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Published by Jeanfran, 2016-12-19 17:46:26


Alumna Spotlight: Interview with Mrs. Corey Fries

ISSUE 1, FALL 2016 1 Educational Leadership Forum Educational Leadership Forum
A newsletter of the Educational Administration program, Ohio University
Thank you very much for your interest or maybe your curiosity about our Educational Administration program, in The Patton College of Education, at Ohio University! We are a group of individuals who are very passionate about pushing the envelope to help students materialize their desire to learn, in order to become more active, positive, and consequential citizens in their local and global communities and societies. We hope the same passion that nurtures our commitment to serve through teaching and scholarship will spark your interest or your curiosity by helping sustain your current partnership with us, or engaging in new collaborations with one of our academic offerings.
The partnership or collaboration that we are alluding to is abundantly fruitful. Such collaboration or partnership has produced many generations of teacher leaders, school principals, superintendents, educational leaders, organizational leaders, postsecondary faculty, scholars, advocates, policy makers, and other community leaders who have enthusiastically responded to our CALLED to LEAD. They have immersed themselves in one of our academic offerings, and consequently led transformational changes, and continue to make significant differences in the lives of children, families, individuals, organizations, and communities, in Ohio, the United States of America, and the world.
The purpose of this newsletter is to provide you with an additional opportunity to collaborate or partner with us, by applying to one of our graduate programs, encouraging one or several friends to apply, sharing your practical ideas with practitioners through short articles, sharing the news of your accomplishments, sending us your feedback, or interacting with us in a way that is convenient to you. The newsletter is another way for us to stay in touch with you, and for you to stay in touch with the Educational Administration program. Please, let us know if you want to receive that newsletter on a regular basis. We will definitely honor your wish. I hope you can benefit from reading it or pass it on to someone you know might benefit from reading it. We thank you in advance.
Until next time!
Emmanuel Jean- Francois, PhD
Coordinator - Doctoral Program in Educational Administration/ Doctoral Specialization in Comparative and International Educational Leadership (CIEL)
Educational Administration (EDAD) Program
Patton College of Education Renee Middleton, PhD
Educational Studies Department Krisanna Machtmes, PhD
Coordinator- Doctoral Program Emmanuel Jean Francois, PhD
Coordinator-Master’s Programs Charles Lowery, EdD
Faculty Members: William Larson, PhD Dwan Robinson, PhD Leonard Allen, EdD Cindy Hartman, MS
Administrative Associate: Ms. Robin Boyd
In this issue
Editorial, p.1
Alumna spotlight, p.2
PhD students from Thailand..., p.3 Principal leadership...p.4 Superintendents’ preparation...p.4 Community news, p.5
Students’ news, p.6
Students’ voices, p.7
Ideas to promote positive school... p.8 Poetry, p.8
The educational administration..., p.9 The principal of zen, p.10
Creation of student association...p.10

ISSUE 1, OCTOBER 2016 2 Educational Leadership Forum Alumna Spotlight: Interview with Mrs. Corey Fries
Mrs. Corey Fries and some of her students
Corey Fries graduated from the Educational Administration program, Patton College of Education, Ohio University, in the Spring of 2016. She is currently the Assistant Principal at Winchester Trail Elementary, Canal Winchester, Ohio. She has been a teacher for the past 17 years. She has taught in both 5th and 1st grade classrooms. For the last three years she was an Instructional Coach. Educational Leadership Forum (ELF) is very pleased to put Mrs. Corey Fries (CF) on Alumna Spotlight!
ELF: What drew you to the educational administration program at Ohio University?
CF: A colleague had signed up for the program, and I was drawn to the fact that there were face-to-face classes where you could meet and learn from other professionals from different school districts.
ELF: When did your interest in educational administration begin?
CF: For the previous three years, I had been an instructional coach and that position exposed me to the administrative side of education. I wanted to continue that learning and also was inspired by my administrators to explore that side of education.
ELF: What course (or courses) did you find to be the most meaningful to your career and why?
