HOME

IDP

Masters in Leadership

Shelley Bacon

Cohort 2003

 

Text Box: Vision Statement

 

 

 

My Journey: Where the Journey Began

One of my first experiences in leadership came in second grade. As many kids have in lower elementary school, we had a “group” of kids who hung out together at recess. At the tender age of seven or eight, we tended to stick with those of our same genetic code – the girls and guys seemed to have more of an antagonistic relationship than a congenial one. As the “leader” of our gang of girls, I had instituted a policy that went something like, “If the boys don’t leave us alone, we’ll kiss them.” One infamous day a young lad decided to press his luck and continued to harass (probably chase!) us. My eight year old psyche reasoned something like this: “If I don’t follow through on what we said, the boys will never leave us alone again!” It was a matter of integrity; I had to keep my word. After a short peck on the cheek, the offending child scampered away, and the girls felt a sense of triumph.

 

The next memorable experience in leadership came in the 6th grade. We had a particularly dull teacher that year. A stellar example of her lack of quick wit was an incident that occurred in spelling class one day. An enterprising student asked her how to spell a spelling word, which she proceeded to do, letter by letter. The only problem was, we were in the middle of a spelling test at the time! The incident that stood out in my mind, however, centered around the reading of a particular book during our noon reading time. At some point every day while the book was being read, she would relay with great excitement the events of a bygone year when she had inadvertently read past the standard reading time. She had come to a particularly enthralling part of the book, only to look up at the clock and exclaim, “Oh, look at the time! We have to quit!” Then came the much repeated event: “Everyone stood up IN UNISION and said ‘NOOOOOOOOOO!’ “ This was the absolute highlight of the book for her – perhaps of her entire life. She told and retold this story so often that it became a legend. One day, I decided to try to replicate the immense joy our teacher had received from the unanimous action of her former students. Ok, not really. I passed the word around that at EXACTLY 2:15 everyone was to open their desks and put their heads inside. Everyone save one student complied. The teacher just looked on quizzically. So, we tried again. At precisely 10:30 am on another day, everyone was to drop a book on floor. Again, no acknowledgement of our actions came from our intended target. Oh well. I was successful in leading a group of students, albeit to futile actions.

 

Further leadership opportunities opened up to me throughout the years, including class office, ASB office, and more recently, many church offices and other duties. The course that began in childhood has continued to this day.

 

 

My Vision: Who I am and What I Believe

At my very core I am a purposeful child of God who loves life - life that is embodied in loving and learning. I am compelled by my inner self to be a person of integrity.

 

Life is exciting Þ life is all about learning Þ learning is exciting! I have always loved learning, and ever since first grade I have wanted to be a teacher. It is my distinct privilege to incorporate my love of life with my love of learning into the best profession in the world: A teacher!

 

Every experience in life can be a gift, when viewed through grateful and seasoned eyes. The gift expands through the input of other people; their experience, their wisdom, their knowledge, becomes food for thought and a potential for greater learning. Other people give us the gift of insight into our souls; we bounce ourselves and our ideas off of them, helping us form a basis for reality. Those people closest to us - our family members - give us the gift of understanding the depth of emotions, the fullness of life; they help us bare our soul, stripping away all pretenses and external forces, exposing our true selves, our innermost values.

 

 

My Goals: What I want to do with my gifts and my education

I want to use my God-given talent - the gift of teaching - to impact young people for the Giver of all good gifts: My Jesus and Savior. By stretching my mind, by being exposed to new ideas, new thinkers, new patterns, by opening doors to new worlds, I will grow and develop. The path of education upon which I have embarked will enable me to impact more students in the future, to imbue them with a sense of awe and excitement about the world around them, God's world of fascination, the world of learning!

 

 

My Plan: How I will accomplish my goals

During the next several months, I will complete my personal plan (IDP) for demonstrating the competencies that will allow me to realize my goals. Then, I will reflect, review, research, rewrite, and through it all, renew my determination to be all that I can be as a teacher. I will compile information and gather documents; I will read theories and incorporate new information and ideas into my practice as well as my knowledge base; I will collaborate with other participants on this journey with me; I will listen to new ideas and modify mine based on input from others. My reflections in my portfolio will serve as a documented cornerstone of my journey towards becoming a leader with a solid philosophical foundation. Because my vision is clear and my goals are worthy, I will prevail.

