Final Outcome Category

Outcome Category: Self-Leadership
Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
1.
Student will demonstrate autonomy and a

minimized need for approval
COM 100
HDF 290
Senior Year Experience
Autonomy is the independence that someone gains. I think I have shown autonomy when I moved into
college. Ill admit, I still craved the approval of my parents to do well in school but I learned how to do
become an independent by paying for my own gas, getting a job and learning how to do my own
laundry. I can improve on a minimized need for approval. In communications we learned about
autonomy and its effect on our communications with other people and our relationships. In HDF 290,
the quarter starts out very work heavy so I had to take it upon myself to complete all my work on time
along with my other classes. The workload is heavy but it helps me become a more independent
person by gaining more responsibility. I think that I can minimize my need for approval by doing more
things for myself rather than for my parents and wanting their approval. For example, I need to start
applying to graduate school before I graduate and I need to get this done quickly. I am doing this
because it will benefit my future. Normally I would ask for my parents help on this but I am going to pay
for the applications myself and do everything that needs to be done for them because I need this
experience in order to grow and as I start to go farther with my career.
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
HDF 290
URI gym membership
3.
Student will demonstrate the ability to

manage emotions
HDF 290
Job at Chelos Hometown Bar and

Grille
Tumblr Blogging Website
4.
Student will demonstrate knowledge of

stress management methods
MTH 208
URI gym membership

HDF 290
Self-discipline is used as a way to better ones self in a way that only you can do personally. In order to
exhibit self-discipline it is important to have goals and stick to them. I write down my weekly schedule
on my dry erase board, including papers and assignments due ahead of time and my daily to-do list in
order to maintain an organized lifestyle. My freshmen year, I went to the gym every day in order to
better my body during a new year. In my HDF class I looked at my schedule weeks before assignments
were due and completed my papers before they were due in order to display academic self-discipline.
In order to manage my emotions, I have to be clear on what I am feeling first and why I am feeling a
certain way. I find it very important to talk about my problems rather than keeping them inside. This is
where my roommates come in handy. Whenever I am feeling emotional I just go to them to talk and I
feel better. I am also very willing to apologize when I have done wrong. In college, it is very difficult to
manage my emotions when I have so many aspects of my life coming into play. Freshmen year, I got
my first job and had to find a way to balance school and work and friends and it was hard when I didnt
have anyone to talk to. I needed my roommates to be there so I could get my feelings straight and talk
about what I was feeling in order to find a solution. Another way that I can manage my emotions when I
am not with my friends is by blogging on the internet. This is a sort of virtual journal where I can write
out my feelings and organize my thoughts. I feel so much better after I write out how I am feeling and
even if no one reads it, it is out there so I feel like a weight is off my shoulders.
The first thing to manage stress is to identify the problem so that you can find a solution. A good
method is to start a stress journal. This can also be a sort of syllabus to you. You find what you are
stressed about, whether it be school, work or friends and this will help to put your feelings down on
paper. Syllabuses help to manage stress because they map out each thing I have to do for class and
when I need to do them. The syllabus I use for MTH 208 helped to organize the entire year and I am
able to do what I need to do right on schedule because I can just reference the syllabus whenever I
need to. I go to the gym at URI in order to relieve some stress because it helps when I run to blow off
some steam. I educate myself on stress management methods by looking up different ways to reduce
stress and sticking to those methods. It is important to try to be the best I can be at school and work
and with my friends so I need to be aware of the methods that help stress.
One site says the to use the 4 As:
Leadership Inventory Revised 1/25/2010
5.

manage stress
6.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
7.
8.
9.
10
.
11.
12
.
Student will express a personal values

statement
Student will demonstrate practice of the
personal values statement
lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Avoid the stressor.

Alter the stressor.
Using these methods will contribute to a stress-free lifestyle. (Retrieved from http://www.helpguide.org/mental/stre
I educate myself on stress management methods by looking up different ways to reduce stress and sticking to tho
and work and with my friends so I need to be aware of the methods that help stress.
It is important to avoid things that stress you out and are out of your control. Sitting around thinking
about all the school work and studying I need to do does not help me succeed so when Im trying to fall
asleep I try not to think of all the overwhelming things that are going on because they will only stress
me out more. Instead, I get a good night sleep so I can do as much work as possible in the time that I
am given with a refreshed brain. I use my syllabuses that my teachers give at the beginning of the
semester as a guideline. They help me to organize what I need to do and what needs to be done. I also
like to write down what exactly it is that I need to do for school and friends and work so I dont get
overwhelmed.
HDF 290
MTH 208
HDF 290
HDF 290 retreat
I demonstrated practice of my personal code of ethics during the HDF 290 retreat at the beginning of
the semester. For one of the activities we were assigned to go over a list of ethical decisions and we
had to put them in order from most ethical to least ethical in our own opinions. This was influential in
learning what different personal codes of ethics were because we had to work in groups to put the
situations in order. I learned a lot because I was only thinking of things in my own way but after hearing
everyones thoughts and opinions, several of my ideas on ethics shifted, in a good way. I am still
improving on this topic everyday, when faced with different situations. I think this is a learning process
that everyone goes through all the time and you can never fully know your own personal code of ethics
exactly. It is always changing when different peoples opinions come into play. I demonstrated my
personal code of ethics in this activity by using my experiences to rate each ethical situation. I used
what I know about ethics and morals and what I hold true for myself to base the information off of my
own life. This allowed me to create a list of ethics that was important and unique to me and how I would
act in a given ethical situation. Using my own personal experiences helped me to decide how to rank
these situations and made it easier to put them in order.
EDC 484
Educational Case Study

PDR
Resume
Senior Year Goals
For my education 484 student teaching seminar we were asked to make certain goals and objectives in
many different circumstances. When thinking of objectives, the first piece of evidence that comes to
mind is the objective I was asked to put into my resume. The idea of the objective in my resume is to
show what I have been working towards with my professional experience and what I am trying to
achieve within my resume. The objective that I have in my resume is To continue gaining education
and teaching experience for eager to learn minds in order to obtain a teaching position in an
elementary classroom. This objective shows what the goal of my resume is and what I am working
towards. That is an example of a goal that I have yet to achieve because I am not a classroom teacher
yet. Another example of showing evidence of goals and objectives that were planned and achieved
was my goal of applying to graduate school and getting into the program of my choice. I made a goal at
the beginning of the year to find something that I wanted to do with my degree. I had several choices
13
.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
HDF 412
HDF 290
COM 221
COM 100
EDC 312
PLT Teaching practices exam
14
.
Student will show application of Maslows

theory to own life
HDF 412
Planning out my schedule
15
.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 290
HDF 290 Retreat

