stanislaus

Facilitator:Rebecca Marie Callahan, University of Texas at Austin

298. Redesigning Principal Preparation for CoherenceInnovative Session / Mini-Workshop4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Sugarland AThis workshop will provide opportunities for learning about efforts by varied preparation programs who are engaged in the Wallace Foundation’s UPPI project to construct coherent curricula to

181

SATUR

DAY 205–303

SAtURDAY

better prepare aspiring leaders for the realities of the principalship. The facilitators will share structures, activities, and tools of curriculum redesign and will remark upon successes and challenges to strengthening the content of principal preparation.Participants:

Richard Gonzales, University of ConnecticutDecoteau J. Irby, University of Illinois at ChicagoDavid Mayrowetz, University of Illinois at ChicagoJason Deric Salisbury, University of Illinois at Chicago

Facilitators:Shelby A. Cosner, University of Illinois at ChicagoStacy Regina Leggett, Western Kentucky UniversitySarah Woulfin, University of Connecticut

299. The Utility of Critical Pedagogy: One Nation Under Gentrification, the Mixtape

Innovative Session / Mini-Workshop4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - Sugarland BThe focus and purpose of the Innovative Session is to tell the story of the gentrification of Austin from multiple perspectives. The music is that of James Yancey, “J-Dilla” who hails from Detroit, one of the most rapidly gentrifying cities. The session will be an analog live performance of the songs with accompanying pictures taken during a summer class for English learners. The set will include eight original tracks.Participant:

James Francis Haynes, University of Texas at Austin

300. GSC Programming - Graduate Student Closing SessionSpecial Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - TanglewoodThe UCEA Convention 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/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 (GSC) members and to find out more if you think you would like to apply to serve on the UCEA GSC in the future.Facilitators:

Andrene Castro, University of Texas at AustinKevin L. Clay, Rutgers University–NewarkNakia M. Gray-Nicolas, Queens College, CUNYShannon Holder, University of ConnecticutChandler Patton Miranda, New York UniversityMatthew Stier, University of IowaBryan A. VanGronigen, University of VirginiaMeredith Lea Wronowski, Miami University

301. Innovating Through Improvement SciencePaper Session4:00 to 5:10 pmMarriott Marquis Houston: Floor 3 - WestchaseParticipants:Designing Realist Research to Trace Networked Approaches to Continuous Improvement Within and Across Diverse Schools. David H. Eddy Spicer, University of Virginia; Gopal


Midha, University of Virginia; Marian A. Robinson, The George Washington UniversityThis paper discusses the realist conceptual and methodological underpinnings of an embedded case study of a networked improvement community known as the Engaged Mathematics Improvement Community. We highlight realist approaches as a means of (a) identifying patterns of practice around the adaptive integration of innovative and equitable teaching practices and (b) connecting these with contextual conditions in three elementary schools that serve high-poverty students and that exist under distinctly different governance structures.

Leading From Where We Stand: Place-Based Leadership Development to Redress Inequity. Louis Gomez, University of California, Los Angeles; Manuelito Biag, Carnegie Foundation for the Advancement of Teaching; Camila Velasquez, Carnegie Foundation for the Advancement of Teaching; David Imig, University of Maryland

Without consistent attention to the conditions in which they work and their students are obliged to learn, educators have little hope of redressing educational inequities. Using a networked approach guided by the principles of improvement science, the Improvement Leadership Education and Development (iLEAD) initiative aims to promote a collaborative, place-based, and problem-focused leadership preparation model and build the analytic, content, relationship, and political infrastructures that localize leadership, encourage continuous improvement, and promote educational opportunity.

Preparation for Improvement Science: Initial Learnings From a Multiyear Partnership. Chad Lochmiller, Mónica Byrne-Jiménez, Jennifer Karnopp (Indiana University)

Improvement science is an emerging approach to district and school reform. This paper reports initial learnings from a multiyear partnership designed to introduce improvement science in a university-based leadership preparation program. Findings reveal significant differences between faculty and district administrators’ thinking about improvement. The paper argues for collaborative faculty/district research to examine improvement practices and issues in context. Recommendations for university-based preparation are included.

Revolutionary Perspectives for Leadership Preparation: A Case of a Networked Improvement Community (NIC). Daniel Reyes-Guerra, Florida Atlantic University; Leslie Locke, University of Iowa; Maysaa Barakat, Florida Atlantic University; Ain Grooms, University of Iowa; Margaret Thornton, University of Virginia

This qualitative study describes and interprets how two educational leadership departments, participants in the UCEA Program Design Network Improvement Community, identified and responded to a problem of practice by focusing on the needs of each program regarding the recruitment, selection, admission, and retention of candidates from underrepresented groups. Through collaborative learning and research, the programs were able to guide the change process of their institutional structures and processes. Findings, discussion, and lessons learned are presented.

Facilitator:Manuelito Biag, Carnegie Foundation for the Advancement of Teaching

302. 32nd UCEA Annual BanquetSee Call-Out Box5:30 to 10:00 pmSpace Center Houston: Astronaut Gallery

303. General Session V: Hidden Figures PanelSee Call-Out Box8:15 to 9:00 pmSpace Center Houston: Space Center TheaterJoin us for an out-of-this-world evening as we reveal and honor our own Hidden Figures who have broken barriers and opened doors in educational leadership during our 32nd UCEA Annual Banquet at Space Center Houston. We will toast the night away celebrating our five honorees as they share pearls of wisdom of what it means to revolutionize the future through equitable educational leadership, research, and practice. Don’t miss this night to remember!

183

SATUR

DAY 205–303

SAtURDAY

The 32nd Annual Banquet! Join the UCEA community for an out-of-this-world evening at the 32nd Annual Banquet. The Space Center Houston is the perfect venue to conclude the convention given the theme. The evening’s events will consist of dinner, the unveiling of the UCEA Hidden Figures Panel, and lip sync battles and/or karaoke entertainment. Transportation will be provided from the Marriott Marquis and back, departing 5:30 pm. Tickets and information available at registration.

Sessions 302/303

Saturday 6:15–10:00 pm

Ucea annUal BanqUet & Hidden figUreS panelSpace Center Houston

184 UCEA ConvEntion 2018 SUnDAY

304. JRLE Editorial Board Meeting Meeting8:00 to 9:30 amMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:

Christa Boske, Kent State UniversityRebeca Burciaga, San José State UniversityKathleen M. Cowin, Washington State UniversityArnold Danzig, San Jose State University/Arizona State UniversityBradley Davis, University of Texas at ArlingtonRichard Flanary, Flanary Educational ConsultingMark Anthony Gooden, Columbia UniversityBeverly Irby, Texas A&M UniversityDecoteau J. Irby, University of Illinois at ChicagoLisa A. W. Kensler, Auburn UniversitySusan Korach, University of DenverJonathan Lightfoot, Hofstra UniversityChad Lochmiller, Indiana UniversityMelinda M. Mangin, Rutgers UniversityMatthew Militello, East Carolina UniversityRoxanne Mitchell, University of AlabamaMaricela Oliva, University of Texas at San AntonioMichael P. O’Malley, Texas State UniversityAzadeh F. Osanloo, New Mexico State UniversitySusan M. Printy, Michigan State 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 UniversityAnjalé Welton, University of Illinois at Urbana-Champaign

Facilitators:Catherine Horn, University of Houston April L. Peters-Hawkins, University of Houston

305. UCEA Program Design Network (PDN)Meeting8:00 am to 12:00 pmMarriott Marquis Houston: Floor 3 - Kingwood BThe purpose of the UCEA Program Design Network (PDN) is to support collective engagement in leadership preparation design, redesign, and improvement. The UCEA-PDN is structured to engage UCEA faculty within cross institutional teams in one of five focused, facilitated PDN networked improvement communities.Facilitators:

Davis Clement, University of VirginiaCasey D. Cobb, University of ConnecticutSara Dexter, University of VirginiaDavid H. Eddy Spicer, University of VirginiaRichard Gonzales, University of ConnecticutMariela A. Rodríguez, University of Texas at San Antonio

185

SUN

DAY 304–311

SUnDAY

Karen L. Sanzo, Old Dominion UniversityMichelle D. Young, UCEA/University of Virginia

306. UCEA Program Design Network (PDN) Breakout 1Meeting8:00 to 12:00 pmMarriott Marquis Houston: Floor 3 - River Oaks A

307. UCEA Program Design Network (PDN) Breakout 2Meeting8:00 to 12:00 pmMarriott Marquis Houston: Floor 3 - River Oaks B

308. JCEL Editorial Board MeetingMeeting8:30 to 10:00 amMarriott Marquis Houston: Floor 3 - River Oaks CParticipants:

Anika Ball Anthony, Ohio State UniversityMaysaa Barakat, Florida Atlantic UniversityFloyd D. Beachum, Lehigh UniversityMohomodou Boncana, Georgia Southern

UniversityChrista Boske, Kent State UniversityMónica Byrne-Jiménez, Indiana UniversityBradley W. Carpenter, University of

HoustonGary Crow, Indiana UniversityKatherine Curry, Oklahoma State

UniversityJanet Decker, Indiana UniversityDavid DeMatthews, University of Texas at

AustinRobert Donmoyer, University of San DiegoKaren Dunlap, Texas Woman’s UniversityScott Ferrin, Brigham Young UniversityMarytza Gawlik, Florida State UniversityTanetha Grosland, University of South

FloridaFrank Hernandez, Southern Methodist

UniversityLiz Hollingworth, University of IowaPatrick M. Jenlink, Stephen F. Austin State

UniversityLisa A. W. Kensler, Auburn UniversityAngeliki Lazaridou, University of Thessaly,

GreeceAnn Elizabeth Lopez, University of TorontoCatherine A. Lugg, Rutgers University

Hollie Mackey, University of OklahomaKatherine Cumings Mansfield, University

of North Carolina at GreensboroMelissa Ann Martinez, Texas State

UniversityPat Maslin-Ostrowski, Florida Atlantic

UniversityErica Mohan, University of British

ColumbiaMichael P. O’Malley, Texas State UniversityCindy J. Reed, Kennesaw State UniversityLatish Reed, University of Wisconsin–

MilwaukeeMariela A. Rodríguez, University of Texas

at San AntonioKaren L. Sanzo, Old Dominion UniversityJames Joseph “Jim” Scheurich, Indiana

