Preparing Future Faculty - Graduate Certificate Program
As Director of UMKC's Preparing Future Faculty (PFF) program, I teach the PFF Seminar classes each Fall, Spring, and Summer semester. In today’s competitive academic job market, academic institutions desire faculty members who not only possess the appropriate academic credentials (e.g. a Ph.D. or other terminal degree in their field), but who can also demonstrate that they are prepared to be excellent teachers and well-rounded colleagues. The Preparing Future Faculty Program at UMKC provides the structure for doctoral students or students with terminal graduate degrees in their fields to augment their qualifications with a graduate certificate in College Teaching and Career Preparation.
The core of this 12 credit hour graduate certificate curriculum is a six-course series of Preparing Future Faculty (PFF) seminars. The seminars are graded on a credit/no credit basis and are worth one credit hour each for a total of six credits. Students in the PFF Seminar courses not only refine their teaching skills, but also explore the opportunities at, and differences among, a variety of institutions of higher education — public, private, 2-year and 4-year. For more information, visit: http://sgs.umkc.edu/current-students/preparing-future-faculty/
As Director of UMKC's Preparing Future Faculty (PFF) program, I teach the PFF Seminar classes each Fall, Spring, and Summer semester. In today’s competitive academic job market, academic institutions desire faculty members who not only possess the appropriate academic credentials (e.g. a Ph.D. or other terminal degree in their field), but who can also demonstrate that they are prepared to be excellent teachers and well-rounded colleagues. The Preparing Future Faculty Program at UMKC provides the structure for doctoral students or students with terminal graduate degrees in their fields to augment their qualifications with a graduate certificate in College Teaching and Career Preparation.
The core of this 12 credit hour graduate certificate curriculum is a six-course series of Preparing Future Faculty (PFF) seminars. The seminars are graded on a credit/no credit basis and are worth one credit hour each for a total of six credits. Students in the PFF Seminar courses not only refine their teaching skills, but also explore the opportunities at, and differences among, a variety of institutions of higher education — public, private, 2-year and 4-year. For more information, visit: http://sgs.umkc.edu/current-students/preparing-future-faculty/
Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills
Here are some free materials that instructors can download and adapt to conduct video simulations and build video portfolios with candidates in leadership preparation courses. I designed these activities while teaching a course titled, “Effective Practices: Media, Government & Public Communications.” This required doctoral course for advanced educational leadership candidates involved role plays to move beyond theory and understanding to application and effectiveness.
Step 1 - Preparation
Each class member reviewed a school or district crisis management plan, including communication strategies with community members and the media. Class members also worked in small groups to create a school-level or district-level public relations and marketing plan with elements that were directly related to school and district improvement goals. Each group prepared a poster and participated in a “Museum Walk” to present their plans to the class, as well as other graduate students, faculty and staff, and educators in the community who were invited to the session.
Step 2 - Video Simulations
Video simulations provided “real-world” application of learning through the use of video recording in a one-on-one setting with the instructor. Candidates each prepared and delivered a public address on the topic of creating a more inclusive culture in the school or district. Secondly, each candidate engaged in a mock television news interview pertaining to a crisis scenario.
Sept 3 - Video Portfolio Reviews
At the end of the semester the class members met in groups of three to review and critique one another’s videos.
You can learn more about the course design, and read about the experiences of two class members (a district superintendent and a high school principal) in the Journal of Research on Leadership Education (JRLE). Here are two sample video clips of the inclusive culture speeches from the portfolios of Dr. George Curry and Dr. April Adams. Here are video clips of the mock television interviews from Dr. George Curry and Dr. April Adams.
Here are some free materials that instructors can download and adapt to conduct video simulations and build video portfolios with candidates in leadership preparation courses. I designed these activities while teaching a course titled, “Effective Practices: Media, Government & Public Communications.” This required doctoral course for advanced educational leadership candidates involved role plays to move beyond theory and understanding to application and effectiveness.
Step 1 - Preparation
Each class member reviewed a school or district crisis management plan, including communication strategies with community members and the media. Class members also worked in small groups to create a school-level or district-level public relations and marketing plan with elements that were directly related to school and district improvement goals. Each group prepared a poster and participated in a “Museum Walk” to present their plans to the class, as well as other graduate students, faculty and staff, and educators in the community who were invited to the session.
