Timothy Berry PDR Plan Reflections 2015-2016

Electronic Link
http://berrypdr2016.weebly.com
Criteria 1 Reflection
Demonstrated ability to teach effectively and/or perform
effectively in other current assignments.
My expectations were to:
1. Collect student feedback on course texts, content, and teaching
performance throughout course delivery and at the end of the
term.
2. Embed Culturally Responsive and racially conscious teaching
strategies in course syllabi; use working COE working definitions
for Intercultural Competency.
3. Use mobile apps in the process of engaging students.
4. Contribute to departmental goals and initiatives around racial
equity on our Courageous Leadership Conference.
5. Work with the department in implementing our new Experiential
Learning Leadership Certificate
Successes
1. I gathered indications as to how students were responding
through personal communication, and end of term evaluations.
Course evaluations revealed on average high ratings. This was
particularly evident in the fall 2015 doctoral and specialist
classes. I also received a number of emails from students
containing positive feedback about classes.
2. I revised course syllabi and included the COE Culturally
Responsive working definitions. I Included the protocol for
courageous conversations in my course content and class
activities throughout the year. In addition, I allowed alternative
assignments for students in some classes.
3. I used the mobile app Explain Everything in class processes. In
addition, there were some instances that I assigned students to
use google hangout to complete activities.
4. I helped the department organize and produce our 2nd annual
Leading Courageously for Racial Equity conference, securing one
of our keynote speakers and one of the breakout session
presenters.
5. The Experiential Learning Leadership certificate was approved
and the courses are being offered in our program.
What I Learned
Students can be challenged by course content involving culture and
race. I found it helpful to not only be explicit about the equity lens in

course syllabi, but in my introductory activities with students at the

beginning of each semester. The protocol for courageous conversations
were very effective in this effort. I am deepening my responsiveness
to our students. Alternative assignments for students seemed to
provided students a culturally responsive platform to complete
assignments. My work on the departments annual courageous
leadership conference coalesces around how to systemically
implement equity. There are many applications for mobile apps in the
classroom and in interactions with students. I am learning how to
choose apps and align them with course objectives.
Areas for Growth
1. Embed leadership strategies into classes to build capacity in
graduate students in order for them to learn cultural
responsiveness from the perspective of a leader.
2. Expand awareness of technology and implications for global
connectivity.

Criteria 2 Reflection
Scholarly or creative achievement or research.
My expectations were to:
1. Build upon and refine my research agenda including Critical Race
Theory, Project-Based Learning, and Music and the Arts in
education.
2. Submit proposal for an article for publication in a refereed
journal.
3. Submit proposal to present research related to my research
agenda.
Successes
1. I submitted a co-authored manuscript to the Journal of
Innovations in Higher Education.
2. I submitted a book chapter to an edited book on critical race
perspectives in arts education.
3. I had a peer reviewed creative concert performance selected and
staged, sponsored by the Historical Society.
4. I submitted a proposal and was selected to present at the
National Summit for Courageous Conversations.
5. I submitted a proposal and was selected to present at the MN
Equity in Education Partnership (MnEEP) Conference.

6. I submitted a proposal to present on the MSU BIG Scholars

program at the Pan African Conference, which was accepted. I
presented at the conference.
7. I submitted an IRB application along with the Intercultural
Competency and Development Advisory Board to conduct focus
group research.
8. I shared how to use CRT as a framework for K-12 leaders at the
Early Career Principal Institute at the Edina site. I also facilitated
an affinity group process to foster personal racial consciousness
in leadership.

What I Learned
The accepted book chapter proposal has been submitted with
expected comments from the editors in fall 2016. My chapter
focuses on whiteness in advanced level arts programming in high
school. I am building a body of research and work from a CRT lens.
One of my strengths is clearly my ability to engage audiences in a
variety of settings through my creative works, and scholarly writing
and presentations. I believe this continues situate me as a unique
faculty member within educational leadership. My creative work
through composing and getting my work performed in professional
venues is informing my educational leadership practice. This is due
to my lens as a creative scholar, who is growing and gaining more
grounding in CRT as well as intercultural and multicultural
responsiveness. I am understanding how to deepen my integration
of teaching, composing and performing music, facilitating cultural
responsiveness, use of CRT, and research. This will be important for
me as I continue to grow in this area. For example, I have written an article
about interactive theater as a professional development model. Our IRB
application to do focus group research has been approved. The
three conference presentations over the past year indicates a high
interest on my scholarship and ability to deliver relevant research
that contributes positively to the field. I presented along with BIG
students and another COE colleague at the National Summit for
Courageous Conversations; presented with the interactive theater
team at MnEEP; and, I presented at the Pan African Conference.
The connective thread in all three presentations was how CRT can
be a foundation for understanding systemic and structural barriers
and how it can be applied to help uproot and creative the conditions
for organizational change. My historical society concert
performance centered on how African rhythms have transmitted
from West Africa, through the Caribbean, and into the United States.
This historical research and performance helps to demonstrate how

