Undergraduate Courses:  July 1990 - Present

EDUC 2200 Teachers as leaders – Students examine the attributes teachers require to contribute to professional learning communities in schools. Attributes include accountability, advocacy, cultural responsiveness, collaboration, openness to change, professionalism, reflection, risk-taking, shared vision, stability, and teamwork. These are explored in relation to school culture, school improvement, professional development, and formal and informal leadership. 

EDUC 2375 Effective assessment – This course is designed to assist students in developing an understanding of concepts and issues related to the differentiated assessment of learning. Participants will be required to develop competence in the construction of various instruments and processes used to measure and evaluate individual learner performance. The field experience will include teaching and assessing learning experiences.

EDUC 1233 Professional dimensions II – This course provides a foundation for curriculum and pedagogy in the areas of planning, facilitating and assessing learning. Further, it examines issues of power and justice and the ways that the economy, matters of race, culture, class, and gender ideologies, political discourses and other social institutions interact to construct the social systems that make up educational institutions. 

EDUC 1231 Professional dimensions I – This undergraduate course at Mount Royal University examines teaching and learning processes with reference to psychological, sociological and philosophical influences in contemporary society, addressing the concept of personal worldview and its impact on classroom environments.

EDUC 3010 Practicum I – This Bachelor of Education third-year practicum course at Mount Royal University focuses on planning for learning, facilitating learning, assessment, classroom environment, and professional responsibilities.

Leading inclusive schools – This course was one component of a diploma in inclusive education offered through Pedagogical Universities, Pedagogical Colleges, and Institutes of Post-Graduate Education in Ukraine beginning in 2010. The course consisted of 70 hours of instruction and focused on school leadership with the goal of creating and sustaining inclusive schools so that children and youth with special needs could learn and experience success in the regular classroom. It was delivered on-site by Ukrainian postsecondary instructors in consultation with the course developer, Charles F. Webber. The course was part of an educational development project in Ukraine funded by the Canadian International Development Agency.

EDTS 493 Administration of education and the role of the teacher - Students examined the administrative tasks, processes and constraints having particular relevance to the classroom teacher.

EDTS 453 Theory and practice in teaching social studies in the elementary school - This was an introduction to the pedagogical concepts and skills required of a generalist teacher in meeting the responsibility of teaching Social Studies in the elementary school.

EDTS 421 Measurement of classroom learning - Students in this required undergraduate course studied basic techniques for evaluating and analyzing behavioral outcomes of instruction.

EDTS 231 Introduction to teaching I:  Theory - This course offered a theoretical analysis of the teaching-learning process in terms of relevant social, philosophical, psychological, and political patterns in contemporary society.

Selected Graduate Courses:  July 1990 - 2015

EDER 719.27 Instructional leadership in the post-secondary context – This doctoral course explored issues of teaching, learning, assessment, and supervision. Topics included: students as adult learners and discerning consumers of education; teaching, learning experiences, curriculum design; sound assessment policy and practices including principles of fair and appropriate assessment, group assignments, variability in and negotiation of assessment; effective supervision of higher degrees by research students; and the importance of reflective practitioner cycles.

EDER 603.02 Quantitative research methods -- This course introduced students to quantitative methods for research in education and related social sciences. The focus was on exploring research design and statistical analyses. Students examined strategies for selecting appropriate research methods for particular research, investigating data collection processes, analyzing sample data, and critically reviewing published studies.

EDER 719.17 Globalization and technology -- This doctoral course explored the influence of globalization and of information and communication technology (ICT) on educational leadership. 

EDER 619.15 Social dynamics of rural education -- This course focused on how people interact in rural communities. The purpose of the course was to enhance knowledge and understanding of the role of the educational leader in rural communities.

EDER 619.58 Leading assessment – Students in this course engaged was from a leadership perspective in intellectual and scholarly pursuits of theoretical foundations and current developments in the field of student assessment.

EDER 619.61 Leading assessment II – The intention of this graduate level seminar course was to provide an opportunity for students to engage in intellectual and scholarly pursuit of current applied developments in the field of student assessment. The current state of assessment practice in Alberta and elsewhere was detailed and practical applications of contemporary theory were explored.

EDER 719.04 Doctoral orientation – This was a required course for students in the Doctor of Education degree program offered by the Graduate Division of Educational Research. The purpose of the course was to introduce students to the people, learning tools, and campus community that would support them during their doctoral studies.

