Welcome to my 07.750 Program Portfolio

It is with great excitement that I prepare this program portfolio to share with you about my MEd learning journey.  This journey technically began six years ago,  when I took my first course that was to be applied towards my MEd.  However, I officially began my MEd at Brandon University in the fall of 2017.  It has been a whirlwind of learning over the past three years with many evenings and weekends spent at school in order to complete the required work.  I am thankful to my husband for taking care of the "home piece" while I pursued my dream!

Since I learned how to use Blogger in one of my elective courses, I thought it would be fitting to apply this knowledge as I complete this final summative course.  I did need to make adjustments to the date of the entries so that my posts appear from oldest to newest because Blogs typically show most recent posts firsts.  When you have reached the bottom of the page, please click "older entries" to see the rest of my posts, until you see the final conclusion page.  You may also use the side bar to choose the entry you wish to read. 

There were many times during these past three years that I had to remind myself to slow down and just breathe - I can do this.  (Photo below is my first "paint night" painting!)

All of the photos in this blog are items in my office and were taken by me.

Table of Contents

1. Introduction
2. Introduction to Educational Administration
3. Overview of Educational Issues
4. Interpreting Educational Research
5. Graduate Scholarly Writing
6. Educational Leadership
7. Supervisory Policy and Practice
8. School Administration and the Law
9. Introduction to Educational Technology
10. Curriculum Foundations
11. Administrative Leadership in Educational Institutions
12. Educational Administration Practicum
13. Graduate Summative Seminar
14. Conclusion

My filing system may not be pretty, but it is functional. :)

Introduction

Professional learning has been a constant throughout my adult life. As a military wife, being flexible and open to learning has been a critical component to a successful marriage and career. From the time I graduated with my BEd (1993), until I moved to Winnipeg (2006), I had already lived and worked in 5 different cities, 3 other provinces and 2 countries. With each move came a significant amount of new learning. Although most of my career was spent working with middle years students, I did teach from pre-school level (Montessori) to adult education (Seneca College and Correctional Services Canada).  

After over 13 years as a classroom teacher, in 2008 I accepted a position as a resource teacher, unsure of how I would feel not having "my own class".  After getting my feet wet and learning the ropes, I realized that this was "my favourite job ever" (like each and every position that I had previously held). It was then that I decided that I wanted to take my PBDE in Special Education.  In the fall of 2010 I began my PBDE journey.  With steadfast dedication to taking coursework yearlong, I completed my program in 2012.  It was a steep learning curve after being out of university for so long, but I was proud of my accomplishment.  As rewarding as it was, I vowed that I would be done university course work because it took so much time away from my family.  

In 2016 I was asked to instruct a summer course for Educational Assistants at the University of Winnipeg.  Little did I know when I accepted the position that the course needed a severe overhaul so I was left to my own devices to create the course content.  I think I ended up making about $5/hour when the work was all said and done.  ;)  It was, however, an amazing learning opportunity.  

Now, with over 25 years in education, I have yet to remain in the same building for more than five years. I thrive on learning and change. 

My participation in the Graduate program at Brandon University over the past three years has provided me with an immense amount of learning and growth.  There were many times, and I mean MANY, that I debated continuing my coursework.  I'd say pretty much mid-way through each course I would reconsider whether I "needed" my MEd.  Working full-time as a single school administrator, and being a mother and wife, was a full plate in itself.  My colleagues with their MEd encouraged me to persevere, and my colleagues without told me it was okay to not pursue it.  Each time that I debated not finishing a course, or not registering for the following session, I acknowledged that I did not "need" my MEd, but deep down I knew that I "wanted" it.  

When I began my coursework at Brandon University, I was starting my second year as a single administrator. When I originally entered the Master's program at Brandon University I was enrolled in the area of Special Education.  I have included my statement of interest from my original application, followed by my letter requesting a switch to Educational Administration.  Although I know that continuing in Special Education would have been a rewarding path, the learning that I gained through the intense, yet relevant, coursework, has guided and shaped me as a school principal.  I could not imagine myself being in the role that I am without the knowledge that I have acquired through my coursework in Educational Administration.  