 

Text Box: Projects for Documenting Proficiencies  

          

 

 

Project: Curriculum Writing

This project will demonstrate the following competencies:

*Competency 1b: A leader should be an effective teacher/instructor with skills in various learning strategies, including group processes.

Competency 2a: A leader should be a dynamic change agent with skills in planning and implementing change.

Competency 3a: A leader should be an effective organizer with skills in organizational development, management, and allocating resources.

*Competency 6f: A leader should be a competent scholar with a working knowledge of technology and its application.

 

Description of project:

In the process of completing the necessary work for my job at AE21, I have written an entire year of curriculum, integrating English, Bible, and world history, and including technology and computer skills. This curriculum embraces a number of educational philosophies, theories, and methods. First, I have used Grant Wiggins and Jay McTighe's concept of "backward design" (Understanding by Design) to create a yearly theme, including a theme song. The backward design concept is carried through to the unit and weekly level, which is demonstrated by the concept or "know and do" approach rather than the page number or chapter approach.

 

Cooperative learning, made prominent by Kagan, is widely used in the curriculum. Sometimes the cooperative learning plan is spelled out in the unit or weekly plans, and other times it is implemented in the weekly work (a greatly expanded version of the weekly plan). Pair share, folded line, random call cards, voting, cooperative groups with assigned - or chosen - roles, and other cooperative learning methods are employed throughout the year.

 

Bernice McCarthy's 4MAT instructional methods are widely used in the curriculum. Units, weeks, and/or concepts are presented with a "connect" piece at the very onset, and the various learning styles described by McCarthy are attended to throughout the course of unit, week, or concept. Right-brain and left-brain focused activities are purposefully included as part of this instructional method.

 

Activities throughout the curriculum are purposely created to meet a wide variety of learning styles. While many of the students' assignments are technology related, requiring the use of the computer and some software, some assessments are based on artwork and other kinesthetic projects. Debate is a favorite activity with the students. On-camera games and races are another wonderful and innovative assessment tool incorporated into the curriculum.

 

William Glasser's book The Quality School has influenced my thinking and my curriculum in that I want to make each subject, each concept relevant and exciting to my students, thereby impelling them toward a love of learning. This educational philosophy permeates all my thinking and planning for this curriculum.

 

Finally, my curriculum addresses my prime goals as a teacher: "Teach them to be thinkers, not mere reflectors of other men's thoughts" (White, Education pg. 19), and "Teach them to reason from cause to effect" (White, Child Guidance pg 362)

 

Documentation:

The yearly curriculum for AE21 sophomore humanities will be submitted as documentation of the above stated competencies.

 

Verification:

Letters from my instructional manager, my program director, and my educational superintendents will accompany my curriculum. These letters will verify that I have created the curriculum and that it meets or exceeds their expectations for excellence.

 

Reflection:

How have the educational theories influenced my curriculum writing? What additional sources or theories would blend well with this type of online curriculum planning? Who are the experts in online education and how do my practices and methods align with theirs?

 

 

Project: KEEP Marketing (Kids Educational Endowment and Scholarship Program)

This project will demonstrate the following competencies:

Competency 2a: A leader should be a dynamic change agent with skills in planning and implementing change.

*Competency 2c: A leader should be a dynamic change agent with skills in public relations.

 

Description of project:

KEEP, or Kids Educational Endowment and Scholarship Program, is part of a 10 year capital campaign for the Upper Columbia Conference of Seventh-day Adventists. I have been a member of the administrative board since 2001 and have served as the marketing chairperson. As such, I have written several articles for the Gleaner, a publication for the members of the Seventh-day Adventist Church in the Upper Columbia Conference. I have also overseen the writing of several other Gleaner articles. Additionally, I have written many bulletin inserts for the Sabbaths when the offering is designated specifically for KEEP. I have helped prepare a flyer to advertise KEEP and raise awareness of the project and its goals. I coordinated the production of a promotional video for KEEP at the beginning of the project.

 

Documentation:

Copies of the Gleaner articles, bulletin inserts, and promotional flyers will be included in the portfolio. A copy of the video tape will also be included in the documentation.

