EDLE News | Educational Leadership K-12 | Kent State University
Wednesday, October 31, 2018 - 5:27pm
This course will introduce the participant to intercultural leadership in an international setting, in Florence, Italy.  Participants will engage with the Kent State University US and Italian faculty, staff, and with Italian school and civic leaders in the classroom, the historic...
Tuesday, February 27, 2018 - 8:09pm
How do you change your little corner of the world? A free conference for K-12 students and families, teachers, school leaders, board members, and community members Date: Tuesday, May 1, 2018Registration: Pre-Registration Required.  Visit the...
Saturday, February 10, 2018 - 3:31pm
Dr. Rosemary Gornik, Assistant Professor of Educational Leadership K-12 is the co-editor of and a contributor to Creating a Culture of Support for Teacher Leaders: A Vision for Change and Hope (Rowman & Littlefield, February 2018).  Through the concise study-and-practice guid...
Wednesday, November 8, 2017 - 3:58pm
The Educational Leadership K-12 program reconvened its Advisory Board at an October 20 meeting at the Lake Forest Country Club in Hudson.  Dr.
Wednesday, November 8, 2017 - 1:16pm
Dr. Rosemary Gornik, Assistant Professor of Educational Leadership K-12, has written about Kent State's research partnership on teacher leadership with the Ohio Department of Education.  Dr. Gornik's article, Creating a Culture of Support for Teacher Leaders, appears in the Fall...
Friday, October 13, 2017 - 1:24pm
Community members, educators, and students are invited to Can you hear me?, the 2017 Leading for Social Justice Exhibit
Wednesday, August 30, 2017 - 2:30pm
Dr. Mandy Cenker– Alumni Profile
Monday, May 22, 2017 - 12:56pm
More than 80 school leaders, teachers, staff, families, learners, board members and community members attended the Aspiring School Leaders Regional Education Conference on May 1st at the Cuyahoga County Education Service Center.  Centered around the theme of Picture This: Doing W...
Monday, May 22, 2017 - 11:27am
Students in EDAD 6/76492 Internship in Educational Administration with Christa Boske created professional websites highlighting their vision and mission as school leaders, resume, inquiry-based projects, publications, presentations, and other significant contributions each of the...

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Community Outreach News Archives

Fundamentals of Educational Administration: Fall 2015

In the Fundamentals of Educational Leadership course, students engaged in an inquiry-based project in which they assessed the common beliefs of those they serve, facilitated conversations regarding vision and mission, created a short film regarding what they are learning from their school community members and significance of vision and mission, and proposed research-based solutions to address challenges they discovered throughout the inquiry-base process. To deepen their understanding of vision and mission in reaching children and families in large urban school settings, students had the honor and privilege to meet with school leaders, teachers, families, and central office leaders, including the superintendent in an effort to deepen their understanding of the significance of vision and mission. This was the first time Columbus City Schools engaged in anything like this. We are honored they afforded us opportunities to visit six K-12 schools, engage in meaningful conversations with shareholders across school communities, and deepen our understanding of vision and mission with leaders in central office. The graduate students were impressed with their passion and their commitment to this significant work in which justice and equity are at the heart of what they do. Candidates utilized this field excursion to deepen their understanding of the significance vision and mission play in ensuring all children are learning, compared this experience with their school communities, and reflected on correlations between these experiences and extant literature.

King Kennedy Center: Fall 2015

The King Kennedy Center and graduate students from the Leading for Social Justice course teamed up. They worked with children from the Center this semester to provide them with support as they created their own artmaking for the Leading for Social Justice art exhibit. Children also worked with Christa Boske as an artist mentor engaging them in critical dialogue about ways to translate their lived experiences into artmaking through mapping significant places in their neighborhood. Ten pieces were exhibited at the Akron Art Museum.

 

 

 

 

Leading for Social Justice: Fall 2015

Students in the Leading for Social Justice course engaged in an inquiry-based project focused on equity consciousness. They viewed over 15 films/shorts, read over 30 articles regarding equity and justice, two books regarding realities facing US K-12 schools, a book regarding cultural competence, and another book regarding equity. After engaging in critical dialogue regarding extant literature focused on social justice and equity, candidates are conducting equity audits in their school communities by collecting data regarding the following: How we understand equity? Which groups of students are being served? Which groups are not being served? What are the strengths of the school community? Challenges emerging from the data? Research-based solutions to overcome challenges regarding equity? How did this experience influence a graduate student’s sense of self as a school leader? Their inquiry-based projects will be presented to their Equity Audit teams, which are comprised of shareholders within their school communities. Candidates will work with their Equity Audit team members to implement these research-based solutions.

