I received my J.D. from the University of Tennessee in 2004 where I served as Managing Editor of the Tennessee Law Review. After practicing as a civil litigator and serving as a municipal and community development volunteer in the United States Peace Corps, I received my Ph.D. in Educational Administration and Policy from the University of Georgia in 2013. I am currently the Associate Editor-in-Chief for the Education Law and Policy Review and am an active member of the Education Law Association (ELA), American Educational Research Association (AERA), and the Critical Race Studies in Education Association (CRSEA).
My main instructional goal is to inspire students to ask "why?" I want students to really interrogate their own assumptions and how they interact with the world and the institutional systems of which they are a part. So often in education, and in life, we get stuck in a rut, doing things the way they've always been done. Sometimes that's because it is actually the best way but often it's because we haven't critically examined "the why".
EDUC 671: Leadership is a foundational class in a program that is tied to educational administration certification. Therefore, the eight student learning outcomes for this course are set as a part of the whole curriculum. They are as follows: 1. Develop a philosophy and vision while experiencing common issues confronting a building principal. (CAPE 1A-C; 2A) 2. Have general understanding of how schools and districts are organized and how these organization structures relate to personnel management and leadership. (CAPE 3B) 3. Acquaint students with understanding the leadership role of the administrator and various leadership theories on effective schools. (CAPE 2A-B) 4. Develop a basic understanding of group dynamics, conflict, and collaboration in the school setting and with the community. (CAPE 4B) 5. Apply the theory, use, and application of decision-making models. (CAPE 5B) 6. Understand state mandates and value of improving student achievement through an accountability system. (CAPE 2A-D) 7. Develop a commitment to continuing personal/professional/ethical development. 8. Understand and value diversity as a strength, while ensuring equity in the school setting to establish a positive school climate. (CAPE 4A-B) In addition to these eight curriculum-based outcomes, students are also expected to demonstrate proficiency in the use of new on-line tools to communicate with colleagues, students, and other school stakeholders.