Educational Leadership Program
The aim of the Educational Leadership Program (EDL) is to train the next generation of culturally diverse professional field (practitioner) and academic thinkers, researchers, and change
agents differently and better. The goal is to address persistent issues and emerging problems of educational leadership practices in order to improve the human condition, particularly for
children, through education in schools and communities of the Southwest and the Nation.
In an enriched intellectual environment, a more diverse faculty and diverse graduate students understand and approach educational challenges with profound implications for 21st Century leaders. Leaders’ challenges include taking on new demands of educating multicultural and transnational children and youth in which non-whites make-up the majority of K-12 public school enrollment and no ethno-racial group will be the majority enrollment by mid-century. Concomitantly, faculty and graduate students focus on success and effectiveness models of leadership in schools that create culturally responsive engagement of teachers and staff to improve equality of educational opportunities for children from different family backgrounds, socioeconomic groups, ethnicity, race, gender, language, disability, religion, gifted and talented, immigrant status, and sexual orientation.
***With faculty, graduate students practice and study the charge for leaders’ democratic, justice, and moral purpose. The charge is to help close the achievement gap and expand educational equity; to confront schisms between segregated and desegregated PK-12 schools, separate and unequal schools, private and charter public schools, unequal school resources and teacher effectiveness; and, to interrogate consequences of intergenerational divisions between the rich and the poor, the privileged and disadvantaged, challenges which are tenacious in schools, and echoed in families and children’s unequal social mobility.
After the horrific mass murder at Marjorie Stoneman Douglas High School in south Florida, we pause to honor those who lost their lives in this senseless shooting. We express our deep condolences to all those impacted by this attack. As educational leaders, we are challenged to pursue opportunities to engage the multiple systems charged with keeping our children safe— be they schools, shopping malls, movie theatres, or places of worship. As the students and families from Douglas High School remind us—now is the time to honor those who lost their lives by taking action to fix the systems that failed. Their voices require us to consider the following questions: Have elected officials allocated enough money to schools to provide the resources, training, and support for addressing underlying issues than can lead to differential student experiences that leave some students marginalized and isolated? Moreover, have elected officials provided funding to districts to deal with student behavioral and mental health issues? Have educational administrators been given the training and resources to conduct appropriate threat assessment practices? What tools do law enforcement have to coordinate with schools and communities to provide help for students with early warning signs of trouble? Like seat belts or airbags on a car, do citizens have the will to protect children by putting reasonable limits on weapons made for war while protecting Second Amendment rights? What lessons can be drawn when we heed the calls of our youth? Their resilience in the face of unthinking tragedy provokes for us, as educational leaders, a call for increased efforts at keeping our children and educators safe and supported in schools.
We welcome opportunities for further discussion, reflection, and action. Below you will find a set of resources that you may find helpful.
NY Times – Facts about Parkland shooting (distressing) - https://www.nytimes.com/2018/02/15/learning/lesson-plans/resources-for-t...
US Department of Education – Recovering from traumatic events - https://files.eric.ed.gov/fulltext/ED488995.pdf
ASCA – Supporting Students After Crisis & Loss - https://videos.schoolcounselor.org/supporting-students-after-crisis-and-...
APA – Help your child manage distress - http://www.apa.org/helpcenter/aftermath.aspx
APA – Managing distress - http://www.apa.org/helpcenter/mass-shooting.aspx
***Please see Toward a New Generation of Educational Leadership: White Paper
***Please see our Charlottesville statement.
Educational Leadership Faculty
Dr. Laura K. Bosworth, Professor and Smith Endowed Chair
Dr. Lynnette Brunderman, Professor of Practice
Dr. Kevin Henry, Assistant Professor
Dr. Jill Koyama, Associate Professor
Dr. Francesca Lopez, Associate Professor
Dr. John Taylor, Professor
Dr. Jill Koyama. See A School District's Role in Supporting and Educating Refugees
Dr. Kris Bosworth. See $4.9 Million Grant for Improving School Climate
Dr. Rose Ylimaki and Dr. Brunderman. See AZiLDR Develops School Leadership Teams for Continuous Improvement
Dr. John Taylor published an important chapter on colorisms with EDL students, Dr. Suzanne Desjardin, Dr. Irene Robles-Lopez, and Charita Johnson Stubbs. See From Colored People to Students of Color
Faculty Publications, click here!
Debbie Bergman was inducted into the Sunnyside School Districts Hall of Fame. As part of her induction, they put together this video about Debbie’s history of outstanding work that I thought you all would like to see: https://youtu.be/kSrh3SR0ihM
When Arizona eliminated MAS with HB 2281, despite documented success of students who participated in the classes, José and Norma challenged the state, jeopardizing their livelihood to advocate on the rights of students to have access to their history and contributions in the curriculum. In retaliation, they, along with the other MAS teachers, were criminalized by the state for creating a program that was demonstrated to be successful in narrowing achievement disparities and increasing access to secondary education.
The implications of HB 228 were, for Norma and José, profound. They were not allowed to use the curriculum they had already created or to develop any curriculum that deviated from the district’s adopted scripted curriculum. Norma was transferred out of the middle school where she taught and was placed in a classroom as an assistant to a teacher. José was moved to a teaching assignment in the East side of town (where student demographics are not predominantly Mexican) to teach a course he was not certified to teach. He was also assigned a “teacher-coach” by the district, to “improve” his teaching. When the teacher coach observed his pedagogy and expertise, she was perplexed as to why she was assigned to him. Furthermore, Norma and José were told by the district that representative of the state could walk in to their classes at any moment and deem them out of compliance, thereby not only threatening them, but also jeopardizing district funding.
With the chaos brought on by the elimination of MAS, both professionally and privately, Norma and José took a leave from their doctoral studies. We are thrilled that they have since returned to their doctoral studies. To the Educational Leadership and Policy doctoral program, they bring rich histories and experiences as educator-activists, and the students and faculty in the program look forward to learning from, and with, them. We congratulate them for their work in MAS and applaud the ways in which their work for equitable education and justice has already transformed the lives of so many students and their families. Please join us in recognizing their commitment and their important role in what led to the initial August 22, 2017 ruling that the state of Arizona violated students’ rights by banning a Mexican-American studies program in TUSD.
With much respect,
Dr. Francesca López and Dr. Jill Koyama