Statement of Interest:

It is with great interest that I am applying to enroll in the Master of Education program at Brandon University, specializing in Special Education. 

With over 20 years’ experience in the field of education, I have been fortunate to have had a rich and varied career.  I have worked with students from the pre-school level to adult education, and in private, public and federal institutions.  I have worked as a general classroom teacher, a subject specialist, a resource teacher and I am now in my fourth year of administration. In each position I have held, I have learned and grown along with my students.  Growing professionally and pursuing higher education has been a lifelong interest of mine.  Throughout my career I have continually pursued professional growth and development opportunities and challenges.  Most recently, I obtained my Level 2 Principal’s Certificate.  As I was working toward this certification, I was able to take courses in Universal Design for Learning and Educational Administration.  I would like to continue to delve more deeply into the education system in which I work so that I can better support teachers and students at all levels.  A Master of Education is the logical next step in my educational career.  

Shortly after starting my position as a resource teacher, it quickly became evident to me that inclusionary practices were going to be the focus of my work from that point on.  I became an advocate for the students that were marginalized in the school community.  Now, as the principal of a small school, I am directly involved in the planning for our students with learning and behavioural challenges.  I want to know how to best serve the students under my care.  As such, I would like to learn about the most recent research and practices in the area of Special Education.  I want to know how I can best plan for, support and assess students with exceptionalities and behavioural disorders.  Inclusive education is at the core of my belief system and this is one of the reasons I was selected for my current administrative position.  Completing my Masters in Special Education will take me one step closer to my future goal of being the Assistant Superintendent of Student Support Services, where I will be able to support many more teachers and students in my division.

My personal and professional learning goals and beliefs align very closely with the mission statement, vision and academic plan of Brandon University.  My students’ learning is my passion.  I believe that it is the role and responsibility of our educational system to create and promote competent, socially responsible, resilient, and resourceful life-long learners that are able to contribute meaningfully to society.  As an educator and leader, it is essential that I keep this mission in mind as I am entrusted with the task of educating, guiding and leading in our schools.

I believe that the focus of our school is not only to educate in the area of academics, but in character development, relationship building and social justice.  We must model the behaviours we wish to see, and do so with passion and commitment.  I believe in building supportive relationships with students and families.  We must develop mutual trust.  I believe that students learn best when work is meaningful and relevant.  We must engage our students in real-world experiences.  I believe that all students can learn and that it takes courage to try something new.  We must create safe and inclusive learning environments where risk taking is encouraged and modelled.  I believe that learning should be embraced and viewed as a life-long journey.  We must continue to grow personally and professionally.   
                    

Request for Switch to Educational Administration: 

     Please allow me to explain how I have come to make this request.  I became a resource teacher in 2008 and loved the learning that it entailed.  Shortly thereafter, I began my PBDE in Special Ed. at University of Manitoba.  I thoroughly enjoyed my program and received my Special Education Teacher’s Certificate in 2012.  As I searched to continue to “make a difference” with as many students as possible, I was appointed as a vice-principal in 2013. 

 

     In 2014, I took Intro to Ed Admin at U of M to see if that was the area in which I wanted to specialize.   The course forced me to think critically about topics that were new to me, and at the time was “out of my comfort zone”.  As I was comfortable with the Special Ed programming, I decided to continue in that stream for my MEd.  In 2016, I was appointed to the position of principal in my current school.  As much as I still see inclusive education as my passion, I have now realized that I want/need to focus my learning on the role of an educational leader.  

     I would greatly appreciate the opportunity to switch to the area of Educational Administration so that I may continue to grow and learn as an educational leader.   

And here is my journey....

