Teaching 

Throughout my time at Boston College, I have taught various Master’s and Doctoral level courses about educational leadership, policy and research. Although these courses cover a wide variety of topics, all of my teaching is anchored in the principles of adult learning and a progressive approach to instruction.  

PHILOSOPHY OF INSTRUCTION

Several key principles guide my approach to instruction. 

• First, cognitive science has established the importance of connecting with and building on prior knowledge. In the case of our students, who bring a range of professional experiences into the classroom, this is all the more crucial for learning new concepts, which must fit within their existing understanding. 
  
• Second, adult learners learn best through collaboration. My classroom is often engaged in structured group work, classroom discussions, and other opportunities to interact with peers. In this way, students are actively and collaboratively engaged in meaning-making. 
  
• Third, all my courses seek to engage students in real-world problem-solving. As an applied field, educational leadership offers ample opportunities for authentic engagement. Drawing on the many practitioners with formal or informal affiliations with Boston College, I have sought to bring the field into the classroom and vice versa. For example, I have worked with multiple Collaborative Teaching Fellows, who have grounded the academic work in current issues from the field. 
  
• Fourth, and rooted in a progressive approach to instruction, I embrace an inquiry stance, through which students are engaged in exploring critical questions. This facilitates a learner-centered pedagogy in the classroom, as students engage in answering crucial questions in the field. 
  

Course in Focus:  Instructional Leadership

This course introduces students to critical aspects of instructional leadership, including curriculum leadership, instructional supervision, classroom observation, and teacher evaluation. We consider the role of instructional leadership in the context of standards and accountability, as well as equity and diversity considerations in the context of changing demographics. Students conduct classroom observations, mock evaluations and program reviews to practice the skills of instructional leadership. The course focuses on instructional leadership to support school improvement and the ways in which instructional leaders foster teachers’ professional growth in the context of diverse learners.  

Download the syllabus

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Courses Taught

Design of Qualitative Research

Educational Policy in Practice

Human Resources

Research Methods I, II, III

Instructional Leadership 

Organizational Theory and Learning