Joseph Polizzi | Sacred Heart University (original) (raw)
Papers by Joseph Polizzi
This article reports findings to promote the best practices of a transformative teaching and lear... more This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened awareness during their training and before their employment. As a result of the full-immersion professional development school experience, interns experience a significant transformational impact in their personal and professional grounding as future career educators. Best practices for the promotion of authentic teacher preparation are discussed. There are alternatives to the current models of teacher preparation and development: They embody different assumptions about teaching and learning and the transformation of schooling—assumptions that appear more compatible with the complex demands of the context of teaching (Little, 1993). The long-held p...
An intentional, active and self-regulated approach to professional growth results in improved ins... more An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained professional development is playing in education reform efforts and how school leaders are utilizing a continuous learning ethic in forms of adult learning within the context of work. Also, specific practical applications of professional development initiatives that strive to instill...
Good morning. As you saw from the opening slides with the movie theme, this Presidential Address ... more Good morning. As you saw from the opening slides with the movie theme, this Presidential Address is rated "I" for Interactive. Consequently, the full contents of this address will be partly determined by feedback you provide online, so you'll have to read the complete version in the next UCEA Review. One of my objectives is to do something a little different from the traditional UCEA Presidential Address by providing some thoughts to engage you about the state of our field. Before I begin in earnest this address, I want to insure everyone has his or her cell phone ready to participate. As some of you know, I am one of the few people in this room who doesn't have a cell phone. You may wonder why. The easy answer is to say I'm waiting to see if cell phones are a fad or whether it really catches on. Hopefully, the issue of change or, in my case, the failure to change and its consequence, will come across throughout my address today. By the way, is there anyone in the audience who doesn't have a cell phone? Don't be shy. It's okay to be a noncarrying cell phone user. I want to make sure everyone has an opportunity to participate in today's session, although you will be able to participate until Friday, November 12 by following the directions on the sheet of paper placed on your seat for texting information. However, you can only participate once in each of the closed-ended poll questions, but many times in the open response questions. Now that we've gotten the technology out of the way, I want to refer back to the opening slides. As you saw, I have been thinking about this Presidential Address for 729 days and by my count, I estimate I have been asked the question, "How is your speech coming along?" about 465 times. You may wonder how I derived at that number. Well, approximately 100 are from colleagues, but the other 365 are from my dog, Lucky. She has suffered through 2 years' worth of listening to me practice this address during our 4:00 a.m. walks in the morning, and like man's best friend, while she doesn't talk, she has given me that look of "how's the speech coming along?" It's a question I won't be disappointed not hearing again after today. Like my predecessors, one of the prerequisites for preparing a Presidential Address is to read all the previous Presidential Addresses available-in my case, the last 17 years available through the UCEA website. If there are any UCEA Past-Presidents in attendance, will you please stand? Can we please acknowledge their presence and contributions to the organization? As I read all the Presidential Addresses from Pedro Reyes in 1993 to Jim Korschoreck last year, two things struck me. First, each of my predecessors shared timeless insights, which are no less valid today than when they were delivered. For example, in 2001, Malu Gonzalez talked about professors as borderlanders and stated, "It is not enough to simply preach, teach, and research leadership; we must practice it" (p. 5). In other words, we must align our espoused theories with our theories in use. In
In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, ... more In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, and theory is provided to support practical authentic pedagogical applications useful in the development of school leaders. A transformative professional learning experience fosters reflective practice and processes that elaborate and clarify core professional ideas, experiences, and questions within the personal and professional contexts of school leadership. This article offers conceptualizations of reflective practice alternatives that can further inform school administrators and enable them to meet the demands of increasingly challenging work within the public schools.
Values and Ethics in Educational Administration, 2020
Catholic colleges and universities educate thousands of teachers and school administrators every ... more Catholic colleges and universities educate thousands of teachers and school administrators every year to be at the forefront of teaching and leading. The mission and vision of Catholic colleges and universities is unique in higher education while sending their graduates forth into every sector of the wider world. We explore the contribution of the Catholic intellectual tradition (CIT) for colleges of education at Catholic colleges and universities. In this particular piece, we mine the tradition's emphasis on contemplation to cultivate and inform a practice of reflection for aspiring educators.
