The Camino Real Story: Shifting an Urban School’s Community of Practice

DeMeulenaere, Eric

doi:10.1007/s11256-015-0322-0

Cited by 1 publication

(3 citation statements)

References 9 publications

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“…Seeing the principal in the action step supported teacher leaders' feelings of being included, and on the importance of the work. This study confirms that in leadership, modeling supports positive professional development participation (Dobbin & Kalev, 2018), including leadership priorities for equity and inclusion (DeMeulenaere, 2015;Rigby et al, 2019). This study makes apparent an implied aspect of modeling, in that modeling happens whether or not an individual is attentive to modeling or not.…”

Section: Modeling Leadershipsupporting

confidence: 77%

“…Morieson and her colleagues (2013) quickly realized in their work to strengthen student engagement that they also needed to foster a sense of belonging for staff. A strategic focus on adult culture of the school and on educators interested in changing and extending skills and leadership modeling the change is essential (DeMeulenaere, 2015). Educator leaders create the learning culture, and subsequently development opportunities, space, time, and resources for learning.…”

Section: Professional Development For Leimentioning

confidence: 99%

“…Educator and educator leaders, as a function of their role, have a responsibility to realize true education change. Educator leaders have been effective in leading equity and inclusion change in elementary, secondary, and post-secondary educational environments (e.g., DeMeulenaere, 2015;Kezar, 2007;Theoharis, 2007). Educator leaders are crucial initiators, motivators, and mediators in promoting and effecting greater equity and inclusion in schools.…”

mentioning

confidence: 99%

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Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

Davison

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It is trite but true, success is not achieved alone. The contributions of numerous friends and family, too numerous to list here, who helped me overcome the challenges I was presented with and make progress to the successful completion of this dissertation in practice, must be acknowledged. Whether it was guiding me through the process, showing interest in my work, offering support, sharing time, making my life just a little bit easier, giving me permission to be proud of myself, or providing resources, I hold gratitude for each and every person. None-theless, there are a few people I would like to highlight.Professor Teresa Divine, JD, LLM, who offered and dedicated hours to "peek-a-boo" so that I stuck to it and took the time to write. She also made this work, academic work, not so lonely and not so isolating.Professor Delores (Kandee) Cleary, PhD, who helped me to prioritize and carve the time to write. Associate Professor Gretchen Lopez, PhD, who seeded the confidence and advanced skills I needed to be successful in research, writing, critical thinking, and academics generally.Biren (Ratnesh) Nagda, PhD, who has become a mentor and friend, pushed my thinking, skills, and practice so that they are better integrated, subsequently exposing my gaps in knowledge and implementation.Lastly, I would like to acknowledge the Graduate School of Education in the College of Professional Studies at Northeastern University. The result of designing an action research dissertation in practice program was that I had an experience that broadened, deepened, and complicated my learning beyond expectation.

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Section: Modeling Leadershipsupporting

confidence: 77%

Section: Professional Development For Leimentioning

confidence: 99%

mentioning

confidence: 99%

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