UniversityFat Hee Tie, University of MalaysiaLaura Trujillo-Jenks, Texas Woman’s

UniversityCharles Vanover, University of South

FloridaTerah Talei Venzant Chambers, Michigan

State UniversityTerri Nicol Watson, City College of New

YorkChris Willis, Bowling Green State

UniversityMichelle D. Young, UCEA/University of

Virginia

Facilitators:Vonzell Agosto, University of South FloridaWilliam Black, University of South FloridaDavid R. Fisher, University of South FloridaZorka Karanxha, University of South Florida

186 UCEA ConvEntion 2018 SUnDAY

309. EAQ Editorial Board MeetingMeeting9:40 to 11:10 amMarriott Marquis Houston: Floor 3 - Kingwood AParticipants:

Curt Adams, University of OklahomaKaren Stansberry Beard, Ohio State UniversityAlex J. Bowers, Columbia UniversityDana Christman, New Mexico State

UniversityShelby A. Cosner, University of Illinois at

ChicagoAlan J. Daly, University of California, San

DiegoSara Dexter, University of VirginiaChris Dunbar, Michigan State UniversityAndrea E. Evans, Governors State UniversityGail Furman, Washington State UniversityDavid Garcia, Arizona State UniversityRoger Goddard, Ohio State UniversitySonya Douglass Horsford, Columbia

UniversityEric Houck, University of North Carolina at

Chapel HillKimberly Kappler Hewitt, University of North

Carolina at GreensboroBenjamin Kelcey, University of CincinnatiTed Kowalski, University of DaytonRoss Larsen, Brigham Young UniversityJanie 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 T. Murakami, University of North

Texas

Sarah Nelson Baray, Texas State UniversityYongmei Ni, University of UtahAnn O’Doherty, University of WashingtonMichael Owens, Brigham Young UniversityApril L. Peters-Hawkins, University of

HoustonDonald J. Peurach, University of MichiganMorgan Polikoff, University of Southern

CaliforniaRick Reitzug, University of North Carolina at

GreensboroViviane Marcelle Joan Robinson, University of

Auckland, New ZealandCristobal Rodriguez, Howard UniversityGloria M. Rodriguez, University of California,

DavisMariela A. Rodríguez, University of Texas at

San AntonioSerena Jean Salloum, Ball State UniversityVeronica Santelices, Pontificia Universidad

Catolica de ChileJames Joseph “Jim” Scheurich, Indiana

UniversityJanelle Scott, University of California,

BerkeleySamantha Paredes Scribner, Indiana

UniversityPeter Sleegers, University of Twente, EnschedeHoward Stevenson, University of NottinghamJonathan Supovitz, University of PennsylvaniaGeorge Theoharis, Syracuse University

Facilitators:Aarti Bellara, University of ConnecticutCasey D. Cobb, University of ConnecticutMorgaen Donaldson, University of ConnecticutErica Fernández, University of ConnecticutRachel Gabriel, University of ConnecticutRichard Gonzales, University of ConnecticutEric Haas, WestEdPatricia Jahaly, University of ConnecticutKimberly LeChasseur, University of ConnecticutGerardo R. López, University of UtahMelinda M. Mangin, Rutgers UniversityAnysia P. Mayer, California State University, StanislausMargaret Terry Orr, Fordham UniversityLarisa Warhol, The George Washington UniversityJennie Weiner, University of ConnecticutAnjalé Welton, University of Illinois at Urbana-ChampaignSarah Woulfin, University of Connecticut

187

SUN

DAY 304–311

SUnDAY

310. Mindful Practices for Improving School ClimatePost Convention Work Sessions and Workshops10:00 am to 12:00 pmMarriott Marquis Houston: Floor 3 - TanglewoodSchool leaders, teachers, and students are facing rising amounts of pressure and stress. This stress contributes to academic and behavior problems and disproportionately higher turnover of teachers and school leaders in economically disadvantaged schools. Mindfulness provides an efficient and effective approach to managing stress and improving relationships and academic performance. This workshop provides direct experience with several practical, evidence-based mindfulness methods. We also present theory and best practices guiding their use and supports for sustained use.Presenters:

Keith Allen Butcher, University of HoustonBradley W. Carpenter, University of HoustonGulden Esat, University of HoustonJulia Mahfouz, University of IdahoJayson W. Richardson, University of Kentucky

311. UCEA Publications MeetingMeeting10:30 am to 12:00 pmMarriott Marquis Houston: Floor 3 - River Oaks CFacilitator:

Michael P. O’Malley, Texas State UniversityParticipants:

William Black, University of South FloridaChrista Boske, Kent State UniversityCasey D. Cobb, University of ConnecticutJennifer Ellen Cook, UCEAShelby 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


Notes


Full MembersArizona State UniversityAuburn UniversityBowling Green State University

Brigham Young UniversityChinese University of Hong Kong

Clemson UniversityCollege of William & Mary

Duquesne UniversityFlorida Atlantic UniversityFlorida State UniversityFordham UniversityGeorgia State UniversityHofstra UniversityHoward UniversityIllinois State UniversityIndiana UniversityIowa State UniversityKansas State UniversityLehigh UniversityLouisiana State UniversityLoyola Marymount University

Miami University of OhioMichigan State UniversityNew Mexico State University

New York UniversityNorth Carolina State University

Northern Illinois University

Ohio State UniversityOklahoma State University

Pennsylvania State University

Rutgers UniversitySt. John’s UniversitySt. Louis UniversitySam Houston State University

San Diego State University

Temple UniversityTennessee State UniversityTexas A&M UniversityTexas State UniversityUniversity at Buffalo, SUNY

University of AlabamaUniversity of ArizonaUniversity of ConnecticutUniversity of DaytonUniversity of FloridaUniversity of GeorgiaUniversity of HoustonUniversity of Illinois at Chicago

University of Illinois at Urbana-Champaign

University of IowaUniversity of KansasUniversity of KentuckyUniversity of LouisvilleUniversity of MarylandUniversity of MinnesotaUniversity of Missouri-Columbia

University of Nebraska-Lincoln

University of New MexicoUniversity of North Carolina at Chapel Hill

University of North Carolina at Greensboro

University of North TexasUniversity of Northern Colorado

University of OklahomaUniversity of OregonUniversity of PennsylvaniaUniversity of PittsburghUniversity of San DiegoUniversity of South Florida

University of Tennessee- Knoxville

University of Texas at Austin

University of Texas at El Paso

University of Texas at San Antonio

University of ToledoUniversity of UtahUniversity of VirginiaUniversity of WashingtonUniversity of Wisconsin-Madison

University of Wisconsin-Milwaukee

Vanderbilt UniversityVirginia Commonwealth University

Virginia Tech UniversityWashington State University

Wayne State University

Associate MembersBank Street CollegeEast Carolina UniversityGeorge Mason UniversityPortland State UniversityPurdue UniversityRowan UniversitySouthern Methodist University

Stephen F. Austin State University

Teachers College, Columbia University

Texas Christian UniversityTexas Woman’s UniversityUniversity of ArkansasUniversity of DenverUniversity of Michigan University of North Carolina at Charlotte

University of Texas at Tyler

University of Texas Rio Grande Valley

UCEA Member Institutions

191

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 2015-16April Peters-Hawkins University of Houston 2016-17Mariela A. Rodríguez University of Texas at San Antonio 2017-18

UCEA Past Presidents


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 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, Vanderbilt University2014 Phillip Hallinger, Chulalongkorn University2015 Gary M. Crow, Indiana University2016 Ellen Goldring, Vanderbilt University2017 Carolyn Muriel Shields, Wayne State University2018 Pedro Reyes, University of Texas at Austin; Daniel L. Duke, University of Virginia

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, University at Buffalo, SUNY1995 Neil Theobald, Indiana University1996 Frances C. Fowler, Miami University of Ohio1997 Patsy E. Johnson, University of Kentucky1998 C. Cryss Brynner, University of Wisconsin–Madison

UCEA Awards

193

1999 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 Washington2017 David E. DeMatthews, University of Texas at El Paso2018 Chad R. Lochmiller, Indiana University

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 reputation 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 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 University2017 Margaret Grogan, Chapman University2018 Shelby Cosner, University of Illinois at Chicago


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 Frances K. 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 University2017 Mark Anthony Gooden, Teachers College, Columbia University2018 Encarnación Garza, University of Texas at San Antonio

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 preservice 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 University2014 Joseph F. Murphy, Vanderbilt University2015 Margaret Terry Orr, Bank Street College;

Allan Walker, Hong Kong Institute of Education2016 Diana G. Pounder, University of Utah2017 Linda Skrla, University of the Pacific2018 Michelle D. Young, University of Virginia

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. López, University of Utah;

195

Hanne Mawhinney, University of Maryland; Edith Rusch, University of Nevada-Las Vegas

2012 Linda Skrla, University of the Pacific; Scott McLeod, University of Kentucky

2013 Bruce Barnett, University of Texas at San Antonio; Cristobal Rodriguez, Howard University

2014 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 Virginia2017 Casey D. Cobb, University of Connecticut;

Patrick B. Forsyth, University of Oklahoma2018 Sharon D. Kruse, Washington State University; Gordon Gates, Washington State University; Stephen L. Jacobson, University at Buffalo, SUNY

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 Kansas2017 David S. Knight, Elena Izquierdo, & David E. DeMatthews, University of Texas at El

Paso2018 Jada Phelps Moultrie, Michigan State University; Paula Magee, Indiana University; &

Samantha M. Paredes Scribner, Indiana University


Exemplary Educational Leadership Preparation Program (EELPP) Award

To 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 Award

The 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 University2017 Alexandra E. Pavlakis, Southern Methodist University, & Carolyn Kelley, University

of Wisconsin-Madison2018 Melissa A. Martinez, Texas State University, & Anjalé D. Welton, University of

Illinois at Urbana-Champaign

William J. Davis Award

The 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

University; & Yuk Fai Cheong, Michigan State University

197

1995 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 Anysia Peni Mayer, University of Connecticut; Morgaen L. Donaldson, University of Connecticut; Kimberly LeChasseur, University of Connecticut; Anjalé D. Welton, University of Illinois at Urbana-Champaign; & Casey D. Cobb, University of Connecticut