 

Verification:

Letters will be solicited from Patsy Wagner, Development Director for the Upper Columbia Conference, Max Torkleson, president of the Upper Columbia Conference, Gordon Phifer, secretary of the Upper Columbia Conference as well as the KEEP board, and Keith Waters, educational secretary of the Upper Columbia Conference and KEEP board chair, verifying my proficiency as a board member, a change agent, and a public relations specialist.

 

Reflections:

What Biblical, moral, and financial principals support the concept of an endowment fund for Christian education? What principles of a competent leader and change agent have been followed throughout this project? What authorities are there on the subject of public relations and marketing whose advice, theory, and/or practice would be helpful to this project?

 

 

Project: Adventist LEAP

This project will demonstrate the following competencies:

*Competency 2a: A leader should be a dynamic change agent with skills in planning and implementing change.

Competency 3a: A leader should be an effective organizer with skills in organizational development, management, and allocating resources.

Competency 4a: A leader should be a collaborative consultant with skills in effective communication.

Competency 5a: A leader should be a reflective researcher with skills in reading and evaluating research.

Competency 5b: A leader should be a reflective researcher with skills in conducting research.

Competency 5c: A leader should be a reflective researcher with skills in reporting research.

 

Description:

Adventist LEAP, or Leading Edge Accelerated Program, is a project I am initiating designed to enable high-achieving Adventist high school junior and seniors to take online college courses that would fulfill the requirements for their last two years of academy as well as form the basis for their first two years of college. Organization of this program includes utilizing phone contacts, email communication, personal meetings, presentation, my master’s research (documentation, review of current literature, surveys and focus groups), and other various means to form, organize, and communicate this program. As this program becomes accepted and well-known, a significant change will take place in the delivery of Adventist education in the NAD.

 

Documentation:

All email and snail mail communication will be saved; notes from phone conversations will be documented. The concept paper and flow chart, rough draft, final draft, and drafts for various organizations (ADEC, secondary NAD education directors) will be included. The research paper in its many stages will be included in digital format.

 

Verification:

As awareness and acceptance of this program becomes more widespread, letters of reference will be sought from participants in the program, parents of participants, educational directors at the conference and union level, AVLN board members, and members of the focus group(s) used in the research. Links to Adventist LEAP on other Adventist educational web sites will be included (ADEC, NAD Department of Education, AE21).

 

Reflection:

What was the reason the Adventist LEAP program became a burning issue for me? What leadership skills did I employ when organizing this program from its very inception? Whose work/what literature was significantly instrumental in helping form the basis for my actions and the direction in which my research took me? Did the final project look like the original idea? What changes occurred during the planning process, and what input initiated/pushed for/required those changes? What literature/documentation/philosophy supports the changes, or the thought process of the need for modification based on others’ input and/or additional research/information?

 

 

Project: Boston Trip

This project will demonstrate the following competencies:

Competency 3a: A leader should be an effective organizer with skills in organizational development, management, and allocating resources.

Competency 4a: A leader should be a collaborative consultant with skills in effective communication.

 

Description:

During the second semester of the 2002-2003 school year, I planned and implemented a school trip to Boston, MA, for 80 students, facilitators, chaperones, and staff. I was responsible for all organization including lodging, food, recreation, spiritual activities, transportation, and educational activities. I planned the budget and decided on the cost of the trip. I delegated responsibilities for various aspects of the trip, communicated expectations, followed up on appointments, schedules, delegated responsibilities, and reservations. I made maps for travel to the educational facilities. I oversaw the payment of the financial responsibilities, including deposits, final payment, and tips.

 

Documentation:

All email and snail mail communication will be included; notes from phone conversations will be scanned or typed. Excel worksheets with various stages of the budget will be attached. Confirmation letters for educational activities, lodging, and other arrangements will be scanned and included. Photos and video clips from the trip will be presented.

 

Verification:

Students and adults participating in the trip will be asked to complete a questionnaire about their experience on the trip. Letters from my administrator and fellow teachers as well as facilitators who attended the trip verifying my organization abilities in regards to this trip will be sought and included.

 

Reflection:

What leadership skills were utilized in planning and implementing this trip? Who are the authorities on the necessary skills for organizing, developing, and allocating resources? How did my work line up with accepted recommendations and practices in leadership? Did the final outcome meet or exceed expectations?

