Institute - February 25 - 27 (ends at noon on Friday)
The Robert Beck Endowed Lecture: Privileged Authority and Sacred Trust: Ethical and Excellence Imperatives for Evaluators in a Globalizing World, Hazel Symonette, PhD, University of Wisconsin – Madison.
The Mary E. Corcoran Endowed Lecture: The Politics of Accountability, Sandra Mathison, Ph.D., University of British Columbia

Concurrent Sessions Presented By:

• Dagfinn Bjørgen and Karl-Johan Johansen, Oslo, Norway


• Jean King, University of Minnesota


• Richard Krueger, University of Minnesota


• Vanessa McKendall-Stephens, FaceValu Consulting


• Michael Quinn Patton, Utilization Focused Evaluation


• Rob Shumer, University of Minnesota


• Karen Stout and Mary McEathron, University of Minnesota

Pre-sessions February 23-24 (2 full days each)
Introduction to Program Evaluation: Stacey Stockdill, EnSearch
Focus Group Methods: Richard Krueger, University of Minnesota

Group and student discounts; graduate credit available for additional fee.

Register today at: http://www.education.umn.edu/EdPA/MESI Questions? Contact Ann Mavis at mavis001@umn.edu or 612-624-1489

Sponsored by: The Department of Educational Policy and Administration, The Evaluation Group at the Institute on Community Integration, and The Center for Applied Research and Educational Improvement (CAREI)

Join us spring semester in EdPA 5080 section 002 Human Rights Education (class #91675) where we will work to foster enthusiasm for and commitment to human rights and human rights education. This course will equip you with the pedagogies, methods, and strategies appropriate for teaching human rights. It is designed for those of you who want to be teachers of and leaders for human rights in P-16 education and community-based organizations.

Forty CEUs are available for this course. Click here for a registration form.

For more information please contact the instructors:
Amy Garrett Dikkers, Educational Policy & Administration
Kristi Rudelius-Palmer, University Human Rights Center

Click here for superintendent search in Alleman IA.
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Click here for superintendent search in Kankakee IL.

University Laboratory High School, or Uni, was established in 1921 and is a laboratory school located on the campus of the University of Illinois in Urbana, Illinois. Its enrollment is approximately 300 students, spanning five years (the traditional 9th through 12th grades, preceded by a composite 7th and 8th grade year known as the "subfreshman" year). The school is notable for the achievements of its alumni, including three Nobel laureates and a Pulitzer Prize winner; in 2006 and 2007 it was recognized as a "public elite" school by Newsweek because of its students' high scores on the SAT.

Sound interesting? Click here to see the full job posting.

Want to know more about Uni High? Visit http://www.uni.illinois.edu/.

Questions about the search? Contact Don Hugo at 636.441.9954 or dhugo46@yahoo.com. More information is also available at HYAsupersearches.com.

Department faculty and an advisory group of current public school and agency administrators collaborated to create a sharply-focused multi-year design that includes:

Classes meet one full Thursday every two-three weeks during the academic year and three weeks each summer (3-4 days per week).

Our graduates hold top leadership positions in PK-12 schools, higher education, departments of education, and public and private sector agencies throughout the world. We look forward to admitting a new group of dynamic educators to this Ed.D. program.

Click here for frequently asked questions about the 2009 Ed.D. cohort.
Click here for our 2009 Ed.D. cohort flyer.

These questions and more will be addressed in EdPA 5080 section 003 (class # 92924) on Wednesday nights from 5:00--9:00pm during spring semester.

In a nine-week session running from January 21 through March 25, students and instructors will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts. This course is designed for both practitioners and scholars who seek to deepen their understandings about the ways in which institutions might become more productively involved with communities they serve.

Click here to register. Questions? Please contact the instructors:
Andrew Furco, afurco@umn.edu
David Weerts, dweerts@umn.edu

The University of Minnesota administrative licensure program offers you a great education value. Not only will you learn from top faculty and practicing administrators, you can also take advantage of a unique benefit of our program and complete multiple credentials concurrently. That's right! You can mix and match courses to earn multiple educational leadership credentials for the same cost as one--Only At The U!

If you'd like to find out how you can maximize your education, contact Ann Werner or Gloria Kumagai.

Need an application? Click here.

Leapfrog means to jump over obstacles to achieve goals. It means to get ahead of the competition or the present state of the art through innovative, time-saving means.

One example of leapfrog is Finland’s jump to wireless phones, saving that country the cost of deploying an expensive copper wire system. Another example is present in the Kent, Washington, public school system, which now permits students to use wireless Web devices to help them access information to better pass tests. Leapfrog has also become a major strategy of developing countries wishing to avoid catch-up efforts that otherwise portend a high likelihood of continued followership. A similar approach to gaining the lead rather than assuming a persistent runner-up role has been adopted by many industries, colleges, and individuals.

As do many others, such as Friedman (2000; 2005), Pink (2005), and Florida (2004; 2005), we see a trend toward the expansion of applied knowledge production and innovation within burgeoning global trends, cultures and markets. Knowledge based work is now regularly conducted by design and innovation workers, some exemplars of which are creative teachers, designers, artists, storytellers, game developers, webmasters, and media content creators. These capabilities are expressions of the liberal skills, or applied derivations of the liberal arts and related disciplines and subject matter fields.

Al Ickler, who has been settling into his new role as executive director of community education for Robbinsdale Area Schools.

James Caldwell, former dean of students at Forest Lake High School, who is now an associate principal at Anoka High School.

What happens in classrooms is often disconnected from what students experience in their technology-rich daily lives. Students need to know more about the world, learn how to find patterns in chaos, be smart about new sources of information and think outside the box.

In Time magazine, Wallis & Steptoe (2006) articulated the need for public education in the United States to shift from the current agrarian model to a 21st century model focused on creativity and innovation. Workers of today and tomorrow must be able to work in large teams of diverse people and adapt quickly to changing information. This is vastly different from the agrarian culture many current educators came from where independence, repetitive physical labor, concrete solutions and isolation from the larger world were familiar.

The Leapfrog Institutes at the University of Minnesota intends to foster a sustainable culture of innovation in our schools. You are invited to participate in discussions on building positive futures for PreK-21 education in the communities served by the Leapfrog Institutes. MESPA is a Collaborating Institution in this incredibly important infusion of creativity and innovation in education.

[...]

Leapfrog Institutes can visit your school and share what Leapfrogging is all about, possibilities for how to address your district or school needs, and how imagination, creativity, and innovation can expand at ridiculously low expense. And these expansions don’t need to occur in the regular school day. They can be extracurricular, involving self-chosen teachers, students, parents, and other members of our education communities!

Click here to read the entire article.

"Depth and consistency of feedback is outstanding--like I've never experienced as a student!"

"Excellent course! I would recommend this course to any educator."

This 4-credit graduate course, taught by Dr. Jennifer York-Barr, is designed for people interested in the design, implementation, and evaluation of professional development for PK-12 personnel. It is grounded in research and focused on effective practices that promote continuous learning and development to increase student achievement.

Not only do students enrolled in U of M College of Education and Human Development graduate programs take EdPA 5374, but practicing educators from throughout Minnesota and Wisconsin do, too. It is required for the graduate-level certificate in professional development , but course participants are not required to enroll in the certificate program.