2015 Gerardo R. López, Loyola University New Orleans, & Rebeca Burciaga, San José State University

2016 Terrance L. Green, University of Texas at Austin2017 Christopher Day, University of Nottingham; Qing Gu, University of Nottingham; &

Pam Sammons, University of Oxford2018 David E. DeMatthews, University of Texas at El Paso; Roderick L. Carey, University of

Delaware; Arturo Olivarez, University of Texas at El Paso; & Kevin Moussavi Saeedi, University of Texas at El Paso

For details about UCEA Awards, see http://www.ucea.org/opportunities/about-awards/


Aaron, Tiffany, 023-2, 039, 232

AbdelRahman, Nahed, 135, 153

Abdi, Nimo M., 275Abell-Taylor, Whitney, 009,

020-1, 020-4, 023-1, 025-1Abrego, Jesus “Chuey”, 134Abu Khalid, Hasna, 020-1Adams, Curt, 012, 102, 171,

309Adams, Maria, 095Adams, Pamela, 157, 185Adeeko, Omotayo O., 020-2,

044Adigun, Olajumoke Beulah,

012, 171Adkins-Sharif, Jamel, 008,

030, 099, 186Agosto, Vonzell, 075, 308Aguayo, David, 214, 271Aguilar, Israel, 174, 200Aguilera, Evangeline, 095, 261Aguilera Fort, Karling, 242Ahlström, Björn, 277Aidman, Barry, 070Albiladi, Waheeb S, 285Alemán, Sonya Maria, 175Aleman, Jr., Enrique, 175, 205,

214, 218, 249Alexander, Nicola A., 073,

087Alhussini, Ahmad, 020-1Allbright, Taylor Nicole, 020-

1, 030, 146Allen, Ann, 160Allen, Brandon Chase Mykel,

037Allen, David, 177Allen, Jim, 154Almager, Irma Laura, 144Alston, Judy, 071, 106, 145,

154, 182, 232, 245Alzahrani, Mohsen Shraz, 006,

014Amphlett, Luke, 261Anderson, Anastasia Beverly

Lindo, 006, 029, 176Anderson, Erin, 024-1, 137,

227, 289Anderson, Gary L., 145, 155,

161, 222, 234, 267

Anderson, Kaitlin, 264Andreoli, Parker Morse, 149,

260Andry Rah’man, April, 153Angelle, Pamela A., 035, 153,

206, 209Angton, Alexia, 165Ann, Jennifer, 229Anthony, Anika Ball, 308Anthony McGeachy, Sylvia

M., 072Anyon, Yoli, 147Apostolescu, Ruxandra, 012,

018Applebaum, Ira Robin, 008Aramaki, Kelly, 238Arar, Khalid, 209Aravamudhan, Radha, 229Arce-Trigatti, Paula, 166Arellano, Matias, 068, 234Ärlestig, Helene Karin, 129Armstrong, Kimberlee

Michele, 238Arsen, David, 200Asbury, Elizabeth, 129Atkins, Rosa, 117Atwood, Erin, 013, 068, 091,

175, 194Auchter, Joan, 292Ault, Elizabeth M., 213Avalos, Andrea, 095Ayata, Feridun Frank, 021-1

Bahena, Sofia, 175Bailes, Lauren P., 170Bailey, Jason, 007, 241Bailey, Michael, 147Bailon-Valdez, Jonathan,

020-3Bain, Ayodele I., 181Ballard, Roberta, 247Ballenger, Julia Nell, 167Banks, Kevin J., 258Banwo, Bodunrin, 037, 087Barakat, Maysaa, 135, 162,

181, 301, 308Baran, Mette Lise, 101, 260Baray, Sarah Nelson, 309Bardhoshi, Gerta, 226Barkauskas, Nikolaus, 273Barnett, Bruce, 035, 071, 101,

114, 145, 151, 179, 263Barrera, Diana, 039, 126Barrera, Julian, 095Bartanen, Brendan, 094Bartley, Carmen, 105, 245Barton, Annie, 288Bass, Lisa, 032, 100, 145, 159,

169, 186, 193, 205, 243, 268

Bathon, Justin M., 085, 197, 246

Baugh, Francine, 181Bauman, Cynthia B., 010Bautista, Emily, 074, 275Baxley, Gwendolyn, 105, 245Beabout, Brian Robert, 285Beachum, Floyd D., 130, 147,

308Beard, Karen Stansberry, 193,

309Beatty, Ivana Annette, 085Beecher, Travis, 229Bell, Courtney Shantae, 034Bellara, Aarti, 309Bellefant, Carmen, 009, 020-1,

020-4, 023-1, 025-1Bellibas, Mehmet Sukru, 128,

185Benedetti, Christopher, 199,

276Bengtson, Ed, 139, 285Bennett, Heather Nicole, 067Benoiton, Tania Marie-Cecile,

010, 080Benoliel, Pascale Sarah, 256Bentley, Eugene, 020-2Berry, Jami Royal, 035, 209,

210, 260Betts, Sascha, 270Biag, Manuelito, 031, 166,

301Bickmore, Dana L., 188, 216Biddle, Catharine, 127, 295Biebuyck, Lisa, 291Biolchino, Erin, 291Black, William, 086, 088, 146,

156, 171, 225, 234, 308, 311

Blum-DeStefano, Jessica, 185Boakye, Barbara, 018, 029,

176, 255

Participant Index

199

Bogler, Ronit, 248Boncana, Mohomodou, 308Bonney, Edwin Nii, 017Borden, Allison M., 065Bornstein, Joshua, 069, 207Boske, Christa, 304, 308, 311Bouillion, Dalane Elizabeth,

129Bowen, Daniel, 143Bowers, Alex J., 093, 224, 231,

256, 309Bowers, Lashia, 023-1, 029,

040Boyland, Lori, 069Bradford, Kimberly, 077Bradley, Sarah, 162Brady, Ashley, 261Brady, Kevin, 097, 125, 210,

293Bragg, Debra D., 200Bramwell, Daniela, 132Brandon, Jim, 134, 157Brandon, Latanya, 025-2Brasof, Marc Ian, 269Breuder, Maria, 268, 277Brewer, Curtis, 168, 290Brezicha, Kristina, 146, 185,

190, 257, 266Bridges, Jeanne, 278Bronn, Bryan, 246Brooks, Jeffrey S., 183, 245Brooks, Melanie, 209, 210Brown, Jeanetta, 261Brown, Launcelot, 210Brunderman, Lynnette, 076,

188Bruno, Paul, 160Bryant, Darren A., 216Bryant, Karen Caldwell, 260Bryant, Tevis, 135Buckner, Kermit, 097Budge, Kathleen, 136Budhwani, Sajjid J., 291Bulkley, Katrina, 098Bunaiyan, Walaa H., 020-3Burciaga, Rebeca, 141, 304Burkett, Jerry Ray, 265Burrello, Leonard C., 071,

151, 171, 179, 263Burt, Janeula M., 182, 254Buskey, Frederick C., 149, 260Bussey, Leslie Hazle, 197Bussman, Mary A., 087Bustamante, Rebecca

McBride, 005, 168Butcher, Keith Allen, 310Byrne-Jiménez, Mónica, 064,

071, 141, 180, 201, 214, 221, 263, 266, 276, 301, 308

Caira, Michael, 081Cajiao-Wingenbach, Laura,

285Calderone, Shannon, 241Caldwell, Rebecca, 274Calhoun, Dominique, 163Callahan, Rebecca Marie, 297Callin, Petra, 148Calvo, Beverly, 151, 179Cammarota, Julio, 165Campbell, Marni, 268, 277Canaba, Karina C., 214, 265Canfield-Davis, Kathryn, 136Cannata, Marisa, 294Cano, Juan, 261Capper, Colleen A., 071, 154,

161, 221, 240, 277Cardoza, Lisa, 283Carlson, Julia, 081Carpenter, Blaine, 270Carpenter, Bradley W., 186,

194, 220, 290, 308, 310Carpenter, Karie, 022-2, 080Carr-Chellman, Davin, 136Carte, Jordan, 110Casalaspi, David, 255, 265Casias, Esther, 095Castillo, Elise, 160Casto, Hope, 127Castro, Andrene, 077, 294,

300Castro, Andres, 006Castro, Jacob, 261Chagoya, Melissa, 261Chamberlain, Rachel, 015,

149Chambers, H. D., 108Champion, Brenda D., 186Chang, Ethan, 124, 155, 161,

218, 266Chapman, Kathryn Patricia,

021-1Charles, Jessica, 120Charles, Lynsey, 091Charochak, Sue, 081Chavez, Ryan, 261Chen, Xuejun, 291

Cherbow, Kevin, 284Cherkowski, Sabre, 219Chevalier, Andrea, 266Chiang, Evangeline, 157Childs, Joshua, 022-1, 076,

080, 130Chisolm, Lorenda, 101, 271Cho, Vincent, 081, 138, 273Choi, Namok, 294Christman, Dana, 309Cieminski, Amie, 085, 120Clark, Brandon L., 045, 206Clark, Chris, 143Clark, Donna Lynn, 200Clark, Mary C., 135, 183, 245Clay, Kevin L., 187, 286, 300Clayton, Jennifer Karyn, 287Clayton, Rob, 072Clement, Davis, 086, 102,

239, 265, 305Clifford, Becky, 268, 277Clouse, Wayne A., 134Coaxum, James, 135, 183, 245Cobb, Casey D., 067, 088,

098, 156, 187, 220, 305, 309, 311

Cochrun, Alison, 175Cohen, Michael Ian, 267Cole, Andy, 117Colella, Anthony, 278Coleman, Briana Cherice, 008Coleman, Natoya, 254Coleman, Samuel Lee, 025-1Collingwood, Charles Derek,

025-2Combs, Julie Peterson, 158Conelli, Anthony, 120Connery, Chelsea, 017, 129Conry, Jillian Marie, 014Cook, Jennifer Ellen, 311Cordova, Amanda Jo, 148Corley III, Robert N., 072Coronella, Tami, 066Cortez, Amanda, 261Cosner, Shelby A., 068, 086,

