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Diversity and
Equity in Educational Administration - EDUC 709
Winter 2013 Dr. Louis Rodriguez Reflection… The content, readings, discussions and projects were focused on diversity, justice and equity in the public school system from Pre-K to 20 and how it relates educational administration in terms of helping students in their educational journey. Each week we reflected on readings and how it relates to us personally and professionally. Our projects were focused on the population of the Inland Empire and how we can transform education to meet the needs of families. I enjoyed the course content and the structure: weekly readings, dialogues, projects and Dr. Rodriguez’s passion of the subject matter. My ability to think critically, share my point of view during discussions, reflect and share my opinion while posing questions each week and listening to Professor Rodriguez and my peers has made me to appreciate diversity even more. Completing group assignments on topics that I am passionate about made my assignments enjoyable. i.e DREAM Act. Completing the 21st Century assignment helped to me reach beyond my comfort level in compiling a video. Learning about core concepts and familiarizing my-self with issues related to diversity and equity has made me aware the importance of my own voice. It was refreshing to begin the class in learning about the purpose of education in a diverse and inequitable society and end the reflections on the same topic and to think how I will transform the field of early childhood education. I enjoyed learning about the historical and legal perspectives on equity and diversity in education. Even though the growth has been really slow in is refreshing to think that change can be made as change has taken place in the past. We discussed sensitive topics in class while being respectful to people form diverse backgrounds. Race, Racism, and Equity in American Schooling was a topic that I particularly enjoyed learning and pushed myself to learn more and gain knowledge of the U.S. judiciary system and how the U.S. Supreme Court chief justice and associate justices plays a vital role in the education with their political views. Paulo Freire’s commitment to the field of education, his commitment to humanity and viewing education as an art of love has inspired me. It made me wonder about the pain and suffering he endured in prison and being exiled for 16 years for the cause critical pedagogy that he believed in. I learned ways to respond to topics that are posed in the school system which have not been traditional. i.e. composition of the modern family, The Experiences of Lesbian, Gay, Bisexual, and Transgender Students, the birth of Critical Race Theory. As a leader, I will work for equity and social justice in early education, particularly when dealing with issues of diversity by advocating for children and families. I will empower parents to be the champions of their children as their voices need to be heard. The most important responsibility for me as an aspiring 21st Century leader is to instill the importance of building lasting relationships between students and parents and critically engaging them and community members for the long term school success. As a result of taking this course, I am happy to share that I am equipped to take critical action and make preschool education equitable to all children, one student at a time… |
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Course Description, Program Objectives and Student Learning Objectives were obtained from the course syllabus
Course Description:
EDUC 709: Diversity and Equity in Educational Administration: School Districts and Community Colleges - School administrative and management issues related to the increasing diversity and equity issues in educational institutions. Reviews theories about diversity, as well as equity legislation, harassment policy, and institutional participation. Considers cultural background, communication patterns, social networks, leadership, and administrative styles.
Student Learning Objectives:
Through the coursework and design of the program, we will focus on equity, social justice, and transformation, through the following commitments:
a) Inclusivity: Inclusivity of people, perspectives, and purpose when working with students, families, and communities to shape goals and outcomes;
b) Student Success: Relentless promotion of and creation of environments that promote student success readiness at all levels of education;
c) Excellence: Commitment to learning from models of excellence and transforming institutions, when necessary, to demand excellence, opportunity, and equitable outcomes;
d) Leadership Development: Equipping well-prepared educational leaders with the knowledge, skills and dispositions to lead and guide communities in positive change in California's PK-12 and college/university systems;
e) Commitment to Praxis: Building research collaboratives around “Community Problems of Practice” that focus on relevant challenges in the field to improve student achievement, opportunity and community well-being;
f) Bridging the Pipeline: Preparing a pipeline of PK-12 educators/leaders and community college/university leaders with continuous support for career and personal growth;
g) Interdisciplinary: Engaging distinguished faculty and community stakeholders with varied disciplinary perspectives in coursework examining research, theory, and significant challenges; and
h) Community Engagement & Development: Including outstanding community/educational leaders in instructional roles, mentoring roles, and in curricular development as well as programmatic dialogue and decision-making; Vision of stakeholders as partners for educational progress including students, parents, educators, leadership, business partners, non-profits, and others.
Course Description:
EDUC 709: Diversity and Equity in Educational Administration: School Districts and Community Colleges - School administrative and management issues related to the increasing diversity and equity issues in educational institutions. Reviews theories about diversity, as well as equity legislation, harassment policy, and institutional participation. Considers cultural background, communication patterns, social networks, leadership, and administrative styles.
Student Learning Objectives:
Through the coursework and design of the program, we will focus on equity, social justice, and transformation, through the following commitments:
a) Inclusivity: Inclusivity of people, perspectives, and purpose when working with students, families, and communities to shape goals and outcomes;
b) Student Success: Relentless promotion of and creation of environments that promote student success readiness at all levels of education;
c) Excellence: Commitment to learning from models of excellence and transforming institutions, when necessary, to demand excellence, opportunity, and equitable outcomes;
d) Leadership Development: Equipping well-prepared educational leaders with the knowledge, skills and dispositions to lead and guide communities in positive change in California's PK-12 and college/university systems;
e) Commitment to Praxis: Building research collaboratives around “Community Problems of Practice” that focus on relevant challenges in the field to improve student achievement, opportunity and community well-being;
f) Bridging the Pipeline: Preparing a pipeline of PK-12 educators/leaders and community college/university leaders with continuous support for career and personal growth;
g) Interdisciplinary: Engaging distinguished faculty and community stakeholders with varied disciplinary perspectives in coursework examining research, theory, and significant challenges; and
h) Community Engagement & Development: Including outstanding community/educational leaders in instructional roles, mentoring roles, and in curricular development as well as programmatic dialogue and decision-making; Vision of stakeholders as partners for educational progress including students, parents, educators, leadership, business partners, non-profits, and others.