Black musical forms have influenced popular music in the United

States and from CRT perspective, needs to be understood in the
context on whiteness.
Areas for Growth
1. I will continue to Integrate my practice, creative work, and
scholarly writing. Consider a wider variety of article types
including conceptual, curricular, and theoretical, practice, and
case study.
2. Continue seek opportunities to research and write on critical race
theory.
Criteria 3 Reflection
Evidence of continuing preparation and study.
My expectations were to:
1. Attend available workshops and/or conferences that will increase
knowledge and skills that relate to my overall research agenda.
2. Attend College of education Advisory Board retreats and training.
Successes
1. I attended professional development sessions and keynote
speakers at the National Summit for Courageous Conversations
in Baltimore, MD.
2. I attended the Advisory Board trainings, COE development
workdays and retreats to better understand my role as Advisory
Board Chair.
3. I attend a two-day anti-racism training with Dr. Heather
Hackman.
4. I attended sessions at the MnEEP conference at the University of
Minnesota.
What I Learned
I am particularly becoming recognized for my commitment to
CRT as a foundation to cultural responsiveness, and want to
continue to grow in my knowledge base in that area. I was
particularly impacted by the presentation Cops and Robbers at
the Summit. This performance/presentation appealed to both my
interests in using theater as a means to deliver my research and
the subject of Black males within educational equity. It helped
me to continue to shape concepts for developing models that
can positively impact Black males in education such as the work I
am doing with BIG scholars at MSU. Dr. Hackmans training
affirmed that much of the work that I am building in my own
scholarship aligns with other scholars and leaders in the field.

Areas for Growth

1. Pursue conferences and training that specifically focuses critical
race theory.
2. Continue the idea of being a life-long learner by attending
culturally relevant conferences.
3. Align learning opportunities with University goals.
Criteria 4 Reflection
Contribution to student growth and development.
My expectations were to:
1. Promote and support the research inquiries and advise doctoral
students, and graduate students educational leadership.
2. Partner with Institutional Diversity to Implement strategic plan
for Black Intelligent Gentlemen (BIG) Scholars program.
3. Serve as a mentor and Program coordinator for BIG on the MSU
campus.
Successes
1. I have met with all of my new advisees to outline their plans and
their research agenda, and capstone projects.
2. My doctoral advisee passed his proposal meeting.
3. One of my masters advisees successfully defended her efolio,
and capstone project.
4. As BIG Scholars program director, I tracked data of the original 9member cohort.
5. I co-presented with BIG students at the National Summit for
Courageous Conversations.

What I Learned
Three BIG students graduated and 6 remaining students all
declared their intentions to return. The multi-level support
seems to be working in this early stage of the program. It was
rewarding to see my advisees pass the various stages of their
programs. My doctoral student passed his research proposal.
Guiding his research requires dedicated time. It is important to
develop a rapport with students and advisees in order to gain
knowledge of their personal interests. This is helpful in helping
them choose research projects, capstone formats, and career
pathways. The presentation at the national summit with BIG
students was a powerful experience for them. They were able to

gain leadership skills and indicated that they learned much more
about systemic issues related to race within education. Both BIG
students graduated. One of them enrolled in our educational
leadership masters program!
Areas for Growth
1. Continue work with Institutional Diversity on building the BIG
cohort model. I would like to have a selection process,
scholarship money for cohort members, and eventually, a BIG
class.
2. Continue working with students to guide their research
interests, and seek opportunities to involve them in
conference proceedings.
Criteria 5 Reflection
Service to the university and community.
My expectations were to:
1. Serve as Intercultural Competency and Development (ICD)
Advisory Board Chair for the College of Education.
2. Lead the CETL Interactive Theater if Isms; develop topics, scripts
and other documents necessary for facilitating this faculty
certificate at MSU.
3. Serve on the Presidents Commission on Diversity.
Successes
1. I chaired the ICD Advisory Board in the establishment of guiding
questions, action steps, and a plan of action document. We
moved forward as a board by working toward systemic
implementation of racial equity within the college.
2. I continued collaborating with Institutional Diversity by
developing a curriculum for BIG Scholars and directing the
program.
3. I facilitated the Interactive Theater of Isms Certificate offered
through CETL.
4. The Interactive Theater of Isms team presented an invited
informance in the Inver Grove Heights school district.
5. I started a new collaboration with the College of Social and
Behavioral Sciences. It will be a common read and joint planning
for PD and student engagement around the book, The New Jim
Crow by Michelle Alexander.
What I Learned

The ICD advisory board has documented achievement of some of

our action steps and alignment of our plan with COE strategic
goals. This document helped us move forward with our
recommendations to the college leadership council. I believe the
pedagogy for BIG scholars is vital and project-based learning was
a good model to combine with a CRT foundation for that cohort.
The receptivity to interactive theater continues to indicate that
faculty and staff are interested in this model as well as K-12
school districts There is a need to continue to think critically
about the hot moments that impact systemic and structural isms
on our campus. The common read selection is very timely
considering how the country is coming to terms with the effects
of mass incarceration and policing practices in urban
communities. There are some connections between the New Jim
Crow and the school to prison pipeline research. I look forward to
this new collaboration with SBS.
Areas for Growth
1. I will consider how to align service and collaboration with my
research goals.
2. Continue to work on addressing the essential questions that my
advisory board created this year.
3. Onboard more student voice on the advisory board.
4. Seek ways to present informances at other MnSCU institutions
and in the greater Mankato business community. In addition, use
media and technology to produce films of our informances to be
place on mavtube and other video sharing applications.