093, 124, 137, 153, 198, 251, 268, 281, 298, 309, 311

Cottrell, Herbert, 261Coviello, James, 256Cowan, D’Ette, 142Cowan, Dionne, 099Cowin, Kathleen M., 304Cox, Cristián Ignacio, 152


Cox, Jennifer H., 022-2, 197Crawford, Emily, 132, 266Creed, Benjamin, 098Crill, Jenn R., 241Crow, Gary, 009, 151, 179,

228, 263, 308Crow, Robert, 184, 252, 295Cuglievan, Gisele, 132Cullington, Lisa, 170Cunneen, Mary, 079Cunningham, Kathleen M. W.,

025-2, 122, 181, 284Cupit, Leanna, 022-2Curran, F. Chris, 294Curry, Katherine, 080, 124,

308Cyr, Daron, 276

Dagistan, Seyma, 018, 129, 148

Dallas, Joi, 162Dallas, William, 134Daly, Alan J., 309Damiani, Jonathan, 156Daniel, Choi, 114Dantley, Michael, 169, 183,

205, 236Danzig, Arnold, 156, 304Dao, Antoinette, 098Daramola, Eupha Jeanne,

020-1David, Laur Ann, 095Davis, Ayanna F., 180Davis, Bradley, 023-2, 078,

097, 139, 304Davis, Byron Keith, 294Davis, Marni J., 009, 033, 144Davis, Tracy, 080Davis, William S., 285Dealy, Ann, 090Decker, Janet, 308Deits Cutler, Kelly, 066De Jesus, Eric, 261Delmas, Peggy M, 245Demarin, Sharon, 153, 285DeMatthews, David, 144, 165,

190, 206, 256, 308Derrington, Mary Lynne, 076,

111, 227DeSander, Marguerita K., 072,

092Deschaine, Mark E., 134De Voto, Craig Warner, 005,

153, 216

Dexter, Sara, 113, 138, 176, 210, 225, 281, 305, 309

Diehl, Julie, 188Diem, Sarah, 118, 218, 290Dixon, Christina Joy, 166, 256Doiron, Trevor, 239, 279Donaldson, Emily Kate, 016,

029, 097, 137Donaldson, Morgaen, 187,

231, 309Donmoyer, Robert, 040, 074,

308Dou, Jingtong, 076, 260Dougherty, Shaun, 231Douglas, Ty-Ron M. O., 209,

291Drago-Severson, Ellie E., 185Drake, Tim, 072, 188aDriscoll, Mary Erina, 263Druery, Donna M., 014, 153,

213Drysdale, Lawrence George,

101, 256Duarte, Bryan J, 015, 030,

038, 077, 132, 290Dunbar, Chris, 309Dunlap, Karen, 308Duran, Mario, 231

Eddy Spicer, David H., 137, 166, 220, 239, 256, 281, 301, 305

Edwards, Dessynie, 106, 155, 174

Edwards, Wesley, 015, 218Eisips, Heidi Livingston, 229Elam, Nick, 231Elenes, Briseida, 016Elfarargy, Hamada, 039, 285Elliff, Doyne Scott, 185, 219Engel, Mimi, 294Epstein, Eliza, 218Erdogan, Ufuk, 102Esat, Gulden, 310Escobedo, Patty, 217Esswein, Jennifer, 256Evans, Andrea E, 309Evans, Tina B., 029, 234Ezzani, Miriam D., 107, 130,

168, 209, 210, 225

Faircloth, Susan C., 110, 182, 193, 213

Fallaw, David, 132

Farley, Amy, 076Faulkner, Tina, 132Feldman, Sue, 177Felix, Michelle, 261Fernández, Erica, 124, 141,

266, 309Ferrin, Scott, 308Fields, Nicole Michelle, 009,

020-1, 020-4, 023-1, 025-1Filion, Analiza, 229Finstad, Melissa Ann, 091Fiori, Christy, 157Firestone, William A., 174Fischetti, Justin, 176Fisher, David R., 308Fisher, Teresa R., 185Flanary, Richard, 304Fleig, Jeff, 277Flessa, Joseph, 132, 152, 272Flores, Osly, 287Floyd, Erinn, 254Fong, Raquel, 066Forbes, Jacqueline, 037Ford, Timothy G., 190, 247,

284Forman, Stephanie, 136Forsyth, Patrick B., 247Fowler, Denver Jade, 134Fowler, Kate, 114Fox, Alison, 136Francis, Raymond W., 134Frankland, Maria, 266Franks, L. Earl, 117, 122Frattura, Elise, 161, 277Freelon, Rhoda, 156, 169,

222, 286French, Kate Rollert, 080Frick, William C., 100, 193,

284Friesen, Sharon, 134Fuller, Carrie, 164Fuller, Ed, 012, 083, 094, 122,

129, 148, 235, 250, 272Furman, Gail, 309Fusarelli, Bonnie C., 011, 137,

188

Gabriel, Ivory Mary, 38Gabriel, Rachel, 309Gallardo, Anthony, 261Gallaway, Chaddrick, 034Gallegos, Maricela, 014

Galletta Horner, Christy Suzanne, 085, 245

201

Galligan, Hugh, 081Galloway, Mollie, 148Garcia, Alejandro, 097Garcia, David, 309Gareis, Christopher, 227Garr, Manuel, 009, 020-1,

020-4, 023-1, 025-1Garraway, Renee, 162, 254Garza, Encarnacion, 045, 095,

261Gautam, Chetanath, 120, 150Gawlik, Marytza, 160, 308Gaytan, Rodolfo, 285Geesa, Rachel Louise, 069,

231Genao, Soribel, 141, 178, 214,

243Generett, Gretchen Givens,

192, 197, 210Gentner, Carrie Lynn, 024-2Germain, Emily, 294Gibbs, Brian, 251Gil, Elizabeth, 023-1, 150,

187, 196, 266, 276Gilbert, Ashlyn, 012, 171, 190Gilzene, Alounso Antonio,

021-1, 021-2, 046Gittens, Nicole, 081Glenn, Tristen, 282Gliner, Robert, 229Gmelch, Walter H., 210Goddard, Roger, 309Goff, Peter Trabert, 187Goldman, Paul, 151, 179Goldring, Ellen, 123Gomez, Louis, 301Gonzales, Leslie D., 214Gonzales, Miguel, 069, 188,

216Gonzales, Richard, 298, 305,

309Gonzales, Roseann, 095Gonzales, Samuel Lawrence,

030, 219Gonzalez, Jackie, 281González, María Luisa, 030,

071, 151, 179, 183, 205, 240, 263

Gonzalez, Martin, 261Gooden, Mark Anthony, 017,

071, 177, 195, 205, 243, 304

Goodwin, A. Lin, 135Gordon, Stephen P., 188

Grace, Garrick, 025-2Grace, Jennifer, 245Graeber, Amber Marie, 269Graham, Adrian, 009, 020-1,

020-4, 023-1, 025-1Grant, Allen, 178Gray-Nicolas, Nakia M., 025-

2, 078, 173, 257, 300Green, Reginald Leon, 285Green, Terrance, 155, 199,

221Greenwell, Terra, 273Greer, Wil, 148Grissom, Jason A., 094, 123Grogan, Margaret, 029, 151,

179, 228, 236, 268Grooms, Ain, 271, 301Grosland, Tanetha Jamay, 099Grosland, Tanetha, 308Gross, Steve, 151, 179Guajardo, Francisco, 071, 121,

189, 283Guajardo, Miguel Angel, 071,

121, 214, 270Guerra, Fred, 097Guerrero, Natalia M., 024-1Guillaume, René O., 214, 276Gullo, Gina Laura, 147Gumus, Sedat, 128, 185Gunnulfsen, Ann Elisabeth,

181Gunzenhauser, Michael

Gerard, 205, 287Gurr, David Mark, 101, 256Gustafson, Jinger, 259Guthery, Sarah, 118Gutierrez, Kathrine, 085, 245Guzman, Maricela Guerrero,

016Guzzi, Donna, 081

Haack, Darin Marcus, 128Haas, Eric, 309Hackmann, Donald G., 008,

088, 200, 253Hairston, Sarah L., 029, 132,

266Hairston, Tom, 085, 265Hajiyeva, Samira, 021-2Hall, Daniella, 132, 241, 295Hallinger, Philip, 128, 185Hallissey, Megan Marie, 069Halverson, Richard, 246Halx, Mark, 269

Hamilton, Erica, 273Hamlin, Julius, 072Hammonds, Hattie Lee, 144,

233, 269Harden, Lance, 110Hardie, Suzy, 076, 260Hardiman, Mariale, 199Hardy, Sarah, 081Harrington, Keneisha La’Rae,

260Harris, Darrell, 046Harrison, Christopher, 144Hartung, Kimberly Ann, 135Hastings, Matthew, 237Haug, Matthew, 289Hawkes, Stephanie, 040Hayes, Sonya Diana, 067, 265,

281, 291Haynes, Aisha, 014, 024-1,

245, 274Haynes, James Francis, 299Haynes, Madeline Laurinda,

025-1, 218Hemmer, Lynn M., 174, 185,

219Henry, Marsha, 024-2, 234Henry, Wesley, 021-1, 150,

295Hernandez, Ann Ernandes, 017Hernandez, Frank, 096, 114,

154, 214, 276, 308Hernandez, Kortney, 074Hernandez, Laura Elena, 118,

160Hernandez, Olivia, 283Hesbol, Kristina Astrid, 037,

145, 184, 295Hess, Michael E., 120Hewitt, Kimberly Kappler, 097,

188, 309Hicks, Ann Marie Cotman,

024-1, 070Hill, Brian Paul, 274Hill-Jackson, Valerie, 213Hinojosa, Orlando, 270Hitch, Shannon, 277Hobbs, Lauren, 258Hochbein, Craig, 080, 119,

149, 178, 289Hoddinott, Maggie, 233Holder, Shannon, 024-2, 264,

300Hollingworth, Liz, 006, 083,

094, 292, 308


Holme, Jennifer Jellison, 093, 133, 218

Holmes, William T., 189Holmquist, Patricia Louise, 009Holquist, Samantha E., 226Holt, Aimee, 096Honig, Meredith I., 123, 137,

197, 219, 244Honsa, Alyson, 268, 277Hooker, Steven Dale, 176Hopkins, Megan, 297Hopson, Rodney, 195Horn, Andrea, 152Horn, Catherine, 304Horsford, Sonya Douglass,