EDER 697.93 Linking research to educational practice - This quarter course showcased current educational research conducted by graduate students and professors in the Graduate Division of Educational Research.

EDER 697.94 Introduction to educational studies - This was an optional course for incoming master's and doctoral students in the Graduate Division of Educational Research. Students explored their emerging roles as critical readers of theory and research, reflective practitioners, and scholars.

EDER 619.30 Leadership institute - Students in this overview course worked closely with a team of university and school personnel to examine educational leadership issues that were of current importance in the Alberta context.  The specific issues addressed in the course emerged through an iterative process of consultation with representatives of the Centre for Leadership in Learning  

EDER 619.16 International trends in educational leadership I - Students in this course examined several of the key influences on educational leadership in Western nations.  They used social and political frameworks to study educational accountability, teacher professionalism, community involvement in decision making, school choice, private schools, and assessment.  General comparisons were made among recent educational initiatives in Canada, New Zealand, the United States, the United Kingdom, and Australia.

EDER 619.17 International trends in educational leadership II - This course was comprised of a travel study unit in a Western nation to study firsthand the issues examined in EDER 619.16, the usual prerequisite to this course.

EDER 695.12 Leadership and technology - Students focused on school-based leadership (both teachers and administrators) in relation to computer technology:  assessing technology needs in schools, integration with instructional programs, staff development for teachers, security issues, ethical considerations, policy implications, and accessing relevant information on the Internet.

EDER 619.05 Schools as collaborative cultures - Students in this course examined school culture from a variety of perspectives.  Key concepts included cultural literacy, beliefs and values, professional ethics, and the tension between tradition and change.

EDER 619.06 Leadership in learning - Students in this course examined educational leadership from two complementary perspectives - large-scale educational change in several countries and school-based leadership.  Key concepts studied included leadership in schools, educational reform, the change process, community development, and the relationship between leadership and learning.

EDTS 688 Introduction to staff development:  Theory and practice - This was a compulsory course for M.Ed. students in the Staff Development program in the Department of Teacher Education and Supervision (EDTS).  Students studied theoretical and research functions of staff development in educational institutions, along with techniques, applications, implementation strategies, and assessment strategies associated with staff development functions.

EDTS 680 Clinical supervision - This was a compulsory course for M.Ed. students in the EDTS Supervision program.  Students examined a structured approach to instructional improvement.

EDTS 681 Theory and research in supervision - A compulsory course for M.Ed. students in the EDTS Supervision program, this course included the study of current models in instructional supervision, recent research findings, and techniques relevant to supervision in schools.

EDTS 695.93 Changing roles in education - This was a new course developed for EDTS and taught in summer session 1995.  Students studied recent changes in Canadian education with particular attention paid to political and economic influences.

EDTS 695.82 School leadership - This was a course that addressed school leadership issues such as communication, decision making, power, conflict and team building.  Although this course had been offered before, I conducted a major revision of its content and delivery.

EDPA 653.17 Leadership for effective schools - Students in this course examined educational leadership as it related to the characteristics of effective schools.

EDPA 653.19 Leadership and group development - Students studied the theory of group development as it related to the leadership skills needed to work effectively with a variety of educational stakeholder groups.

EDU 646.0 School leadership - This full course was taught at Saint Mary’s University in Halifax, Nova Scotia, in summer of 1994.  Students in this course studied issues in school governance and examined the leadership skills required in the context of school-based management.

Graduate Supervision

* Regular Supervisor -- Students Convocated

4 PhD 6 EdD 5 MA

1 MCE 84 MEd

* External Examiner

Australian Catholic University, Melbourne, Victoria

Curtin University of Technology, Perth, Western Australia

Edith Cowan University, Perth, Western Australia

North West University, Potchefstroom, North West Province, South Africa

Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada

Simon Fraser University, Vancouver, British Columbia, Canada

University of Alberta, Edmonton, Alberta, Canada

University of Calgary, Calgary, Alberta, Canada

University of New England, New South Wales, Australia

University of Ontario Institute of Technology, Ontario, Canada

University of Saskatchewan, Saskatoon, Saskatchewan, Canada

University of Southern Queensland, Toowoomba, Queensland, Australia

University of Tasmania, Hobart, Tasmania, Australia

University of Waikato, Hamilton, New Zealand

University of Wollongong, Wollongong, New South Wales, Australia

University of Zululand, Richards Bay, KwaZulu-Natal, South Africa

Western University, London, Ontario, Canada