Masters Program: Course Highlights
Instructors:
Katie Weisberg M.Ed., Kelly Wilson Ed.D., and Kaleb Rashad Ed.D. (with Rob Riordan, Larry Rosenstock, Stacey Callier Ph.D., Diana Cornjeo-Sanchez and Michelle Pledger Ed.D)
COURSE DESCRIPTION
In this course I surveyed the foundations of the education field and the core values of the M.Ed. program. This course and experience introduced seminal topics, foundational texts, and scholarly routines that allowed my cohort members and I to build our community of learners. I engaged in reading, discussion, observation, journaling, interviews, critical analysis, and digital portfolio construction to record and track my emerging questions of theory and practice. This experience provided me with an opportunity to practice applying a critical, self-reflective social justice lens to my work, with careful attention to multiple perspectives in order to address the Graduate School of Education program learning outcomes: to practice thoughtful inquiry and reflection, design equitable learning environments for deeper learning, and engage in leadership for school and organizational change.
Katie Weisberg M.Ed., Kelly Wilson Ed.D., and Kaleb Rashad Ed.D. (with Rob Riordan, Larry Rosenstock, Stacey Callier Ph.D., Diana Cornjeo-Sanchez and Michelle Pledger Ed.D)
COURSE DESCRIPTION
In this course I surveyed the foundations of the education field and the core values of the M.Ed. program. This course and experience introduced seminal topics, foundational texts, and scholarly routines that allowed my cohort members and I to build our community of learners. I engaged in reading, discussion, observation, journaling, interviews, critical analysis, and digital portfolio construction to record and track my emerging questions of theory and practice. This experience provided me with an opportunity to practice applying a critical, self-reflective social justice lens to my work, with careful attention to multiple perspectives in order to address the Graduate School of Education program learning outcomes: to practice thoughtful inquiry and reflection, design equitable learning environments for deeper learning, and engage in leadership for school and organizational change.
Instructors:
Diana Cornjeo-Sanchez Ed.D and Michelle Pledger Ed.D
COURSE DESCRIPTION:
In this course I explored equity design and the many ways in which I can work to create more equitable environments for learning. I was able to work toward designing and creating more equitable outcomes within my school community. I worked collaboratively with colleagues on designing and moving my work forward.
*This was a year long course.
Diana Cornjeo-Sanchez Ed.D and Michelle Pledger Ed.D
COURSE DESCRIPTION:
In this course I explored equity design and the many ways in which I can work to create more equitable environments for learning. I was able to work toward designing and creating more equitable outcomes within my school community. I worked collaboratively with colleagues on designing and moving my work forward.
*This was a year long course.
Instructors:
Tina Schuster M.Ed., Kimberly Cawkwell M.Ed.
COURSE DESCRIPTION:
In this course I explored the teaching practices that lead to transformative learning experiences for students. Through examining the Deeper Learning competencies, EDU 610 allowed me to focus on strategies to lead schools that cultivate authentic, collaborative, and responsive classroom and school environments. This course gave me a chance to share my own personal background to understand and explore how my experience of schooling has impacted me as a school leader. The final product in this course required me to generate a resource that can help cultivate conditions for deeper learning for educators and students.
Tina Schuster M.Ed., Kimberly Cawkwell M.Ed.
COURSE DESCRIPTION:
In this course I explored the teaching practices that lead to transformative learning experiences for students. Through examining the Deeper Learning competencies, EDU 610 allowed me to focus on strategies to lead schools that cultivate authentic, collaborative, and responsive classroom and school environments. This course gave me a chance to share my own personal background to understand and explore how my experience of schooling has impacted me as a school leader. The final product in this course required me to generate a resource that can help cultivate conditions for deeper learning for educators and students.
Instructors:
Melissa Daniels M.Ed., Juliet Mohnkern M.Ed.
COURSE DESCRIPTION:
In this course I examined the multiple levers that school leaders utilize to support adult learning in their schools. I was able to engage in critically analyzing the learning system and culture at my school site while exploring ways in which school leaders can leverage the environmental architecture of our learning system(s) to foster the growth of faculty and staff members. I also investigated the art of engaging in and leveraging the common elements of systems found in schools and organizations, namely one-on-one coaching, small team work, and whole staff learning. Special attention was paid to the ways that the coaching of adults can support schoolwide goals of equitable access and challenge for all students.