CF: I think the internships were the most meaningful courses because through your reflections you had to take a different look at your school and district. It helped me to learn about what does happen in my school and in many cases why.
ELF: What was the focus of your thesis, and does it relate to your current work?
CF: My focus was a computer reading program called Lexia. Our school was beginning to implement the program to help provide data for our teachers, and I led the professional development and guidance for the classroom teachers. I
became a resource and provided guidance as they learned about the new program and how it can help their student become better readers. It relates to my position now, because we are only in year 2 and still learning how to best use the program to help our students become better readers.
ELF: What are some of your favorite experiences gleaned from your current job?
CF: Probably my most favorite part of my current job is meeting and building relationships with our students. I love it when I am walking down the hall and they will stop and share a story, an achievement, or even just give me a hug. That is what makes my day.
ELF: Has your degree changed the way you interact with colleagues, students, and the people you meet?
CF: My degree has allowed me to experience education in a different way. For 17 years, I was a classroom teacher and working in administration is very different. I’m constantly learning from my mentors, my colleagues, and the people I meet on a daily basis. Each day is a new adventure, and I never know where it is going to take me.
ELF: How do you hope to expand your career in the future?
CF: In the future, I would like to be more involved in the curriculum side of education. As an instructional coach, I really enjoyed teaching and working with teachers on how to use our curriculum and making it work in their classroom.
ELF: What did you like the most about your time in the Educational Administration program?
CF: I really enjoyed the people that I met and hearing their stories. Everyone’s experience is different and learning from them was a great experience.
ELF: What do you think makes a great educational administrator?
CF: I believe that building relationships is the most important thing an administrator can do to be great. Taking time to build those relationships with your teachers, students, and parents will make you and your school awesome!
ELF: What is your advice for students considering a degree in Educational Administration?
CF: Go for it! A degree in Educational Administration will open so many different doors and paths for an educator.
ELF: Thank you very much for chatting with us!
The African Symposium (TAS): An online peer-reviewed journal For more information:

ISSUE 1, FALL 2016 3 Educational Leadership Forum Comparative and International Education:
PhD students from Thailand at Ohio University
By Godwin Haruna, EDAD Doctoral Student
Four PhD students from the King Mongkutt's University of Technology Thonburi (KMUTT), in Bangkok, Thailand are studying as visiting scholars at Ohio University, under the mentorship of Dr. Emmanuel Jean Francois. The names of the students are Cheeraporn Sangkawetai (“Took”), Yuwarat Srisupawong (“Aea”), Apiwat Meoupphakarn (“PoP”), and Parinda Phanphech (“Fon”). The foursome are spending the Fall 2016 semester at The Gladys W. and David H. Patton College of Education in furtherance of their doctoral studies at KMUTT. They have expressed their satisfaction with both faculty and students of the college for their smooth transition into the rigorous academic life of an American university.
Speaking in an interview recently, Sangkawetai, who is studying Learning Innovation and Technology at KMUTT disclosed that she did not regret the decision to follow her advisor’s counsel to study at The Patton College. According to her, a chance meeting with Dr. Emmanuel Jean Francois, doctoral program coordinator of Educational Administration at The Patton College last winter while he was in Thailand, provided the
window of opportunity of studying in an American university, and she grabbed it with both hands. “In the classes I am taking here, I have met many students from different countries apart from the United States, and it is very impressive to learn about the perspectives of comparative education, as well as qualitative research methods with new friends. These classes give me opportunities to discuss and work in groups with other students. I like the hands-on approach to learning, and I believe I can use and apply this knowledge when I go back to Thailand.” she said. Her compatriot, Ms. Yuwarat Srisupawong (“Aea”), also shares her optimism about what the future holds for her. Srisupawong looks forward to transferring the knowledge being gained at OHIO into her work after graduation. “I realized that OHIO has a very good strategy to engage students with the university activities. For example, I had a very good experience with the American football as a spectator in the Peden Stadium... there are many facilities that are provided for students make learning easy and enjoyable.” she stated.