 

 

Project: AE21 Article for the Journal of Adventist Education

This project will demonstrate the following competencies:

Competency 4a: A leader should be a collaborative consultant with skills in effective communication.

 

Description:

In the summer of 2002 I was asked to write an article for The Journal of Adventist Education on AE21 Distributed Education for the journal’s special edition on distance education. I solicited facts, suggestions, and information from my fellow teachers at AE21 about their areas of expertise. I secured photographs to illustrate the program and its technology and connectivity components. I wrote a rough draft and submitted it to Shirley Freed and Marilyn Eggers for review. Following their suggestions, I made significant additions and resubmitted it to them as well as to the editor of the journal. After many changes, rearrangements, and editions, the article was published in the May-June edition of The Journal of Adventist Education.

 

Documentation:

All saved versions of the article will be included in the portfolio. The final version will be submitted in text form as well as scanned and submitted in digital format.

 

Verification:

Email communication regarding this assignment will be copied and included in the portfolio. The final printed version of the article with my name as the author is the ultimate verification!

 

Reflection:

What leadership skills were exhibited in the planning and writing of this article? What communication skills came into play during the process? What is the philosophical and Biblical foundation of collaboration? How were these foundations built upon in both the process and final outcome?

 

 

Project: Easy Bake Cookie Company

This project will demonstrate the following competencies:

*Competency 2a: A leader should be a dynamic change agent with skills in planning and implementing change.

Competency 2c: A leader should be a dynamic change agent with skills in public relations.

*Competency 3a: A leader should be an effective organizer with skills in organizational development, management, and allocating resources.

Competency 4a: A leader should be a collaborative consultant with skills in effective communication.

 

Description of project:

In August of 1997, after spending one year running a company I founded to employ junior academy students called “Shelley Ann Originals,” I realized that I needed to find a product that the students could create with less labor coming from an adult, i.e. me. This led me, through a series of several ideas and events, to create the “Easy Bake” company. Easy Bake Cookie Mixes could be made almost exclusively using student labor, thereby accomplishing my goal of providing employment to junior academy and later academy students, giving them the valuable skill of a good work ethic while enabling them to earn money for their tuition. Within three months, the finished product was on the shelves of major grocery stores in the Spokane area. I organized the company from the ground up. This organization included development of the product, research of materials (labels, containers, lids, shrink wrap, ingredients), planning of the process (layout of the work space, tools for the process), research of regulations (business license, Health Department inspection, label requirements, nutrition labeling), marketing, production (management and labor), and distribution. The company was in business for three years and at one time had products in over 30 grocery stores. I coordinated with another business to create a fund raising product that we marketed to Adventist schools at the 2000 teachers’ convention in Dallas, TX. At the end of the 2000-2001 school year, I felt I needed to discontinue the product due to lack of funding and outside sales, combined with my calling to return to the teaching profession.

 

Documentation:

All research materials, copies of labels, sample invoices, product pictures, flyers, health department documents and other documentation still available will be included in the portfolio. Sample cookies available upon request!

 

Verification:

Verification will come in the form of invoices and letters from companies requesting my product, letters from employees, and pictures of the product and the display at NAD teachers’ convention.

 

Reflections:

What leadership and/or organizational philosophies or strategies enabled this project to get started? What specifically could have made it more successful? What resources, experts, and information were utilized, and which ones could have been used to the greater good of the company?

 

 

Project: Marketing and Public Awareness

This project will demonstrate the following competencies:

Competency 2a: A leader should be a dynamic change agent with skills in planning and implementing change

*Competency 2c: A leader should be a dynamic change agent with skills in public relations.

Competency 4a: A leader should be a collaborative consultant with skills in effective communication.

 

Description of project:

After moving to Colville, WA, in the summer of 1990, I became involved in our local Seventh-day Adventist elementary school, then called Colville Valley Adventist School. For the next 10 years, I was highly involved in marketing and public awareness. I wrote many articles for the local weekly paper and organized and/or participated in numerous activities related to community outreach and involvement (fund raising events, trash-a-thons, solicitation of advertisements for the yearbook, work study program [newspaper delivery, local businesses]). I created a school logo, produced stationary, wrote letters, and created the yearbook for two years. Additionally, I served on the school board as a member, treasurer, vice chairperson, and chairperson. In these capacities I was regularly in contact with public and community figures and used all available contacts to market and PR the school.