HDF 412 Crucial Conversations
for this. I either had to start substitute teaching and work on my networking in order to make my way
into a school that I eventually wanted to teach at or I could apply to graduate schools. I decided that I
wanted to make myself a goal of applying and getting into graduate school for special education. My
first goal was to apply by January of this year. I spent the entire winter break working on and improving
my application and essays required for the application in order to apply on time. This took a lot of
planning and working on in order to finalize my application. Finally, I had to wait for my application to be
approved and looked over to be given an interview. My next goal was to receive an interview and excel
in this portion of the goal. I received an interview and felt extremely good about the response I got from
the interviewer. Finally, my goal that I planned for was achieved. I got into the graduate program that I
had planned for and I am preparing to go to school this fall enrolled in the program of my choice.
This theory shows the basic needs that Maslow believes a person needs in order to survive. The
hierarchy of needs is set up in a pyramid going from bottom to top on how much of these needs are
required in order to survive. The first part of the pyramid is about physiological needs such as food
water and shelter. The next part of the pyramid is safety and security. It is important for someone to feel
secure in his or her own environment or they will not be able to thrive. The next aspect is social needs
like friends and family. It is important for our growth as social beings to be around other people
especially our loved ones. Esteem is the next aspect on the pyramid. Self esteem and confidence is
important because one needs to feel good about themselves or they cannot function well in a society.
Last on the pyramid is the idea of self-actualization. This aspect is about creativity and problem solving.
In order to fulfill a healthy life, one must maintain this hierarchy of needs. I have learned about
Maslows hierarchy of needs since my freshman year in COM 100 and it comes up in various different
classes. We reviewed this theory again in HDF 412 and went over how important it is to keep up with. I
learned about in my communications classes and also a variety of my teaching practices classes and
tests.
In college it is difficult to maintain all aspects of Maslows hierarchy of needs. With homework, jobs,
relationships I have a hard time maintaining all aspects of the hierarchy and I find that I sometimes put
too much emphasis on one item of the pyramid where I should be putting more effort towards a
different aspect. In order to keep this hierarchy in order and keep myself organized and healthy I use
my planner to plan what I should be doing. I found after reading about this theory that I put all aspects
of the hierarchy into my planner. I write when I am going to eat dinner, which is required on the biggest
portion of the pyramid. Keeping this planner allows me to de-stress and remain calm, which creates a
safe and secure environment. After all of my homework and projects that are written down I realize that
it is important to keep a running social aspect of my life in order. I write down the fun things that I am
doing at the end of the week in order to stay healthy and put everything into perspective. This
motivates me to do well in other aspects of my life such as schoolwork. In terms of esteem, my planner
has a list of goals that I write that I would like to achieve during the month. This allows me to see what I
want to achieve that month and work towards that goal. Lastly, self-actualization is used in my planner
when it comes to problem solving. By staying organized I am able to plan ahead and work out different
problems early and efficiently.
My communication strength allows me to be able to put what I want to say into words and present my
ideas. My woo strength allows me to be outgoing and shows that I enjoy meeting new people and
winning their approval. I use this in my HDF class by having to do many different presentations. I also
used this strength to help me get up in front of the class and perform a comical skit with my group. My
positivity strength shows that I have enthusiasm and I get excited easily. My individualization strength
shows that I can work together with others even if they may be difficult to work with. My harmony
strength is the most accurate strength because it shows that I do not enjoy conflict and seek
agreement instead. I rarely fight back with people because I do not like confrontation. I used to see this
as a weakness but after learning about crucial conversations I realize that it is important to take my
harmony strength and use it to engage in crucial conversations to get the outcome that I want. My
communication strength helps to balance out my harmony weakness (or strength, depending on how
you look at it). I can use this strength to communicate with someone during a crucial conversation and
keep the environment safe. I can communicate what I need to get across and stay away from turning
someone violent. This will help me in my future career as a teacher when I may have crucial
conversations with parents about their students. We learned about our personality and leadership
types in our HDF 290 retreat and it helped to become closer with everyone as a group. The results
showed that I am an extrovert and enjoy being in front of people and this type of personality helps me
in the classroom.
16
.
17
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
Target class
18
.

Authority and Bureaucracy theory of
leadership Weber
HDF 290
N/A
This theory shows that there are 3 different types of authority with 3 different forms of leadership. This
type of leadership makes up an ideal government system. The three types of authority are traditional
authority, rational-legal authority and charismatic authority. Traditional authority is the belief in traditions
of those exercising authority under them. Rational-legal authority is the belief of the legality of patterns
of rules and the rights of those under those rules to issue commands. Charismatic authority is the
devotion to the character of a person and the rules given by them as a leader. Bureaucracy is a
governmental system developed under the rational-legal authority sanction. I used this theory to give a
presentation in my HDF class so I needed to research the theory and be able to fully explain it to the
class in a way that everyone could understand it.
19
.
20
.
Student will describe personal application

of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
HDF 290

Grille
21
.

of the above theory (Taylor)
HDF 290

Grille
This theory is a method of training employees in a way that is easy for them to learn and improves
worker productivity. This is a method that shows the importance of those higher in power and workers
to be trained in a way that is simple. First, instead of a general outline for a method there is a specific
method designed to get the most efficient work done. Other experienced workers train the new
workers, rather than having the new workers train themselves to ensure there will be suitable workers
that will continue to progress the restaurant. The theory also states that the managers are cooperating
with the workers in order to make sure that the methods of the restaurant are being followed. The work
should also be divided equally between managers and workers. This theory linked well with my job as
a server at Chelos Bar and Grille.
This theory works in the restaurant industry because it takes a little while to get used to working in a job
like waitressing so with the help of a trainer to simplify the ways to serve and having several tests
about the menu in between, it was easier to adjust to my new job. For my job at a restaurant I had
someone who had been working at the restaurant for a long time train me. We also had to take several
written tests and I was able to get all the help I needed from the other server who had years of
experience on me. It helped to have someone break down exactly what I needed to do to be a good
server. I started off just observing tables being served, then I could serve tables while my trainer
observed and then I was able to serve by myself. It really helped the process. Instead of a general
outline of rules, we were given a list of tasks needed to get the work done. Having a list of side work
that each person uses at the end of the night in order to close the restaurant successfully helps to give
everyone an important part in the process and distributes the work evenly. Another part of the theory
22
.

