VOLUME 2, ISSUE 3
L E A D E R S H I P
D E V E L O P M E N T
NOVEMBER 7, 2012
Perspectives on Leadership
The University of Texas Collaborative Urban Leadership Program (UTCULP)
by Dr. Bobbie Gideon
“The University of Texas at Austin Principalship Program is committed to developing committed, collaborative, data savvy reflective instructional leaders who are focused on increasing student achievement of all children, especially those who have been marginalized because of race, culture, class, language, gender, and/or ability. We aim to prepare teacher leaders to become transformational building
leaders and urge them to embrace principles of anti-racist leadership as a starting point for developing
a lens of social justice.” (Gooden, 2010).*
Houston ISD and The University of Texas at Austin have collaborated to increase academic
achievement through the development of effective leaders prepared to meet the unique needs of
urban secondary schools through The University of Texas Collaborative Urban Leadership Project (UTCULP) with funding by a US
Department of Education grant along with UT and HISD financial support. UTCULP focuses on developing two-year cohorts of
secondary educational leaders to 1) increase the number of qualified principals and place them in high need secondary schools,
2) support and retain effective principals of high need secondary schools, and 3) develop and implement a retention and capacity
building plan for the district. UTCULP works to accomplish these critical actions by identifying unique district needs, recruiting qualified candidates, conducting formative and annual summative assessments of participants growth as well as program effectiveness,
collaboratively recruiting, training and developing district administraUTCULP coursework equips candidates to:
tors as Cognitive Coaches, and implementing a retention and capacity
1. Change perspective from the classroom level to the
building plan.
campus level
The current HISD UTCULP students are in the second year of the 36
2. Gain awareness, explore, and develop knowledge of
hour program and are completing an internship which includes a creaself, leadership, and interpersonal skills
tion of an on-line portfolio aligned to the Educational Leadership Constituent Council (ELLC) Standards, with an emphasis on the skills and
3. Understand the principal’s role in assessing and
disposition needed to foster high academic achievement for all studeveloping school culture and systems that support
dents and completion of a Participatory Action Research Project (PAR)
learning
in an identified area of need on their campus. The PAR process includes forming a campus team to conduct an equity audit to determine
4. Learn how to conduct courageous conversations
an area of need to address, collaboration with others to seek out root
about race
causes, and utilization of published research to develop and implement an action plan. Through the PAR, students operationalize theory 5. Develop a significant understanding of Texas and
into practice. Students are supported in this process by an On-Site
ELLC standards
Supervisor (usually the principal), a University Supervisor, and a certified Cognitive Coach who is also an HISD administrator. In this way 6. Learn how to conduct and use research in order to
develop schools as communities of learning in which
they become increasingly reflective and able to analyze and solve real
every child and staff member is highly successful
problems in schools. UTCULP prepares students to reject quick fixes
and “rely instead on the core beliefs that promote inclusion, access
and opportunity in an improved core teaching and curriculum within an 7. Learn to read critically and write academically
enhanced climate of belonging and causing an important impact on 8. Develop an electronic portfolio of artifacts that repstudent achievement” (Theoharis, 2008).* Throughout the two year
resent the growth achieved through the experiences
program there is an emphasis on the following guiding questions:
in the principalship program and internship
1) What roles do effective principals
Special Dates of Interest
serve? 2) What does it mean to be an anti-racist leader? 3) How do effective, anti-racist principals
leverage these roles to improve schools for all students? 4) What systems and/or characteristics
support collaborative, equity-based school culture? 5) How can school culture be shaped?
November 7
District-wide Principal Meeting
November 12
STAAR-Elementary
School Teams
LD0119
November 15
University Cohort
UTCULP students are finding leadership opportunities in HISD. One is currently a principal, four
are Assistant Principals or Deans, three are Instructional Coordinators, one is a Teacher Development Specialist and others are strong teacher leaders prepared to serve in administrative positions
soon. The University of Texas at Austin Principal Preparation Program is pleased to partner with
HISD to develop the leaders our students deserve.
November 21-23
Thanksgiving Holiday
* Gooden, Mark, (2010) Personal communication, Director of the Principal Preparation Program, College
of Education, University of Texas at Austin.
November 27
MS/HS 2nd Yr Principal Cohort
Theoharis, George, (2009) The school leaders our children deserve, seven keys to equity, social justice,
and school reform, Teachers College Press.
EL 2nd Yr Principal Cohort
Online Courses in November
AP1 Cohort
AP2 Cohort
EL/MS/HS 1st Yr Principal Cohort
UTCULP Class—Summer 2011
For more information about this newsletter please contact Alejandro Morua at amorua@houstonisd.org.