 

Documentation:

Clippings of newspapers articles and pictures will be scanned and included in the portfolio. All available written communication will be included as well.

 

Verification:

Letters from the former principal and the educational superintendent will be solicited to verify my involvement in marketing and public relations for the school. Community leaders/members with an awareness of my marketing and public relations will also be asked to write letters verifying my effectiveness as a communicator of the activities and the quality of Colville Valley Junior Academy (current name).

 

Reflections:

What philosophical foundations form the basis of the need for an Adventist school? What qualities of a leader does it take to effectively market anything? What specific tools and knowledge is helpful when marketing a religious entity? What thought processes and/or examples are there in the literature for effective marketing and public awareness campaigns?

 

 

Project: Work-Study Program

This project will demonstrate the following competencies:

*Competency 2a: A leader should be a dynamic change agent with skills in planning and implementing change.

Competency 2c: A leader should be a dynamic change agent with skills in public relations.

Competency 3a: A leader should be an effective organizer with skills in organizational development, management, and allocating resources.

 

Description of project:

In the fall of 1993 I began to think about implementation of some wise counsel given by a writer some 100 years ago. This writer suggested we advocate work in our schools as a means of not only providing money for tuition but also as a tool for teaching valuable work skills to our children. I subsequently implemented a work-study program for the 7th – 10th grade students at Colville Valley Junior Academy. I contacted local businesses in our small town and solicited their support in the way of afternoon jobs for our older students, securing part time employment (4-16 hours/week) as grocery story baggers, secretaries’ assistants, and housekeeping workers. Students were also involved in monthly work-study workshops where they were taught about budgeting, writing a resume, job markets, and other work-related skills. I coordinated these workshops and brought in guest speakers from the community and from as far away as Spokane (70 miles). This program necessitated research into minor work laws, and I eventually secured judicial permission for minors under the age of 14 to work during the school year in this program.

 

A major component of our work study program for three years was the weekly delivery of the local newspaper by our students. I secured this contract by negotiating with the owner/editor of the paper, organized the creation of the town’s route, secured students willing to deliver papers, organized the drivers/supervisors, and delivered many hundreds of papers myself! The money secured from this project initially went to purchase needed playground equipment and help finance the purchase of handbells. Eventually, the money was given directly to the students for their tuition.

 

When the job market, as well as the ownership of formerly supportive businesses changed, and interest in delivering newspapers waned, this program had to change its focus. I began two businesses whose purpose was to employ students of Colville Valley Junior Academy. While those two businesses were relatively short lived, the program expanded to include providing a service to a natural foods business out of Oregon. As a result of some of my contacts, a businessman called me and asked the school to produce the carob candy their company distributed. I researched this business, traveled to Seattle to observe the product being made and learned the process, made the appropriate contacts to secure permission from the school board to proceed, set up the contacts necessary for delivery of the ingredients, created time cards for students, hired students, created an algebra formula for calculating wages based on production, personally oversaw the operation for the first few months, and helped train in a supervisor to continue the project. The carob candy project is ongoing today. Additionally, in 1999, I started a small school store whose purpose was to employ student labor and teach work skills, as well as serve the community by providing a source of vegetarian food at reasonable prices. This store has grown under new management and is thriving today.

 

Documentation:

All pertinent documents that are still available will be included in the portfolio: flyers, pictures of the work study students in action (from the yearbook), copies of student resumes, video of career days presentation (Spokane-based pilot for Northwest Airlines), documentation of judicial permission for minors under 14 to work.

 

Verification:

Letters from the former principal and students involved in the work study program will be solicited verifying my initiation of these programs and participation in these programs. Additionally, a letter from the owner/editor of the newspaper will be requested verifying my involvement in and contribution to this project. Other community businessmen who participated in the original work-study program will be sought out for written verification.

 

Reflections:

What philosophical and Biblical foundations form the basis of the need for work study program in an Adventist school? Is there any precedent in the literature that suggests students gain anything other than monetary advantage by working during their high school years? What leadership qualities were utilized when forming and implementing this program? 