105, 106, 155, 173, 195, 222, 243, 290, 309

Houck, Eric, 309Howard, Maribel, 095Huang, Chen, 065, 171Huang, Tiedan, 119, 233Huff, Krystal, 029, 050, 176Huffman, Jane B., 142Huggins, Kristin, 149, 206Hurwitz, Scott, 067Husain, Aliza Nadir, 272Hyun-Jun, Joo, 023-2

Icem, Barish, 081Idahor, Iwinosa, 186Iglesias, Tasha, 234Imig, David, 166, 301Ingle, W. Kyle, 088, 107, 116,

119, 227, 273, 294Irby, Beverly, 135, 153, 213,

285, 304Irby, Decoteau J., 139, 199,

213, 221, 286, 298, 304Irish, Justin Ray, 238Ishimaru, Ann M., 131, 155,

169, 199, 238Ishola, Oluwatobi Taiwo, 085,

245Israel, Marla, 193Izquierdo, Elena Izquierdo,

144

Jabbar, Huriya, 098, 118, 145, 247, 294

Jackson, Rachel, 261Jacobsen, Michele, 134Jacobson, Stephen Louis, 101,

260Jahaly, Patricia, 309

James, ArCasia, 034, 099, 195Janeway, Dominique, 261Jang, Sung Tae, 073, 148Jansen, Kimberly, 076Janson, Christopher A., 121Jean-Marie, Gaëtane, 149, 209Jeannis, LaTeisha Yvette, 186Jenkins, DeMarcus Antonio,

132, 206Jenkins, Kimberley, 044, 155Jenlink, Patrick M., 274, 308Jenrette, Scott, 095Jensen, Kurtis, 085Jensen, Ruth, 181Jiang, Yang, 044Jimenez-Castellanos, Oscar,

189Jimerson, Jo Beth, 010, 091,

194Jockel, Lori A., 210Johanek, Michael, 090, 103,

188Johansson, Olof, 129, 244JohnBull, Ranjini Mahinda,

199Johns, Shantalea, 040Johnson, Arvin, 282Johnson, Bernadeia, 259Johnson, Detra DeVerne, 009,

020-1, 020-4, 023-1, 025-1, 135, 213

Johnson, Joseph F., 236Johnson, Kayla M., 226Johnson, Lauri, 075, 081, 164Jones, Britney LeAnn, 136, 284Jones, Debbie, 095Jones, Karen Diane, 139Jones, Mary Frances, 175Jones, Trevon R., 018, 068,

091Joshi, Ela, 129Junboonta, Nattawan, 051

Kallio, Julie M., 033, 219, 246Kamer, Jacob Andrew, 076Kamin, Samuel J., 006, 011,

237, 264Kamrath, Barry, 077Kang, Hana, 015, 119Kapa, Ryan, 172Karanxha, Zorka, 147, 277,

308Karnopp, Jennifer, 301Kasper, Julie, 266

Kato, Lionel, 233Kavanagh, Kara, 185Kayser, Abigail, 106Kazemi, Elham, 136Kearney, Wowek Sean, 101,

136, 217Keisu, Britt-Inger Alice, 277Kelcey, Benjamin, 309Kelley, Carolyn, 100Kelly, Kippy, 007, 241Kennedy, Kate, 012, 023-1,

233Kennedy, Michelle, 133Kennedy, Ongaga, 120Kensler, Lisa A. W., 256, 304,

308Kern, Cindy, 025-2Khalifa, Muhammad, 087,

155, 210, 238, 245, 275Khalil, Deena, 106, 275Kiefer Hipp, Kristine, 142Kim, Jihyun, 080Kim, Jungnam, 069Kim, Taeyeon, 011, 023-2,

098, 190, 288King, Kelley, 143Kinkley, Ian Christopher, 007,

021-1, 068Klar, Hans, 144, 149, 260Kleinhammer Tramill, Jeannie,

277Knect Mendoza, Lisa, 148Kollmer, Michael, 233Kolman, Joni, 135Korach, Susan, 092, 137,

188a, 304Koschoreck, James W., 018,

071, 154, 187Kotok, Stephen, 083, 146, 266Kout, Yacine, 150Kowalski, Ted, 309Koyama, Jill, 218, 266Krimbill, Elisabeth M., 013,

030, 096, 219Krull, Melissa, 139, 259Kruse, Sharon, 033, 145, 185,

256, 311Kubasko, Dennis, 176Kuykendall, Brent, 065

Lac, Van, 038, 128, 196La Londe, Priya, 278Lamar, Monique D., 174Lamb, Alex, 005

203

Lamb, Courtney, 241Landa, Luis R., 258Langlois, Deborah, 081Lara-Alecio, Rafael, 135, 153Larsen, Ross, 309Lasater, Kara, 131, 285, 296Latham Sikes, Chloe, 005, 266LaVenia, Kristina, 085, 245Lavigne, Alyson Leah, 190Lawrence Henry, Jr., Kevin,

098, 243, 267Lazaridou, Angeliki, 308Le, Desiree Viramontes, 223LeChasseur, Kimberly, 309Lee, Carlos, 281Lee, Changhee, 146Lee, Christopher, 080Lee, Justine, 046Leggett, Stacy Regina, 092,

298Leland, Andrew, 174Lenhoff, Sarah Winchell, 118,

274LeNiles, Kofi, 018, 045, 255Lerma, Kim, 261Leu, Sandra, 266Levin, Kimberly A., 080Levine, Bruce, 178Levitan, Joseph, 226Lewis, Natalie Denise, 008,

024-1, 037, 186Lewis, Wayne D., 205Lewis-Durham, Tiffanie, 172Li, Dongmei, 013, 024-2, 078,

099Li, Ling, 065, 171Liang, Grace J., 168, 186Lieberman, Daina, 278Lightfoot, Jonathan, 304Lindle, Janie Clark, 069, 100,

163, 227, 235, 295, 309Liou, Daniel D., 066, 186Little, Alexis Patrice, 085Liu, Yan, 065, 171Lochmiller, Chad, 133, 301,

304Locke, Leslie, 207, 226, 251,

301Lois, Ricardo, 013Lomotey, Kofi, 034, 075, 140,

195Long, Tanya A., 139, 181Longmuir, Fiona, 101Lopez, Ann Elizabeth, 308

López, Gerardo R., 071, 086, 178, 205, 214, 221, 240, 263, 266, 275, 309

Lopez, Jaime, 134Lopez, JoAnn, 095Lopez, Ruth Maria, 191, 258Lori, Richardson Garcia, 242Lowell, Benjamin Richard, 284Lowenhaupt, Rebecca, 081,

162, 266, 284, 297Lowery, Charles L., 120, 150Lowery, Kendra, 069Lozano, Maritza, 161Lubienski, Christopher, 309Lugg, Catherine A., 308Lumby, Jacky, 309Lustick, Hilary, 154

MacDonald, Sandie L, 199Machado, Larry, 095Machado, Melissa, 095Mackey, Hollie, 032, 071, 155,

159, 205, 308MacNeal Jr., Roderick, 081Mahfouz, Julia, 158, 273, 310Mahone, Abby S., 119, 149Maisterra, Amy, 090Maitreephun, Warapark, 132Malin, Joel R., 200, 253Manaseri, Holly, 069Mandel, Zoe Rose, 018Mangin, Melinda M., 304, 309Mania-Singer, Jackie, 080, 255Mann, Bryan A., 160Manning, JoAnn B., 135, 183,

245Mansfield, Katherine Cumings,

093, 209, 241, 269, 308Mantz, Cierra Leighanne,

021-2Many Hides, Aspen Dawn, 110Maroun, Jamil, 128Marsh, Julie, 020-1Marsh, Tyson E. J., 275Marshall, Joanne M., 088, 128,

177, 233, 309Marshall, Stefanie, 087Martin, Anne, 185Martinez, David G., 021-1,

189Martinez, Eulogia, 270Martinez, Melissa Ann, 126,

169, 182, 214, 262, 274, 308

Martinez, Ruth, 261Maselli, Anne, 094Maslin-Ostrowski, Pat, 308Mauldin, Courtney Camille,

029, 045, 213, 234Mavrogordato, Madeline, 119,

175, 228, 231Maxcy, Brendan, 168, 173Maxwell, Gerri Marie, 278Mayer, Anysia P., 297, 309Mayes, Renae Danielle, 069,

231Mayger, Linda Kay, 178Mayrowetz, David, 216, 298McBrayer, Juli, 119, 143McCarthy, Martha, 074, 151,

179, 263McCaskill, Christopher, 013McClellan, Patrice, 182McCloskey, Caitlin, 261Mcconnell, Kat, 231McCray, Carlos R., 130McCrohan, Kieran, 101McCulloch, Amber, 268, 277McGarrigle, Donna, 081McGhee, Chy Benelli, 007,

014, 241, 274McGhee, Marla Weatherl, 194McIntosh, Reubin, 124McIntyre, Jim, 153McKenzie, Kathryn Bell, 183McKeon, Robin, 174McLeod, Scott, 014, 113, 138,

197, 210, 293McMillian, Rhodesia, 271McNae, Rachel, 209McNeill, Katherine, 284Medina, Gerardo, 191Medrano, Jorge, 095Melnyk, Colleen, 233Menchaca, Velma, 097Méndez-Morse, Sylvia, 126,

214, 276Mercado, Andrea, 266Merchán, Rolando Augusto,

009, 020-2, 041Merchant, Betty M., 095, 129,

151, 179, 261, 263Merriweather, Katherine, 016,

294Mette, Ian, 200Meyers, Coby, 011, 119, 237,

288Meyers, Lateasha Nicol, 050


Midha, Gopal, 301Miles Nash, Angel, 106, 124,

159Militello, Matthew, 121, 242,

304, 309Miller, Luke C., 272Miller, Peter, 105, 127, 245Miller-Brown, Ellen, 280Mir, Sophia, 098Miranda, Chandler Patton,

131, 300Miranda, Roxanne, 020-3Mitani, Hajime, 083, 149Mitchell, Antoinette, 261Mitchell, Brittney, 261Mitchell, Douglas E., 102Mitchell, Roxanne, 304Mitra, Dana L, 129Mohammed, Hadiza, 020-4Mohan, Erica, 308Mokry, Alison, 261Mombourquette, Carmen P.,

