8.1MB - College of Education - Auburn University

More documents

Recommendations

Info

Instructional leadership program serving as catalyst for school improvement The posters, printouts, reports and spreadsheets inside the “data room” at Benjamin Russell High School chart the student body’s academic progress while also demonstrating how assistant principal Todd Haynie ’10 puts his Auburn education into practice. Haynie, who earned a master’s degree in elementary and secondary administration from the College of Education, learned how different forms of data can serve as a catalyst for school improvement Data on student performance and perceptions can help educational leaders clearly shape their priorities. through his studies in the Instructional Leadership Preparation program (ILP). As budgets tighten, enrollments swell and the standards set forth by the “No Child Left Behind Act” toughen, the ILP program provides K-12 administrators with the ability to lead in an increasingly demanding environment. Based in the college’s Department of Educational Foundations, Leadership and Technology, the ILP offers a master’s degree program in instructional leadership for school principals. One of the primary components involves training As the background poster suggests, educational leaders should dig deeper when it comes to gathering and evaluating data. administrators in how to set up data rooms — places where student learning, demographic, perception and process data can be collected and analyzed in an effort to improve academic achievement. “There are so many variables that affect our students and the way they learn and the things they learn,” Haynie said of his Alexander City, Ala., school. “Only through looking at the true data over a number of years can we identify recurring trends — good or bad — that are influencing the academic achievement of our students. By looking at the data with an open mind and collaborating with others, it is possible to see changes made that will have a positive effect on our students and their academic performance.” Aside from developing a better understanding of data-driven decision making, educators from 11 regional school districts learn more about technology, inclusiveness, community learning, reflective practice, leadership, collaboration and communication through the ILP program. “We’re on the cutting edge,” said Sherida Downer, MALS, interim head the Department of Educational Foundations, Leadership and Technology. “We’re the leaders in this state.” The program, in turn, produces administrators and educators who can provide effective leadership at the grassroots level. That means that Haynie and other administrators at Benjamin Russell High School are willing to have cordial but “tough conversations with each other” regarding best practices and commonly held assumptions about students and their learning. That means recent graduates like Tammie Richardson ’10, a reading coach at Horseshoe Bend School in New Site, Ala., are preaching the value of “organizational learning.” “School systems everywhere are attempting to learn and grow as organizations in order to meet the needs of their students,” said Richardson, “and they have realized that they must become learners themselves in order to do this.” One of the ways the ILP program grooms leaders capable of reshaping organizational culture is by enabling graduate students to understand trends through research collaborations with College of Education faculty. Dr. Lynne Patrick, associate professor of educational leadership, said the program’s emphasis on data-driven decision making “gives you a clear understanding of what your school looks like and who your students are.” Better yet, the constant flow of information helps teachers deepen their understanding of what their students need and want from them. 3 4 K e y s t o n e V o l u m e V I I , 2 010
328 368 360 339 175 41 13 193 44 8 196 34 25 207 48 9 8 385 207 50 25 382 242 44 $4,708,286 $6,739,544 $5,195,938 $4,576,726 $8,160,013 $5,143,694 College Knowledge 72% STUDENT ENROLLMENT by gender (fall 2010) 28% Male Female 2% 17% 13% 14% 23% 17% STUDENT ENROLLMENT by classification (fall 2010) 14% EXTERNAL GRANT FUNDING since 2004-2005, in millions Freshman Sophomore Junior Senior Master’s Education Specialist Doctoral 8,000,000 7,000,000 6,000,000 5,000,000 4,000,000 3,000,000 FACULTY BY LEVEL as percent of total (fall 2010) 5% 22% 31% 2,000,000 42% Full Professor 1,000,000 Associate Professor 0 04-05 05-06 06-07 07-08 08-09 09-10 Assistant Professor Instructor DEGREES CONFERRED, all levels, since 2004-2005 MOST-POPULAR UNDERGRADUATE MAJORS (FALL 2010) 700 600 500 557 613 615 603 650 693 1. elementary education 2. exercise science 3. early childhood education 4. general social science education 5. English language arts education 400 300 200 100 0 04-05 05-06 06-07 07-08 08-09 09-10 MOST-POPULAR GRADUATE MAJORS (FALL 2010) 1. administration of higher education 2. exercise science 3. adult education 4. collaborative teacher special education 5. administration of elementary and secondary education Undergraduate Master’s Specialist Doctoral A K e y s t o n e i n B u i l d i n g a B e t t e r F u t u r e f o r A l l 3 5
Page 1 and 2: Keystone VOLUME VIII, 2011 MAGAZINE
Page 3 and 4: page 39 Social climbing yields less
Page 5 and 6: E d u c at i o n E x t r a Reed nam
Page 7 and 8: E d u c at i o n E x t r a Five fac
Page 9 and 10: R e t i r e d Facult y a n d S ta f
Page 11 and 12: Now that you’ve had a few months
Page 13 and 14: I n t e r n at i o n a l Witte rece
Page 15 and 16: I n t e r n at i o n a l What is th
Page 17 and 18: I n t e r n at i o n a l From Tanza
Page 19 and 20: A round Auburn Fans pack stadium fo
Page 21 and 22: S t u d e n t S u c c e s s Sandage
Page 23 and 24: Two elementary education majors ear
Page 25 and 26: S t u d e n t S u c c e s s Barbara
Page 27 and 28: S t u d e n t A m b a s s a d o r s
Page 29 and 30: S t u d e n t S u c c e s s Student
Page 31 and 32: The Reynolds Family Welcomes Jordan
Page 33 and 34: A launching pad for communication F
Page 35: e s e a rc h & o u t r e ach Federa
Page 39 and 40: C u r r i c u l u m a n d T e achin
Page 41 and 42: E d u c at i o n a l F o u n d at i
Page 43 and 44: K i n e s i o l o g y A N e w H o m
Page 45 and 46: S p e c i a l E d u c at i o n, Reh
Page 47 and 48: O f f i c e o f t h e D e a n UNC s
Page 49 and 50: N at i o n a l A d v i s o ry Counc
Page 51 and 52: A l u m n i Is there a particular c
Page 53 and 54: A l u m n i Muschamp ’96 trying t
Page 55 and 56: A l u m n i Change of course pays o
Page 57 and 58: A l u m n i Smith’s career define
Page 59 and 60: $1,619,238 $1,110,000 $2,060,000 $1
Page 61 and 62: G i v i n g Students benefit from f
Page 63 and 64: PATRONS OF THE KEYSTONE G i v i n g
Page 65 and 66: 2010 Key Contributors The Auburn Un
Page 67 and 68: G i v i n g Mr. & Mrs. Gary Davis M
Page 69 and 70: AlumniNOTES 1960s Gloria Bond Danie
Page 71 and 72: A l u m n i n o t e s Craig Huff [B
Page 73 and 74: A l u m n i n o t e s of Trussville
Page 75 and 76: On the Cover: Researchers in the co

8.1MB - College of Education - Auburn University

Create successful ePaper yourself

Delete template?

Save as template?