 

 

Project: Additional Classes and Experiences

Additional classes and experiences will be included to supplement the previous projects. These classes and experiences include, but are not limited to:

 

·            AVLN classes (Integrating Technology in the Classroom, Active Online Teaching)

·            AU classes (required classes for Masters program)

·            SAU class (4MAT)

 

 

 

IDP

Masters in Leadership

Shelley Bacon

Cohort 2003

 

Competency Correlations

·     Projects/Classes

·     Documentation/Verification

·     Philosophical Foundations

 


1b: An effective teacher/leader with skills in various learning-strategies, including group processes

Projects/Classes

Prior knowledge and Experience:

  1. 4MAT
  2. AVLN Conference
  3. AVLN ITC – Integrating Technology into the Classroom

Current/proposed Experience:

  1. Leadership Seminar
  2. AVLN Active Online Teaching
  3. Curriculum Design

 

Documentation/Verification

*    4MAT lesson plans from class

*    Reflection paper from AVLN Conference

*    Reflection paper from AVLN ITC

*    Project from AVLN AOT

*    Sophomore humanities curriculum 03-04: Yearly overview, unit plans, weekly plans, weekly work

 

Scholarly/Philosophical Foundations

A reflection paper covering the history and philosophical background of group process, backward design, 4MAT; additional information will be included as I read, take more classes, and interact with my RG and cohort.  My philosophical foundation will answer the following questions: How have the educational theories influenced my curriculum writing? What additional sources or theories would blend well with this type of online curriculum planning? Who are the experts in online education and how do my practices and methods align with theirs?

 

2a: A dynamic change agent with skills in planning and implementing change

 

 

Projects/Classes

Prior knowledge and Experience:

  1. KEEP: Kids’ Educational Endowment and Scholarship Program (prior and current)
  2. Easy Bake Cookie Company
  3. Work Study Program
  4. Managing Public Awareness: Colville Valley Adventist School Marketing and Public Awareness
  5. Leadership Seminar

Current/proposed Experience:

  1. Issues in Leadership Theory
  2. Issues in Leadership Foundations
  3. Curriculum Design (prior and current)
  4. Adventist LEAP: Leading Edge Accelerated Program

 

Documentation/Verification

*    KEEP Board meeting minutes

*    Research paper: Adventist LEAP concepts

*    Business summary for Easy Bake

*    Reflection paper for work study program; pictures of students working; letters from community business people, former work study students, church and school members

*    Coursework/reflection papers for issues in leadership theory and issues in leadership foundations

*    Sophomore humanities curriculum 03-04: Yearly overview, unit plans, weekly plans, weekly work

*    Letters from my instructional manager and others who are entrusted with curriculum quality issues

*    Newspaper articles, copies of programs, flyers, PR material

 

Scholarly/Philosophical Foundations

Three reflection papers from Issues in Leadership Theory; Required papers/coursework for Issues in Leadership Foundations; The foundational underpinnings of the philosophy behind a leader being a change agent will be documented through reading, understanding, and quoting experts in the area of leadership at it relates to planning, organizing, and implementing change. Additional information will be included as I read, take more classes, and interact with my RG and cohort.


2c: A dynamic change agent with skills in public relations.

Projects/Classes

Prior knowledge and Experience:

  1. Issues in Leadership Foundations
  2. Managing Public Awareness: Colville Valley Adventist School
  3. Easy Bake Cookie Company
  4. Work Study Program

Current/proposed Experience:

5.     Adventist LEAP: Leading Edge Accelerated Program

6.     KEEP: Kids’ Educational Endowment and Scholarship Program (prior and current)

 

Documentation/Verification

*    Reflection papers for Issues in Leadership Foundations class

*    Newspaper articles, copies of flyers, overview of programs implemented

*    Business summary for Easy Bake

*    Gleaner articles, bulletin inserts, letters of reference from Board chair and other board members

*    Documentation of marketing and public relations for work study program and Easy Bake Cookie Company

*    Research paper for Adventist LEAP

*    Letters from community business people

*    Letters from administrative leaders (Adventist LEAP)

 

Scholarly/Philosophical Foundations

Required papers/coursework for Issues in Leadership Foundations

Reflective paper of research on/reading about the foundations of leadership as they relate to initiating change through public relations, answering such questions as: How does and should a leader utilize public relations to initiate change? How have my previous public relation projects modeled these philosophies/methods? What changes can I make as a leader to be more effective in the area of public relations, based on the new knowledge of leadership foundations I have secured through reading and research?

