Please Respond to the following discussion posts in at least one of the following ways: Expand upon one of the topics a colleague described by sharing additional information and/or perspectives on the topic. Cite and explain resources related to a colleague’s topic–for example, a blog, a website, or a book–where additional information may be obtained. Respond to someone with similar interests. Ask questions to become better acquainted with your colleague. Discussion #1 Currently I am an instructor in Walden’s MSED program and a supervisor of student teachers for a local university. Before retiring from the public school system in Michigan, I participated in a pilot program, Arts Across the Curriculum, that implemented the curriculum in a magnet setting for 6 th graders. It was highly successful, raising testing scores at the end of the school year significantly ( Bolak , Bialach , & Dunphy , 2005). My primary motivation for pursuing a PhD is to qualify for continued work with Walden’s MSED program as an instructor, but I am excited about examining the following topics: In so many classrooms, in so many school districts across our nation, the emphasis is on scoring well on the mandated high stakes testing.  Oftentimes the arts, i.e. music, dance/movement, drama, and visual arts, are overlooked or given low priority. But evidence is now emerging that shows that arts education can have powerful effects on student achievement. Moreover, these effects may be most profound for struggling students ( Rabkin & Redmond, 2006, p. 60-64). Consequently, this topic is important to me. Another topic that is of interest to me is the current controversial issue of Common Core Standards.  I believe well-developed standards are important and that there should be some uniformity across our nation, but communities should not feel that they will lose all influence on what those standards should be or how they are implemented.  A third topic that is of interest to me is how best to address the needs of English language learners and others with special needs.  Some school districts, especially those with high ESL populations, are doing will with this issue, but not all.  All students have a right to opportunities to succeed at learning. References: Bialach , D., Bolak , K., & Dunphy , M. (2005).  Standards-based, thematic units integrate the arts and energize students and teachers. Mi ddle School Journal, 36(5) , 9-19. Rabkin , N. & Redmond, r. (2006). The arts make a difference. Educational Leadership, 63 (5), 60-64. Discussion #2 Today, I started on a new journey in my life. A journey that I pray leads me to an  EdD  in Educational Administration and Leadership. Each of us approaches leadership with a unique set of beliefs and attitudes about the nature of people and the nature of work ( Northouse , 2009). Being able to understand as much as I can about my leadership style and about being a leader is essential. And that is one reason that I a.

1. Please Respond
to the following discussion posts in at least one of the
following ways:
Expand upon one of the topics a colleague described by sharing
additional information and/or perspectives on the topic.
Cite and explain resources related to a colleague’s topic–for
example, a blog, a website, or a book–where additional
information may be obtained.
Respond to someone with similar interests.
Ask questions to become better acquainted with your colleague.
Discussion #1
Currently I am an instructor in Walden’s MSED program and a
supervisor of student teachers for a local university. Before
retiring from the public school system in Michigan, I
participated in a pilot program, Arts Across the Curriculum, that
implemented the curriculum in a magnet setting for 6
th
graders. It was highly successful, raising testing scores at the
end of the school year significantly (
Bolak
,
Bialach
, &
Dunphy
, 2005).
My primary motivation for pursuing a PhD is to qualify for
continued work with Walden’s MSED program as an instructor,
but I am excited about examining the following topics:
In so many classrooms, in so many school districts across our
nation, the emphasis is on scoring well on the mandated high
stakes testing. Oftentimes the arts, i.e. music, dance/movement,
drama, and visual arts, are overlooked or given low priority.
But evidence is now emerging that shows that arts education can
have powerful effects on student achievement. Moreover, these

2. effects may be most profound for struggling students (
Rabkin
& Redmond, 2006, p. 60-64).
Consequently, this topic is important to me.
Another topic that is of interest to me is the current
controversial issue of Common Core Standards. I believe well-
developed standards are important and that there should be
some uniformity across our nation, but communities should not
feel that they will lose all influence on what those standards
should be or how they are implemented.
A third topic that is of interest to me is how best to address the
needs of English language learners and others with special
needs. Some school districts, especially those with high ESL
populations, are doing will with this issue, but not all. All
students have a right to opportunities to succeed at learning.
References:
Bialach
, D.,
Bolak
, K., &
Dunphy
, M. (2005). Standards-based, thematic units integrate the arts
and energize students and teachers.
Mi
ddle
School Journal,
36(5)
,
9-19.
Rabkin
, N. & Redmond, r. (2006). The arts make a difference.
Educational Leadership, 63
(5), 60-64.

3. Discussion #2
Today, I started on a new journey in my life. A journey that I
pray leads me to an
EdD
in Educational Administration and Leadership. Each of us
approaches leadership with a unique set of beliefs and attitudes
about the nature of people and the nature of work (
Northouse
, 2009). Being able to understand as much as I can about my
leadership style and about being a leader is essential. And that
is one reason that I am attending Walden University and
furthering my educational awareness. Secondly, I am pursuing
my EdD for my own academic success. Third, my mother
always said, “Education is the one thing that cannot be taken
away from you.” That quote stuck with me throughout the years.
So, here I am.
September 1, 2016, marks my 10-year anniversary as a Special
Education teacher. I am very passionate about this field. I am
working with students on the Autism Spectrum (i.e., Autism,
Asperger’s Syndrome, Pervasive Developmental Disorder, and
Pervasive Developmental Disorder-Not Otherwise Specified.)
As a secondary school teacher, my job is to help our student’s
transition into adulthood. Alongside administrators and my
colleagues, I work to provide our
students with the tools and strategies that will help them
post graduation.
All across the nation it is evident that quality educational
leadership is a crucial component to the success of any school.
As educational leaders undertake a wide scope of roles within
the educational system, it is imperative that they attain high
standards in order to be successful and accomplish teacher,
student, and overall school success. Therefore, three topics of
interest in fields related to education that ignite my passion are:
1) Collaboratively working with others to develop and
implement a steward vision of learning; 2) Common core and
how it affects students with disabilities; and 3) How restricting

4. students to a curriculum that is beyond their cognitive abilities
may hinder their academic success.
Successful leaders understand what it takes to better an
organization. Without a vision an organization will not thrive.
Having a vision means that a leader knows where the school
once was and knows where they want to go. They go beyond the
here and now and think of practical ways to help improve the
foundation that is already built.
In the United Stated a national goal has been set to guarantee
that each student obtains a reasonable, first-rate education, and
that no child is left behind in this quest. In (2004) DuFour
stated, “To create a professional learning community, focus on
learning rather than on teaching, work collaboratively, and hold
yourself accountable for results.” As an educator we cannot be
satisfied with the accomplishments of some students, we must
cultivate the achievements of all.
DuFour, R. (2004). Schools as learning communities.
Educational Leadership, 61
(8), 6-11.
Northouse, P. G. (2009). Introduction to leadership: Concepts
and practice. Thousand Oaks, CA:
SAGE Publications.