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Professional Development Report: 2016-2017

August, 2017
Timothy A. Berry
Department of Educational Leadership
Minnesota State University, Mankato
Electronic Link

Criteria 1 Reflection
Demonstrated ability to teach effectively and/or perform effectively in other current

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 and the COE racial equity framework.
3. Guide the college equity work as chair of the Intercultural Competency and Development
(ICD) Advisory Board.
4. Contribute to departmental goals and initiatives around racial equity on our Courageous
Leadership Conference.

1. I gathered student feedback data in two different forms: (1) electronic course evaluations;
and, (2) written questionnaires. The Electronic course evaluations indicated that students
had confidence in my knowledge and contribution to classes and course content. The
written questionnaire responses had a key general theme. Students appreciated my
passion and enthusiasm toward racial equity in education. Students seemed motivated by
how the courses challenged them to engage the protocol for courageous conversation.
2. My course syllabi reflected our COE working definitions, Racial Equity Framework, and
differentiated classroom processes, assignments, and modalities for completing course
requirements (technology, online, project based).
3. I guided the ICD Advisory Board in developing a racial equity frame work and continued
progress on our action plan. I led a retreat (dedicated work time) with the advisory board
to establish a foundation for the COE to begin work collectively through a racial equity
4. I helped to facilitate a departmental common read of W. E. B. DuBois, The Souls of Black
Folk. I collaborated with Dr. Candace Raskin to redesign the doctoral course,
Organizational Theory and Change to use Critical Race Theory as lens through which to
apply Bolman and Deals Four Frame Model. I helped to secure Abdikadir Ibrahim to
come to our Leading Courageously for Racial Equity Conference and present on Somali
community an equity.

What I learned

My strengths as an instructor during this past year seem have been in how I related to students
and shared my passion for preparing leaders. My engagement through varied instructional
strategies combined with a critical race lens helped me to understand how I can continue to build
on cultural responsiveness within our programs. The most significant learning from teaching
occurred when I team taught the Organizational Theory course with Dr. Candace Raskin in our
doctoral program. It helped to get a real sense how Critical Theory impacts our students and their
perspectives! Many of them indicated that they were changed as a result of the class. The ICD
work was fruitful in a variety of ways. As a result of the retreat, we made significant progress on
our equity framework and plans for college-wide implementation. This helped me learn more
about the true power of collaboration and including multiple perspectives. I was able to hear
from members of almost every department as I led the work to create foundations for our racial
equity journey.

Areas for Growth

1. Some of the course feedback from students indicated they wanted more information that is
technical in nature. Although my strengths are not on technical matters within leadership, I
can be more mindful of this with students in our program.
2. Build on using CRT as a lens with all of my facilitation as a leader and instructor.
3. Plan for a transition for how to demonstrate this criteria as Director of Educator

Areas for Growth

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.

1. I submitted a proposal in which I was the lead presenter and was selected to present at the
National Summit for Courageous Conversations.
2. I submitted a proposal in which I was the lead presenter and was selected to present at the
Critical Race Studies in Education Association Conference (CRSEA). This presentation
occurred in June.
3. I had a book chapter accepted for publication in The Palgrave Handbook on Race and
The Arts in Education.
4. I presented on Policing Diverse Communities at the Scott County Sheriffs Department.
This presentation occurred in February in the form of two different sessions to
accommodate a day and night shift respectively.
5. I submitted a manuscript as the lead author to the journal, Radical Pedagogy.
6. I had a creative staging of a collaborative musical performance, The Underground
Railroad at Orchestra Hall, Minneapolis, MN. There were several performances during
February, 2017.
7. I presented at The Minnesota Association of Alternative Programs Conference in January.
8. I was the principal investigator of a focus group research project on the racial lived
experiences of teacher preparation students in the College of Education. The focus groups
are completed and data will be shared with the COE.

What I learned
I had a productive year in terms of conducting research, writing and creative works. Particular
insights I have gained are that my work is connective and relevant to my interests; critical race
theory, music and the arts, and impact on organizational equity and transformation. I am also
gaining a deeper sense that my ability to combine creative works, scholarly writing, and research
positions me to make wide reaching contributions in leadership. The orchestra Underground
Railroad performances reach over 8,000 people. The potential of the focus group study to help
inform the COE and our work is a key for our students, faculty, and school partners. My
presentations were wide reaching as well. For example, presenting at the CRSEA conference on
the heels of presenting to the Scott County Sherriffs Department helps me to understanding that
my work has meaning to different types of audiences, yet the common denominator is the CRT
lens which so many institutions need to discuss. My scholarly and creative achievements will
allow me to maintain my faculty research status, which is vitally important as I oversee doctoral
dissertations, and continue shaping my niche as a critical race scholar and practitioner. I have
learned that the manuscript to Critical Pedagogy was rejected. I will consider another venue for
that work. Perhaps, action research or some other interactive format may be more suitable for
this content. I have also recently been informed by the editors of the Palgrave book that my
chapter will not be included in the volume. This happened directly at the time that the book was
going to the publisher, without explanation. I have never experienced this before and am
challenged by how the acceptance letter was contradictory to the final outcome. I will submit
that work to another venue.