“THE TIME IS NOW”

Wow! What a night! Over 600 people attended the Leading for Social Justice 2015 exhibit “The Time is Now” at the Akron Art Museum on Thursday, December 17th between 5:30-8:30. Thank you to the Akron Art Museum for providing our graduate students with this phenomenal opportunity, community artist mentors who worked with our graduate students, Orange Schools woodshop students for making and donating two walls and numerous pedestals, the Minority Male Achievement group for their performance art and LeShun Collins (Advisor), Gund School principal/faculty/students, Our Lady of the Elms 7th graders and high school photography club, Streetsboro high school students and Amanda Hudnall (Advisor), Twinsburg School District, Orange High School, and the phenomenal work from the EDAD graduate students in the Leading for Social Justice course. This would not have been such a great success without the collaboration of these community partners.

 

 

 

 

 

 

Christa Boske at Barnes & Noble: December 2015

Christa Boske's recently published book Students, Teachers, and Leaders: Addressing Bullying in Schools will be highlighted at a special event for Educator Holiday at Barnes and Noble next saturday on December 5, 2015 at 10 am in the morning. The book incorporates the voices of children, families, teachers, school leaders, community organizers, and scholars. Hear the authors' stories firsthand as special guests share their experiences with bullying in schools. 

Flyer Teacher Day

Here is a recent blog written by Dr. Ira Bogotch, one of the founders of social justice-oriented work in the field of educational administration, regarding Christa Boske's new book Living the work: Promoting social justice and equity work in schools around the world (Emerald Publishing)

Leading for Social Justice Course: Fall 2015

Students in the Leading for Social Justice course have the honor and privilege to work with youth from the King Kennedy Center. Graduate students engaged in meaningful conversation with children in order to facilitate a process in which they will transform their first-tellings of living in their community into artmaking for the 2015 Leading for Social Justice Art Exhibit at the Akron Art Museum. Graduate students began this process by discussing what is family, who do they identify as family, and the role family plays in their lives. They also engaged in map-making with youth to identify significant places in their communities, where they spend most of their time, and what happens in these significant places. Children will translate their narratives into artmaking and will provide viewers with a deeper understanding of the role community plays in how they understand the world in which they live.

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As the Leading for Social Justice exhibit continues to grow, the exhibit is reaching more and more K-12 schools in Northeast Ohio. Christa Boske continues to work with schools across the area including Our Lady of the Elms, Streetsboro, Twinsburg, King Kennedy Center, Stow, Alliance, Cleveland, residential treatment programs, and Orange. She engages with children, teachers, advisors, and school leaders in an effort to provide children with opportunities to engage in meaningful dialogue about marginalization, socially construction of race/gender, dominant culture, systemic oppression, identity, intersectionality, and lived realities facing marginalized populations in schools across the United States.

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Streetsboro

 

Film Festival 2015

Students in Christa’s Fundamental of Educational Administration course hosted the film festival “What’s Goin’ On in Schools” in partnership with the Akron Summit County Library in the arts district in downtown Akron. The purpose of the event was to provide community members with a deeper understanding of how school communities understand the purpose of school. Graduate students engaged with their school communities in an inquiry-based project in which they asked children, teachers, community members, families, and school leaders how they understood the role of vision and mission in making decisions in schools. Graduate students created five minute films to illustrate what they are learning about their school communities and how they understand the role of vision and mission in promoting learning for all children. They discovered the need to make sure we are reaching all children, especially those who live on the margins because of their race, class, sexual orientation, where they live, the family they belong with, ability, religion/faith/beliefs, immigration status, native language, gender, gender expression, and other dimensions of diversity. Community members were featured between films. These community members represented K-12 students, advisors, teachers, coaches, parents, community members, school leaders, and organizational leaders. Each of them emphasized the need to utilize a vision and mission to deepen our understanding of what it means to be human, to be an authentic self, and the need to build bridges among ourselves and others within our school communities.

One of the high school students who spoke between films stressed, “What if school allowed me to learn at my own pace, rather than focusing on a grade? What if my teachers weren't concerned about teaching a test, but rather giving me information applicable to my higher education and/or career goals. What if my school’s funding was equivalent to neighboring districts, giving me equal opportunity. What if I had a teachers and administrators that reflected the ethnicity of my school's population? What if I didn’t see bullying on a daily basis? What if?”