Step 2 - Video Simulations
Video simulations provided “real-world” application of learning through the use of video recording in a one-on-one setting with the instructor. Candidates each prepared and delivered a public address on the topic of creating a more inclusive culture in the school or district. Secondly, each candidate engaged in a mock television news interview pertaining to a crisis scenario.
Sept 3 - Video Portfolio Reviews
At the end of the semester the class members met in groups of three to review and critique one another’s videos.
You can learn more about the course design, and read about the experiences of two class members (a district superintendent and a high school principal) in the Journal of Research on Leadership Education (JRLE). Here are two sample video clips of the inclusive culture speeches from the portfolios of Dr. George Curry and Dr. April Adams. Here are video clips of the mock television interviews from Dr. George Curry and Dr. April Adams.
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What happens when students are invited to co-construct a Middle School Administration course syllabus with the instructor? A community learning experience with lasting results...
In the Fall 2012 semester I taught EDUL 5505:
Middle School Administration and invited the graduate and doctoral students enrolled in the course to help design a new course syllabus to achieve the course learning outcomes. The students designed two project-based learning experiences: (1) producing documentary short films to share innovative practices occurring in Kansas City middle schools, and (2) an individual research project shared through a research poster presentation held at the Tivoli
Cinemas in Westport where the documentary films were screened. The community at large was invited to attend through
university communications, flyers, emails, and a Facebook page.
Links to documentary short films: Alta Vista Middle School's Aztec Advisory Program, Arrowhead Strong Schoolwide Theme, KIPP Endeavor Academy's Computer Science, ReBEL Program Chalking the Park
Feedback from an attendee:
What a great session!!! The work of your students was incredible! The investigation topics were all so interesting and the students had fascinating information to share. Many of the projects could easily be developed into graduate level presentations and some seemed to be there already! Thank you for a great event. I left inspired, enlightened and eager to share what I had learned.
Student Comments from Middle School Administration course evaluation:
Links to documentary short films: Alta Vista Middle School's Aztec Advisory Program, Arrowhead Strong Schoolwide Theme, KIPP Endeavor Academy's Computer Science, ReBEL Program Chalking the Park
Feedback from an attendee:
What a great session!!! The work of your students was incredible! The investigation topics were all so interesting and the students had fascinating information to share. Many of the projects could easily be developed into graduate level presentations and some seemed to be there already! Thank you for a great event. I left inspired, enlightened and eager to share what I had learned.
Student Comments from Middle School Administration course evaluation:
- This course was taught in a true democratic fashion. Dr. Friend allowed the students to come up with projects and objectives for the course, in addition to helping us communicate with and involve the community with our findings and work. This was a valuable learning experience for me and was an excellent course!
- I really enjoyed this class. Dr. Friend did an excellent job making the class a democratic class. Our voices were heard and considered, therefore, we pulled more from the class.
It was an honor to serve on the following Doctoral Dissertation Committees as Chair:
James Madison Fish (A correlational study of building principal emotional intelligence and the connection to academic achievement), Leah Marie Martisko (Elementary teachers’ perceptions of and experiences with culturally responsive pedagogy and diverse students’ achievement), Renee Carnahan Freers (Kids aren’t buying what we are selling: A quantitative analysis of student dropout and school supports for dropout prevention), Stephanie Paulette Schnoebelen (Middle school communication arts teachers’ perceptions of administrative support necessary for implementation of response to intervention), Julie Annette Miller (Literacy in the 21st Century: Supporting struggling adolescent readers), Amy C. Casey (The effects of a culturally responsive professional development series on the attitudes and beliefs of teachers of diverse students in a Missouri suburban school district), Andrew R. Kohl (The impact of spending cuts on Missouri student achievement)
Congratulations to these graduates from the UMKC Ed.D. and Interdisciplinary Ph.D. programs!
Congratulations to these graduates from the UMKC Ed.D. and Interdisciplinary Ph.D. programs!