Management by Objectives theory of
leadership by Drucker
HDF 290
EDC 250 Practicum
23
.

of the above theory (Drucker)
HDF 290
HDF 290 small business and

leadership paper
Edc 250 Practicum
24
.
Student will show knowledge of Theory

X and Theory Y theory of leadership by
MacGregor
HDF 290
PHY 109
that I experienced at Chelos was the idea that workers are trained by their managers or superiors
rather than just trained by themselves. My managers and the closing servers would check each
persons side work at the end of the night and sign off on whether the work was done or not. This kind
of communication with the workers ensured that the method used to keep the restaurant in check was
being followed. My managers stayed until the last server left and helped to close the kitchen as much
as the servers did. This showed that the work between the servers and the managers was being
distributed evenly. I learned about this theory in class during presentations and it reminded me of my
job training and what my managers did right and wrong in the aspect of the scientific management
theory.
This theory shows that a leader should put out objectives, tell the employees of the objectives, evaluate
the employees performance and then reward the employee on their improvement. The first part is to
set organizational objectives in order for the person working to understand a goal that they should be
working towards. Next, inform the employees about these objectives so they know what they should
and should not be doing and what they should be working towards. Next, monitor the employee so that
progress can be seen and the employer can use the next stage to evaluate their performance. Finally
reward their performance based on how you evaluated them in order to motivate them to continue
working hard. His five step process will ensure a positive working environment. This theory seems
especially important to jobs that require a good performance on the employees part such as the
restaurant business or even teaching. I used this theory in my teaching practicum at a school in
Woonsocket. This theory was presented to my HDF 290 class and was explained in a way that showed
this management theory is very simple to understand. The handout shows exactly what the theory is
without having to research much further.
This theory shows a real commitment to the happiness of employees. In the interview that I had with a
small business owner, the woman really seemed to use this theory to better the workplace
environment. She showed her employees what her specific goals were and informed them on what
they should be working towards. The ultimate goal was to better the restaurant. She then monitored
their performance and continued to do so in order to evaluate their performance. After evaluating their
performances throughout their working experience she would reward them with different incentives
such as more work hours. This was to continue motivating them to work hard while enjoying their work
experience. I then wrote a paper for HDF 290 on this small business owner. She runs her restaurant
this way, by being oriented towards her employees. It helps to keep the employees happy and in turn is
rewarding them by giving them a stress-free work environment.
This theory seems especially important to jobs that require a good performance on the employees part
such as teaching, which is my future career. Teaching requires this management theory because
teachers need students performing at their best so this theory can work by giving teachers objectives,
and having them perform well by their students test scores. The scores are used to monitor and
evaluate their teaching skills and teachers are rewarded with a motivated and enjoyable classroom. I
used this theory when teaching my students in my EDC 250 practicum at an elementary school in
Woonsocket.
These two theories show different work ethics of different people. If someone does not like work, has to
be forced to work, or is only motivated by money, they are placed in theory x. This theory says that
people either enjoy work or dislike it. Theory y people enjoy working and accept responsibility in the
workplace. This theory was presented in the class and it showed the difference between x and y theory
people and their work ethics. It shows up in your ability to be responsible for your work and it can be
seen in virtually any class you take depending on whether you are theory x or theory y. If leadership is
applied for theory x people, their attitude is to avoid the work if at all possible. This means that when
directing the worker, incentives must be placed in order to coerce the worker to make the right effort. In
terms of responsibility, it is important to direct the worker in the right direction in order to get work done.
According to this theory, people being lead by theory x will be motivated by money and the job security.
Lastly, in terms of creativity, those in theory x have little creativity except when getting through certain
25
.

of the above theory (MacGregor)
HDF 290

Grille
PHY 109
26
.

Servant Leadership theory of leadership
by Greenleaf
COM 100
HDF 290
HDF 412
rules to make the job easier.

For those in theory y, when put under the right circumstances they will enjoy their work. They have the
ability to direct themselves in the right way to get work done. In terms of responsibility, they will seek
and accept responsibility but only under the right conditions. When put under these conditions, they are
motivated by their desire to realize their own potential. Lastly, theory y people are highly creative
people but they are rarely recognized as such.
We learned about this theory in HDF 290 and I found myself being applied to theory y in many of my
general education courses, particularly PHY 109.
Depending on what class it is, I am both theory x and theory y. I have always struggled with math and
physics so I am theory y for that because I tend to work harder for classes that I find difficult. When a
class is easy for me, such as communications, I will not study as much because I feel as though it is a
waste of time and end up not doing as well as I could. I would definitely like to improve this quality in
me.
I want to improve in my theory y personality because I worked very hard to study the menu for my
restaurant that I worked in and now whenever we get new food items on the menu, I tend to not study
as hard. I would like to improve this because I should always show that I am a good worker and that I
can take on responsibility in the workplace. I am motivated in my work place and accept full
responsibility. However, after memorizing the menu and all the ingredients in the food I had to take a
test in order to become a server. This demonstrated application of theory y because I took
responsibility and used good work ethic.
This job was a small summer job that I acquired because I needed money. This was not a career for
me so I saw my managers use theory x to lead me as a server. The managers tried to make the work
as simple and easy as possible so that we could all just do our job efficient enough to leave at the end
of the night. As a server, I started out working a double shift almost every day for a few months when I
first started working. I would never have requested this much work to begin with so the managers
forcing me to work so much in the very beginning allowed me to learn how to work and succeed in the
restaurant environment. I was always directed towards by responsibilities rather than taking it upon
myself to work hard at certain aspects of my job. The managers always motivated us at the beginning
of the night to make the customers happy simply so that we could make more money. The money
motivated us to help keep the restaurant running smoothly. Lastly, this job as a server did not require
much creativity in terms of working so the managers gave us a set of rules to follow in order to make as
much money as possible and to have a successful night each night of work.
Servant Leadership is a theory that states that the servant leader serves others rather than serving the
leader. Therefore, the people being served become autonomous and are able to serve themselves,
making them servant leaders as well. There are 10 principles involved with servant leadership. First,
leaders applying this theory must listen in order to make a deeper commitment to the ones they are
leading. Second, servant-leaders must show empathy to connect and understand others. A servantleader heals both themselves and others as a way to transform and integrate. Being self-aware and
having awareness of others strengthens the servant-leader. Servant-leaders use persuasion rather
than authority in making decisions. Servant leaders use conceptualization in order to see a goal and
look beyond the next day in order to achieve that goal. Servant leaders use foresight in order to learn
from their past and use these experience to make better decisions in the future. Stewardship is
important for servant-leaders because everyone has a place in the company and is crucial to the
success of the company. A principle used in servant-leadership is commitment to the growth of others
because the growth of everyone involved leads to the most success in whatever the group is working
towards. Lastly it is important to build a sense of community in order to keep the group together and
make everyone comfortable in order to work towards a specific goal and be successful.
This theory was presented in HDF 290 class to show how servant leadership is displayed with different
variables. The presenter showed the values and different points of interest within the servant theory.
We somewhat learned this theory in communications when we were learning all the different ways of
how people grow as communicators and become independent leaders. It shows how people develop
different personalities. In COM 100 we learned about servant-leadership in a more extended lesson. I
did a group presentation on this leadership theory in HDF 412 as well.
27
.
28
.

of the above theory (Greenleaf)
Principle Centered Leadership theory
by Covey
HDF 290
HDF 290 Retreat
29
.

of the above theory (Covey)
MTH 208
N/A
30
.
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
HDF 290

