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

Jonathan Becker presented his, 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 paradigm. 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. The following tables are student evaluations from ADMS 717 (Communicating Data Results), a course for the Ed.D. program taught in Fall 2011.
Always (%) Total The instructor was well prepared for this course Description Total The instructor was available outside of the classroom (consider the instructor's availability during established office hours, appointments and other opportunities such as voicemail and email etc.) for additional consultation. If not applicable, leave blank. The instructor graded and returned students' written work (exams, papers and other assignments) in a timely manner. Almost always (%) Often (%) Seldom (%) Never (%) Avg Std Dev

Description

13

10 Almost always (%)

3 Often (%)

4.77 Somet imes (%) Seldom (%) Never (%) Avg

0.44

Std Dev

13

100

5.0

13

100

5.0

Description

T O T A L

Strongly agree (%)

Agree (%)

Neither agree nor disagree (%)

Disagree (%)

Strongly disagree (%) Avg Std Dev

The instructor presented course material in an organized and informative manner. The instructor's choice of instructional materials facilitated my learning in this course. The instructor's teaching techniques (discussions, lectures, group exercises, and other techniques used in the course) helped me learn the material in this course. 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.

13

77

23

4.77

0.44

13

85

15

4.85

0.37

13

92

4.92

0.28

13

92

4.92

0.28

13

92

4.92

0.28

13

77

15

4.69

0.63

This 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.

13

77

23

4.77

0.44

12

83

17

4.83

0.39

What aspects of this course did you find most helpful or useful? The beginning of the course was very helpful, great resources and instruction the last session was spot on - a great deal of resources. Working collaboratively programs we could use Dr. Becker was always the best at creating course work that was relevant to our job and also helped us gain a better understanding of our projects The nature of putting everything together. The instructors willingness to lead but giving you the opportunity to figure it out on your own. Relevant and useful information The time given to work on projects in class with the professor available. I thoroughly enjoy Dr. Beckers courses. The techniques he teaches us have directly changed and enhanced my approach to my job. He provides pertinent, useful and extremely current best practices. His use of technology is the most cutting edge and innovative of any inservice trainer, integrator or college instructor Ive taken in the last 12 years.

What do you believe the instructor did particularly well?

Creating and faciliatating group activities Patience - technology issues plagued the experience - extremely frustrating, however not the instructors fault. Great resources and Dr. Becker is knowledgeable - always available, but timing for a few class sessions was off. show us different programs for data evaluation and coding themes for our Capstone project. Dr. Becker always finds ways to use technology to increase our understanding the work we do and the work we CAN do. He is a master at unlocking doors of efficiency for us. I enjoy how he takes the temperature of his audience in determining what our needs are. He then presents us with literature and research from a variety of arenas to show us different perspectives. He is willing to work with us, and he challenges us to think of all angles to any issue. Preparation, organization and communication..

What suggestions do you have for the future, either in terms of content or possible ways to improve the course?
Hold classes on campus in lab - valuable time was lost dealing with filters and issues that took away from the experience. Offer the course earlier. Before students are engrossed in the capstone project. This course should be presented two semesters before the capstone project. Dr. Becker does such a great job of creating opportunities for us to learn more, but it would be great for him to catalogue the software he introduces us to. Often times it is difficult to learn new software and all of its side uses at the same time. None Make sure that data analysis is offered in the beginning. None The only suggestion I have is beyond Dr. Beckers control. Chesterfield County Public Schools has some hoops to be jumped through regarding technology and since his lessons are geared to the most up-to-date technology, it was a challenge.

Scholarship Dr. Beckers 2010-2011 workplan indicated that he would send out 6 manuscripts for review; four of these were submitted and, thus far, two were accepted for publication and have now new been published 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 was 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 This year was Dr. Beckers Third Year Review, which he shared with me. The committee was very positive and conclude that Dr. Becker is making very good progress in teaching, research, and service. I concur. At this point, Dr. Beckers strengths span the three expectations of a professor. 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. Jonathans research is also coming together. With three articles and a book chapter published this academic year and summer, plus two other articles under review, he has been very productive. I am pleased that Dr. Becker continues to write and submit his scholarship to refereed journals. Teaching Research and Scholarly Activity Service Excellent Very Good Excellent

Summary Rating Dr. Beckers summary rating is excellent. 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