School of Education 2010-2011 Annual Faculty Assessment Dr. Jonathan Becker Assistant Professor Department of Educational Administration Dr.

Jonathan Becker presented his 2010-2011 Work Plan, 2010-2011 Final Activity Report and Narrative, and his 2011-2012 Initial Work Plan. His materials are complete and provide good evidence for reviewing his work and his contribution to the Department and School. Teaching Dr. Beckers teaching during 2010-2011 was in our doctoral programs: EDUS 717 Communicating Data Results for the Ed.D. students and ADMS 707 The Politics of Education for the Ph.D. students. He also taught 7 active dissertation students, served as the de facto dissertation advisor for three students for whom he served as methodologist, and served on 7 other committees. In addition, he is the chairperson of 7 additional dissertation committees whose students are in 890 and he is working with them on their draft prospectus. Jons discussion of his approach to this teaching is thoughtful and his discussion of how he is continuing to focus on learning rather than teaching is evidence of his commitment to student growth. For 717, Dr. Becker shared two of his data sets with the class and they learned while doing. He introduced them to EXCELadd-ins such as EZ Analyze and Sparklines. Dr. Becker is correct in focusing on the data analysis approaches that are used in schools, rather than those that we tend to use as researchers. In expanding student ability to use EXCEL more creatively and completely, Jonathan has added to the administrator toolbox. Dr. Becker also worked with Tagzedo, a qualitative analysis tool. By using the classroom time as a laboratory in which the students and professor worked through analytic approaches, Dr. Becker provided an authentic problem based experience to his students. In Spring 2011, Dr. Becker continued to refine his Ph.D. course on the politics of education. This is an on-line course in which Jon is using networking technologies. He identifies the students as semi-independent nodes within a connectivist paradign. Everything was done openly and the class was open to anyone interested. Students were provided with a toolbelt for learning and identified readings which they shared through social bookmarking in an online summary form. They reflected on readings using a multi-authored blog. While most of the course was asynchronous, there were also webinars using Wimba Live Classroom. These webinars were not only with Dr. Becker, but also with a number of guest speakers and experts from universities and schools throughout the United States. Thus, students had access to researchers and scholars beyond VCU and were able not only to hear what they had to say, but to interact with questions and discussion.

Two of Dr. Beckers students defended their dissertations and three their prospectus during the academic year. Jonathan has a steady completion rate with his students. This leaves him with 12 active dissertation students. Two of these advisees are not in education leadership, but come from the Instructional Leadership track and the Center for the Study of Sport Leadership. Because of Dr. Beckers prominence in technology research, they sought him out as an advisor. Additionally, Dr. Becker was the methodologist for three students and, according to the students, they have met with Dr. Becker much more often than with their dissertation chairs. STUDENT EVALUATIONS: WHERE ARE THEY?
MEAN 2010 FALL ADMS 717 Communicating Data Results The instructor was well prepared for this course. The instructor presented course material in an organized and informative manner. The instructors choice of instructional materials facilitated my learning in this course. The instructors teaching techniques helped me learn the material in this course. The instructor was available outside of the classroom. The instructor encouraged discussion, participation and questions in the course. The instructor treated students with courtesy and respect. The instructor clearly presented evaluative criteria for assessing my work. The instructor graded and returned students written work in a timely manner. The course helped me understand what will be expected of me as a professional. As a result of this course, my knowledge and skills were increased in the subject matter. MEDIAN

Scholarship Dr. Beckers 2010-2011 workplan indicated that he would send out 6 manuscripts for review; four of these were submitted and two were accepted for publication. One has been published and the other is scheduled for publication. Both are in peer reviewed journals and both focus on technology. Jonathan also has a forthcoming chapter in a book called What Administrators Need To Know About Technology Leadership, to be published by the International Society for Technology in Education (ISTE). The chapter, titled Educational Technology: Legal and Ethical Issues, is co-authored with Dr.