A middle school student shared, “My idea for an ideal school would be one where I have closer relationships with my teachers and principal. Maybe they could eat lunch with us to understand us better. I would also like them to come to our homes to get a better understanding of our families and know all the things they have to offer. This doesn't always happen, unfortunately. Sometimes I feel intimidated in school and it influences how I learn. For example, recently one of my teachers made fun of my answer when I was asked a question. It made me feel embarrassed, and upset. On the flip side, I had two teachers (3rd and 4th grade) and two principals (3rd and 6th grade) in my life who made a significant impact on me. My 3rd and 4th grade teachers loved me for who I was and inspired me to be the best me. They wrote all of us handwritten letters in the summer before we came to school. They told us how excited they were we were for each of us to be in their class. My 4th grade teacher inspired me to become a teacher. For my principals, the first one was also during 3rd grade. I was new to the school. She saw me at the Akron Art Museum summer concert. She said I was part of her family now and danced with me. It meant so much to me and made me feel welcomed. The second principal was my principal last year. She talked to me about life. We talked about spirituality, relationships, sexuality, ideas about community service projects, and starting family nights at the school. She listened to me and valued what I said. This year, even though I am not in her school anymore, she reached out to us in 7th grade. We are working together on thinking about gender, what it means to be a girl, and disrupting these very strong images society sends us. It's important for all of you to know teachers and principals can have an impact on a child's life. It's up to them to think about if they want it to be positive or negative. The one teacher still intimidates me. I am quiet in class. The principals I mentioned still have a positive impact on my life. Which one will you choose?

Feedback from viewers included:

“These films were inspirational.”

“I enjoyed listening to the students, teachers, and leaders in the community between films. Their passion was amazing.”

“I had no idea of the disconnect in schools between vision, mission, practice, and policy. It’s quite sad. I’m not sure what we can do about this.”

“The films illustrated the need to ensure schools focus on establishing meaningful relationships with students and families. They broke it down and helped us realize what really matters.”

"Educators need to attend these events.”

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Akron Auditorium Reading Woman

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EDAD Students' Work in the Field

Students and Graduates are making a difference through social justice in surrounding communities. (2015)

Cindy Wieland

"Over the summer, I went to the King Kennedy Community Center every Wednesday. They were running a daily camp called Jake's Kids. I was known as "Miss Cindy" and I would do "Science with Miss Cindy." I am a career science teacher with a passion for learning science and a love of the natural world around us. I have such compassion for children. I learned so much about the children, their families, and the strengths they bring to this community." - Cindy Wieland, working with the King-Kennedy Center. 

 
Using my Education to Make a Difference 

Amanda Hudnall

"The EDAD program has been both helpful in preparing me for enacting this work, as well as functionally useful in terms of day-to-day situations, planning and problem solving. Social justice work and Global Education share many things, one of which focuses on the importance of initiative outcomes. This requires successful networking, as well as thoughtful analysis and reflection in order to be successful. I have been fortunate to be a student in the K-12 Educational Administration program. It has provided preparation and guidance throughout the course of multiple years of 'living this important work'." Amanda Hudnall, Streetsboro High School, Physics Teacher, Teachers for Global Classrooms International Fellow, 2013, Funds for Teachers International Fellow, 2015. 

 

Making a Difference Through Social Justice 

Jay Liedel

"I began to engage in the work of seeking an administrative license by participating in the EDAD cohort beginning in the Fall of 2014. The coursework allowed for me to support my development of leadership skills by focusing specifically on issues of inequity and social justice. I engaged in art-making, filmed two documentaries, engaged in an equity audit, developed mission and vision statements, and in general was pushed to think about education in a deep and meaningful way, all the while supporting my assertions with research relevant to our field. This educational experience has motivated me to engage others in questioning our educational practices, and defining what I believe are effective practices in the field." - Jay Liedel. 

 

Mariel Sallee

Mariel“I am in my second year in Austintown in central office. The work I did at Kent State was pivotal to what we want to accomplish. The superintendent and I are currently working on a grant for young men who are in single parent homes…what resources can we provide….what can we do to build on their family strengths….the Kent State EDAD program gave me experiences, knowledge, and skills to build school-community relations and help us better understand the need to go outside of the school walls….reach out to families….and incorporate them in meaningful ways…I learned how to consider context and help school communities in was that I can impact student learning….especially for the students we are most concerned about…I have also been informed in the alternative education program in our district. The Kent State program provided me an opportunity to consider issues of equity, social justice, and school reform…this matters…I learned what works…how to assess student learning…and how to make changes that impact our students directly…it’s important work…and our online program is focusing on creating one-on-one work with our tutors everyday…moving beyond the minimum and expecting more out of ourselves and what we expect from our students…our families play a critical role in this process and I learned the significance of further developing these relationships.”