Melissa Daniels M.Ed., Juliet Mohnkern M.Ed.
COURSE DESCRIPTION:
In this course I examined the multiple levers that school leaders utilize to support adult learning in their schools. I was able to engage in critically analyzing the learning system and culture at my school site while exploring ways in which school leaders can leverage the environmental architecture of our learning system(s) to foster the growth of faculty and staff members. I also investigated the art of engaging in and leveraging the common elements of systems found in schools and organizations, namely one-on-one coaching, small team work, and whole staff learning. Special attention was paid to the ways that the coaching of adults can support schoolwide goals of equitable access and challenge for all students.
Instructor:
Francesca Henderson, M.Ed
COURSE DESCRIPTION:
In this course I explored how school leaders can develop a positive school culture where students and staff feel both safe and supported. Cohort members and I generated ideas for how to design and lead schools with equity in mind. I examined key federal laws and case studies that relate to fundamental decisions for school leaders. I also developed an understanding of the practical knowledge related to building strong school culture while ensuring compliance with state and federal laws and regulations, particularly related to student discipline.
Francesca Henderson, M.Ed
COURSE DESCRIPTION:
In this course I explored how school leaders can develop a positive school culture where students and staff feel both safe and supported. Cohort members and I generated ideas for how to design and lead schools with equity in mind. I examined key federal laws and case studies that relate to fundamental decisions for school leaders. I also developed an understanding of the practical knowledge related to building strong school culture while ensuring compliance with state and federal laws and regulations, particularly related to student discipline.
Instructors:
Amanda Wyatt M.A. , Katie Weisberg M.Ed.
COURSE DESCRIPTION:
This course provided me with insight into both the political aspects of public school finance and practical application of best practices to managing school budgets. The course intertwines public school funding history, theory, and practice-based application. In the course, we addressed the history and trends of public school funding, the issues of equity and adequacy, the current funding issues facing districts and schools, and the role of our legal and justice systems in funding. Throughout the course, I was asked to apply my learning in order to create a budget with real financial constraints and craft a position paper representing my understanding of financial resourcing for issues or equity.
Amanda Wyatt M.A. , Katie Weisberg M.Ed.
COURSE DESCRIPTION:
This course provided me with insight into both the political aspects of public school finance and practical application of best practices to managing school budgets. The course intertwines public school funding history, theory, and practice-based application. In the course, we addressed the history and trends of public school funding, the issues of equity and adequacy, the current funding issues facing districts and schools, and the role of our legal and justice systems in funding. Throughout the course, I was asked to apply my learning in order to create a budget with real financial constraints and craft a position paper representing my understanding of financial resourcing for issues or equity.
Instructor(s):
Eric Chagala, Ed.D., Katie Martin, Ph.D
COURSE DESCRIPTION:
This course is designed for current and emerging creators, disruptors, doers and change makers. I explored the beliefs, mindsets, tools & dispositions of creatives across industries. I applied design thinking processes and principles throughout the course and made iterative connections between theory and practice. In this course we were able to draw the connection between and among innovative school leadership, culture, deeper learning, and equity. I interrogated “innovation” and explored concrete observable behaviors, processes, and conditions that support individual, collective and organizational capacity to bring innovation to schools and organizations. I also explored the natural immunities to change and how to navigate them. I learned how to equitably support all learners, both students and staff.
Eric Chagala, Ed.D., Katie Martin, Ph.D
COURSE DESCRIPTION:
This course is designed for current and emerging creators, disruptors, doers and change makers. I explored the beliefs, mindsets, tools & dispositions of creatives across industries. I applied design thinking processes and principles throughout the course and made iterative connections between theory and practice. In this course we were able to draw the connection between and among innovative school leadership, culture, deeper learning, and equity. I interrogated “innovation” and explored concrete observable behaviors, processes, and conditions that support individual, collective and organizational capacity to bring innovation to schools and organizations. I also explored the natural immunities to change and how to navigate them. I learned how to equitably support all learners, both students and staff.