Courses Taught (University of Missouri-Kansas City):
Undergraduate Teacher Education Program
EDUC 428: “Cultural Diversity and American Education”
(3 credit hours: Fall 2012, Spring 2012, Fall 2011, Fall 2009, Summer 2009, Spring 2009, Summer 2006)
Master's and Educational Specialist Principal Preparation Program
EDUL 5501: “Foundations of School Leadership and Administration”
(6 credit hours: Fall 2008, Fall 2007, Fall 2006)
EDUL 5502: “Building Administration and Management”
(3 credit hours: Spring 2013, Spring 2012, Spring 2010; 6 credit hours: Spring 2010, Spring 2009, Winter 2008, Winter 2007)
EDUL 5503: “Student, Staff, & Organizational Development”
(6 credit hours: Summer 2009, Summer 2008, Summer 2007)
EDUL 5505: “Middle School Administration:
(3 credit hours: Fall 2012)
EDUL 5506: “Secondary Administration”
(3 credit hours: Winter 2006)
EDUL 5507: “Instructional Supervision”
(3 credit hours: Winter 2007, Winter 2006)
EDUL 5515: “Governmental and Legal Aspects of Education”
(3 credit hours: Summer 2013, Spring 2013, Summer 2012, Spring 2012, Summer 2011, Spring 2011, Summer 2010)
EDUL 5520: “Data Driven Leadership for Reculturing Schools”
(3 credit hours: Summer 2013, Summer 2012, Summer 2011, Summer 2010)
Educational Specialist and Ph.D. District-Level Leadership Program
EDUL 5512: “School Finance”
(3 credit hours: Fall 2013, Fall 2010, Fall 2009, Fall 2008, Fall 2007, Fall & Summer 2006, Fall 2005)
EDUL 5516: “Governmental and Legal Aspects of Special Education”
(3 credit hours: Fall 2013, Fall 2012, Fall 2011, Fall 2010)
Doctoral Programs (Ed.D. and Interdisciplinary Ph.D.)
EDUL 5523: “Administrative Roles for Instructional Leadership”
(3 credit hours: Fall 2006)
EDUL 5589ED: “Special Topics in Educational Leadership” Doctoral Seminar
(3 credit hours: Spring 2010)
EDUL 5616: “Analysis of Educational Theory Formation”
(3 credit hours: Spring 2010)
EDUL 5660: “Effective Practices: Media, Government & Public Communications”
(3 credit hours: Summer 2007)
EDUC 428: “Cultural Diversity and American Education”
(3 credit hours: Fall 2012, Spring 2012, Fall 2011, Fall 2009, Summer 2009, Spring 2009, Summer 2006)
Master's and Educational Specialist Principal Preparation Program
EDUL 5501: “Foundations of School Leadership and Administration”
(6 credit hours: Fall 2008, Fall 2007, Fall 2006)
EDUL 5502: “Building Administration and Management”
(3 credit hours: Spring 2013, Spring 2012, Spring 2010; 6 credit hours: Spring 2010, Spring 2009, Winter 2008, Winter 2007)
EDUL 5503: “Student, Staff, & Organizational Development”
(6 credit hours: Summer 2009, Summer 2008, Summer 2007)
EDUL 5505: “Middle School Administration:
(3 credit hours: Fall 2012)
EDUL 5506: “Secondary Administration”
(3 credit hours: Winter 2006)
EDUL 5507: “Instructional Supervision”
(3 credit hours: Winter 2007, Winter 2006)
EDUL 5515: “Governmental and Legal Aspects of Education”
(3 credit hours: Summer 2013, Spring 2013, Summer 2012, Spring 2012, Summer 2011, Spring 2011, Summer 2010)
EDUL 5520: “Data Driven Leadership for Reculturing Schools”
(3 credit hours: Summer 2013, Summer 2012, Summer 2011, Summer 2010)
Educational Specialist and Ph.D. District-Level Leadership Program
EDUL 5512: “School Finance”
(3 credit hours: Fall 2013, Fall 2010, Fall 2009, Fall 2008, Fall 2007, Fall & Summer 2006, Fall 2005)
EDUL 5516: “Governmental and Legal Aspects of Special Education”
(3 credit hours: Fall 2013, Fall 2012, Fall 2011, Fall 2010)
Doctoral Programs (Ed.D. and Interdisciplinary Ph.D.)
EDUL 5523: “Administrative Roles for Instructional Leadership”
(3 credit hours: Fall 2006)
EDUL 5589ED: “Special Topics in Educational Leadership” Doctoral Seminar
(3 credit hours: Spring 2010)
EDUL 5616: “Analysis of Educational Theory Formation”
(3 credit hours: Spring 2010)
EDUL 5660: “Effective Practices: Media, Government & Public Communications”
(3 credit hours: Summer 2007)