Grille
This theory is centered on principles and these principles are to ensure that everyone is doing their
work and that everyone feels important within the group. By making the members of the group feel
important, they are more apt to finish their work and are motivated to do a good job.
There are four key principles that go with principle-centered leadership. The first principle is personal
which requires trustworthiness. This uses a leaders character, integrity and competency with problem
solving. The second principle is interpersonal. This level requires trust on every level. Each person
needs to trust the other person in order for the group as a whole to be connected and successful. The
third principle is on the managerial level. This has four steps involved. First the use of character and
integrity creates helpful structures and systems. The leaders skills help to bring about trust in order to
make agreements. As a leader in the managerial level self-supervision is involved in order to plan
control and get work done. Lastly, these all lead to accountability where the leader is responsible for all
aspects of these principles. The last principle involved in this theory is the organization level where all
those involved work together in harmony, go in the same direction and support each other in order to
make the group successful.
This theory was presented in class to show the different key principles and also informed the class
about the moral compass. We learned about the moral compass briefly in our HDF 290 retreat when
talking about ethics.
I need to work on this theory because even though I stay in touch with my group members in my math
208 class, they still sometimes do not answer me and have yet to meet in the library to go over what
exactly we need to do for the project. In order to complete the project we need one group problem for
each portfolio section and I end up splitting up the problems so one person does one problem and
another does a different problem, etc. This is not the point of the exercise so I feel like I should improve
on my leadership skills in this area by using the principle centered leadership theory. I have to do a
group project for my math class every month and I try to use principle-centered leadership in this group
project. I send out emails weekly telling my group members what they can do for the group and what
needs to be accomplished by the end of the semester. I try to be the leader for the group and give them
a specific goal to work towards in order to complete the assignment.
In order to apply principle centered leadership I need to start applying the four key leadership
principles. First, connecting with the group on a personal level, trusting that everyone will do their work
and keeping myself in line with the project in order to be competent enough to problem solve. Second, I
could use the second principle, interpersonal level by trusting that everyone will do their work.
However, because I know that some of the students in my group will not do their work I can either
continue to assign each person a problem instead of working together as a group or alert the teacher
so that my group can become more of a unit and work together to actually achieve what the lesson is
trying to teach us. In the managerial stage, I could plan more in order to meet with my group members
and find more convenient times for everyone to meet. This will help create a more structured system.
Lastly, our group would benefit greatly by using more organization. If we are organized everyone will
have to trust each other, put in the effort for the good of the group and support each other completely.
There are 14 points in this theory to help companies increase their quality and productivity. The first
principle is to create constancy of purpose for improving products and services. Next, adopting a new
philosophy, stop the dependence on inspection in order to achieve quality and stop rewarding business
on price alone. The fifth point is to continue to improve constantly throughout the process then to
include training on the job. More points are to adopt and institute leadership, drive out the fear, break
31
.

of the above theory (Deming)
32
.

Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
33
.
34
.

Individuals in Organizations leadership
theory by Argyris
HDF 290

Grille
HDF 290
EDC 250 Practicum
down barriers between staff areas, eliminate slogans, exhortations and targets for the workforce.
Lastly, eliminate numerical quotas for workforce and numerical goals for management, remove barriers
that rob people of pride and workmanship, and eliminate the annual rating, institute a vigorous program
of education and self-improvement for everyone, and use everyone at the job by putting everyone to
work. This theory was presented in class and showed each point in the 14 points theory of leadership.
The Total Quality Management portion was shown that it is used to improve the quality and
performance of the workers who exhibit the 14 points. This theory reminds me of my job because we
have weekly evaluations of our work in order to self-improve our server skills.
My job exhibits this theory by trying to improve the quality of our performances but it lacks on the point
to stop rewarding business on price alone. We have weekly contests on who can sell the most drinks
or certain entres or deserts. This does help improve our salesmanship skills but it also focuses on
the price aspect rather than our waitressing skills.
Chelos maintains constancy of purpose for improving products by continuing to improve and change
their menu in order to keep people interested. They adopt a philosophy of good, old fashioned food.
Even though the owner inspects the kitchen occasionally, Chelos does not depend on these
inspections to achieve a quality restaurant. They work with a single supplier for all of the different
condiments and dressings in order to minimize the total cost. Chelos is constantly improving especially
when they renovated the dining room over the summer. Every server is trained and tested regularly
when they begin working. There is a team of managers who institute leadership each shift. The
managers do not make you feel like you will be terminated so there is no fear in the work place. The
managers make it clear that the staff can come to them with any problem and they will do their best to
help them out of the situation. Chelos eliminated slogans and maintain success just by creating
delicious food for the public. Chelos needs to work on point 11 in order to achieve this principle, as
explained previously. However, hard work is recognized in terms of server bingo. Server bingo is when
we sell certain items and if you make bingo on the sheet, you can win a free meal. Therefore, the
barriers are removed that rob people of pride of workmanship. When you are first being trained, there
is a vigorous education program so that we can all have complete knowledge of the menu, ingredients
and policy of the restaurant. This gives an opportunity for the employees to know exactly what they
need to know in order to help as many customers as possible. (see chelos contests). Finally, every
single employee has a specific job in order to work towards a common goal and accomplish the
transformation.
This theory describes the usefulness of single-loop and double loop learning. This theory is helpful in
higher education when making curriculums. The theory allows for innovation, diversity in ideas and
better solutions. When using the single loop theory, start with an action theory to observe, reflect,
decide and then act. After this step, there will be consequences; good or bad depending on what form
of action you took. For the double loop strategy, the first part of the decision making process is a
governing variable which is something that is put in the problem at hand that needs to be solved and it
cant be changed without a form of action. Then move on to the next two previous steps, which are
action theory and consequences. This theory will be useful when making a curriculum for elementary
education. In my education practicum I am observing what teachers need to do in order to have a
successful classroom and to ensure students are learning to the best of their ability. I can use this
theory to help kids learn to read by identifying what aspect of reading they are having trouble with
35
.

of the above theory (Argyris)
HDF 290
HDF Case Studies assignments
36
.
Students will demonstrate knowledge of

the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 290
N/A
37
.

of the above theory (Grace)
HDF 290
Harvard Business Review Article
38
.

Situational Leadership theory by Hersey
& Blanchard
HDF 290
Mind Tools center (website)
39
.

of the above theory (Hersey & Blanchard)
HDF 290
EDC 250
40
.