Mr. Apiwat Meoupphakarn, happens to be the only man in the group, the other three being women. Meoupphakarn noted that as an exchange doctoral student from KMUTT, he came here to gain new knowledge about research, and improve his English language skills. Again, he did not fail to mention that the learning method is active learning, which places the responsibility on the students to either shape up or ship out. According to him, this contrasts with the situation in Thailand’s curriculum. Ms. Parinda Phanphech (Fon) is the last of the quartet, who is no less excited to be in OHIO in continuation of her studies towards earning a Ph.D in Learning Innovation and Technology at KMUTT. Like her colleagues, Phanphech has very good impressions of Athens and its people. According to her, all of the people she has come across in Athens are friendly and kind, and this has encouraged her to learn about the American culture. Although she is not so proficient in the English language, almost everyone she has met had been willing to assist her. She likes the ‘hands-on, do it yourself’ learning approach here, because it builds confidence in the student to excel. Asked if she would like to come back after this semester, she says: “Absolutely, I love OHIO and Athens’ people. I would like to spend more time in OHIO if I have another chance. From my interactions in the classes I have attended, I will take away active and collaborative learning that is so prevalent in OHIO classroom...”
The Thai graduate students marvel at the learning resources and the exquisite classroom environment available to students at OHIO. These conditions, they concede, invariably aid academic pursuits here and would be exceedingly delighted to have them replicated back home. Any wonder then that every one of them would like to do it all over again at OHIO should another opportunity arise!
PhD visiting scholars from Thailand (Pop, Took, Aea, and Fon) and Dr. Emmanuel Jean Francois

ISSUE 1, FALL 2016 4 Educational Leadership Forum Overview: Educational Administration Programs
by William (Bill) Larson, PhD
Ohio University offers four leadership-based Educational Administration Programs. They are the Doctoral Program (Domestic and Global) the General Master’s Degree Program, the Principal Preparation Program, and the Superintendent License Program. Each of these programs is rich in the study of leadership.
The Principal Preparation Program and the Superintendent License Program are particularly practitioner-based. Internship studies occur in six of the eight semesters of the Principal Preparation Program and two of three semesters of the Superintendent Licensure Program. While the graduates of the two programs often become superintendents and principals, they also have become assistant superintendents and assistant principals,
and directors and coordinators in such disciplines as curriculum and instruction, special education, and student services.
If you are or know of an aspiring administrator, you are encouraged to investigate one or both of the programs at the Educational Administration website programs/educational-studies/educational- administration/#_. Another option is to contact Robin Boyd, the Program Administrative Associate at [email protected] and at (740) 533-4579. Robin will facilitate contact when the appropriate faculty and staff members.
Superintendents’ Preparation and Leadership
By Cindy Hartman, MS
Former Ohio University superintendent candidates populate many of the districts in Southeast and South central Ohio, and we are extremely proud of their work and success in these districts. The current cohort of the Superintendent Licensure Program (SLP) is in the final weeks of their last semester and will be ready to prepare for licensure by January 2017. This cohort, though small, is widely representative of districts around the state and currently has one practicing superintendent among them! We have students from Dayton, Piketon, Wellston, Ironton and Portsmouth, as well as the Athens area.
We plan to begin the next cohort for the SLP in the Fall of 2017 and would appreciate help in recruiting students for the cohort. Since it is critical to identify 20 students for each cohort, recommendations from current superintendents are important. If you are or know of a potential student, please ask them to contact Ms. Robin Boyd at ([email protected]). Robin will make sure the appropriate personnel are notified. Thanks in advance for your help in this important work.
