26 December 2006


My most recent grad class ended on Sunday with a draft prospectus being the final piece due for assessment and evaluation. I have been reluctant to commit to a particular focus because there are too many variables in my professional life at the moment. It's hard to use the elementary math and science cadre as a vehicle for study when I don't know if I'll have a job next year (at least in Curriculum), let alone whether or not there will be funding and/or interest in having the cadre continue to meet. I told my prof that anything I put in the prospectus for my dissertation could very well be bunk---not because it was my intention to mislead anyone, but rather that it will be a few more months before I'll know about my situation for next year.

In the meantime, I'm pleased with what I was able to put together and hope to adapt some of it into the real area of research later this spring. I would like to look at the application of transformational leadership to job-embedded staff development. I hope to use the Concerns-Based Adoption Model as a way to gauge the impact of all of this on student achievement. Yes, I know it sounds sort of nebulous at the moment and not terribly practical, but I think it has some potential to get there. Right now, I just need the vehicle---which could be the math/science cadre. What I really want to know is how to support teachers in a friendly way that makes the best use of resources and has the greatest impact on student achievement. In time, I can give this a bit more definition and focus.

My next class starts in a week. I'm amazed that I have already finished one year of my EdD work and am gearing up for the second go-round. At this time next year, I'll just have one more class and then write my dissertation. Right now, I am enjoying my time off from school in all of its forms. There's plenty of time to go prospecting for a dissertation in the new year.

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