Relational Leadership model by
Komives, McMahon & Lucas
HDF 290
HIS 141
(comprehension, word placement, ect.) and find a solution to how to help their problem.
In HDF 290 we are assigned several case study assignments to go over either by ourselves for a paper
or just to be discussed with the class. For one problem we involving workers feeling threatened at
work, we decided that we could use the Individuals in Organizations theory to help them make a
decision. The theory would allow the workers several options on what to do in order to either save their
job, quit their job or make their work place a better environment for everyone.
The 4 Vs of Ethical Leadership Development theory is comprised of 4 V words to follow by. It aligns
the internal beliefs and values with external behaviors and actions for advancing the common good.
The four Vs are Values, Vision, Voice and Virtue. These all explain certain parts of ethical leadership.
Values stands for understanding ones individual core values. Vision stands for leadership being
shaped by a vision that directs us into positive leadership. Voice stands for articulating our vision to
others, therefore motivating them towards a higher goal. Lastly, virtue stands for intertwining input into
the value system. This theory was explained in class on the board in a triangle of values, voice, vision,
virtue, renewal, service and polis. I did not fully understand the triangle portion of the explanation of this
theory and I would like to look into this more in order to get a full grasp on what renewal, service and
polis mean.
I found an article in the Harvard Business review that really showed me how to apply this theory to real
life. The article states that IQ and intelligence is important when displaying leadership, but a true leader
needs to show emotional intelligence. This made sense to me when looking over the 4 V model
because an ethical and virtuous mind can benefit a lot of people when put in a leadership position. The
4 V model is an excellent model to show that leadership begins with good intentions in order to better
the greater good and this article goes into detail of why this is so. I would like to research this more and
possibly start a group of my own in order to display my personal application of the 4 V model of ethical
leadership. (see Harvard review)
This model shows the relationship behavior and its correlation with the task at hand along with
followers. I did not really understand the model fully in class because there was just a graph that does
not say much of what the model actually shows. After further researching the model, I realized that the
theory is quite simple. It just means that using a certain style, successful leaders should change their
leadership styles based on the maturity of the people they're leading and the details of the task.
(Retrieved from http://www.mindtools.com/pages/article/newLDR_44.htm) Using this theory, leaders
can place certain amounts of emphasis on the task and relationship between those they are leading in
order to get the job done successfully. This explanation made a lot more sense than when looking at
the chart given and I now realize that this model is made for each individual follower.
The article I found showed how I can display certain leadership styles, which I can display in my future
classroom that I will be teaching. Ive noticed that just telling elementary students what to do does not
generally work. They understand what to do when I tell them what an answer is but they do not truly
understand what I am really teaching them. In the classroom one day, they were trying to decipher
between the sh sound and the ch sound. They would ask me if a word had ch in it and when I
would tell them no they immediately knew it was the sh sound. This clearly meant they just knew the
two sounds were interchangeable. Looking over this article, I realized I use the selling technique. I, as
a teacher and my students leader, I provide information and direction but ask of more communication
with the group so they can work together to solve the problem rather than me just telling them the
answer. This works well with a small group of children because they are interested in learning and even
if they dont want to cooperate, they still begin to understand the problem, slowly but surely.
This leadership model is formed with the idea of group leading. The method is to form a group, remain
in a group, achieve the goal that the group has formed, and have everyone in the group participate.
The group must remain purposeful. This means that the goals will be accomplished while creating a
positive change, and build a common ground for the group. Inclusiveness is an important part of this
model because the group must remain open minded and have an understanding of differences. The
individuals in the group must have confidence in themselves in order to have empowerment and can
41
.

of the above theory (Komives et al)
HDF 290
HIS 141
42
.

concept of constructivism
HDF 412
EDC 312
Principles of Learning and
Teaching Exam (praxis exam for
teaching)
43
.
Students will describe personal examples

of implementing constructivism
EDC 485
Educational Case Study

Practicum for EDC 250
44
.

experiential learning in leadership
development (Kolb)
HDF 412
EDC 312
PLT Praxis (principles of
teaching and learning)
lead the group each in their own way. Lastly a group must remain ethical and honest when following
the relational leadership model. I find this theory very easy to understand because it has a set pattern
of what to follow to engage in this leadership theory. The sheet that was handed out in class is very
easy to understand and really helps to put the theory together. I was able to use this theory to write
several essays in my HDF class and lead a group history project.
For my history project we were assigned to find a historical scholarly article to write a paper on as a
group and present the information to my class. I used this leadership model by forming a group and
achieving what we needed to achieve by performing the 4 steps in the model. We started off with 3
different topics but we used inclusiveness to each be open-minded and not shoot down what each
person wanted to write about. I did not know my group members before I did my project so I had to be
confident in order to get my ideas across for the paper and show that I had a say in what we would do.
We remained honest (although this was not a big part of the project) by retrieving a scholarly article,
correctly citing the information when needed and writing the paper in our own words. This model
helped with this project by giving me more confidence to be a leader in a group but have everyones
ideas be seen on paper and through presentation.
Constructivism is a learning theory based on observation and scientific study. It is based off
of the idea that people construct their own views and understandings of the world based off
of their past experiences and by experiencing said event. In order to construct these views,
one must reflect on their own experiences and build an understanding from that. This allows
for a unique view when learning new information. As a result, we either reject our previous
views of what we thought were to be true and change the way we see things or keep our
previous ideas and discard the new knowledge as irrelevant. We learned about this in the
beginning of HDF 412 and I have also learned a lot of different learning theories in my
education classes, especially educational psychology. I also took a praxis exam about
different teaching skills and it was essential to have knowledge on the different learning
skills.
I have had to implement the concept of constructivism when teaching in the classroom. Constructivism
is a learning theory that is based on observation and scientific study. For my student teaching
experience, I was assigned a case study. We were to choose a student who was at an average
learning level that we would help throughout the semester. The student I chose had behavior issues.
This meant that he is able to do the work and can understand most of it but he cannot control himself
or his body in certain situations. For my case study I had to use constructivism in order to understand
how to teach him. This was a study on a student who needed my help succeeding in class. I had to use
my own base knowledge and experiences to implement different lessons that could be adjusted for
him. The more I learned about him and worked with him the more I was able to help him by
constructing my views in order to teach him properly. As a teacher I am constructing my own classroom
management skills and using my past practicum experience to help similar students. I learned how to
work with many different behavioral students in past practicums so I could use the skills I learned in
those classrooms to help this student, as well as my whole class.
Kolbs experiential learning theory was talked about in HDF 412. This is a four step-learning model to
show how one uses their experiences to learn and grow from them. The first step is concrete
experience. This involves going through an actual experience, which is hands on and allows for
observation. The next step is reflective observation, which involves thinking about and reflecting on the
experience that they just went through. After this is abstract conceptualization. During this stage of the
model, the individual starts to process what happened and finds meaning, symbolism and knowledge in
what they learned from the experience. The last step is active experimentation. This is when the
individual has gone through and reflected on their experience and is able to apply their experience to
another area in their life. This theory can be applied to leadership in group work and working with
members of a team. I also learned about this theory as a learning theory for teachers in my educational
10
45
.

of experiential learning in leadership
development (Kolb)
EDC 485
EDC 250
46
.

