Connect and Reflect

Connecting and reflecting on coursework is the foundation of the Bank Street Graduate School of Education approach to learning. Administering an 'Archaeology of Self', peeling back all the layers to understand myself and my approach to leadership.

My learning was facilitated by award winning principals and leading authors in adult development who served as mentors and guided me through a personal construction of knowledge that provided a new perspective on education that truly shaped my leadership journey.

Below is a summary of the courses that greatly influenced the development of my leadership philosophy.

Learn more about my connections and reflections of the learning and transformation I under went by reading the papers I developed. I would be happy to furnish them upon request.

LEAD 503 Adult Development: Implications for Educational Leadership

LEAD 503 frames leadership as supporting adults in their professional learning and development which builds capacity for growth and change in our schools. The course facilitated by Jessica Blum-DeStefano, author of Learning for Leadership Developmental Strategies for Building Capacity in Our Schools (Corwin, 2013) and Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators (Harvard Education Press, 2016) allowed me to understand "ways of knowing most common to adulthood according to Keagan's "Constructive Developmental Theory" [p. 60-61] as well as the "Four Pillar Practices for Growth," which includes "teaming, providing leadership roles, collegial inquiry, and mentoring." This course required me to reflect on myself and how I interact with people. Through this reflection, I learned that my childhood plays a role in how people make me feel and how I interact with them.

Please see my paper titled "Convening Log"

LEAD660 Research for Educational Change

LEAD 660 allowed me to engage in some of the most powerful work around my leadership development. Not only did I learn how to conduct qualitative research from a leading researcher, Jessica Blum-DeStefano, (which included conducting field interviews and reviewing literature by research specialists) but I learned how to study perceived social and educational injustices. Through my work, I became an advocate for students categorized at English Language Learners (ELLs). I realized that more work needs to be done to support these vulnerable young people because it is a matter of national security.

Please see me paper titled "LEAD 660 Qualitative Research Paper"

LEAD 510 Leadership in Curriculum & Instruction

LEAD 510 exposed me to curriculum development though "Understanding by Design" while also

gaining an understanding of the importance of "power standards," the value of development teams and creating the systems

and structure that allows for the development of curriculum. Also, I learned about the importance in creating a space to have a curriculum continually assessed and refined. The course was led by Dr. Jonathan Brown, Principal of Benjamin Turner Middle School (Mount Vernon, NY), and he allowed myself and other cohort members to address ways in which educators can embed culturally responsive education.

LEAD 537 Organizational Development: Implications for Educational Leadership

LEAD 537 was facilitated by renowned former principal Dr. Peter L. McFarlane. Dr. Mac shaped my understanding of the importance of collaborating with your staff and community as well as articulating a vision that empowers and galvanizes the learning community. Through LEAD 537, I began looking at the school organization from a school building leader's perspective and framework. I began shaping my vision of building a learning organization that continually assesses and evaluates structures and systems, Human Resources, as well as the politics of leadership, and symbolic representations of leadership and change management. To summarize my knowledge and its application, I developed a comprehensive three year plan to improve my school.

Please see the report titled "Velasquez, D. Plan for School Excellence"

LEAD 603 School Change: The Transformational Leader

LEAD 603 Led by Jonathan Foy, NYC DOE Senior Advisor for Race & Equity, broadened my perspective in regards to the historical injustice in education equity by provided a lens to view race and the impact of institutional racism. This work included practice and experience utilizing Glenn E. Singleton's ground breaking work Courageous Conversations About Race including the award winning protocols and compass which are intended to deepen inter-racial dialogue.

LEAD 615 Processes of Supervision & Professional Development

LEAD 615 was facilitated by Dr. Ellis Scope, former NYC DOE Principal and current Principals Institute Program Director. This course allowed me to diversify my leadership abilities through my experience and reflection with the coursework. I came to understand my leadership style and affective abilities so that I am able to successfully support educators in their practice.

Please see my reflection titled "DorianVelasquez LEAD615 Reflective Supervision"

LEAD 604 Development of Educational Policy

LEAD 604 allowed me to become more informed about the true guardians of education policy in New York State, The Board of Regents. I came to understand the policies enacted by the Board of Regents guide instruction in districts across New York State. I learned how to advocate for a policy from renowned public policy expert Ron Woo, JD, MA.

Please see the policy proposal to improve instruction and services of ELLs, titled "LEAD 604 Policy Proposal"

LEAD 600 Leadership Communications Seminar

LEAD 600 reinforced for me how much communication is a vital part of leadership. During this course, I was mentored by Rima Shore, Director of the Adelaide Weismann Center for Innovative Leadership in Education, who allowed me to construct and shape the importance of effective communication and the importance of delivering a clear, concise, powerful message that serves to provide a vision for a learning organization.