EDUA 5010 An Introduction to Educational Administration

Course Description:

The purpose of this course is to provide an overview of, and introduction to, the administration of education/schooling in Manitoba and Canada.  In this course "administration" broadly conceived to include issues of governance and politics - how our school systems are structured an dhow authority is exercised - as well as issues of leadership and management - the processes of working with others and through others to achieve certain desired organizational outcomes.  It also assumes that administration always has to be understood in a broader cultural and educational context.  In the first part of the course attention will be focused on "the Canadian design of education" - the different systems and structures we have created, their stated purposes, and contemporary reform efforts.  In the second part of the course attention will shift more to an examination of the processes and practices associated with school administration.  Throughout attention will be given to exploring the social, political, socio-economic, legal and cultural contexts that give meaning to school administration in Manitoba.

Instructor: Jon Young

(Fall 2014 University of Manitoba)

Reflection:

I had originally taken this course in order to fulfill the requirements of my Principal’s Certificate and to see if I was really interested in completing a Master’s program in Educational Administration. 

This course was taken through the University of Manitoba on Monday evenings.  It was wonderful to have this opportunity to meet many other educators from other school divisions in and around Winnipeg.  Little did I know then that this would be one of only two courses that I would take in-person while completing my Masters.

Professor Young provided a varied syllabus with a plethora of articles, books, policies and reports to read.  Personally, I found the political articles very challenging to read and understand.  Fortunately, there was enough of a variety of topics to keep me somewhat interested in continuing.  Honestly, if it hadn't been for the fact I needed a course for my principal's certificate (that I really wanted), I would have dropped this course. 

On a positive note, it was during this course that I came to know about the works of Ken Leithwood and The Wallace Foundation. As a newly appointed administrator, the required readings helped provide me with a greater understanding and perspective of my role as a school leader.  

I appreciated that Jon brought in guest speakers to speak to their areas of expertise.  Carolyn Duhamel, Executive Director of the Manitoba School Boards Association, Nora Murdock, Director of Education of Fisher River First Nation and Brian O’Leary, Superintendent of Seven Oaks School Division all provided us with insight on their roles and responsibilities as educational leaders.

This course also gave me the opportunity to explore and critically review the Ontario Leadership Framework document.  I found their province-wide approach fascinating, daunting and intriguing at the same time.  Their framework demonstrated the enormity of the roles and responsibilities of educational leaders.  I really did not know how much there was to learn about school leadership and was disheartened with how little guidance was being provided by my own division.  I decided that I would keep this framework handy as there was certain to be much overlap between Ontario and Manitoba.  As we now navigate through a global pandemic, I think that it will be even more important for us to learn from successes (or failures) of other provinces.  

Although there were certain aspects of this course that I enjoyed, I mostly "tolerated" this course.  It did not entice me to enroll in a Master's program in Educational Administration.  I found the broad overview of so many topics a bit overwhelming and out of my comfort zone at the time.  Overall, I did not enjoy this course experience and I knew that I wasn't going to get what I needed from a program that I didn't love.  I decided that I would focus on gaining on the job experience before committing to taking more courses.  

When I think back to the topics discussed in this course, I now understand that the broad topics were intentional and required in order for me to understand the diverse aspects of educational leadership.  

EDUA 5010 Chosen Assignment (Article Review)

I chose to include this article Educational Accountability by Kenneth Leithwood because the topic of accountability really resonated with me.  As a bit of a type A personality, or maybe a lot, I have always held myself accountable to very high standards in everything I do, whether or not there is a possible reward or penalty at stake.  When I took this course I was in a situation where I felt that my principal did not hold himself to these same standards and it was challenging for me to navigate my leadership role.  

07:752 Overview of Educational Issues

Course Description:

The main purpose of this course is to engage students in discussion of the important issues facing the educational system; public, private and band-operated schools.  The course is designed to facilitate the study of educational issues, and to think and to make inferences from a combination of premises and perspectives regardless of political correctness, personal perspective or personal advantage.  General topics for study will include the following: educational perspectives (historical, philosophical, sociological), federal and provincial government policies and practices, curriculum as a field of study, teacher professionalism, globalization, and educational reform.

Instructor: Dr. Marion Terry

Fall 2017

Reflection:

This was my first course taken while officially registered as a Master of Education student.  It was also my first course taken through Brandon University, my first on-line course, my first time using both Moodle and Zoom.  Oh, and I was also just entering my second year as a single administrator.  Needless to say, my stress level was HIGH! 