Social Change Model of Leadership
Development by Astin et al
HDF 412
HDF 290
47
.

of the above theory (Astin et al)
EDC 484
WOWW Were Offering

Women Wisdom
psychology class. It was interesting to see this theory applied to how kids learn and then how it can be
applied to leadership development.
I use the experiential learning theory every time I am observed in my student teaching practicum.
Whenever I am observed I go through the first stage. For example, for my last observation that I had to
do for this class, I chose to do a hard math lesson that I wouldnt normally do, especially to be
observed. I decided to take a risk. Coming up with and preparing the lesson, practicing the problems so
that I wont get confused when I teach and actually teaching the lesson are all part of the concrete
experience. The next stage is reflecting on the lesson. For each observation, at the end of the lesson I
go over what I did well and what I could improve on for next time with my supervisor. This is the first
part of the reflective process, where you look at what you had just done. Next I am asked to write a
reflection of my work. This is to be sent to my supervisor but it is mostly for my benefit so I can learn
from what I had just done. After reflecting on my experience or my lesson I can start to find knowledge
and meaning in it. I can find meaning in my lessons by finding my own teaching style. After looking at
what I did well I can use this to understand my learning skills and teaching style and continue to grow
in the classroom. By understanding my own teaching style I start to gain confidence in my teaching and
being in front of my classroom. Finally I go through the abstract experimentation phase where I use
what I learned from my last lesson and last observation to apply to a new lesson. I can use all parts of
my reflection from how to manage the classs behavior to using which parts of the lesson they enjoyed
volunteering for and raising their hands for.
The social change model is a model that brings together the different values of the group in order to
bring success. The first part of the model is individual values. This includes self-awareness, thinking
and feeling towards others honestly in the group, and having a commitment to the group, the activities
and the intended outcomes. There are the group values, which involve working together, having a
common purpose and working with other views respectfully. Then there are the social/community
values. This is the process of the group coming together with the community and society to become
good citizens. These 7 pieces will bring the group and its individuals success. The 7 parts in short are
1. Consciousness of self 2. Congruence 3. Commitment 4. Collaboration 5. Common purpose 6.
Controversy with civility and 7. Citizenship
The group goes through all of these parts in order to work well together.
After working with all different teachers this semester in student teaching and working with my school
as a whole Ive seen how the school staff and its students can be applied to this theory. Being involved
in the school throughout the semester, I have seen or done all 7 of the parts of this model.
1. Consciousness of self as a student teacher I spend time analyzing my beliefs within the
school system, finding my strengths in the classroom and working on my personal reasons
of why I am teaching these students.
2. Congruence I know and work on my strengths throughout the semester to learn and grow
better from them. I understand that teaching is not just one person it is collaboration with
other teachers and your students.
3. Commitment Knowing you have a commitment to each and every student and your
program. Going to school at the right time every day, leaving after the students leave and
knowing that if you have to miss a day it is crucial to plan for an alternative. This shows that
even if you cannot be in the classroom you are still committed to your students.
4. Collaboration Working together not only with your cooperating teacher but other teachers,
various specialists, the principle, ect. This collaboration is to benefit both the students and
yourself as a learner and a growing leader of the classroom.
5. Common purpose Sharing the same ideals as the other teachers and team members in
the school for the benefit of the school and the students.
6. Controversy with civility When collaborating with my cooperating teacher when making a
lesson occasionally we have different views on what would be the best way to teach a
lesson. We work together to find a common solution that we both would feel comfortable
11
doing.
Citizenship Each day we repeat the mission statement of the school all together. This
shows that the school has a common goal and common values that come together for
everyone to go by in order to be good citizens. I realized that I had the mission statement
memorized within the first few weeks of school.
I display these values and pieces of the theory in my group WOWW as well, which is a group that has
a common goal of mentoring freshman girls to ease their way into college.
7.
48
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49
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50
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51
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52
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53
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54
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55
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56
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57
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58
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59
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60
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61
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62
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the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
12
63
.
64
.
65
.
66
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67
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of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
13
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
Target class
68
.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
HDF 412
COM 221
Leadership for the Common
Good Retreat
HDF 412 Retreat
69
.
Student will describe personal example

of using cultural anthropology /
paradigms as a leader
EDC 460
HDF 412
Practicums for EDC 250 and
EDC 459
70
.

the Cycles of Socialization (Harro)
theory and its uses in leadership
HDF 412
N/A
Paradigms are defined as frameworks or patterns and ways of looking at things in order to
make sense of them. This relates to leadership by showing certain paradigms of what makes
a good leader and what it means to be able to lead well. There are many different
perspectives and views of what a person could think makes a good leader. It is useful to
observe and assess leadership paradigms because this kind of thinking can help us identify
what was previously unclear or unseen. With this information we can go towards a paradigm
shift, which is what happens when times change and standard approaches may no longer be
effective. This paradigm shift is built around the old views and takes what one view already
tells us and builds upon it in order to improve the new leadership skills and methods. We
went over this in HDF 412 during the first reading of chapter 1 of Komives. In both retreats
we went over different leadership skills and what it takes to be a good leader and I was able
to create a paradigm of what a good leader is from watching and learning from the models
that we saw throughout the retreats. In addition I learned about different leadership skills and
paradigms or viewpoints in my interpersonal communications class.
For the past 3 years I have been given the opportunity to observe in different classrooms of
different grade levels. The idea of these observation times was to prepare us, as future
teachers, to lead a classroom of our own this year. For the past two years I was only able to
observe, giving a few lessons here and there but never really being able to be in charge. This
year for my practicum I was able to create my own lesson, prepare each step and execute
how to teach the lesson and assess their learning when it was over. In order to do this, I used
different leadership paradigms that I have been observing and learning for the past three
years along with observing the school that I am in now in order to create a successful lesson.
In order to prepare, I have been watching my teacher lead her classroom in various ways in
order to teach them a lesson and maintain the right classroom environment. The framework
that I had originally had about leading a classroom changed quickly after I had started
observing the classroom this year. After giving a short practice lesson, using the skills that I
had picked up from observing various other classrooms, the principle came in and started to
take over the situation when he saw that I was struggling with my leading. I learned so much
from this experience because this allowed me to assess the previous methods that I had seen
and change the approach that I had made in order to make my lesson more affective. After
this instance, I was able to create a lesson and improve my leadership skills to fit my new
view of this particular paradigm of teaching as a leader and I found it was my most
successful lesson yet. The lesson plan used as evidence shows the planning and objectives
that were given to the students to engage them in a successful lesson.
The cycle of socialization is the model referring to how we as humans are socialized starting from birth.
In the first circle of the model is the lens of identity where you are born into a social setting. This
includes your gender, race, religion, and many different aspects of yourself that you did not choose.
After our birth we go through the arrow where we are then socialized into the world. Our parents, our
loved ones, and the people who raise us do this. This shapes our self-perceptions and self-concepts,
along with molding what we think about ourselves, how we act and how we relate to others. These are
the ideals that parents and loved ones put in your head in order to shape your mind. Ex.: boys dont
cry. You then move on to the next circle, which is the lens of socialization and teaching. These involve
the institutions and culture that you are apart of. This is where you are taught different norms that you
may or may not agree with or your family may disagree with. The experiences you go through in this
stage show the different rules that we are exposed to in society. In this stage you may notice that you
14
71
.
Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
HDF 412
72
.