Additional information will be included as I read, take more classes, and interact with my RG and cohort.

 

3a: An effective organizer with skills in organizational development, management, and allocating resources.

Projects/Classes

Prior knowledge and Experience:

  1. AVLN Conference
  2. Curriculum Writing
  3. Issues in Leadership Theory
  4. Boston trip
  5. Easy Bake Cookie Company
  6. Work Study Program
  7. Treasure work, CVJA
  8. AVLN Conference; AVLN Board (prior and current)

Current/proposed Experience:

  1. Adventist LEAP
  2. Wedding planning

 

Documentation/Verification

*    Sophomore humanities curriculum 03-04: Yearly overview, unit plans, weekly plans, weekly work

*    Excel spreadsheets showing initial and final budgeting for Boston trip for 80 participants

*    Notes, pictures, budget for wedding

*    Budgets and financial statements from Colville Valley Junior Academy

*    Development plan for Adventist LEAP

 

Scholarly/Philosophical Foundations

Required papers/coursework for Issues in Leadership Theory

Philosophical foundation for curriculum writing using 4MAT, backward design, cooperative learning (group process), and concepts from The Quality School  

Reflective paper: philosophy of organizational development, management, and allocating resources section, answering such questions as: What leadership skills were utilized in planning and implementing the projects listed above? Who are the authorities on the necessary skills for organizing, developing, and allocating resources? How did my work line up with accepted recommendations and practices in leadership? Did the final outcome meet or exceed expectations?

4a: A collaborative consultant with skills in effective communications.

Projects/Classes

Prior knowledge and Experience:

  1. Managing Public Awareness: Colville Valley Adventist School
  2. Easy Bake Cookie Company
  3. Boston trip
  4. AE21 article for Journal of Adventist Education

Current/proposed Experience:

  1. AVLN Conference presentations
  2. AVLN Active Online Teaching
  3. Adventist LEAP
  4. IDP
  5. Teaching on camera: AE21 Distributed Education
  6. Online Communication

 

Scholarly/Documentation/Verification

*    Email and other communication (Adventist LEAP)

*    Communication with students, facilitators, staff; communication with vendors, tour guides, transportation people, etc. (Boston trip)

*    Marketing letters for Easy Bake

*    Newspaper articles, copies of flyers, overview of programs implemented

*    Overview of presentations for AVLN conferences

*    Videos of teaching on videoconferencing camera system for AE21

*    Copies of email, IM, and snail mail communication with students, parents, facilitators, staff at AE21; phone logs

 

Scholarly/Philosophical Foundations

Research paper on Adventist LEAP

Reflection paper: philosophy of leadership and effective communications section answering such questions as: What leadership skills were exhibited in the planning and writing of these various communication items? What communication skills came into play during the process? What leadership types facilitate good communication between leader and follower? How is servant leadership affected by and/or dependent upon good communication?

 

5a: A reflective researcher with skills in reading and evaluating research.

Projects/Classes

Prior knowledge and Experience:

  1. Research paper for “Writing for Literature” class

Current/proposed Experience:

  1. Thesis paper: Adventist LEAP
  2. Independent study: Issues in research

 

Documentation/Verification

*    Reflection paper about process of finding information for “Writing for Literature” class

*    Literature review: research, papers, web sites, books about dual enrollment/dual credit programs

 

Scholarly/Philosophical Foundations

Reflection paper: Philosophy of Leadership and research section answering such questions as, What is the responsibilities of a leader to read literature without bias, to assimilate information, and to evaluate information for relevance and reliability? What leader skills are implemented in this process?

5b: A reflective researcher with skills in conducting research.

Projects/Classes

Prior knowledge and Experience:

  1. Research paper for “Writing for Literature” class

Current/proposed Experience:

  1. Thesis paper: Adventist LEAP
  1. Independent study: Issues in research

 

Documentation/Verification

*    Surveys, interviews, compiled information from research conducted for Adventist LEAP thesis paper

 

Scholarly/Philosophical Foundations

Research paper on Adventist LEAP

Reflection paper: Philosophy of Leadership and research section answering such questions as, How do leaders conduct research? What leadership/management skills encourage/foster cooperation with subjects of the research? What methods of persuasion can/should be employed? What leadership –based relational skills will facilitate cooperation?

