I’ve always wanted to be a teacher, and I have been teaching since the early 1980s in high school, college, University and on-line environments. At Madison, I try to integrate by interests in technology, design, cognitive theory, philosophy and practice into my courses. \u00a0Here are some of my courses:<\/p>\n
844 – Technology and School Leadership<\/a><\/strong> 845 – School Level Leadership<\/a>
\nThe role of technology in school leadership has changed in recent years from supporting the technologies school leaders and teachers use in their work to how leaders develop and manage complex technological systems to effect change in schools. School leaders need to understand how technologies facilitate the exchange of these data and how to make data useful to teachers.These rising expectations for technology leaders have been enabled by the incredible expansion in the capacity of technologies to communicate, represent and store information.\u00a0\u00a0This class discusses the technologies that frame current leadership practices in schools, as well as technologies that point toward the future of teaching and learning in and out of schools.<\/p>\n
\n<\/strong>This course addresses how leaders improve the core practices of teaching and learning in schools. School leadership, management and leadership form a complementary relation in schools \u2013 management is necessary to create and promote stable conditions for teaching and learning, and leadership is necessary to envision and guide a school toward new frontiers of teaching and learning. \u00a0The\u00a0class focuses on the idea of distributed leadership<\/em>. We will discuss how distributed leadership describes how leadership is shared across a building, and, more importantly, across the network of structures, policies and tools that constitute the local system of practice. Much of the intentional work of school leaders involves redesigning and refining this system of practice to improve teaching and learning in the school.<\/p>\n