Journal of School Leadership
Educational Leadership and Administration Teaching and Program Development Journal of California Association of Professors of Educational Administratrion, 2009
An intentional, active and self-regulated approach to professional growth results in improved ins... more An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained professional development is playing in education reform efforts and how school leaders are utilizing a continuous learning ethic in forms of adult learning within the context of work. Also, specific practical applications of professional development initiatives that strive to instill a moral purpose for continuous learning are examined and critiqued.
Teaching and Learning the Journal of Natural Inquiry and Reflective Practice, 2012
In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, ... more In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, and theory is provided to support practical authentic pedagogical applications useful in the development of school leaders. A transformative professional learning experience fosters reflective practice and processes that elaborate and clarify core professional ideas, experiences, and questions within the personal and professional contexts of school leadership. This article offers conceptualizations of reflective practice alternatives that can further inform school administrators and enable them to meet the demands of increasingly challenging work within the public schools.
Ucea Review, 2011
Good morning. As you saw from the opening slides with the movie theme, this Presidential Address ... more Good morning. As you saw from the opening slides with the movie theme, this Presidential Address is rated "I" for Interactive. Consequently, the full contents of this address will be partly determined by feedback you provide online, so you'll have to read the complete version in the next UCEA Review. One of my objectives is to do something a little different from the traditional UCEA Presidential Address by providing some thoughts to engage you about the state of our field. Before I begin in earnest this address, I want to insure everyone has his or her cell phone ready to participate. As some of you know, I am one of the few people in this room who doesn't have a cell phone. You may wonder why. The easy answer is to say I'm waiting to see if cell phones are a fad or whether it really catches on. Hopefully, the issue of change or, in my case, the failure to change and its consequence, will come across throughout my address today. By the way, is there anyone in the audience who doesn't have a cell phone? Don't be shy. It's okay to be a noncarrying cell phone user. I want to make sure everyone has an opportunity to participate in today's session, although you will be able to participate until Friday, November 12 by following the directions on the sheet of paper placed on your seat for texting information. However, you can only participate once in each of the closed-ended poll questions, but many times in the open response questions. Now that we've gotten the technology out of the way, I want to refer back to the opening slides. As you saw, I have been thinking about this Presidential Address for 729 days and by my count, I estimate I have been asked the question, "How is your speech coming along?" about 465 times. You may wonder how I derived at that number. Well, approximately 100 are from colleagues, but the other 365 are from my dog, Lucky. She has suffered through 2 years' worth of listening to me practice this address during our 4:00 a.m. walks in the morning, and like man's best friend, while she doesn't talk, she has given me that look of "how's the speech coming along?" It's a question I won't be disappointed not hearing again after today. Like my predecessors, one of the prerequisites for preparing a Presidential Address is to read all the previous Presidential Addresses available-in my case, the last 17 years available through the UCEA website. If there are any UCEA Past-Presidents in attendance, will you please stand? Can we please acknowledge their presence and contributions to the organization? As I read all the Presidential Addresses from Pedro Reyes in 1993 to Jim Korschoreck last year, two things struck me. First, each of my predecessors shared timeless insights, which are no less valid today than when they were delivered. For example, in 2001, Malu Gonzalez talked about professors as borderlanders and stated, "It is not enough to simply preach, teach, and research leadership; we must practice it" (p. 5). In other words, we must align our espoused theories with our theories in use. In
School University Partnerships, 2009
This article reports findings to promote the best practices of a transformative teaching and lear... more This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened awareness during their training and before their employment. As a result of the full-immersion professional development school experience, interns experience a significant transformational impact in their personal and professional grounding as future career educators. Best practices for the promotion of authentic teacher preparation are discussed.
Journal of School Leadership
This article examines the redesign of two educational leadership programs at different institutio... more This article examines the redesign of two educational leadership programs at different institutions: a medium-sized public university and a small private university. Both were committed to principals of ethical leadership. Each program faced a state mandate to redesign. In one case, state policy focused on detailed accountability measures based on syllabi alignment to standards and a complex paper trail of documentation required for final approval. In the other case, accountability focused on a final portfolio, and programs were encouraged to be innovative. Policy differences combined with situational context to create two different approaches to the redesign work.