157, 185Mommandi, Wagma, 237Montecinos, Carmen, 272Montgomery, Nicholl, 162Moon, Jeong-Mi, 017, 038Moon, Jodi Saxton, 199Moore, James, 020-2Moore, Jan, 251Morgan, Keisha Kayon, 131Morgan, Lee, 120, 247Morgan, Ross, 018Morton, Benterah C., 041,

196, 245Moss, Sheryl Cowart, 209Mountford, Meredith, 068,

134, 172, 210, 234, 293Moyi, Peter, 076, 260Mukhtar, Ahmed M., 020-3Mullen, Carol A., 189, 253,

309Mungal, Angus, 074, 267Munson, Michael, 110Murakami, Elizabeth T., 101,

114, 136, 209, 214, 276, 309

Murdock, Steve, 117Murtadha, Khaula, 205

Nadav, Nechama, 256Nash, John Beuhring, 097,

125, 212, 228, 243Nguyen, Thu-Suong, 173, 205Nguyen, Thuyvi, 014

Nguyen, Tuan Dinh, 247, 294Ni, Xinyu, 256Ni, Yongmei, 131, 190, 309Nickson, Dana, 017, 050, 075Nighswonger, Vicki, 022-2Ning, Ling, 172Niño, Juan Manuel, 044, 095,

162, 169, 214, 261Nkrumah, Tara, 106Noonan, Jessica A., 008, 080,

178Nordgren, Rollin Dean, 156Notman, Ross, 101, 186, 210

O’Brien, Catherine A., 144Odell, Sarah, 015O’Doherty, Ann, 153, 253,

268, 277, 309O’Donnell, Gregory, 175Okilwa, Nathern S. A., 101,

174, 180, 264Oliva, Maricela, 250, 304Oliva, Nereida, 218Olivarez, Jesse, 174Oliveira, Ana Cristina, 101,

260, 289Oliver, Bernard, 169Oliver, Melissa, 287Oliveras-Ortiz, Yanira, 129Olivier, Dianne F., 142Olson, Amy, 210O’Malley, Michael P., 013,

139, 154, 181, 221, 236, 304, 308, 311

Ombonga, Mary M., 120Ononuju, Ijeoma, 172Oplatka, Izhar, 209O’Reilly, Sissi, 161Orr, Margaret Terry, 156, 169,

309Ortiz, Dora, 261Osanloo, Azadeh F., 255, 304O’Shea, Cailen, 217Ostedgaard, Megan D, 018Ovando, Martha N., 015, 071,

151, 162, 179, 253, 274Owens, Michael, 165, 309

Padilla, George, 097Paes de Carvalho, Cynthia,

101, 260Palencia, Virginia, 164Palmer, Bonnie, 241Palmer, Christina, 081Palmer, Dusty, 144

Pannell, Summer, 119, 143, 153

Pappas, Dustin, 172, 181Park, Haerin, 105Parker, Linda, 194Parker, Lynette, 251Parker, MItchell, 158Parsons, Dennis G., 134, 157Paryani, Prerna, 242Patrick, Susan Kemper, 161Patterson, Jr., Oliver K., 009Patton, Mary Martin, 107, 173Paufler, Noelle A., 143, 168Paulson, Elan N., 097, 125Pavlakis, Alexandra E., 013,

099Pazey, Barbara L., 085, 143,

193Pearce, Dawn, 020-2, 080Peck, Craig, 150Pekel, Katie, 210Pena, Isela, 038, 265Pendola, Andrew, 094, 122,

272Perez, Sarah, 148, 261Perkins, Michael, 070Perkins-Williams, Ruqayyah,

024-2, 051, 177Perrone, Frank, 022-2, 097,

156, 239, 257, 294Perry, Jill Alexa, 112, 174, 252Petersen, George J., 236Peters-Hawkins, April L., 086,

191, 194, 232, 258, 268, 304, 309

Petty, Clinton, 007Peurach, Donald J., 309Pewewardy, Cornel, 110Pham, Lam, 036, 115, 157Phelps-Moultrie, Jada, 020-2,

078, 084, 173, 234Pierce, Mark, 013, 099Pijanowski, John, 176Pinto, Ransford, 046Place, Andrew William, 167Plasman, Jay, 213Player, Daniel W., 272Polikoff, Morgan, 309Porfilio, Bradley, 207Porter, Michelle, 287Potter, Ian, 035Potterton, Amanda U., 084,

098, 160, 173, 257Pounder, Diana G., 007, 071,

151, 179, 227, 263

205

Powers, Jeanne, 311Presley, Whitney Gabrielle,

025-2Prier, Darius, 165, 192Printy, Susan M., 016, 304Provinzano, Kathleen, 178Pulte, Gregory Brian, 241Pyawasay, Sasanehsaeh, 110

Qadir, Fawziah Abdul Rahman, 051, 107

Qin, Lixia, 036, 172, 247Qualls, Barbara Ann, 134Quick, Marilynn, 069Quigley, Michael William, 287

Race, Kimberly, 020-1Radd, Sharon I., 066, 099Radigan, Patrick, 134Rajendran, Aditi, 238Ramirez, Al, 134Ramirez, Ernesto Fidel, 283Ramirez, Martin, 261Ramlackhan, Karen, 046, 177,

196, 290Ramming, Thomas M., 281Ransom, Kimberly Charis, 075Raskin, Candace France, 139,

259Rasmussen, Natalie, 259Rawat, Tanushree, 246Razzaque, Rana Tasnin, 158,

280Red Corn, Alex, 110Reed, Cindy J., 012, 308Reed, Latish, 308Reedy, Marcy Ann, 235, 250,

279Reefe, Johanna Cloud, 011Reese, Leslie, 189Reid, David B, 171Reid-Griffin, Angelia “Angie”,

176Reilly, Elizabeth C., 079, 249Reimer, Tracy, 097, 135Reitzug, Rick, 309Renn, Dianne Catherine, 104Reyes, Pedro, 094Reyes-Guerra, Daniel, 072,

092, 135, 188a, 211, 220, 301

Reynolds, Amy Luelle, 218, 281

Rhodes, Ginger, 176

Rhone, Ron, 022-1Richard, Meagan, 030, 124,

251Richards, Meredith, 013, 099,

118Richardson, Jayson W., 005,

078, 097, 113, 132, 138, 162, 210, 293, 310

Richardson, Scott Matthew, 082, 122

Richardson, Tamilah, 010, 083, 115, 206

Rigby, Jessica G., 136, 244Riley, Karen, 210Riley-Tepie, Yvonne, 168Rinck, Jennifer, 171Rincones, Rodolfo, 214, 265Ringler, Marjorie, 139Rintoul, Heather, 210Riopelle, Laurie, 072Rios, Goldie, 095Rios Rodriguez, Esther Sarai,

095Rivas, Rebecca, 095Rivera, Beatrice K., 091Rivera-McCutchen, Rosa, 141,

169, 207, 214, 262Robert, Catherine E., 096, 264Roberts, LaSonja, 207Roberts, Maria Banda, 188,

216Robertson, Sylvia, 186Robinson, Kerry, 158, 176Robinson, Marian A., 301Robinson, Quintin Leon, 278Robinson, Viviane Marcelle

Joan, 309Rocha, Maria, 148, 261Rocha, Patricia, 214Rodela, Katherine, 025-1, 124,

175Rodriguez, Azael, 261Rodriguez, Cristobal, 214,

226, 243, 309Rodriguez, Gloria M., 073,

214, 309Rodriguez, Lauren, 095Rodríguez, Mariela A., 093,

130, 167, 214, 248, 305, 308, 309

Rodriguez-Mojica, Claudia, 175

Roebuck, Darlene, 095Roebuck Sakho, Jacqueline,

084, 192

Roegman, Rachel, 135, 177Rogers, Laura K., 094, 123Rojo, Javier, 073Rolle, R. Anthony, 073, 285Romans, Russ, 097Romero, Lisa S., 102Rönnström, Niclas, 068Rorrer, Andrea K., 210, 220Rosales-Alvarez, Rita, 095Rosenquist, Wendy, 009Roth, Heather L., 067Rottier-Lukens, Julie E., 011Rubin, Mollie, 123Rubio, Brenda, 151Ruff, William, 110Rush, Teresa, 013, 128Rusoja, Alicia, 103Rutledge, Stacey, 273Ryder, Andy, 176Ryu, Jisu, 087

Saenz, Victor, 249, 250Salazar, Gonzalo, 283Saldana, Lindsey, 095Salinas, Juan, 022-1, 041Salisbury, Jason Deric, 030,

124, 165, 216, 251, 269, 298

Salloum, Serena Jean, 309Saltzgaver, Lynn, 014Sam, Cecile, 149Sampson, Carrie, 164, 290Sampson, Kristin Ariel, 284Sanchez, Joanna D., 133Sanchez-Nilsen, Luisa

Francine, 238Santamaria, Claudia, 126Santelices, Veronica, 309Sanzo, Karen L., 072, 136,

164, 181, 304, 305, 308Sarasola, Marcos, 103Sauerberg, Julie, 247Sauers, Nicholas J., 138Sauers, Nick, 113, 210Saw, Guan, 077Scanlan, Martin, 081, 105,

127, 150, 266Scarlett, Keisha, 238Schares, Denise, 114Schechter, Chen, 209, 256Scheurich, James Joseph “Jim”,

071, 183, 222, 240, 245, 308, 309

Schrepfer-Tarter, Amy, 170


Scott, Janelle, 309Scott, Michael R., 241, 286Scribner, Jay, 164, 176Scribner, Samantha Paredes,

266, 304, 309Seashore, Karen R., 087, 244Secatero, Shawn Lee, 097Sechelski, Amber, 005, 168Seelig, Jennifer, 127Segovia, Paula, 261Seidel, Kent, 184Serafini, Amy, 190Serrata, Carmen, 162Servin, Laura, 261Sevak, Milan, 245Sforza, Dario, 278Shaked, Haim, 143, 256Shakeshaft, Charol, 208Shapiro, Joan Poliner, 071,