Many of our former superintendent candidates just completed work on six Coalition of Rural and Appalachian Schools (CORAS) teams to make recommendations on the new Ohio Plan for implementation of the Every Student Succeeds Act (ESSA). Some of these past participants who provided leadership on the six teams include Jeff Stricklett, Superintendent of Washington Niles School District in Scioto County; Dr. Stephanie Starcher, Superintendent of Fort Frye Local Schools in Washington County; Karen Boch, Superintendent of Wellston City Schools in Jackson County; and Kyle Newton, Superintendent of Warren Local Schools in Washington County to name just a few. We are extremely proud of the effort and strong advocacy these district leaders provided to CORAS for this effort.

ISSUE 1, FALL 2016 5 Educational Leadership Forum
Community News:
Celebration of writing at West Elementary School, Athens, Ohio
On Tuesday, October 25, 2016, West Elementary School students and families shared their writing and appreciation in a celebration of writing event. Throughout the first quarter, teachers implemented the Lucy Calkins Writing Units of Study from Columbia University to teach students how to effectively write personal narratives. Students started with a small moment, referred to as a seed, and expanded using dialogue and vivid, descriptive language to create a mental movie of their story for the reader. Writers chose their favorite story to edit and revise into a published piece to read aloud during the whole school writer's celebration event. Students were divided into small groups called “Dens” composed of kindergarten through sixth grade students.
Families were invited to their child's den to listen to each writer and ask students questions about the writing process. Over 250 family and community members joined our aspiring young authors to celebrate. Future plans are already being made to showcase the work of our writers concluding the second quarter. Congratulations to the teachers at West Elementary School and Ms. Andrea Bobo, the School Principal, for being innovative through the celebration of writing. Ms. Bobo is an alumna of the Patton College of Education at Ohio University. This is CALLED to LEAD in action!
Go bobcats!
EDAD student elected Secretary of the Special Interest Group (SIG) for Graduate Students in the
Transnational Education and Learning Society (TELS)
Kwame Owusu has been elected Secretary of the Special Interest Group (SIG) for Graduate Students in the Transnational Education and Learning Society (TELS). The SIG is part of the governance structure of the TELS and aims to create special platforms that enable individuals to further their scholarship goals within the larger context of the Society. Each year, the TELS organizes an annual international conference on Transnational Education and Learning (ICTEL). The Fourth Annual ICTEL conference will be held on the campus of Ohio University - Baker University Center, October 2-4, 2017. The TELS awards a limited number of scholarships to graduate students whose proposals have been accepted. Graduate students can apply for the award only after securing a letter of acceptance to participate in the conference.
For information about the TELS, visit:

ISSUE 1, FALL 2016 6 Educational Leadership Forum Students’ News: EDAD is moving forward!
Several EDAD students have successfully defended their doctoral dissertations or capstone projects, in summer and fall 2016. They have participated in the fall 2016 commencement in December 10, 2016. Special congratulations to:
Travel, live, teach, and serve in Thailand (July 5 - August 2, 2017)
For more information:
For Doctoral degree:
• Dr. Abdillahi H. Abokor
• Dr. Adedayo Ogundimu
• Dr. Cherrie Jennings
• Dr. Jeffery Fisher
• Dr. Jona S. Hall
• Dr. Michelle E. Lewis
• Dr. Robert Capaldi
• Dr. Sidney Jones
• Dr. Walter Skaggs
For Master’s degree:
• Suraiya Padiyath Abdulla, M.Ed
Internationalizing Curriculum through a Seminar Abroad in Thailand
A group of Ohio pre-service teachers or an in-service teachers traveled, lived, studied, taught, served, and enjoyed an adventure in Thailand, in summer 2016, through a seminar abroad that aimed to promote and facilitate the incorporation of cross-cultural contents and instructional strategies into the curricula and teaching practices in k-12 schools! The program was led by Dr. Emmanuel Jean Francois, and was funded by a grant from the U.S. Department of Education, through the Fulbright Hays Group Projects Abroad Program (GPA). The program includes three major phases: Phase 1 (Spring 2016): A 30-hour pre-travel orientation: Phase 2 (Summer 2016): A 6-week sojourn in Thailand: (1) Cross-cultural contents in k-12 education, and (2) Cross-cultural teaching practicum and community service learning; and Phase 3 (Fall 2016): A 30-hour post-travel workshop. This seminar provided participants with valuable knowledge about Thailand, intercultural interactions with the Thai people, and the opportunity to acquire first hand experience about education in a Southeast Asian country while enjoying the breathtaking natural landscapes, food, tropical weather, eye opening historical and religious landmarks, and picturesque beaches of that country. Participants developed instructional modules and resources to be used in k-12 classrooms.