the Cycles of Liberation (Harro) theory
and its uses in leadership
HDF 412
Picking a major at college
do not fit into the rules or that the rules may be unfair to you or others. This is where stereotypes come
into play. The next arrow you move into are enforcements. This stage shows that the rules that are
enforced that can be unfair are enforced by other societal norms. This is enforced sanction, privilege,
persecution and punishment and rewards. You then move into the lens of experience. This is the
result. After going through this socialization and seeing all of the unfairness towards innocent people
based on the factors that they did not choose, one may turn to silence, anger, self hatred and various
other frustrating components. This can cause internalized oppression. The next arrow is your actions.
Many choose to either do nothing, stop causing waves so as not to upset anyone or continue to
promote the status quo rather than break it. This comes from the ideal that we as humans cannot
change something that has been happening for so many years. Finally you have the core circle, which
is a circle of fear that continues to perpetuate the cycle. This circle includes fear, ignorance, confusion
and insecurity.
This model shows what each person goes through beginning at birth. We have all experienced this in
our lives, having been socialized since we are born. In the first circle I was born as a straight, white,
Jewish female. I had no choice in these matters. I was then socialized to go by these norms by my
parents and loved ones. My mom would dress me in pink and purple while my twin brother was
dressed in blues and greens. I was shown that I did not have to be good at math as a girl and that it
was not polite for me to burp at the dinner table while my brothers could. Being socialized by my loved
ones showed that I did not find them wrong because they were just the rules. These continued to be
perpetuated to me when I started to go to synagogue to continue learning about Judaism. I was told at
a young age about God and what I should be believe in. I went to school and saw that even though I
struggled with math it was not that important for me to learn it, even though my brothers were naturally
good at it. This continued in college when choosing a major. I could choose teaching because it is a
stable career to raise a family and I could always do something different after I get my degree. I
thought these mentalities both consciously because I believed them and unconsciously because I did
not know anything different. The idea that I could not do much more than being a teacher because I am
a woman continued to be perpetuated through my entire college experience. Every time I told my mom
that I didnt know if I liked being in the classroom she said the summers off and hours are perfect for
raising a family. Having the privilege of my fathers financial support I know that I can go back to school
after college if I do not like my career. That may have showed me not to work as hard as I should
because I could always do something else. This resulted in me believing that I could not do anything
but teach and maybe I had picked the wrong major. Ive had many conversations with my parents
saying how upset I am that I couldnt find the perfect major for me. I am constantly thinking, am I
teaching because I like it or because Im good at it? This makes me angry and regretful about how I
spent the last four years. I did not do anything to fix this situation because every year that I considered
finding something else for my life I thought to myself that I was wasting my dads money. I didnt want
to make any waves causing myself to perpetuate the stereotype that I surrounded myself with. I was
insecure about what I wanted to do with my life and how I could change it to do anything about this
choice. I continue to struggle with this life decision regularly.
The cycles of liberation are the phases someone goes through to maintain self-love and selfappreciation. It is freeing ones self from the restraints of socialization. The first phase is waking up.
This change occurs within oneself where you start to experience yourself differently than you have in
the past. This can cause something that used to make sense to you not make sense to you. The next
phase is getting ready. This involves finding new perspectives and preparing for the change. You start
to become introspective. The next step is reaching out. This is when you start to find the experiences
that you have changed for and see what kind of feedback you get from others. The next stage is
building community. This involves talking to people who have similar ideas as us and talking to people
who having opposing ideas. We see others points of view and start to learn from that and understand
ourselves better. The next part is coalescing. This is when you start to move into action to start
becoming the person you want to be by becoming a role model or an ally. The next part is creating
15
73
.
Student will demonstrate personal

application of the Cycles of Liberation
(Harro)
HDF 412
Yoga
20 is the New 30
74
.

the Configuration of Power (Franklin)
and its relationship to leadership
HDF 412
HIS 241
75
.
76
.

application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
HDF 412
change. This is when you start to use everything that youve learned and analyzed to start to break
down the system. You start to create a new identity. Lastly is maintaining. One must maintain the
change that they have caused and put that into their daily life. This way, the change continues to grow
and you become the person you wish to be. The core values in this cycle are self love, self esteem,
balance, joy, support, security and spiritual base.
I started this process last summer when I started to take yoga classes and started to think about myself
and what kind of a person I would like to be. I believe this was sparked by the idea that I was going to
be a senior in college and I am still not confident in who I am spiritually or on the inside. This was not a
specific time that I felt I needed to change but the model states that there is no correct place to begin
the model and it is a continuous model. Therefore I do not know if I have gone through every phase
just yet but I started with intrapersonal ideals. After taking my first yoga class I saw how I should be
seeing myself and how I want to be as a person on the inside. The class talked about your center and
how we should always bring ourselves back to center and it made me realize I did not know much
about myself from the inside, from my center. This was my waking up phase. After this I started to get
ready and plan for this change in finding myself as person, spiritually. I got the equipment that I needed
to continue to practice yoga by myself instead of just going to classes. I gathered resources like
youtube videos and yoga gurus to help lead this process. After this I started to reach out and find
classes that I would enjoy and look for ideas that I could relate to and enjoy to help me find myself.
After this I started to talk to people. I convinced a few of my friends to come with me to yoga and try it
out. Some people thought I was weird and opposed my idea of practicing yoga just in my dorm room at
night because I was not in an actual class and it was not something I usually do. This pushed me to
analyze what I was looking to do and continue learning from it. I am not sure if I stopped at the stage of
coalescing because I have not found many answers just yet. I began to analyze myself even more
when we were shown the 20 is the new 30 video in HDF 412. This really opened my eyes to how I
viewed myself as a young adult and what I should be feeling now. I plan to continue with the practice of
yoga and hopefully continue to go through the stages in order to come out with a sense of liberation
from my mind and see myself as the person that I want to be.
The configuration of power is a circle of different structures of power. The core of this model is
economics. This is the question of who controls the wealth of the power and the people who give and
take away jobs. The second layer is politics. This deals with issues of power and economic interests.
The third layer is bureaucratic management. This manages law enforcement and helps to protect
politicians. The fourth layer is controller of symbols. This is the media, education, religion, pop culture,
ect. Beyond these layers are minorities, gay people, women, ect.
We learned about the ideals of this system in my American history class.
Helms Model of White Identity Development is a theory that assumes all individuals who
identify as white begin with racist views. This model occurs in two sequences. The first
phase, abandonment of racism, is the process of moving from nave or oblivious views of
race. This happens when coming across a racial dilemma, individuals must grapple with the
idea that their idealized notion of whiteness and notice the fact that they have remained in a
racist society. In the second phase, the evolution of a nonracist identity, one tries to interact
with other racial group members and reflecting deeper on these thoughts. In this process one
tries to maintain the idea of trying to be white without being bad, evil or racist. This process
progresses as the individual begins to realize their white privilege and starts to redefine
themselves as someone who realizes their privilege and how it affects others and
continuously works towards abandoning their privilege while learning about other racial
groups. We learned about this in a reading given in HDF 412.
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77
.

application of model(s) of racial identity
development above
HDF 412
78
.