151, 179, 263Shaps, Robert, 233Shatara, Leila, 135, 162, 181Shaw, Theo, 011Shen, Jianping, 065Sherif, Victoria, 269Sherman, Jerrell, 034Sherman Newcomb, Whitney,

209, 255, 277Sheth, Manali, 165Shirrell, Matthew, 217Shockley, Robert, 249Shoho, Alan R., 216Short, Donnie Lee, 095Short, Paula Myrick, 071, 151,

163, 179, 263Showunmi, Victoria, 079Shreve, Barbara, 031Si, Soquing, 190Sider, Steve, 209Siegel-Hawley, Genevieve P.,

164Silva, Cynthia, 261Simeon, Jim, 188Skidmore, Susan Troncoso,

158Skott, Pia, 068Slater, Charles L., 035, 065,

174, 209, 210Slater, Dorothy F., 274Slater, Robert, 274Sleegers, Peter, 309Sleiman, Angelica, 039Sloat, Mary, 020-4Smith, Douglas, 157

Smith, DuJuan, 282Smith, Jason, 163Smith, Kathleen, 081Smith, Kristyn Deann, 153Smith, Nancy, 172Smith, Page A., 217Smith, Phillip A., 195Snodgrass Rangel, Virginia,

020-1, 119, 187, 200, 224, 243, 258, 264

Solis, David, 095Solis Rodriguez, Janet, 098Somech, Anit, 248Somers, John W., 245Sorkin, David, 066Soto, William, 261Sottile, James, 168Speller, Marquitta, 090Spero, Ken, 086Spikes, Daniel D., 039, 076,

269Spillane, James, 144, 217Squires, Tiffany M., 120Stanley, Darrius A., 077, 083,

228Stec, Kelly, 200Steckel, Robert, 080Stedrak, Luke, 128Stefanovic, Melanie Ann, 092,

135Sterrett, William L., 097, 162,

176Stevens, Carla, 166Stevenson, Howard, 309Stewart, Tom A., 092Stier, Matthew, 010, 200, 300Stingley, Charlotte, 268, 277Stone-Johnson, Corrie, 220,

267, 281Storey, Valerie Anne, 156Stosich, Elizabeth Leisy, 206,

248Strawn, Dallas, 134Summers, Chris, 185Sun, Anna, 216Sun, Jingping, 291Sun, Wei-Ling, 107Supovitz, Jonathan, 309Sutton, Lenford, 104Swann, Karen, 181Swanson, Jason, 065Swanston, Jeremy, 226Sweeney, Jacqueline, 254Swisher, Jason R., 051

Sydoruk, Paige, 278

Tabron, Lolita, 093, 137, 169, 224, 290

Tailfeathers, Adriane Rane, 110

Tamez, Allison, 126Taylor, Kris, 081Taylor, Lori L., 247Taylor, Lorraine, 018, 148Taylor, Nancy, 081Teman, Eric, 189Tennant, Noah, 090Thelen, Christine, 133Theoharis, George, 309Thessin, Rebecca Ann, 198,

206, 244Thomas-Minor, Erica, 174Thompson, David P., 096Thompson-Dorsey, Dana N.,

169, 287Thornton, Margaret, 213, 239,

301Thrasher, Howard Anderson,

022-1Tie, Fat Hee, 308Tienken, Christopher, 128,

253, 278Tillman, Linda C., 155, 195,

240Toliver, Christie M., 247Tong, Fuhui, 135, 153Tooley, Paige, 009, 013, 175Toomer, Ted, 072Torres, Chris, 098, 228Torres, Edgar Manuel, 041,

074, 175Torres, Eva, 283Torres, Mario S, 172Torres, Sara L, 270Toure, Judith Lauffer, 287Tozer, Steve, 117, 237Tran, Henry, 076, 100, 157Tran, Natalie, 114Tredway, Lynda, 242Triplett, Mark, 242Tripses, Jenny Susan, 186Trujillo, Isela, 095Trujillo-Jenks, Laura, 308Tschannen-Moran, Megan,

102, 199, 227, 304Tucker, Pamela D., 036, 086,

181, 205, 281, 288, 304, 311

207

Turner, Jon, 168Tuthill, Kaitlyn, 273Tyus, Paris, 261

Uline, Cynthia L., 217, 256Ulrich, Jesse, 177Unda, Maria, 098Urbina, Dora, 095Ureta Viroga, Maria

Magdalena, 009Urick, Angela, 021-2, 107,

115, 206, 224, 284

Valle, Fernando, 144, 205, 214

VandenBirge, Lauren, 008Vanderbeck, Sara Catharine,

289VanGronigen, Bryan A., 011,

033, 115, 181, 218, 237, 248, 288, 300

Van Harpen, Glady, 101, 260Vanover, Charles, 308Vargas, Karla M., 180Vasquez Heilig, Julian, 071,

133Velasco, Juliana Capel, 234Velasquez, Camila, 031, 301Venzant Chambers, Terah

Talei, 071, 078, 173, 181, 210, 255, 304, 308

Versland, Tena M., 124Viamontes, Ciro Jesus, 006Villarreal, Adriana, 283Villarreal, Elsa G., 153Villavicencio, Adriana, 131,

141, 271Virella, Patricia, 023-2Voelkel, Jr., Robert Holland,

157, 171, 199, 248Volante Beach, Paulo, 103Von Dohlen, Heidi Beth, 188,

251Von Dohlen, Lisa, 251Vosberg, Matthew, 231Vostal, Meg, 085

Wages, Anna, 132Waight, Noemi, 101Walk, Kara, 085Walker, Allan, 209Wallace, Leigh Ellen, 134,

177, 210, 293Walls, Jeff, 087, 226

Walters, Kimberly Anne, 191Wang, Yinying, 188Ward, Annie, 233Ware, Jordan, 012Wargo, Elizabeth S., 136Warhol, Larisa, 309Washington, Cherie, 194Wasonga, Teresa, 147, 231,

289Watson, Terri Nicol, 075, 148,

308Webb-Hasan, Gwendolyn

Carol, 050Wei, Feng, 131, 190Weiler, Jess Renee, 140, 188Weiner, Jennie, 005, 017, 051,

093, 129, 145, 276, 309Weingand, Donna H., 164Weinstein, Jose, 152Weiss, Anna, 094Wells, Caryn M., 134Welton, Anjalé, 071, 085,

135, 156, 222, 269, 304, 309

Weston, Tracie, 072Whalen, Samuel Paul, 065White, Mindy, 188White, Rachel Sue, 020-4, 078Whiteman, Rodney S, 020-3,

118, 168Wieczorek, Douglas M., 156,

161, 200, 206Wiggins, Leslie Ralph, 287Wiley, Kathryn Elizabeth, 147Wilkinson, Jane, 209Williams, Amber Audria, 158Williams, Amber, 018, 255Williams, Jacquelyn Nicole,

007, 132, 241Williams, Mia, 268, 277Williams, Noel Grimm, 021-2Williams, Shanté M., 285Williams, Sheneka, 232, 281,

289Williams, Sheri Sue, 097Williams, Tessie, 046Willis, Chris, 308Willis, Heather Christine, 191Wilson, Alison Shelby Page,

115, 206, 284Wilson, Camille M., 075Wilson, Jacquelyn Kay

(Owens), 292Wilson, Mary, 181

Wilson, Paul, 176Wilson, Suzanne, 025-2Wilson, Terri S., 118, 237Windchief, Sweeney, 110Winn, Kevin, 017, 084Wiseman, Alexander W., 067,

174Wisman, Aaron, 165Witherspoon Arnold, Noelle,

071, 227, 255Wong, Lok-Sze, 144Woods, Justin, 273Woodward, Joan, 081Woulfin, Sarah, 067, 136, 171,

173, 198, 257, 298, 309Wright, Carol D., 020-4Wright, James S., 275, 288Wright, Tiffany, 172Wronowski, Meredith Lea,

133, 257, 284, 288, 300Wyttenbach, Melodie, 226

Xia, Jiangang, 065, 128, 217Xie, Cathy Ping, 033, 149

Yang, Minseok, 036Yeboah, Mary, 087Ylimaki, Rose, 076, 100, 249,

260Yoon, Irene H., 144, 190, 205,

288Young, Lu, 085Young, Michelle D., 100, 122,

137, 166, 181, 205, 218, 239, 279, 292, 305, 308, 311

Young, Remmele, 163Youngs, Peter, 231

Zambo, Debby, 252Zamora, Sabrina, 151, 179Zavitkovsky, Paul, 237Zazula, Jennifer, 143Zelenka, Michael, 226Zellner, Andrea, 080Zepeda, Sally, 227Zhang, Sijia, 291Zhu, Ping, 143Zuckerman, Sarah, 127, 295Zwadyk, Barbara H., 188


Accountability/Standards: 009, 011, 030, 067, 076, 128, 132, 133, 143, 146, 185, 188, 190, 200, 231, 237, 256, 278, 284, 285, 288

Community Partnerships/Public Relations: 008, 014, 017, 020, 021, 025, 046, 051, 105, 121, 124, 131, 136, 150, 155, 172, 178, 186, 190, 223, 226, 245, 255, 265, 273, 289, 296

Democratic Education/Leadership: 006, 007, 008, 009, 010, 011, 013, 025, 029, 046, 051, 065, 074, 076, 085, 095, 120, 121, 124, 127, 131, 135, 140, 143, 153, 155, 160, 161, 162, 165, 169, 171, 175, 181, 185, 186, 189, 217, 218, 226, 229, 233, 234, 237, 238, 241, 245, 251, 255, 261, 264, 265, 267, 269, 274, 277, 278, 280, 283, 289, 290, 291, 296

Educational Reform/Planning and Change: 005, 009, 010, 011, 013, 014, 016, 017, 018, 020, 021, 022, 023, 024, 025, 030, 031, 033, 036, 039, 040, 044, 045, 051, 065, 067, 069, 076, 080, 081, 084, 085, 087, 098, 099, 118, 120, 124, 125, 128, 129, 132, 133, 136, 139, 140, 142, 144, 146, 147, 148, 149, 150, 153, 157, 158, 160, 161, 164, 168, 171, 172, 174, 176, 177, 188a, 189, 199, 200, 213, 216, 217, 219, 233, 234, 237, 241, 245, 246, 247, 248, 255, 264, 273, 274, 277, 281, 284, 285, 288, 289, 291, 295, 297, 301