Participants in the Thailand Seminar Abroad, Summer 2016, in front of King Mongkutt’s University of Technology Thonburi (KMUTT), Bangkok, Thailand.

ISSUE 1, FALL 2016 7 Educational Leadership Forum STUDENTS’ VOICES:
Realizing my Dream at The Patton College
by Godwin Haruna, EDAD Doctoral Student
My background is in journalism where I stimulated public debate on public health and development while working for THISDAY Newspapers, a privately owned media group in Nigeria. My ambition in life has been to operate as a catalyst to affect the lives of people and the choices they make. Journalism served as a veritable platform to pursue the dream for quite a number of years after I graduated from the university. Determined to sharpen my skills and worldview, I came to the United States in the Fall of 2014 semester to pursue graduate studies in Communication and Development at Ohio University.
As I was about to complete my Masters’ program last Spring, I attended a Graduate Forum at The Gladys W. and David H. Patton College of Education, which was moderated by Dr. Jean Francois Emmanuel and attended by the Senior Associate Dean for Research and Graduate Studies of the College, Dr. Ann Paulins and other faculty members. My interest in pursuing further studies in educational administration and leadership was fired up by my attendance at the forum. I started putting together my application packet that night in furtherance of my ambition, and eventually, I was accepted. My research interest is how educational policies can be extended to marginalized groups and communities for inclusion in learning and development opportunities. My choice had been dictated by the research of various scholars that have linked educational attainment to poverty alleviation in many communities of the world.
Therefore, my interest in the educational administration and leadership program is based on excellent opportunities of studying multiple approaches to linking education and communities, creating a synergy that improves the status quo of the two as well as reaching the under-served communities. I am fascinated by the leadership- focused research and the multi-disciplinary areas of policy, politics and community relations in advancing educational opportunities, offered by the program. These contemporary trends of engaging students in various leadership and multi-facet research strike me as the place to nurture the hope of learning and understanding how to connect communication, education, and communities in the desire to bring change for the marginalized and vulnerable groups of society. In this regard, I see a pathway that has reconnected me with my earlier passion for journalism.
Therefore, the doctoral program’s practicality in equipping students with deep theoretical base, but also with various approaches and opportunities that build their capacities to identify societal problems, as well as proffering solutions speaks to my future goals and aspirations. Already, I am beginning to see a synergy between my erstwhile professional calling of reporting events, and the new area of conducting research into complex societal problems with a view to finding solutions. I am also glad to learn different perspectives from the veritable knowledge base of the faculty and the diverse students in The College. With an avalanche of databases to conduct research, stellar faculty who emphasize hands-on learning experience, and a conducive community atmosphere, The Patton College, Ohio University, Athens, is where dreams are nurtured. And, the College’s Motto says it all: “Called to Lead.” Need I say I made the right choice?
Voice of Preeti B. Patil EDAD Master’s degree student
I was born and brought up in a small town in India. I was inspired by my sisters, one a teacher and another, a doctor, to go into Science and become an educator. After completing my master’s in Biotechnology, I started my career as an instructor at a college in India. Later, I moved to the United States to join my husband, where I had the opportunity to further increase my scientific knowledge.
Over time, I realized my calling is in education and this led me to consider and eventually apply to the master’s program in Educational Administration at Ohio University. I had mixed feelings when I received my acceptance letter, I was excited considering the new possibilities that this opened, and nervous about going back to school.