COURSE DESCRIPTION:
*Full year, 3 section course
The Leadership Fieldwork course supports part-time students’ leadership development, as we explored what it means to be an effective leader and analyze the intersection of theory and practice in our school settings. The Leadership Fieldwork courses were designed to develop our knowledge, skills and dispositions in all areas of the HTH Graduate School of Education Leadership Competency Rubric, including Equity and Advocacy, Instructional Leadership, and Community Building. Once per term, we had the opportunity to shadow and observe the various skills and dispositions needed for effective leadership through a one to three day “immersion” experience with an established leader. Each term, we completed a “leadership fieldwork project” aligned with the California Administrator Performance Expectations (CAPEs) and then documented reflections of our learning in our final project (two projects are completed each year, for a total of four over the two-year program). In addition, during the Spring term of each year, we engaged in a performance-based assessment day to demonstrate and apply the leadership competencies we have been honing through a series of performance tasks aligned with our leadership fieldwork projects.
*Full year, 3 section course
The Leadership Fieldwork course supports part-time students’ leadership development, as we explored what it means to be an effective leader and analyze the intersection of theory and practice in our school settings. The Leadership Fieldwork courses were designed to develop our knowledge, skills and dispositions in all areas of the HTH Graduate School of Education Leadership Competency Rubric, including Equity and Advocacy, Instructional Leadership, and Community Building. Once per term, we had the opportunity to shadow and observe the various skills and dispositions needed for effective leadership through a one to three day “immersion” experience with an established leader. Each term, we completed a “leadership fieldwork project” aligned with the California Administrator Performance Expectations (CAPEs) and then documented reflections of our learning in our final project (two projects are completed each year, for a total of four over the two-year program). In addition, during the Spring term of each year, we engaged in a performance-based assessment day to demonstrate and apply the leadership competencies we have been honing through a series of performance tasks aligned with our leadership fieldwork projects.
Instructor(s):
Martin Casas, Ed.D., Katie Martin, Ph.D. and Katie Weisberg, M.Ed.
COURSE DESCRIPTION:
*Full year, 3 section course
HTH Graduate School of Education is committed to developing reflective practitioner leaders who work effectively with colleagues and communities to create and sustain innovative, authentic, rigorous learning environments for all students. This shared vision is articulated in the program's institutional learning outcomes (ILOs) for all HTH GSE students—to Practice Thoughtful Inquiry and Reflection, Design Equitable Learning Environments, and Engage in Leadership for School Change. Throughout this learning experience, I was supported in completing my Master’s Project, which serves as a signature assignment for assessing “advanced treatment” of the program learning outcomes italicized below.
Practice Thoughtful Inquiry & Reflection (IR)
Martin Casas, Ed.D., Katie Martin, Ph.D. and Katie Weisberg, M.Ed.
COURSE DESCRIPTION:
*Full year, 3 section course
HTH Graduate School of Education is committed to developing reflective practitioner leaders who work effectively with colleagues and communities to create and sustain innovative, authentic, rigorous learning environments for all students. This shared vision is articulated in the program's institutional learning outcomes (ILOs) for all HTH GSE students—to Practice Thoughtful Inquiry and Reflection, Design Equitable Learning Environments, and Engage in Leadership for School Change. Throughout this learning experience, I was supported in completing my Master’s Project, which serves as a signature assignment for assessing “advanced treatment” of the program learning outcomes italicized below.
Practice Thoughtful Inquiry & Reflection (IR)
- Reflective Practice (IR1): Reflect on and critically analyze their own practice to guide future action.
- Connection (IR2): Synthesize and connect relevant theory and scholarship to their practice.
- Scholarly Inquiry (IR3): Design, conduct, and share inquiry that addresses essential questions from their practice.
- Instructional Design (D1): Work with colleagues to design approaches to learning that emphasize personalization, connect to the world beyond school, and offer access and challenge to all learners.
- Program Design (D2): Demonstrate understanding of how the allocation of adult and student resources affects the creation of equitable learning environments in schools.
- Facilitation (L1): Support and facilitate student and teacher dialogue focused on improving teaching and learning.
- Collaboration (L2): Engage colleagues and students in sustained efforts to create equitable, engaging learning environments.