Creating an EdD Structure, Program, and Process Fulfilling the Needs of Doctoral Candidates and the Communities They Will Serve

2017 ◽  
pp. 581-599
Author(s):  
Marla Susman Israel ◽  
Susan Sostak ◽  
Felicia P. Stewart ◽  
Ahlam Bazzi-Moughania
Keyword(s):  
Public Schools ◽  
Educational Leaders ◽  
Outcome Data ◽  
Lessons Learned ◽  
Dissertation Completion ◽  
Essential Components ◽  
Community Outcomes ◽  
Principal Preparation Program ◽  
Doctoral Candidates ◽  
Program Redesign

This chapter describes the program redesign, development and essential components of Loyola University Chicago's EdD principal preparation program for the Chicago Leadership Collaborative (CLC) providing a pipeline of candidates to be transformational principals within the Chicago Public Schools. This redesigned EdD focuses on creating communities of positive practice comprised of scholar- practitioners who create disciplines of inquiry that positively impact student, faculty, parent, and community outcomes while contributing to the knowledge base of preparing future educational leaders. In its third year of implementation with 30 candidates in the program, lessons learned from this program redesign will be detailed. Using the foundational principles from this new program redesign process, in conjunction with dissertation completion and graduate outcome data from Loyola's traditional EdD program, this article will explore next steps in the EdD program development process within the reality of rising expectations and continuous legislative change within the state of Illinois.

Creating an EdD Structure, Program, and Process Fulfilling the Needs of Doctoral Candidates and the Communities They Will Serve

2016 ◽  
pp. 374-393
Author(s):  
Marla Susman Israel ◽  
Susan Sostak ◽  
Felicia P. Stewart ◽  
Ahlam Bazzi-Moughania
Keyword(s):  
Public Schools ◽  
Educational Leaders ◽  
Outcome Data ◽  
Lessons Learned ◽  
Dissertation Completion ◽  
Essential Components ◽  
Community Outcomes ◽  
Principal Preparation Program ◽  
Doctoral Candidates ◽  
Program Redesign

This chapter describes the program redesign, development and essential components of Loyola University Chicago's EdD principal preparation program for the Chicago Leadership Collaborative (CLC) providing a pipeline of candidates to be transformational principals within the Chicago Public Schools. This redesigned EdD focuses on creating communities of positive practice comprised of scholar- practitioners who create disciplines of inquiry that positively impact student, faculty, parent, and community outcomes while contributing to the knowledge base of preparing future educational leaders. In its third year of implementation with 30 candidates in the program, lessons learned from this program redesign will be detailed. Using the foundational principles from this new program redesign process, in conjunction with dissertation completion and graduate outcome data from Loyola's traditional EdD program, this article will explore next steps in the EdD program development process within the reality of rising expectations and continuous legislative change within the state of Illinois.

Creating an EdD Structure, Program, and Process Fulfilling the Needs of Doctoral Candidates and the Communities They Will Serve

2016 ◽  
pp. 70-87
Author(s):  
Marla Susman Israel ◽  
Susan Sostak ◽  
Felicia P. Stewart ◽  
Ahlam Bazzi-Moughania
Keyword(s):  
Public Schools ◽  
Educational Leaders ◽  
Outcome Data ◽  
Lessons Learned ◽  
Dissertation Completion ◽  
Essential Components ◽  
Community Outcomes ◽  
Principal Preparation Program ◽  
Doctoral Candidates ◽  
Program Redesign

This chapter describes the program redesign, development and essential components of Loyola University Chicago's EdD principal preparation program for the Chicago Leadership Collaborative (CLC) providing a pipeline of candidates to be transformational principals within the Chicago Public Schools. This redesigned EdD focuses on creating communities of positive practice comprised of scholar- practitioners who create disciplines of inquiry that positively impact student, faculty, parent, and community outcomes while contributing to the knowledge base of preparing future educational leaders. In its third year of implementation with 30 candidates in the program, lessons learned from this program redesign will be detailed. Using the foundational principles from this new program redesign process, in conjunction with dissertation completion and graduate outcome data from Loyola's traditional EdD program, this article will explore next steps in the EdD program development process within the reality of rising expectations and continuous legislative change within the state of Illinois.

