I was asked to redesign this syllabus for the PhD educational leadership cohort, and have taught this class three times. I chose to have a focus on the history and theories behind accountability, with an emphasis on how what is taught (the curriculum) influences how educational systems are measured (the assessments). I also focused on having students participate in a series of dialogues around pertinent topics in education, using their independent research to back up assertions. I absolutely love teaching this class and seeing students understand that there is no one "right" way to do accountability as they wrestle with the question: What does it mean to be fair?

An example lesson from this course can be found here.

I was also asked to redesign this course syllbus for the PhD educational leadership cohort. The students frequently take this class in conjunction with organizational theories, and in my previous experience with PhD students in the accountability classes, I knew that they often struggled with conceptual and theoretical frameworks--especially how to use those as a platform for research. For that reason, I took students through the process of understanding conceptual vs. theoretical frameworks and how to use theoretical frameworks to create a research conceptual framework. Students also completed timed writings to prepare them for their comps. I also wanted students to understand that leadership looks different in different parts of the world, so I infused multiple international articles throughout the class.

An example lesson from this course can be found here.