I must say that having Marion Terry as my first professor was a gift.  Although reading through her syllabus seemed daunting at first, I quickly came to realize that if you read her notes well, the Zoom classes were a breeze.  Her syllabus even included a resource on how to write a research-based essay - something that I greatly appreciated as writing was not something that I had ever considered a strength.  (I was more of a "math" person).  Marion had very high expectations for her students, however, she provided us with all the tools that we needed in order to be successful.  This knowledge did not make the course “easy” by any stretch of the imagination, but you knew what the expectations were. 

As a mature student, I had many, MANY, questions that fell outside of our Zoom hours, usually on the weekends when I would come into school so that I could work without interruptions.  Marion responded promptly to each question, ensuring that I understood her response.  

In addition to learning how to complete an annotated bibliography, I learned that graduate level writing was a notch above post-baccalaureate writing.  WOW, I did not how much I did not know!  I was thankful for the grammar book that was a recommended purchase. I have referred to it many times throughout my course work and even when editing report cards!

I was also appreciative of Marion's offer to allow us to submit our drafts for feedback - say what!?  I was stunned to learn that not everyone took advantage of this option.  Although I always submitted what I thought was a perfectly-edited draft, Marion was always able to find the most minute errors - which is not a criticism, but a fact. Although I purchased an APA manual, as recommended, I must say that Marion's resource sheets were much more user friendly and provided all of the information that I needed.

I was pleased to know that we could choose our own topic for research for this course.  At the time of this course, as a new administrator and new to working with elementary students, I was surprised at the level of absenteeism seen at this early age.  This topic interested me greatly as I wanted to support students and families as best I could.  While researching articles, I was fortunate to become acquainted with the intervention program Be@School because it provided me with insight into the factors that contribute to absenteeism in the early grades. 

It is easy to understand why this course is a required course for all students in the Master of Education program.  It certainly provided me with the foundational skills I needed in order to navigate my way through my next 10 courses.  

07:752 Chosen Assignment: Final Paper

I chose this final assignment not only because chronic absenteeism is very relevant to me as an early years administrator, but also because Marion had considered it to be of acceptable quality to be submitted for inclusion in the BU Journal.  Although I did not take the time to complete the additional tasks that were required for it to be included in the journal, I was honoured to be asked to submit it.  The ability to choose my own topic to research during this course motivated me to learn how to more efficiently navigate EBSCOhost.  Just thinking of the countless hours spent searching for articles makes my head spin.   

07:751 Interpreting Educational Research (NET)

Course Description:

Students will be critically analysing research in education.  The course will approach the topic of research design and data analysis from a "consumer perspective," and students will be guided to develop their critical thinking and reflection abilities to recognize the qualities of well-designed research.  Topics in the course will include observation and measurement, ethical considerations, research design strategies, and the development and communication of research ideas.

Instructor: Dr. Marion Terry

Winter 2018

Reflection: 

My first recollection of this starting this course was my utter shock at the price of the textbook - hundreds (plural!) of dollars.  Fortunately, there was a loose-leaf version that was ONLY ~$150.  Thank goodness for small mercies!

Marion started this course with a review of APA rules in order to make sure that we would be successful in our written work.  I found this helpful because there are so many minute details to take into consideration - review and guidance is always appreciated. 

I remember being skeptical of having to have boiled eggs ready for a "boiled eggs" experiment that Marion had us perform together on Zoom, but then (of course) it made perfect sense once we shared our observations. Unlike many of my fellow students, I thoroughly enjoyed the assignment where we had to calculate central tendencies, variability and relative standing - I am a true math geek!   Learning about quantitative research was definitely more up my alley than the qualitative research.  

Once again for this course, Marion provided us with templates and exemplars to follow as we completed our assignments.  I was always sure to submit my drafts for feedback and I benefited greatly from this option.  (I was surprised to learn. again, that not everyone took advantage of this opportunity.)  Marion always seemed to find one tiny error that I had missed in my final copy - which always surprised me and made me wonder "how did I miss that?" and "how did Marion notice that?".  

