Timothy Berry PDR Plan Reflections

Criteria 1 Reflection
My expectations were to:
1. Adjust course syllabi/content and delivery to meet the needs of students.
2. Use of at least two AVID Strategies.
3. Implementation of D2L instruction in all classes that I teach.

Successes
1. I was able to gather some clear indications as to how students were
responding through class reflection assignments and end of term
evaluations. The data suggested that students felt that there was meaningful
work being presented to and that my knowledge of the content was strong.
My passion for teaching came across as a positive aspect of the class for
them.
2. I was able to use several AVID strategies in my teaching.
3. All of my classes included D2L instruction.

Areas for Growth

1. Students felt that there could have been more clarity in my syllabi, and more
specific feedback on certain assignments.
2. Continue to expand my repertoire of WICOR strategies as they apply to graduate
level courses in leadership development.
3. Move toward more dynamic instructional design on with D2L.

What I Learned
I have made sure to provide more clarity in my explanations of assignments on D2L,
through email, and in course syllabi. Some of the feedback student evaluations is
limiting because the return numbers were low. The reflections during the semester
were a good resource for how I might respond to student needs. I have attended
several AVID trainings and workshops for higher education implementation and will
continue to do so. I have made plans to learn about D2L instructional design to
enhance that aspect of course delivery.

Criteria 2 Reflection
My expectations were to:
1. Submit a qualitative research article to a refereed journal in the field of
educational leadership and to receive reviewer comments.
2. Complete a proposal to present research at a national conference.
3. Share my research on contextual pedagogy and critical race theory.

Successes
1. I submitted a manuscript to the Journal of Ethnographic and Qualitative
Research.
2. I submitted a proposal to the Ethnographic and Qualitative Research
Conference. This proposal was accepted and I did present at the conference
 in Las Vegas, Nevada. The feedback from attendees was very positive in
response to my presentation. I made several contacts with other scholars in
the field, including one for the editors of the Journal of African American
Males in Education.
3. I presented my research on Critical Race Theory and Contextual Pedagogy at
the national and local levels. I shared my research in Las Vega on Project-
Based Learning for Black males. I shared how to use Critical Race Theory as
a framework for K-12 leaders at the Early Career Principal Institute at the
Edina site.

Areas for Growth

1. My manuscript was rejected by the JEQR. The reviewers felt that my writing
was too preachy. And that it did not report enough of the participants
voices. They also felt that if I had material that was autobiographical in part,
then there should be more citations about how other scholars handled that
aspect of research.
2. Continue to seek out opportunities to present my work and research.
3. Expand upon the work I have started and seek out appropriate audiences for
sharing research.

What I Learned
Though I disagree with some of the reviewers comments, I learned what type of
writing and reporting the journal was looking for. I could explain my lens a little
more clearly when preparing manuscripts. They did suggest that think about
submitting this work to the American Association of Behavioral and Social
Sciences Journal. I will consider that recommendation and other comments as I
prepare to send a manuscript to the Journal of African American males in
Education.

Criteria 3 Reflection
My expectations were to:
1. Fulfill requirements for the MN K-12 Administration Specialist License.
2. Incorporate knowledge and skills from workshops and conferences into
teaching, research, and leadership.
3. Use knowledge of core AVID strategies and application to school leadership.

Successes
1. I will complete all of my necessary hours for the specialist license and have
enough artifacts in the content areas for a successful panel defense on April
26.
2. I have been to three major conferences and several trainings for professional
development. This list includes: AVID, Courageous Conversations, and
EQRC. I have learned about the facilitation process for Courageous
Conversations and have applied that learning to my leading the IRG
 discussions at MSU. I have been exposed to a variety of qualitative research
methodologies, and I learned a great deal about AVID implementation.
3. All of my classes have core AVID processes in them, including: critical
inquiry, critical reading, cultural relevancy, and critical writing.

Areas for Growth

1. Build on my knowledge of school leadership, particularly from a K-12
administrative perspective.
2. Apply the knowledge and skills that I learned at conferences to my work and
service at MSU
3. Design my coursework with AVID school wide leadership in mind.

What I Learned
The portfolio process for principal licensure gave me a very good perspective of
school leadership and the importance of understanding systems and group
dynamics. The use of leadership competencies will be a great asset in my work
with future school principals. I will use the AVID work in my class content and
instructional design. I will need to continue reading and research current literature
in order to stay relevant in educational leadership.

Criteria 4 Reflection
My expectations were to:
1. Provide students with the information and assistance to help them meet the
requirements necessary to complete coursework.
2. Help international students with their academic papers, reflecting growth in
their English writing skills.
3. Document completion of research projects by advisees.

Successes
1. My students have successfully completed requirements and assignments for
courses, including D2L instruction.
2. I held regular meetings during fall semester with international students. I
was able to use track change in Word to help them improve their academic
writing in English. They have enrolled in classes with me for spring.
3. I am also on a thesis committee for a graduate student. I am also starting a
joint research project with a graduate student.

Areas for Growth

1. I would like to seek more ways to foster student growth and
development. I had no advisees assigned to me this year. I need to
complete the process for getting the tenure track position in order for this
to happen.
2. I want to make more connections with Institutional Diversity on campus.
3. I will need more advisees to enhance my potential for working with
student research and development. I need to learn any rules that I am
not familiar with on thesis committees.
What I Learned
I am very excited about the prospect of becoming even more immersed working
with advisees and expanding ways to foster student development. It is very
enriching to see students succeed and grow. The international students were very
grateful to have the opportunity to learn and they improved throughout the first
semester with their writing. The thesis committee I am on is going to be my first
experience serving in that capacity.

Criteria 5 Reflection
My expectations were to:
1. Complete the search process for a new faculty candidate in the Department
of Educational Leadership.
2. Contribute to the goals and needs of the UAAC and serve the needs of
potential students admitted to MSU, as well as determine why others are
denied.
3. Contributing to the learning experiences of student and colleagues classes.

Successes
1. I served on the search committee that led to the hiring of Dr. Jason Kaufman
in our department.
2. I have participated in three meetings on the Undergraduate Appeals
Committee, deciding which students to admit to MSU after viewing their
appeals.
3. I have helped colleagues in other departments by providing my background
and research in Critical Race Theory. And Cultural Relevancy. I have been
asked to lead a CETL Theater program for campus professional development.

Areas for Growth

1. I would possibly like to explore data regarding how students admitted
through the appeals process.
2. I will work toward bringing the CETL Theater program forward by next fall.

What I Learned
The contribution to the MSU campus through service seems vital to how the system
functions. I felt that the committee work I was a part of served an important
purpose. The student appeals that I read had some themes that I learned from
regarding the general make up of MSU students. I also had the opportunity to use
my equity lens and how to communicate that to other committee members. Finally,
I learned more about how the system works in regards to service and how to
connect my tie my service to the areas I am interested in.