EDLR and CEPA-researchers, Morgaen Donaldson and Sarah Woulfin share their findings on current principal evaluations systems with Education Weekly.
This summer, the Neag School of Education caught up with three doctoral students in the Learning, Leadership, and Education Policy program regarding their research that were recently released as issue briefs, in connection to the Center for Education Policy Analysis. Read more on their individual thoughts and recommendations for education:
Samuel J. Kamin writes about Career and Technical Education - Current Trends and Results
Alexandra Lamb discusses How School Districts are Introducing Technology Into Classrooms Through 1:1 Programs
Chelsea Connery examines the Impact of Undocumented Status on Children’s Learning, as well as the implications for schools
CEPA is a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and consequences of education policies. Learn more about CEPA at cepa.uconn.edu.
Chelsea Connery ’13 (ED), ’14 MA, a former public school teacher and now a Neag School doctoral student in the Learning, Leadership, and Education Policy program, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about the impact of undocumented status on children’s learning, as well as the implications for schools.
This July, Kerry Jones, Director of Elementary Education for West Hartford Public Schools, returned to successfully facilitate the first module of Neag’s 2018-2019 PK-3 Leadership Program. The module, entitled Curriculum and Instruction, covers a diverse range of topics and brings together a team of experts to help participants dig deeper into curricular design for the PreK-3 level.
Jones’ background in the field of PreK-3 education is both remarkable and extensive. She is now in her sixth year as Director of Elementary Education for West Hartford Public Schools, where she is responsible for PreK-5 curriculum, instruction, and professional development, as well as for K-12 reading intervention. In 2013, she completed the UConn Neag School of Education’s Executive Leadership Program. She holds a Master’s degree in Language and Literacy from the Harvard Graduate School of Education and, prior to her current position, had 5 years of experience as a building-based leader (elementary assistant principal and principal) and 15 years of experience as an elementary school teacher and teacher-leader.
On top of her rich background in PreK-3 education, this will be Jones’ fourth year teaching in the PK-3 Leadership Program. According to Program Director Dr. Karen List, Jones is a fantastic fit for the program:
“Kerry understands adult learning. Helping educators focus on what is important in their unique setting requires a laser focus on each individual. Kerry brings this quality along with her vast expertise and enthusiasm.”
According to Jones, “Equity is a through line throughout the whole PK-3 program, and certainly the Curriculum and Instruction module.” For PreK-3 educators, said Jones, equitable instruction means a whole range of things, from dynamic learning environment design to developmentally-appropriate learning progressions to targeted allocation of resources to where needs are greatest. Jones said that the PK-3 Leadership Program’s small group cohort model allows for authentic conversations about the challenges of implementing and sustaining quality, equitable PK-3 education.
One of the program’s most valuable offerings, said Jones, is the opportunity to widen the tapestry of support with other educator-leaders. “Leaders in the PK-3 program gain a foundation and meaningful connection with educators across Connecticut,” said Jones. She noted that in her own career those connections and mentors who “both strengthen you and provide the tough advice when you need it” have been invaluable.
Effective leadership at the PreK-3 level is crucial, said Jones. “If you’re just going from fire to fire to fire, you’ll end up burnt out. You have to step away and look at things systemically, strategically.” The 2018-2019 PK-3 Leadership Program creates a space to balance the micro and the macro, said Jones. “It inspires educational leaders to facilitate reflection, dialogue, and action within their own settings and communities.”
EDLR’s Robin Grenier is quoted in The Columbus Dispatch on the adult learning process.
ELP alumna, Viviana Conner, recently announced that she has accepted a position with the Hartford Public Schools as the Executive Director for Elementary and Middle School Grades, which is scheduled to begin in July 2018, as noted by ThePatch.com