Although Marion provided us with much guidance and support, this course was HARD!  It took focus and attention to understand the minutia of good research.  Two classmates ended up dropping the course at different points through the course.  They each shared that it was just too intense and rigorous.  I agree about the intensity and rigour required, and I am proud that I persevered with this course.  It just took a bit of hope and a lot of faith!

This course definitely helped me appreciate and understand how to evaluate research articles.  I knew that I would be required to research and read a plethora of articles over the course of my MEd so understanding how to assess articles for their strengths and limitations was important to learn early on. I learned that not all articles are created equally and that I can't just choose the first few articles that appear in my first search.  (Sadly, this meant hours upon hours of searching for quality articles.) I fully understand why this is a required course for all MEd students. 

07:751 Chosen assignment: Analysis of Quantitative Research

I have included my Analysis of Quantitative Research assignment.  I chose to include this assignment because it was the first of the two analysis assignments and used quantitative research instead of qualitative. I continued to delve into the research on school absenteeism and was pleased to give Assessing Reasons for School Non-Attendance a thorough analysis.

I found that the content of this assignment fairly straight-forward, with much guidance from the textbook.  The APA rules for this type of assignment was much more intricate than a typical essay.  Luckily, the format was quite similar for the final assignment so I was able to use this corrected assignment as a guide for the qualitative paper. 

07:780 Graduate Scholarly Writing (NET)

Course Description:

Students will analyse and practise a variety of forms of written communication, including recovery of meaning (through analysis, synthesis and evaluation), conceptualization, categorical frameworks, exposition, autobiography, editing, and bibliographic notation, modeled on current practices in research and scholarly publication in education.

Instructor: Dr. Marion Terry

Spring 2018

Reflection:

I shudder to think at the amount of trees that I killed during the course of this course.  I find it hard to read articles online.  I like to have the papers in my hand, with my highlighters and sticky notes at my disposal.  Since there was so much information available about school attendance and absenteeism, I found that I needed to skim through (too) many articles in order to find the meaningful or quality articles for my research.  (Thank you course 01-751 for teaching me how to choose quality articles!)

The first assignment for this course was to apply Kolb's Learning Styles theory to myself as a learner.  Since I had not yet heard of Kolb's learning style or his inventory, I found this intriguing.  I learned that I am an assimilator, which helped explain many of my type A personality traits as it relates to my own learning and my work preferences.  It also helped me understand why I sometimes find it hard to relate to others - social-emotional learning is an ongoing area in need of growth.  

Even though I had previously taken two other courses with Marion, there was still so much to learn about scholarly writing. I remember being disappointed with the corrections that came back in a variety of colours after I submitted my final assignment.  I still earned a high mark, but my perfectionistic tendencies are hard to ignore. At this point, I decided to view all errors as learning opportunities.  I began to record each my errors in a section of my journal so that I wouldn't repeat them in future assignments.  This was a very helpful strategy because I used these notes for every future course.  Despite the numerous errors, what I most remember about my getting my first assignment back in this course was the sentence, "You have a mature writing style".  This comment inspired me to absorb everything I could about scholarly writing.  Since I had never been confident in my writing skills, this single phrase filled me with pride.  (I took this as a full compliment, so if it means something other than that, please do NOT tell me!).  This sentence was an acknowledgment of the learning and growth that had occurred in my writing during my first two courses with Marion.  

 Marion taught me how to adjust my searches in the BU library catalogue and how to "assemble a research-based essay" and how to "think in three's".  This was exactly what I needed to help me learn how to write for academic purposes.  

I am surprised that this course is not a required course for all students.  Although extremely rigorous, it helped solidify my academic writing skills.  

07:780 Chosen Assignment: Kolb's Theory

I chose to include this assignment on Kolb's Theory because it was a turning point in how I viewed myself as a writer.  I felt an increased confidence when writing my draft papers in subsequent courses.  

Marion's courses were tough, but I so appreciated everything that I learned in them.  She pushed you to the edge, but made sure you had something to hang on to so as not to go over.