Emerging/Future/Globalization Trends: 013, 022, 035, 041, 068, 085, 097, 101, 118, 127, 128, 129, 176, 184, 229, 234, 260, 294, 310

Ethics in Education: 029, 030, 034, 096, 097, 100, 188, 219, 234, 237, 245, 251, 274, 287, 291, 293

Evaluation: 005, 014, 020, 022, 036, 085, 120, 128, 143, 153, 168, 200, 231, 233, 272, 278

Gender/Race/Ethnicity: 006, 007, 008, 009, 013, 014, 015, 016, 017, 018, 020, 022, 023, 024, 025, 029, 030, 034, 037, 039, 040, 044, 046, 050, 066, 068, 069, 075, 077, 079, 083, 084, 097, 099, 105, 106, 118, 124, 126, 128, 129, 131, 133, 135, 139, 141, 146, 147, 148, 158, 161, 162, 164, 165, 168, 170, 175, 176, 177, 182, 186, 189, 192, 196, 199, 218, 222, 226, 232, 234, 237, 238, 240, 241, 247, 253, 255, 258, 259, 264, 268, 270, 272, 274, 275, 276, 277, 282, 283, 284, 287, 288, 290, 294, 301

Higher Education: 005, 006, 016, 018, 020, 022, 029, 034, 037, 040, 051, 066, 069, 071, 088, 097, 135, 141, 146, 153, 156, 158, 168, 174, 176, 181, 182, 183, 184, 188a, 196, 199, 216, 234, 241, 245, 251, 253, 255, 262, 270, 301

Human Capital Management/Professional Development: 005, 010, 022, 039, 046, 077, 080, 083, 085, 088, 094, 100, 128, 133, 142, 148, 149,

157, 158, 161, 174, 177, 185, 190, 199, 213, 219, 247, 248, 253, 262, 272, 280, 291, 294, 310

International Perspectives: 006, 009, 021, 023, 033, 035, 045, 065, 079, 101, 103, 129, 131, 132, 144, 147, 149, 150, 152, 171, 172, 176, 186, 189, 190, 199, 226, 242, 247, 256, 260, 272, 278

Leadership/Administration/Management: 005, 007, 008, 009, 011, 012, 015, 016, 017, 020, 021, 022, 023, 024, 025, 029, 033, 036, 037, 038, 039, 040, 045, 046, 065, 068, 069, 073, 075, 076, 077, 079, 080, 083, 085, 087, 090, 091, 094, 096, 097, 099, 100, 102, 103, 104, 106, 119, 120, 126, 128, 131, 132, 133, 135, 143, 144, 147, 149, 153, 157, 158, 160, 162, 164, 165, 168, 169, 171, 172, 174, 175, 176, 177, 178, 181, 185, 186, 188, 190, 191, 195, 197, 198, 199, 200, 216, 217, 219, 226, 231, 233, 234, 240, 241, 244, 245, 247, 248, 251, 265, 270, 272, 273, 274, 275, 276, 278, 282, 284, 285, 287, 288, 289, 291, 297, 301

LGBTQ Issues: 017, 020, 154, 172

Organizational Theory/Development: 005, 006, 008, 010, 011, 015, 016, 025, 033, 065, 067, 076, 077, 085, 097, 102, 119, 136, 144, 147, 160, 161, 165, 174, 177, 184, 199, 200, 216, 217, 219, 234, 237, 247, 248, 273, 284, 289, 301

Subject Index

209

P-12 Student Experience/Success: 006, 007, 009, 012, 013, 014, 016, 017, 018, 020, 022, 023, 025, 029, 030, 034, 036, 037, 050, 051, 080, 085, 099, 119, 124, 128, 129, 146, 148, 150, 157, 158, 162, 164, 165, 172, 176, 200, 217, 223, 226, 233, 234, 241, 246, 278, 285, 299, 310

P-20 Student Voices/Student Engagement: 006, 007, 008, 009, 012, 018, 020, 029, 034, 051, 070, 080, 085, 090, 095, 120, 124, 129, 144, 148, 158, 165, 175, 176, 233, 234, 241, 245, 255, 261, 269, 277

Partnerships: 008, 021, 024, 046, 081, 085, 097, 103, 104, 105, 118, 124, 127, 131, 136, 139, 142, 150, 161, 162, 165, 178, 188a, 192, 197, 213, 231, 238, 245, 281, 295, 296, 297, 301

Philosophy/Epistemology/Theory/Methods: 012, 021, 022, 023, 024, 029, 044, 051, 074, 076, 085, 102, 120, 139, 155, 195, 199, 217, 226, 233, 234, 237, 275, 283, 299, 301

Policy/Politics: 005, 007, 010, 011, 012, 014, 015, 017, 018, 020, 021, 023, 024, 025, 030, 034, 036, 038, 041, 044, 045, 050, 051, 067, 071, 076, 077, 083, 084, 085, 098, 099, 106, 118, 124, 129, 132, 133, 139, 143, 146, 154, 156, 158, 160, 161, 164, 165, 171, 172, 175, 177, 181, 185, 188, 189, 190, 195, 200, 216, 218, 222,

231, 233, 237, 241, 245, 247, 251, 255, 256, 264, 265, 267, 272, 274, 277, 278, 285, 290, 294, 299

Preparation Programs: 005, 009, 020, 022, 023, 025, 040, 068, 069, 073, 074, 080, 085, 088, 091, 092, 094, 095, 096, 097, 119, 120, 125, 133, 135, 139, 140, 144, 153, 156, 162, 168, 169, 174, 175, 177, 178, 181, 183, 188, 216, 224, 226, 234, 242, 245, 251, 252, 258, 259, 261, 262, 267, 268, 276, 281, 298, 301

Principalship: 005, 007, 008, 009, 011, 013, 015, 016, 020, 022, 023, 024, 025, 029, 030, 033, 035, 036, 037, 038, 039, 046, 065, 067, 068, 069, 077, 091, 094, 097, 119, 120, 126, 132, 135, 139, 143, 144, 148, 149, 157, 158, 160, 161, 171, 174, 176, 178, 186, 188, 189, 190, 199, 219, 226, 231, 232, 233, 241, 245, 248, 251, 259, 265, 272, 276, 280, 284, 285, 287, 288, 289, 291, 294, 301

School Finance and Economics: 020, 021, 041, 073, 133, 175, 200

School Law: 006, 067, 200, 264

Social/Cultural Context: 006, 007, 008, 009, 012, 013, 014, 017, 018, 020, 021, 022, 023, 024, 030, 036, 040, 041, 044, 045, 046, 050, 051, 066, 067, 068, 070, 080, 083, 087, 090, 092, 097, 099, 101, 118, 120, 124, 128, 129, 131, 132, 133, 141, 144, 147, 148, 150, 158, 161,

164, 165, 172, 174, 175, 176, 177, 178, 182, 188, 189, 192, 200, 219, 222, 232, 234, 240, 241, 245, 247, 254, 255, 258, 260, 265, 269, 272, 274, 276, 277, 284, 287, 288, 293, 294, 295

Special Education Administration: 009, 013, 014, 069, 143, 144, 277, 278

Superintendency/District Leadership: 016, 020, 021, 025, 029, 030, 044, 076, 081, 094, 097, 104, 132, 136, 157, 160, 162, 164, 165, 170, 177, 190, 199, 219, 233, 244, 268, 274, 277, 288, 294

Teacher Leadership/Teacher Quality: 009, 010, 011, 014, 017, 020, 021, 022, 025, 036, 039, 041, 065, 070, 077, 080, 083, 085, 128, 129, 139, 143, 146, 148, 157, 161, 162, 171, 185, 198, 199, 200, 216, 227, 247, 248, 278, 291, 294

Technology and Social Media: 005, 014, 025, 069, 080, 097, 124, 125, 162, 229, 246, 273


Marriott Marquis Houston


Guest Medical Procedures In the event that an accident or illness of a guest, visitor or employee occurs in your area, you should immediately:• Call Loss Prevention at 346-888-3965• Do not move the injured or ill person but try to make them comfortable. • If possible, have someone meet the emergency responders at the door or entrance. Hospital & Pharmacy Locations

St. Joseph Medical Center (1.5 miles)1401 St. Joseph PkwyHouston, TX 77002Phone # 713-757-7575www.sjmctx.com CVS (1.09 miles)917 Main StreetHouston, TX 77002713-982-5565 Walgreen’s (1.3 miles)2612 Smith StHouston, TX 77006Phone # 713-529-2969

Interactive Hotel Maps Online:

https://www.floorplantool.com/HOUMQ/

Emergency Procedures

Hotel Evacuation Routes • All Evacuation Routes are designated by illuminated Emergency EXIT signs• Follow the directions given by the emergency signs, always moving away from any

smoke or fire, to safe areas outside and away from the building and driveways.• Follow any additional directions given by hotel staff.• DO NOT use the elevators.

WE ARE HIRING. BECOME A PIRATE!

East Carolina University

The LEED Department hosts the Wells Fargo Endowment in Educational Leadership which funds a distinguished professor position, annual Community Learning Exchanges throughout NE North Carolina, and travel for local educators to national leadership exchanges.

www.ecu.edu/edleadership

The ECU Department of Educational Leadership (LEED) offers degrees in Master of School

Administration, Educational Specialist, & Doctor of Education. Our faculty are engaged in regional, national, and international school and district

leadership improvement including:

• A three-year, practitioner-focused Ed.D. with an 85% on-time completion rate

• An international Ed.D. hosted in Southeast Asia www.ecu.edu/IntEdD

• Grants with the National Science Foundation• An on-line, one-year dual language immersion

administration certificate• Partnerships with the Panasonic Foundation and

the Institute for Educational Leadership

Texas State University’s Educational & CommunityLeadership program offers master’s and doctoral degreesfor aspiring school leaders and educational researchers

in a research-active and Hispanic-serving university.We prepare educational change agents by developing

skills for instructional leadership, school improvement,cultural competency and cultural competency and reflective practice. We areproud of our long lines of Jackson Scholars, Clark

Seminar Scholars, and UCEA-engaged faculty.

LEAD WITH USwww.txstate.edu/clas | www.jobs.hr.txstate.edu

ucea convention 2018 - ucea: university council for...

Documents