5c: A reflective researcher with skills in reporting research.

Projects/Classes

Prior knowledge and Experience:

  1. Research paper for “Writing for Literature” class

Current/proposed Experience:

  1. Thesis paper: Adventist LEAP
  2. Independent study: Issues in research

 

Documentation/Verification

*    Completed research paper: Adventist LEAP

 

Scholarly/Philosophical Foundations

Research paper on Adventist LEAP

Thesis paper: Philosophy of Leadership and research section answering such questions as, What leadership philosophies are utilized and recognized as contributing to the successful finishing of a thesis paper and research project? What theories/methods are used when reporting research in order to accurately reflect the information gleaned?

 

6b: A competent scholar with a working knowledge of leadership foundations.

Projects/Classes

Current/proposed Experience:

  1. Leadership Seminar
  2. Issues in Leadership Theory
  3. Issues in Leadership Foundations

 

Documentation/Verification

*    Reflection paper about leadership seminar experience

*    Required coursework/papers for Issues in Leadership Theory

*    Required coursework/papers for Issues in Leadership Foundations

 

Scholarly/Philosophical Foundations

Reflection paper: personal worldview philosophy in comparison to/contrast with other worldviews of leaders and other theorists.

 

6f: A competent scholar with a working knowledge of technology and its application.

Projects/Classes

Current/proposed Experience:

  1. Curriculum Writing (integrating technology into the classroom in action!)
  2. Portfolio (Digital)
  3. AVLN Conference presentations/classes
  4. AVLN Active Online Teaching
  5. Online communication
  6. Teaching for AE21

 

Documentation/Verification

*    Sophomore humanities curriculum 03-04: Yearly overview, unit plans, weekly plans, weekly work 

*    Digital Portfolio (available on the web)

*    Flash program for portfolio, AE21, and/or wedding

*    Letters from participants in AVLN Conference presentations

*    Copies of email and IM communication verification: AE21 staff, facilitators, students, parents

*    Archived video of videoconference class for sophomore humanities at AE21

 

Scholarly/Philosophical Foundations

Reflection paper about experience teaching AVLN Integrating Technology into the Classroom

Reflection paper: Philosophy of Leadership and technology section, answering such questions as, What leadership theories suggest the need for a leader’s need for a working knowledge of technology? How can an effective use of technology enhance the effectiveness of a leader?

 

 

Course Plan: Shelley Bacon

Masters in Leadership

2003 Cohort

 

Course

Number

Credits

Course Name

Semester

Total

Credits

Competencies

1b

2a

2c

3a

4a

5a

5b

5c

6b

6f

EDCI 565

3

Trends in Education: 4MAT

(Transfer credits: SAU)

Summer

2002

11

 

 

 

 

 

 

 

 

 

LEAD 636

2

AVLN Conference

(Transfer credits: AU)

Summer

2003

 

 

 

 

 

 

LEAD 690

2

AVLN ITC: Integrating

Technology into the Classroom

Summer

2003

 

 

 

 

 

 

 

LEAD 630

4

Leadership Seminar

Summer

2003

 

 

 

 

 

 

LEAD 690

2

ALVN AOT: Active Online

Teaching

Fall

2003

14

 

 

 

 

 

 

 

LEAD 690

2

Curriculum Design

Fall

2003

 

 

 

 

 

 

LEAD 635

4

IDP

Fall

2003

 

 

 

 

 

 

 

 

LEAD 638

2

Issues in Leadership Theory

Fall

2003

 

 

 

 

 

 

 

LEAD 690

2

Independent Study:(Freed) (Substitute for LEAD 637)

Fall

2003

 

 

 

 

 

 

 

LEAD 675

2

Organizational Change

(Adventist LEAP)

Fall

2003

 

 

 

 

 

 

 

 

LEAD 636

2

Issues in Leadership

Foundations

Spring

2004

11

 

 

 

 

 

 

 

LEAD 675

2

Managing Public Awareness

Spring

2004

 

 

 

 

 

 

 

 

LEAD 698

3

Research: Current Practices and Need for Change

Spring

2004

 

 

 

 

 

 

LEAD 675

2

Online Communication

Spring

2004

 

 

 

 

 

 

 

 

LEAD 675

2

Proficiency Presentation

(Portfolio completion in web format)

Spring

2004