This article reports findings to promote the best practices of a transformative teaching and lear... more This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened awareness during their training and before their employment. As a result of the full-immersion professional development school experience, interns experience a significant transformational impact in their personal and professional grounding as future career educators. Best practices for the promotion of authentic teacher preparation are discussed. There are alternatives to the current models of teacher preparation and development: They embody different assumptions about teaching and learning and the transformation of schooling—assumptions that appear more compatible with the complex demands of the context of teaching (Little, 1993). The long-held p...
An intentional, active and self-regulated approach to professional growth results in improved ins... more An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained professional development is playing in education reform efforts and how school leaders are utilizing a continuous learning ethic in forms of adult learning within the context of work. Also, specific practical applications of professional development initiatives that strive to instill...
Good morning. As you saw from the opening slides with the movie theme, this Presidential Address ... more Good morning. As you saw from the opening slides with the movie theme, this Presidential Address is rated "I" for Interactive. Consequently, the full contents of this address will be partly determined by feedback you provide online, so you'll have to read the complete version in the next UCEA Review. One of my objectives is to do something a little different from the traditional UCEA Presidential Address by providing some thoughts to engage you about the state of our field. Before I begin in earnest this address, I want to insure everyone has his or her cell phone ready to participate. As some of you know, I am one of the few people in this room who doesn't have a cell phone. You may wonder why. The easy answer is to say I'm waiting to see if cell phones are a fad or whether it really catches on. Hopefully, the issue of change or, in my case, the failure to change and its consequence, will come across throughout my address today. By the way, is there anyone in the audience who doesn't have a cell phone? Don't be shy. It's okay to be a noncarrying cell phone user. I want to make sure everyone has an opportunity to participate in today's session, although you will be able to participate until Friday, November 12 by following the directions on the sheet of paper placed on your seat for texting information. However, you can only participate once in each of the closed-ended poll questions, but many times in the open response questions. Now that we've gotten the technology out of the way, I want to refer back to the opening slides. As you saw, I have been thinking about this Presidential Address for 729 days and by my count, I estimate I have been asked the question, "How is your speech coming along?" about 465 times. You may wonder how I derived at that number. Well, approximately 100 are from colleagues, but the other 365 are from my dog, Lucky. She has suffered through 2 years' worth of listening to me practice this address during our 4:00 a.m. walks in the morning, and like man's best friend, while she doesn't talk, she has given me that look of "how's the speech coming along?" It's a question I won't be disappointed not hearing again after today. Like my predecessors, one of the prerequisites for preparing a Presidential Address is to read all the previous Presidential Addresses available-in my case, the last 17 years available through the UCEA website. If there are any UCEA Past-Presidents in attendance, will you please stand? Can we please acknowledge their presence and contributions to the organization? As I read all the Presidential Addresses from Pedro Reyes in 1993 to Jim Korschoreck last year, two things struck me. First, each of my predecessors shared timeless insights, which are no less valid today than when they were delivered. For example, in 2001, Malu Gonzalez talked about professors as borderlanders and stated, "It is not enough to simply preach, teach, and research leadership; we must practice it" (p. 5). In other words, we must align our espoused theories with our theories in use. In
In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, ... more In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, and theory is provided to support practical authentic pedagogical applications useful in the development of school leaders. A transformative professional learning experience fosters reflective practice and processes that elaborate and clarify core professional ideas, experiences, and questions within the personal and professional contexts of school leadership. This article offers conceptualizations of reflective practice alternatives that can further inform school administrators and enable them to meet the demands of increasingly challenging work within the public schools.
Values and Ethics in Educational Administration, 2020
Catholic colleges and universities educate thousands of teachers and school administrators every ... more Catholic colleges and universities educate thousands of teachers and school administrators every year to be at the forefront of teaching and leading. The mission and vision of Catholic colleges and universities is unique in higher education while sending their graduates forth into every sector of the wider world. We explore the contribution of the Catholic intellectual tradition (CIT) for colleges of education at Catholic colleges and universities. In this particular piece, we mine the tradition's emphasis on contemplation to cultivate and inform a practice of reflection for aspiring educators.