As I went about completing the necessary formalities and starting the program, I had the opportunity to communicate and personally meet with the faculty and staff. During these meetings the faculty and staff were very friendly, encouraging, and understanding. This helped me overcome my nervousness and start the program confidently. Since the start of the program, I have had the opportunity to more closely interact with other students in the department, and I found them to be pleasant, and very helpful. Due to the wonderful experiences, though I am only about to complete my first semester, I am already considering applying to the Doctoral program.

ISSUE 1, FALL 2016 8 Educational Leadership Forum
Will you lead for me?
By Emmanuel Jean Francois
My brain surrenders like an innocent clay Kneeling down to bow to your enlightening And ready to grow and blossom
Like the soul of a flower
Embracing the creativity of a butterfly Dancing a melody in my curiosity.
Will you lead my mind to savor the world surrounding my destiny?
Will you lead my awareness to degust the world that tickles my imagination?
Will you lead for me?
My brain craves to learn,
But my anxiety fears to explore
Behind the curtain of your indifference
I fear that your difference
Feeds your heart and blinds your empathy
And flips the joy of your expectations
And your dark corner finds comfort in my mind
And blows away the wind on the fire of my success.
Will you lead paths that butterflies the prophecy?
Will you lead a meadow that embraces my difference When the hurricane of indifference
Blows the winds against my odd?
Will you lead when bullies roar to grow my loneliness? Will you lead when bigotry muscles its temptations
To enjoy the liquor of its guilty pleasure?
Will you lead when the sugar of confidence turns sour? Will you lead for opportunities that wash the blind spots And pave the way for harvest
A great harvest that welcomes all to the party?
Will you lead for me?
Mano (Emmanuel)
Ideas to Promote Positive School Culture, Climate, and Safety
Allen Leonard, EdD
Principals have always understood the need for a positive school climate and culture, one that provides students a safe, nurturing environment and enables them to achieve at high levels and develop strong social and emotional skills. Not only is this important within the school environment, today, more than ever, students must navigate a digital world that sometimes presents its own unique set of issues. Both face-to- face and cyber bullying are challenges faced by many schools and communities today. How can schools and the communities they serve foster a culture and climate that promote inclusiveness, respect, trust, support and safety? Following are a few ideas that may help in achieving those goals:
Sit With Us: “Sit With Us” is a new app developed by teenager Natalie Hampton which, according to the website, “makes finding friends in the school cafeteria a piece of cake.” According to an article in The Huffington Post (Wanshel, September 2016), the app helps students who have difficulty finding a place to sit locate a welcoming group in the lunchroom. The app allows students to designate themselves as “ambassadors,” thereby inviting others to join them. Ambassadors can then post “open lunch” events, which signal to anyone seeking company that they’re invited to join the ambassadors’ table. The website: Wanshel, E. (2016, September 12). Teen Makes ‘Sit With Us’ App That Helps Students Find Lunch Buddies. Huffington Post. Retrieved from
School Climate Survey: In my work with principals, I often find they “feel” they have a positive school culture, but seldom do they have data to support those beliefs. One way to gather these data is through the use of surveys that solicit input from parents, teachers, support staff, and students. Many effective principals administer these surveys every couple of years or so and use the data as part of the school improvement process. Most state departments of education have developed sample surveys that they have shared online. Simply, Google “School Climate Surveys” to access some excellent examples.
School Safety Checklists: One of the assignments in our Principalship course requires students to act as school building managers by conducting a building and grounds safety assessment for their own schools. Students develop a building checklist, focusing on safety issues as well as appropriateness of the environment for student learning. This assignment has resulted in some excellent checklists that would be suitable for use in a variety of school settings. For more information you may contact: Dr. Charles Lowery at [email protected]

ISSUE 1, FALL 2016 9 Educational Leadership Forum The Educational Administration Doctoral Journey
By Dwan V. Robinson, PhD
The Doctoral Program in Educational Administration (EDAD) in the Patton College of Education (PCOE) provides doctoral opportunities for graduate students who are involved in varied professions and activities. The program endeavors to offer a unique blend of academic inquiry in education, course experiences that connect theoretical foundations of education to leadership practice, and research and scholarly activities that facilitate connections to educational administration. Graduates of our program are engaged in exciting initiatives that range from positions in the professoriate, work in innovative programs in school districts, and projects related to policy formulation and development. Further, our graduates are involved in activities focused on school improvement and reform initiatives in varied regions of the world, interdisciplinary collaborative ventures in related fields and grant initiatives in education.