scholarly journals Reimagining School Nursing: Lessons Learned From a Virtual School Nurse

2021 ◽  
pp. 1942602X2199643
Author(s):  
Bill Marrapese ◽  
Jenny M. Gormley ◽  
Kristen Deschene
Keyword(s):  
Public Schools ◽  
Virtual World ◽  
School Nurses ◽  
Virtual Schools ◽  
Lessons Learned ◽  
Virtual School ◽  
School Nursing ◽  
Job Description ◽  
Brick And Mortar ◽  
Ongoing Support

The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.

scholarly journals Meeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Action

2016 ◽  
Vol 40 (4) ◽  
pp. 450-482 ◽  
Author(s):  
Kendra M. Lewis ◽  
David L. DuBois ◽  
Peter Ji ◽  
Joseph Day ◽  
Naida Silverthorn ◽  
...  
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Urban Areas ◽  
Statistical Power ◽  
Student Mobility ◽  
Controlled Trial ◽  
Lessons Learned ◽  
Study Planning ◽  
Positive Action ◽  
Cluster Randomized

We describe challenges in the 6-year longitudinal cluster randomized controlled trial (CRCT) of Positive Action (PA), a social–emotional and character development (SECD) program, conducted in 14 low-income, urban Chicago Public Schools. Challenges pertained to logistics of study planning (school recruitment, retention of schools during the trial, consent rates, assessment of student outcomes, and confidentiality), study design (randomization of a small number of schools), fidelity (implementation of PA and control condition activities), and evaluation (restricted range of outcomes, measurement invariance, statistical power, student mobility, and moderators of program effects). Strategies used to address the challenges within each of these areas are discussed. Incorporation of lessons learned from this study may help to improve future evaluations of longitudinal CRCTs, especially those that involve evaluation of school-based interventions for minority populations and urban areas.

Postgraduate medical education during the COVID-19 pandemic: lessons learned and calls to action for medical education leaders

2021 ◽  
Vol 7 (4) ◽  
pp. 145-152
Author(s):  
Leanna S McKenzie ◽  
Amonpreet K Sandhu
Keyword(s):  
Medical Education ◽  
Virtual World ◽  
Postgraduate Medical Education ◽  
Educational Leaders ◽  
Lessons Learned ◽  
Education Leaders ◽  
Education Delivery ◽  
The Impact ◽  
Rapid Transformation ◽  
New Strategies

The COVID-19 pandemic has led to a rapid transformation in the delivery of postgraduate medical education, causing unexpected effects on the learning experiences of residents in training. Program directors, as educational leaders, are relied on to adapt an established curriculum and clinical experience into a virtual world while navigating the limitations imposed by the pandemic. In this article, we focus on the impact of the dramatic changes to medical education delivery on both learners and leaders and examine the challenges and successes of the new strategies employed. A reflection of the importance of leadership in medical education is discussed, along with a review of the strategies that have emerged as successful and worthy of integration into our new medical education paradigm.

Cultural Proficiency: The Necessary Link to Family Engagement

2021 ◽  
pp. 155545892110377
Author(s):  
Corinne Brion
Keyword(s):  
Socioeconomic Status ◽  
Community Engagement ◽  
Family Engagement ◽  
Educational Leaders ◽  
Cultural Proficiency ◽  
Dominant Culture ◽  
Community Outcomes ◽  
Race Ethnicity ◽  
Culturally Proficient

Although family engagement is crucial to student and community outcomes, schools often alienate families who are not part of the dominant culture. As a result, school leaders need to become culturally proficient to systematically engage all families equitably regardless of their race, ethnicity, socioeconomic status, and other cultural identifiers. This teaching case study raises issues related to cultural proficiency and family engagement. To help current and future educational leaders foster family engagement, I provide a cultural proficiency for family and community engagement framework. I also pose questions designed to trigger conversations and find practical solutions related to equitable family engagement.

scholarly journals Pivoting in the Time of COVID-19: An in-Depth Case Study at the Nexus of Food Insecurity, Resilience, System Re-Organizing, and Caring for the Community