Journal of School Leadership
Educational Leadership and Administration Teaching and Program Development Journal of California Association of Professors of Educational Administratrion, 2009
An intentional, active and self-regulated approach to professional growth results in improved ins... more An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained professional development is playing in education reform efforts and how school leaders are utilizing a continuous learning ethic in forms of adult learning within the context of work. Also, specific practical applications of professional development initiatives that strive to instill a moral purpose for continuous learning are examined and critiqued.
Teaching and Learning the Journal of Natural Inquiry and Reflective Practice, 2012
In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, ... more In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, and theory is provided to support practical authentic pedagogical applications useful in the development of school leaders. A transformative professional learning experience fosters reflective practice and processes that elaborate and clarify core professional ideas, experiences, and questions within the personal and professional contexts of school leadership. This article offers conceptualizations of reflective practice alternatives that can further inform school administrators and enable them to meet the demands of increasingly challenging work within the public schools.
Ucea Review, 2011
Good morning. As you saw from the opening slides with the movie theme, this Presidential Address ... more Good morning. As you saw from the opening slides with the movie theme, this Presidential Address is rated "I" for Interactive. Consequently, the full contents of this address will be partly determined by feedback you provide online, so you'll have to read the complete version in the next UCEA Review. One of my objectives is to do something a little different from the traditional UCEA Presidential Address by providing some thoughts to engage you about the state of our field. Before I begin in earnest this address, I want to insure everyone has his or her cell phone ready to participate. As some of you know, I am one of the few people in this room who doesn't have a cell phone. You may wonder why. The easy answer is to say I'm waiting to see if cell phones are a fad or whether it really catches on. Hopefully, the issue of change or, in my case, the failure to change and its consequence, will come across throughout my address today. By the way, is there anyone in the audience who doesn't have a cell phone? Don't be shy. It's okay to be a noncarrying cell phone user. I want to make sure everyone has an opportunity to participate in today's session, although you will be able to participate until Friday, November 12 by following the directions on the sheet of paper placed on your seat for texting information. However, you can only participate once in each of the closed-ended poll questions, but many times in the open response questions. Now that we've gotten the technology out of the way, I want to refer back to the opening slides. As you saw, I have been thinking about this Presidential Address for 729 days and by my count, I estimate I have been asked the question, "How is your speech coming along?" about 465 times. You may wonder how I derived at that number. Well, approximately 100 are from colleagues, but the other 365 are from my dog, Lucky. She has suffered through 2 years' worth of listening to me practice this address during our 4:00 a.m. walks in the morning, and like man's best friend, while she doesn't talk, she has given me that look of "how's the speech coming along?" It's a question I won't be disappointed not hearing again after today. Like my predecessors, one of the prerequisites for preparing a Presidential Address is to read all the previous Presidential Addresses available-in my case, the last 17 years available through the UCEA website. If there are any UCEA Past-Presidents in attendance, will you please stand? Can we please acknowledge their presence and contributions to the organization? As I read all the Presidential Addresses from Pedro Reyes in 1993 to Jim Korschoreck last year, two things struck me. First, each of my predecessors shared timeless insights, which are no less valid today than when they were delivered. For example, in 2001, Malu Gonzalez talked about professors as borderlanders and stated, "It is not enough to simply preach, teach, and research leadership; we must practice it" (p. 5). In other words, we must align our espoused theories with our theories in use. In
School University Partnerships, 2009
This article reports findings to promote the best practices of a transformative teaching and lear... more This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened awareness during their training and before their employment. As a result of the full-immersion professional development school experience, interns experience a significant transformational impact in their personal and professional grounding as future career educators. Best practices for the promotion of authentic teacher preparation are discussed.
Journal of School Leadership
This article examines the redesign of two educational leadership programs at different institutio... more This article examines the redesign of two educational leadership programs at different institutions: a medium-sized public university and a small private university. Both were committed to principals of ethical leadership. Each program faced a state mandate to redesign. In one case, state policy focused on detailed accountability measures based on syllabi alignment to standards and a complex paper trail of documentation required for final approval. In the other case, accountability focused on a final portfolio, and programs were encouraged to be innovative. Policy differences combined with situational context to create two different approaches to the redesign work.