Amanda Schmidt

"The Educational Administration program at Kent State was truly a unique learning experience. Each professor was very knowledgeable, and created assignments for their classes that have real-world applications. It was clear that many of my professors had a passion for education and developing strong instructional leaders. Every project and assignment that I completed, I was able to use with fidelity in my current position as Assistant Principal in Maple Heights. The program gave me the resources and tools to connect with staff, students and the community which is crucial in the success of any administrator."

Culture, Politics, and Reform Community Outreach: May 2015

“The work these graduate students we did for our district was integral to us, because it gave us an honest assessment of this program. I created an improvement plan based on this phenomenal work. Not only did they help me with this to improve our program, but I will use this data collection for the upcoming years. I want to continue this work with students with the Culture, Politics, and Reform course, because I was so impressed with the ability to collaborate with us in meaningful ways. I look forward to our future work.”- Mariel Sallee, Director of 21st Century Learning

Can a Movie Become a Movement?: April 2015

 

Akron Film Festival Akron Film Festival Akron Film Festival akron film festival Akron Film Festival   

Graduate students in the Culture, Politics, and Reform course in the Educational Administration program brought school reform to the forefront through their first annual film festival. Filmmakers scheduled two free showings for general audiences. The first festival was launched at Kent State University’s KIVA on Wednesday, April 22nd from 5:00-8:00. The second showing took place on Monday, April 27th at Akron’s new independent movie theater Night Light Cinema in the heart of the city’s art district.

These independent first-time filmmakers worked at the grassroots level as teachers, school leaders, intervention specialists, and counselors. They are committed to distributing new material, voices, and points of view regarding important topics facing schools. Students hope their short films engage and inspire diverse audiences to take action. These films are equally diverse in content and style ranging from experimental work to documentaries to everything between. What do they all have in common? These films spark critical debate and a call to action in 10 minutes or less.

The film festivals were open and free to the public. 

Here’s what some of the attendees had to say:

“These films were powerful. I couldn't believe these were teachers doing this work. It moved me. I could feel their passion when they presented. I couldn't stop taking notes. I never saw so many children’s faces on film before. We often forget the power of a child’s voice and push aside their families. These films reminded me of why I entered education long ago and what is missing in our schools now.”

“I liked how some of the films helped us think about what school should be and what it could be. I wish more schools would learn from films like this.”

“I wish school was like this for me and my friends. I was struck by the students who shared their stories about being gay. I felt so sad inside knowing they didn't have a place to fit in, but now, because of the Gay Straight Alliance, they have a place they call home.”

“I liked the film about providing young adults with challenges a place they can take pride in themselves instead of people thinking they can’t do. I liked how the filmmakers brought this to my attention. I didn't even know this existed. Thank you.”

“I got all choked up and teary-eyed when the kids were speaking about wanting to find friends who accepted them. It took me back to my high school years. It’s great to see high school students become activists and promote safe schools for all students, especially those who are LGBTQ (lesbian, gay, bisexual, transgender/queer). I didn't expect to be moved like that…but I was. I thought they were courageous and liked meeting some of the people who were in the films after seeing them.”

“I hope there will be a way for people who couldn't attend the show to see the films. Some of these films were unbelievable.”

Filmmakers also plan to submit their films for consideration at the University Council of Educational Administration’s 2015 national conference film festival in San Diego, California. This series of curated collections center on school reform efforts in K-12 American schools.

We would like to thank the following people:

Thank you to Dr. Mark Kretovics, Interim Director for Foundations, Leadership, and Administration in EHHS, for believing in this work and funding the project.

Thank you to the Kiva student crew for helping us set up the films and hosting the event.

A special thank you to Kurtiss, the manager and director at the Akron Night Light Cinema, for providing us with a phenomenal venue and voluntarily formatting all of the films for the highest quality viewing possible.

Thank you to the 82 businesses who allowed us to post the event in their restaurants and stores in Kent and Akron.

Thank you to the panelists for taking time out of their busy schedules and sharing their experiences and expertise with the audiences.

Thank you to Dr. Chinasa Elue and Mandy Miller for helping me (Dr. Christa Boske) talk with people and promote the event in the Student Center.

Thank you to all of the people who attended the event and supported the students’ work.

Students Meet State Education Leaders: March 2015

STUDENTS IN THE CULTURE, POLITICS, AND REFORM COURSE WERE INVITED TO MEET WITH THE STATE BOARD OF EDUCATION, STATE SUPERINTENDENT, BOARD PRESIDENT, AND MEMBERS OF THE OHIO DEPARTMENT OF EDUCATION IN COLUMBUS.

     state board of education

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