Justin Bathon of the University of Kentucky. The chapter was submitted in Fall 2010; the book is still being edited and is slated for a Fall 2011 release. In the next edition of the UCEA Review, a journal of the University Council on Educational Administration, Dr. Becker has an invited piece on the intersection of scholarship and web-based technology. Titled Scholar 2.0: Public Intellectualism Meets the Open Web, the article makes the case for a major re-thinking of how scholarship is shared and knowledge is disseminated. The piece in the print journal will be accompanied by a longer piece on the UCEA website which will demonstrate the limits of print-based publications. In addition to the book chapter and the accepted articles, Dr. Beckers other two submitted manuscripts are under consideration, both in peer reviewed journals. Both are co-authored articles with students and focus on technology learning and use. Dr. Becker also wrote a commissioned white paper on Generation Yes, a paper assessing technology literacy. This document has received considerable attention and is being shared around the world. Jonathan has two manuscripts which are scheduled to be submitted by the end of the summer. One on school superintendents use of social media and one on the importance of role clarity for school-based technology facilitators. In addition, he is co-PI on a MERC project which is examining the extent of virtual learning in Virginia divisions. This study will lead to submitted publications. Dr. Becker has made a decision to focus his energies on conferences that are dynamic and connected to the field. This year Jon participated in three technology conferences and addressed policy, research, and technology issues. As he has done in past years, Dr. Becker submitted grant proposals and also continued working on grants he had already received. In the latter category, he is co PI on an NSF funded grant and an evaluator for the Project All project. His NSF grant is examining the impact on student learning of using curricular units that incorporate the analysis of data from research on the consequences of everyday life and that link this research to environmental issues and ecological principles. This is a randomized control trial in 60 classrooms in New York City. This study has the potential to help improve our understanding of how to frame scientific research to help students better understand the nature of scientific activity. Jonathan submitted three grant proposals this year with a colleague from the University of Virginia. One wasnt funded, but the other two are in review. During 2010-2011, Dr. Becker pulled back on his blog scholarship and engaged in additional forms of digital scholarship. He used a micro-blog service this year more often than his blog, Educational Insanity. Jon also does podcast on technology issues. .

Service Dr. Beckers service spans the department, school, university and professional groups. Department and School: At the department level, he directed the Ph.D. educational leadership track, advising our more than 95 students, organizing qualifying and comprehensive exams, and developing and managing an online community space Leadership Commons -- for our doctoral students. He was also advisor to our doctoral student organization and helped them with their events for the year. Dr. Becker developed a plan for our co-curricular activities for our Ph.D. students which is comprehensive and rigorous, and he administered that plan. Jonathan is the advisor for the 24 students in the 48-hour Ph.D. program. Dr. Becker served on the department search committee which culminated in the hiring of two new faculty members. At the school level, he served on the search committee for the Director of Technology. At the University level, Jonathan is a member one of only 4 tenureeligible faculty of the university-wide Instructional Technology Advisory Group, which met monthly during the year. Dr. Becker is also a member of the Research Computing Work Group, which ws advisory to the Vice President for Research. That group presented their report to him in Fall 2010. Finally, Dr. Becker was asked to serve on a task force on distance learning that reports to Dr. Joseph Marolla, the vice provost for academic affairs. That group will be meeting for the first time on May 13, 2011. Dr. Becker was also selected to serve as a faculty mentor for the Center for Teaching Excellences Online Course Development Initiative. As one of only two faculty mentors selected from the university faculty, Dr. Becker has been working with CTE faculty in developing the OCDI program for the summer of 2011. As the OCDI is implemented during 2011-12, Dr. Becker will be a mentor to a selected number of participants as they embark on their experiences teaching fully online courses. At the state level, Jon serves as the secretary in Virginia Professors of Organizational Leadership. He also has a leadership position in the University Council of Educational Administration SIG on Technology and Leadership, here he serves as co-chair. Summary At this point, Dr. Beckers strengths lie in teaching and service. His courses are creative and provide models for using technology for learning. Becker is a strong organizational citizen whose service to the department is extraordinarily valuable. He has developed a climate of learning and collaboration within the doctoral student population. He has state and national visibility.

I am pleased that Dr. Becker continues to write and submit his scholarship to refereed journals. I remain concerned that the quantity, not he quality, might jeopardize his tenure prospects. Teaching Research and Scholarly Activity Service Excellent Very Good Excellent

Summary Rating Dr. Beckers summary rating is excellent. I Dr. Becker is recommended for a continuing contract.

Signed _________________________________________ Date____________________ Charol Shakeshaft, Ph.D. Professor and Chair, Educational Leadership The faculty members signature below indicates that this document has been read and reviewed. It does not necessarily reflect agreement. If desired, the faculty member may submit a response and attach it to this assessment.

Signed ____ ___________________________________ Jonathan Becker, Ph.D. Assistant Professor, Educational Leadership Date_______________

Rejoinder from Dr. Becker:

yes, attached

no