2021 ◽  
Vol 6 ◽  
Author(s):  
Rebekah Fox ◽  
Joshua Frye
Keyword(s):  
Public Schools ◽  
Food Insecurity ◽  
Unmet Need ◽  
School Nutrition ◽  
Lessons Learned ◽  
School Lunches ◽  
The Public ◽  
Northwest Arkansas ◽  
Meaningful Engagement

According to the School Nutrition Association, nearly 100,000 schools serve free or reduced school lunches and breakfasts daily to approximately 34. 34 million students nationwide. However, as COVID-19 forced many schools to close, students who depended on the public schools to meet the majority of their nutritional needs faced an even larger battle with food insecurity. Recognizing this unmet need, and that food insecurity was intertwined with other needs within the community, the Crystal Bridges Museum of American Art and its satellite contemporary art space the Momentary, partnered with the Northwest Arkansas Food Bank and over 30 additional partner organizations to pivot their existing outreach services. In this case study, we identify lessons learned by Crystal Bridges that might be useful for other organizations who seek to foster meaningful engagement with the public, especially in times of crisis. Specifically, we focus on three main lessons: 1) how the museum created a plan to learn through the pivot in order to capture their own lessons, 2) how the members of the organization experienced a sense of coming together (congregation) during the pivot, and 3) how the organization planned to improve both internal and external communication.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

scholarly journals From Research to Practice: Ten Lessons in Delivering Digital Mental Health Services

2019 ◽  
Vol 8 (8) ◽  
pp. 1239 ◽  
Author(s):  
Nickolai Titov ◽  
Heather D. Hadjistavropoulos ◽  
Olav Nielssen ◽  
David C. Mohr ◽  
Gerhard Andersson ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Psychological Treatment ◽  
Large Body ◽  
Routine Care ◽  
Outcome Data ◽  
Lessons Learned ◽  
Funding Policy ◽  
Four Levels

There is a large body of research showing that psychological treatment can be effectively delivered via the internet, and Digital Mental Health Services (DMHS) are now delivering those interventions in routine care. However, not all attempts to translate these research outcomes into routine care have been successful. This paper draws on the experience of successful DMHS in Australia and Canada to describe ten lessons learned while establishing and delivering internet-delivered cognitive behavioural therapy (ICBT) and other mental health services as part of routine care. These lessons include learnings at four levels of analysis, including lessons learned working with (1) consumers, (2) therapists, (3) when operating DMHS, and (4) working within healthcare systems. Key themes include recognising that DMHS should provide not only treatment but also information and assessment services, that DMHS require robust systems for training and supervising therapists, that specialist skills are required to operate DMHS, and that the outcome data from DMHS can inform future mental health policy. We also confirm that operating such clinics is particularly challenging in the evolving funding, policy, and regulatory context, as well as increasing expectations from consumers about DMHS. Notwithstanding the difficulties of delivering DMHS, we conclude that the benefits of such services for the broader community significantly outweigh the challenges.

Addressing Barriers and Limitations of Developmental Screening in Community Contexts

2019 ◽  
pp. 458-481
Author(s):  
Rebecca B. Silver ◽  
Megan Beers ◽  
Leandra Godoy ◽  
Susan Dickstein
Keyword(s):  
Family Engagement ◽  
Lessons Learned ◽  
Developmental Screening ◽  
Social Emotional ◽  
Screening Practices ◽  
Critical Elements ◽  
Emotional Outcomes ◽  
Essential Components ◽  
Red Flag ◽  
Social Emotional Outcomes

This chapter describes the triage assessment, a structured way for mental health consultants to conceptualize concerns identified via developmental screening processes and frame feedback to support family engagement with next steps. This chapter (a) describes the rationale, goals, and critical elements of triage assessments; (b) suggests pragmatic guidelines for implementation; and (c) discusses lessons learned from experience conducting triage assessments in community settings, including the importance of promoting family engagement and considerations for increasing sustainability. This chapter describes work conducted in pediatric primary care clinics serving young children at high risk for adverse developmental, behavioral, and social-emotional outcomes. However, the purpose, essential components, and structure of triage assessments are relevant as second-stage screening practices for all settings. As screening becomes broadly implemented, the triage assessment helps providers respond to red flag concerns highlighted by first-stage screening practices and support families to get help to address these concerns.

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