The EDAD doctoral degree is designed to build and enhance student capacities in educational leadership, policy analysis, and research for service in local, regional, state, national, and international arenas. (Patton College of Education Educational Administration, PCOEa, 2016). The program is structured to expose students to several years of coursework, research and inquiry opportunities, extensive writing and analysis, and the development of research skills that equip them to conduct intriguing dissertation studies. As a result of the experiences in the EDAD doctoral program, students evolve into becoming “change agents” who are “called to lead” in their professions (Patton College of Education, PCOEb, 2016).
Although the completion of a doctoral degree seems daunting it is not only rewarding, but also an honor, as our program graduates join the ranks of less than 60,000 people who annually receive research doctorate degrees from an accredited institution in the United States (National Science Foundation, 2015). For example, in the 2014 Survey of Earned Doctorates (SED) which documents the “educational history, demographic information and post-graduation plans” of doctoral graduates, it is noted that of those with doctoral degrees, 54,070 research doctorate degrees had been awarded that year by an accredited U. S. institution (National Science Foundation, 2015). Also in 2014, Ohio University documented that 182 doctoral students graduated from the University in varied colleges (OBOR Annual Report of Degrees Awarded) and the PCOE reported that 36 students graduated from the college (Ohio University Office of Institutional Research, 2016). In addition, a total of nine of these graduates were students in EDAD (Ohio University Office of Institutional Research, 2016).
So, if you are an EDAD doctoral graduate, we hope you will stay in touch and keep us informed about your journey. We also urge you to spread the word about your experiences and our doctoral program. If you have an interest in learning more about our program, we encourage you to reach out to the Program Coordinator of the doctoral program, Dr. Emmanuel Jean Francois ([email protected]), to explore the option further.
National Science Foundation, National Center for Science and Engineering Statistics (2015).
Doctorate recipients from U.S. universities: 2014. special report NSF 16-300. Arlington, VA. Available at http://www.
Ohio University Office of Institutional Research (2016). Annual report of degrees awarded. Retrieved from:
Patton College of Education (PCOEa, 2016). Educational Administration program.
Retrieved from: studies/educational- administration/#_
Patton College of Education (PCOEb, 2016). Patton College of Education core values. Retrieved from:
State of Ohio Board of Regents (2016). Annual report of degrees awarded. Retrieved from:
The Patton College of Education offers various funding opportunities for graduate students. For more information, visit:

ISSUE 1, FALL 2016 10 The Principal of Zen
By Charles Lowery, EdD
As a principal I was always struck by the importance of taking time to think about the various and numerous issues that I faced in my practice. As anyone whoever sits in the principal’s office knows, finding time to do this isn’t easy. Sometimes it was late in the afternoon after all the students and most of the teachers had left, waiting on the last bus to return; most often it was in the early hours of the morning when most of the rest of the world was still asleep. But for educational leaders it’s imperative to find times to reflect, meditate, and think about what we do as teachers, no matter when it works best for you.
Recently I found a blog titled, “3 Zen Principles That Will Rock Your World (And Make You Happier!),” that made me revisit this idea in a different way and emphasized for me its importance. The blog highlighted three Zen principles to being happy in life: 1) mind without mind, 2) presence and awareness, and 3) the natural state. As I read I realized these were applicable to the practice of educational administration.
Mind without mind speaks to not being reactive, not responding before fully understanding the situation. The article asked, “How often do you immediately rush to judgment when you come across a new person, idea, or challenge?” It may be a new mandate handed down from the state or a directive from central office, or it could be a frustrated parent or community member, or it could be a discouraged student acting out in an inappropriate manner. Regardless of the source, as the blog notes, “Jumping to conclusions without ample evidence is more likely to lead you in the wrong direction.” Mind without mind stresses thinking before acting, listening before speaking, asking before answering.