Areas for Growth

1. Considering the types of venues and platforms that my scholarly and creative work is
gaining traction, I think participatory action research may be something for me to explore
as a researcher.
2. I want to find ways to more explicitly tie together the modalities of my writing, creativity
and research.

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 Professional Development workdays.
3. Attend non-tenured faculty development sessions.

1. I attended the National Summit for Courageous Conversation.
2. I attended The COE work days and non-tenured faculty professional development days.
3. I attended the Critical Race Studies in Education Association Conference, and became a
member of the association.

4. I participated in common reads in the Department of Educational Leadership (The Souls
of Black Folk) and a collaboration between faculty in the COE and Social and Behavioral
Sciences (The New Jim Crow).
5. I completed the training to become a certified Courageous Conversation Facilitator.
6. I attended the Coalition to Increase Teachers of Color Conference at Metro State

What I learned
As I deepen my understanding of critical race scholarship, I am gaining more insights for how
the CRT foundations affects organizational transformation. I attended a racial biography writing
session at the National Summit for Courageous Conversation and was selected to share my
narrative with all of the conference attendees, during one of the keynote programs. It was one of
the experiences that led me to lead the effort to do the focus group study with our teacher
preparation students. It affirmed how important my personal narrative is in the racial equity work
that I do. I believe storytelling, a CRT tenet, is vital to how we uproot white normative practices.
Reflecting on the CRSEA conference, I learned that my social justice epistemology may be very
well in alignment with action and/or activist research. This is a new and deeper understanding of
who I am as a scholar, and leader. I have also more fully internalized the CCAR protocol after
completing the facilitators training. I will use this competency to foster better racial equity
conversations in our college and beyond.

Areas for Growth

1. Complete facilitator training for Beyond Diversity.
2. Seek out more conferences and opportunities to explore CRT.
3. Bring my interest in music and the arts alongside my preparation and study with more

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 in educational leadership.
2. Partner with Institutional Diversity to Implement strategic plan for Black Intelligent
Gentlemen (BIG) Scholars program.
3. Serve as Program coordinator for BIG on the MSU campus.

1. I helped advise two Educational Leadership students to successful Masters Capstones.
2. There were three BIG Scholars who graduated in May 2017.
3. Guided a doctoral student to completion of a dissertation prospectus.

What I Learned
I am learning that my study, preparation, and research coalesce around student growth and
development. It has a direct impact on my work with students. I am able to respond to what
students need in terms of guidance in their writing and research because I am also a learner in the
relationship. The model that I created for BIG scholars puts them at the center of their
development and allows for student driven decision making. They are largely driving the weekly
scholarly sessions. This ties into my belief and competency for project-based learning. I am also
cognizant of how racial equity practice factors into my role as an advisor, instructor, and

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. Facilitate partnerships between the COE and other colleges, and community

1. Chaired the ICD Advisory board; led a retreat to craft a racial equity plan; and, influenced
the COE PD plan for 2017-2018. Helped to craft a new COE Mission and Vision.
2. As facilitator of the Interactive Theater of Isms Certificate, I crafted a new brochure to
foster an expansion of what the group offers for different organizations.
3. Produced a commercial for the Dontel Williams Show.
4. I represent Minnesota State Mankato at the Partners for Equity Development.
5. Led a collaborative common read of the New Jim Crow between the COE and SBS.
6. Served on the team that is collaborating with California State Northridge, Domingus
Hills, and Michigan State University to examine racial equity practices in teacher
preparation programs through researching systems, structures, and practices.
7. Chaired the Annual Dr. Michael T. Fagin Pan African Conference Committee at MSU.
Facilitated getting guest keynoted speaker and introduced, Shaun King.

What I Learned
I have become very aware of how my service has branched out from my department, to the
university, and community. I also have established service at the local (department, college,
university), state (Partners for Equity Development), and national, CSUN/Michigan State
collaboration) levels. In every example that I list for service over this past year, I am confident
and feel good about making progress toward intended outcomes for growth, development and
organizational transformation. I realize that there is always more to be done. Which helps me
understand another import aspect of my service; my perspective is valued and I value other
perspectives of those who I served with and worked with on my various boards and committees!

Areas for Growth

1. I am transitioning to a new role. Therefore, I would like to establish some understanding
for what will become duties and responsibilities related to my job, and what will remain
2. Continue to define and plan for how to maintain a service record at the local, state, and
national level.