Volume 3 Issue 2 November 2017
PEP Talk

CUW School of Education Begins Search for New Dean
The New Year often brings about many changes; this is inclusive of Concordia University as we look to fill the position of Dean of the School of Education. Outgoing Dean, Dr. Michael Uden, has taken a new role with the University and as of January 2 nd, is the new Vice-Provost of Student Enrollment and Engagement. Dr. Uden has served the School of Education well and while he will be missed in the School of Education, he will be a tremendous asset to the entire University in his new role.

While a search has begun to fill the role of Dean, a familiar face will be leading the School of Education in the Interim. Dr. Gary Petersen, Emeritus Associate Professor of Education and retired Director of Graduate Counseling and Graduate Education, will serve as Interim Dean. Dr. Petersen has many years of experience both at CUW in Graduate Education, as well as a former Administrator and Counselor in the state of Wisconsin. 

The CUW School of Education is committed to continued collaboration with our Partner Schools throughout Wisconsin. We look forward to new and exciting opportunities both this year and in many years to come.


-Dr. Gary Petersen, Interim Dean of the School of Education, can be reached at gary.petersen@cuw.edu


R & R this Summer; CUW Style!
Though the weather might still be frightful, summer will be here before you know it! As you make your much-deserved summer plans for Rest & Relaxation, you will also undoubtedly be reflecting on your work and looking for ways to reinforce your skills for the next school year. CUW can help!

This summer, CUW is offering many options to either ACCELERATE or JUMP START your license and Master’s Degree Programs. Both on the main Mequon Campus, as well as at many of our accelerated learning centers throughout the state, the Graduate Education department is offering many accelerated course options that will allow you to complete several courses this summer. Additionally, the #summerofed will include professional development trainings, an instructional coaching camp, and many other options that fit your schedule as a busy educator.

Interested in learning more? Please call or email!


--Christy Call is the Outreach Coordinator for Graduate Education at Concordia University Wisconsin. She can be reached at christy.call@cuw.edu  or 262.243.2148
Administrators: Let's Talk about Performance


How often do you talk about performance with staff, both professional and non-certified? Even if this is in your comfort zone and wheelhouse as a principal, what follows are a few more tips connected to the Leadership Trinity: getting to know your people, talking about performance, and leading for results.

Talking about performance is an essential part of school leadership. Communication in this area ought to be two-way to encourage a free flow of information back and forth about the continuous improvement of teaching and learning. Those looking for an affirmation of a "top-down" style of leadership may be disappointed with this approach.

Leaders do not automatically become smarter or more intelligent about teaching and learning when we become principals or superintendents. What we do have is an opportunity to help staff align in practice to achieve the core mission of our schools. It also affords us an opportunity to "get smarter" about the research and evidence to help with alignment and to achieve results connected to higher-level thinking skills and applications.

Tip 1.  Keep the focus on future performance
Often, after a walk-through, leaders tend to focus on past practices and issues. Unless the issue at hand involves some form of corrective action, it is more effective to engage the professional staff observed in conversation. Feedback ought to focus on future performance, not on past mistakes. 

Talking about the past serves no purpose and can be perceived as antagonistic. Ponder the "middleman principle" -- how would you, as a principal, respond to similar types of criticism from the superintendent or central office supervisors? Many of us would consider this as being unhelpful and antagonistic. This does not mean that feedback cannot be pointed, but that it addresses practices that can and should happen in the future. 

Tip 2. Keep the focus on "Right Things"
The work of Dr. Richard Elmore can help to inform about performance. An example would be to discuss the level of cognitive demand in the class. Another source is the work of Costa and Kallick on Habits of Mind. If a leader is expecting higher level thinking and habits of mind in a classroom, discuss performance on a similar level. We, as leaders, need to ponder our own knowledge, skill and disposition in these areas, among others, when engaging with our staff on classroom performance.

 Tip 3. Provide Support to "Make it Happen"
There is a saying that "Talk is cheap --actions speak louder than words." This applies to the follow-though necessary to help the professional staff to be more effective with achieving aligned, higher level performance leading to improved learning for all students. This is where Concordia's core value of Servant Leadership comes into play.

As servant leader, it is imperative to find and provide the support necessary to help teachers and other professional staff to address the advice provided in Tips 1 and 2. This may mean providing professional development, implementing and/or refining a professional learning community, addressing the schedule, arranging for release time, writing a grant, and doing whatever is necessary to build faith and trust in the overall process of continuous improvement of teaching and learning.

As noted in the previous article, follow-through failure is a limiting factor in many schools and organization. It erodes trust and breeds cynicism, whereas engaged follow-through contributes to what it takes to have an effective, higher functioning school. 

Contact me by email, phone or Twitter with comments, questions, or if you would like to have professional development on the leadership trinity for school effectiveness.


-Dr. Mike Dietz is the Director of Innovation and Global Outreach at Concordia University Wisconsin. He can be reached at michael.dietz@cuw.edu .
 
If you have a staff member who you think is ready for a leadership role,consider our Master's Degree in Educational Adminstration. Program Director Dr. Elliott Moeser would be happy to talk with you. He can be reached at 262.243.4213 or elliott.moeser@cuw.edu


CUW Mequon Campus to Host Associate for Middle Level Education Conference
AMLE is partering with CUW to host a dynamic professional development workshop on the Mequon Campus March 15-16, 2018. The workshop, themed: "Energizing and Leading your School at the Middle Level", will focus on leadership that empowers and builds capacity. The two days is specifically for teachers and leaders of middle grades schools who are dedicated and committed to enriching the lives of children every day.

And, as a special offer to our Preferred Educational Partners, all PEP school leaders who attend will receive a reduced conference registration fee. Registration information can be found here:
AMLE Registration We hope you can join school leaders from aroudn the country for these two content-rich days for pragmatic strategies that will empower teachers and administrators of middle level students!

-Contact Dr. Mike Dietz, michael.dietz@cuw.edu with any questions about the AMLE conference held on the CUW Mequon, WI campus March 15-16, 2018
 Commendation Corner

Four more Concordia Education Administration students recently completed their program with successful presentations of their research and conclusions. Congratulations go out to Lisa Loader, Carrie Schmidt, Colleen Pariso, and Cheryl Naber. Each candidate’s research proposal had been previously approved by the IRB, and then had the full study confirmed by the thesis committee. 

Naber analyzed the relationship between correlation between a school’s distribution of electronic devices and its frequency of bullying. Loader explored relationships and confidence among educators in The Roles and Behaviors of Teachers in Trust-Rich Schools . Schmidt investigated academic predictors for high school level success. And Pariso designed her research to identify and evaluate effective programs & strategies for college-bound students in impoverished rural schools.

Congratulations to Cheryl, Lisa, Carrie, and Colleen: Well Done!

-Dr. Rick Schnake is the Coordinator of Grad Ed Research and the Assistant Director of Education Administration at Concordia University Wisconsin. He can be reached at richard.schake@cuw.edu
Concordia University Wisconsin | Graduate Education | 262.243.2708