Presence and awareness simply deals with paying attention to our surroundings and “being present in every moment.” While this may seem an obvious task for the educator, principals and teachers both can often have full plates during their days. Too often our work is interrupted by any number of concerns and often our demands are fast paced and fragmented (Lunenburg, 2010). With scheduling and the concerns of society it becomes crucial to remind ourselves that, “Paying attention to every action we take is important, as being mindful has been shown to increase productivity, emotional intelligence and happiness.”
The natural state refers to our normal, child-like propensity to be “curious, excited and completely open.” It is a state of reflection. Donald Schön spoke to this in his book The Reflective Practitioner: How Professionals Think in Action (1983). According to Schön, all leaders—principals and teachers included—must be able to exercise both knowing-in-action and reflecting-in-practice. In other words, not only do educators have to be able to think on their feet but must also be able to “think about what they are doing and, in the process, evolve their way of doing it” (p. 56).
This includes questioning our assumptions about teacher practice, student behavior, or community perceptions. It also means school leadership at all levels must engage in making meaning out of uncertain situations and the ethical dilemmas they confront. Being in the natural state allows us to contemplate ways of acting with justice and compassion when facing any issue.
Educational Leadership Forum
the Creation of a Student Association in Educational Leadership
By Susan Ngbabare EDAD Doctoral student
In our respective circle of relationships and communities, we are leaders in one way or the other. As a graduate student, I am dreaming of becoming robust and connected academic scholars, driven by their passions and desires to put theories into practice. As a first year doctorate student in the Comparative and International Educational Leadership program, I am hereby proposing the creation of a Graduate Student Organization in Educational Leadership. I believe that establishing a student organization comes with a wider number of principles that will promote system- thinking and the abilities for students within the program to organize, communicate, and function while expanding their knowledge and vision of the Patton College of Education.
Please, do not hesitate to contact me at: [email protected]
Share your story, accomplishment, recognition, award, or other news in the next issue!
Email to: [email protected]

ISSUE 1, FALL 2016 11 Educational Leadership Forum Call For Proposals
Fourth International Conference on Transnational Education and Learning
Ohio University, Athens, Ohio, USA October 2 - 4, 2017
THEME: “Sustaining a Borderless World through Multicultural and Transnational Education”
PURPOSE: To provide an academic forum for scholars, administrators and practitioners to discuss theories, methods, approaches, principles, research, practices, and policies related to transnational education and learning, in order to enrich literature and practice.
• Crossing boundaries through multicultural transnational education
• Building bridges for transcultural understandings
• Transnational education for transcultural understandings
• Sustaining a borderless world through transnational education
PUBLICATION OPPORTUNITY: Presenters are eligible to submit a manuscript to be considered for
publication. All accepted manuscripts will be published in an edited book.
SUBMISSION GUIDELINES: To submit your proposal, visit, and follow the link to the
ABSTRACT submission page!
For more information, please contact:
Dr. Emmanuel Jean Francois, at [email protected] Dr. Patience Fonkem at [email protected]
Dr. Mejai Avoseh at [email protected]
The doctoral specialization in CIEL is designed to relate a firm grounding in the theories and methods of international and comparative education for the analysis of the role of leadership and education in the processes of economic growth, political development, and social change, in national and international contexts.
v EDAD 7523, Issues and Institutions in Global Education and Development v EDAD 7524, Global and Transcultural Understandings
v EDAD 7525, Advanced Comparative Education: Methods and Theories
v EDAD 7071, Comparative Cultures and Education
v EDAD 7072, Education and development in developing Countries v EDAD 7073, Perspectives in International/Global Education
v EDAD 7840, Educational Planning and Evaluation
For more information:
Dr. Emmanuel Jean Francois (Email: [email protected])

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