Leadership Development 713-696-0600
4001 Hardy, Houston, Texas 77009
VOLUME 2, ISSUE 3
L E A D E R S H I P
D E V E L O P M E N T
NOVEMBER 7, 2012
Perspectives on Leadership
Rebecca Wells, Assistant Principal, Davis HS and UTCULP fellow
I learned about UTCULP through a district advertisement and my principal recommended that I apply. If you had asked me a year prior to this I would have said no.
But the timing was right, my daughter was headed to college and my husband works
from home. Family is important to me. Professionally I was starting to develop a vision of what kind of school I would like to work in or lead and realized I needed a
Master’s degree. I have taught all grade levels from 6th through the12th grade. Most
recently I was a literacy coach at Davis for three years. I wanted to take a leadership
role, which is why I applied. The application and selection process was difficult. It
included an essay, nomination letters, online test, interview, application to UT’s
Rebecca pictured with numerous letters from her graduate program and participation in a weekend full of assessment activities.
students that reflects her advocacy for them
The first summer session was intense. We started at 8 a.m. and went to 4 p.m.
every day. We held courageous conversations about race and reflected on personal stories and experiences that helped shape our
beliefs and perspectives as leaders. We learned about different communities’ histories in relationship to public education and examined the intersection of laws and policies that created structural inequalities in the educational system. Ultimately, the question for
me became how could I create a place for students and parents from all backgrounds where they felt safe and had dignity and respect? You have to know where someone is coming from in order to get them to go where you want them to go. To do that requires
understanding their history and personal story. In a case study the class conducted on Cullen Middle School we participated in a
community walk to see where the students lived, where they woke up every morning, what they encountered every day; it helped
me appreciate and understand them even more. What was equally powerful was to learn about the community’s perspective about
the school and see the potential for support and resources that could flow into Cullen. Public schools should really transform themselves into community centers. That’s my takeaway.
With less than a year remaining in the program, I want to keep learning and growing. I am so pleased with all of the texts we have
read and how they have been woven together seamlessly throughout the program. I am very grateful for UTCULP, it has transformed how I view leadership and prepared me to take on the role of an effective campus leader. Thanks HISD, for providing me
with this opportunity!
Mark Samuel, Dean, Fondren MS and UTCULP fellow
A few years back, I had heard of the Aspiring Principal’s Institute (API) and knew that I
wanted to be an administrator one day. When I saw the UTCULP program advertised
on the district portal I thought it was a great opportunity. My SIO mentioned it to me
and so I applied.
Mark pictured behind an IB wall that also
captures his leader characteristics: principled,
inquirer, reflective, communicator
Special Dates of Interest
November 7
District-wide Principal Meeting
November 12
STAAR-Elementary
School Teams
LD0119
November 15
University Cohort
November 21-23
Thanksgiving Holiday
November 27
MS/HS 2nd Yr Principal Cohort
EL 2nd Yr Principal Cohort
Online Courses in November
AP1 Cohort
AP2 Cohort
EL/MS/HS 1st Yr Principal Cohort
The program has definitely stretched me as is this is my second master’s degree. (My
first was in Curriculum, Instruction and Assessment.) I’ve grown to understand, reflect
and incorporate research and best practices into making decisions as a campus
leader. My communication skills have definitely improved as a result of UTCULP. I
find myself listening more, letting people finish what they are saying and reflecting before I respond. As a result I feel I’m more thoughtful and strategic in my work.
UTCULP’s cohort model has helped me hone in on my teambuilding skills. We are always working
in pairs or triads. Plus, it has helped me to work with people from various backgrounds while focusing on what is best for kids. The first summer session was like the first day of school for me getting
to meet new people. But it didn’t take long for us to gel. We all just jumped in and trusted the process. Dr. Nolly and Dr. Gideon provided us with opportunities to work together, present and share
ideas. In the Cullen Middle School project we held courageous conversations on race, engaged
each other’s perceptions, exchanged thoughts and ideas and shared our pasts. Metaphorically, the
curtains were pulled back for us to work and learn as authentically as possible.
How would I define an anti-racist leader (program theme)? An anti-racist leader ensures all students receive a quality education regardless of background or circumstance. They model and communicate a vision that all students can be successful and they embed this vision for learning thematically into all facets of the school.
With less than a year remaining in the program, my focus is on designing and executing my Participatory Action Research project (internship). I hope to get meaningful and powerful feedback to improve my leadership skills so that I can be a better leader for my students. I have learned so much
about equity and instructional leadership. I am very grateful to HISD for this amazing leadership
opportunity.
For more information about this newsletter please contact Alejandro Morua at amorua@houstonisd.org.
Leadership Development 713-696-0600
4001 Hardy, Houston, Texas 77009