McIntoshs theory of privilege and its
relationship to leadership
HDF 412
COM 322
HDF 412 Retreat
79
.

application of McIntoshs theory
HDF 412
HDF 412 Retreat
80
.
Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
HDF 412
N/A
81
.
A paper we were given in HDF 412 about privilege really drove this theory through to me.
As a white person, I never truly saw how privileged I was in the society I am living in. It
always occurred to me that I would go to high school then graduate go to college and find a
job afterwards. After filling out this paper on all the ways that I am privileged, not just with
my race but my physical ability, religious views and even my sexual orientation, I find
myself going through the stages or Helms model of White Identity Development. After
filling out this paper I started to go through the first stage, abandonment of racism, and began
to grapple with the idea that we do live in a racist world and it is important to realize my
privilege and how it effects people. After doing this exercise I decided to become more
involved and interactive with other racial groups. After this semester I can say that I have
become more than acquaintances with people of various races and it has made me more
aware of my privilege so that I can venture further into the second phase of the theory.
McIntoshs theory of privilege is based off of the idea of unpacking the invisible backpack.
In other terms, this is unacknowledged privilege. As someone who identifies as white, one
does not acknowledge the fact that they have privilege. McIntosh refers to this privilege as an
invisible backpack, holding special provisions. Just knowing this backpack is with you
makes you accountable for this new information and after realizing that you have it, you
must work on unpacking it. The theory attempts to distinguish between earned strength and
unearned power. This does not mean that all white people are inherently racist; it allows them
to become aware of their privilege and use this knowledge to create systematic changes in
society. We learned about this in a reading and slideshow from HDF 412. I also learned a lot
about privilege in my gender and communications class. Even though we did not focus on
white privilege, McIntosh talks about womens studies and the idea that most of the
oppression coming from men was unacknowledged. This was what the class was based off
of. We also went into detail about this theory in the HDF 412 retreat.
During the HDF 412 retreat this past semester, we went into detail about McIntoshs theory
of unpacking the invisible backpack. Something that resided in me from this was talking
about beginning to track and going over how we can use these observations and start to
unpack our backpacks and turn this into something useful. After the retreat we began to
continue tracking and see how society can be inherently racist. Once I started tracking, I
realized that the information that is in my head does not leave me. I cannot undo unpacking
my invisible backpack because I am now accountable for my privilege. This accountability
now makes me more aware but it also makes me guilty at times. However, tracking is a way
for me to reflect and grow from this concept of my privilege being a bad thing and turn it into
a good thing. I can see how oppression is everywhere and therefore, I can begin to start to
change these systems in order to one day rid society of underlying racism and unearned
power.
Effective leadership as it relates to change agency would be becoming an ally for a minority group in
order to minimize oppression. An ally is someone who is not apart of the oppressed group who is in
favor of their group and uses their dominant traits to bring attention and make a change for the
oppressed group. This provides evidence for a change agent by bringing attention to the issue so that it
can eventually change and grow. It is used to set new behaviors through modeling and mentoring.
Becoming an ally is a great way to lead others away from oppression and bring about change in the
world.
17
82
.
83
.
Student will describe personal examples

of being a change agent
Student will create a personal code of
inclusive leadership
EDC 484
HDF 412
HDF 492
84
.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
HDF 412
N/A
85
.
Students will demonstrate personal

application of the Model of Intercultural
Sensitivity by Bennett
HDF 412
URI Orientation
86
.

the ally Action Continuum by Griffin &
Harro
HDF 412
Inclusive leadership is the concept of having all involved contribute and applying all parts of the goal to
each person in the group. I practice inclusion in the classroom every day when making lesson plans for
classes of over 20 children who are at different learning and behavioral levels. I related this personal
code of inclusive leadership to my personal teaching philosophy, which I put into my portfolio
presentation. It goes as this: My philosophy of teaching is that each student has the opportunity to
learn and each child should be given the opportunity to learn, no matter what. Being able to adjust a
curriculum in order to help a student meet their potential is one of the most important parts of teaching.
In order for a student to understand the material, the teacher must have a full understanding of what
they are trying to get across to the class. Being able to give information in a way that makes sense to
each individual student is what separates a good teacher from a great teacher. I keep these values with
me in everything that I do as a leader in order to get my thoughts and ideas across and to help others
on a daily basis.
I strive to lead my classroom inclusively so that each student has an opportunity to understand what is
being taught and given a chance to succeed academically.
This model refers to someone going from an ethnocentric stage to an ethnorelative stage. There are
six pieces that the person goes through to go from each stage. The first is denial. This is when the
person disassociates themselves from others who are different. They separate and isolate themselves.
The next stage is defense. This is when one feels superior to the group. The next stage is minimization.
This is when someone starts to get more open-minded and realizes the universal commonalities
between humans. The next stage is acceptance. This is the recognition and appreciation of cultural
differences. The next stage is adaptation, which is when communication skills start to develop and
empathy is introduced. The final stage is integration. This is seeing ones self as in process. This is
the acceptance of an identity that is not based on any one culture.
I went through this process when I first came to URI. There was a small bit of culture shock for me. I
came from a small town in Rhode Island that was actually ranked as the least diverse school in RI, at a
1% diversity rate. When I walked into URI orientation I immediately went over to the group of students
that I saw had just graduated my high school. This was safe for me and I felt a small bit of fear looking
at all the different cultures surrounding me and feeling as though I wouldnt fit it. I was in denial at first. I
separated myself from others and did not give myself the chance to get to know other people by putting
myself with the people that I already knew. The next was defense. I almost felt superior to others
because I knew certain people and was comfortable with them. This made me feel confident in my
place. The next was minimization. This started when my classes started. I started to see more and
more people, people of different cultures, religions, ect. This opened my mind to want to start putting
myself out there more. Next I went through acceptance. I started to appreciate the different cultures. I
worked with students in different group projects and classes, especially when I was in general
education classes. Next, in adaptation I stretched myself even further. I decided to become a
leadership minor. This opened so many more doors to be able to interact with so many different
students of different cultures and backgrounds. I was able to get to know people on different levels,
which helped to open my eyes to everyones differences and realize that they did not matter. Finally, I
went through integration. I made close friends with people of all different cultures and am able to bridge
the gap that my original school had given to me. I am able to see others and myself as not defined by
any one culture. I am still working on this stage but I did a lot of work throughout college to get to this
stage.
The ally action continuum has 8 stages that go from supporting oppression to confronting oppression.
One actively participates in supporting oppression and denying and ignoring the fact that something
needs to change. The next is recognizing there is a problem but not doing anything about it. This is the
effect of being a bystander. To go from supporting to confronting oppression you start to recognize
18
87
.

application of the Action Continuum by
Griffin & Harro
EDC 485
HDF 412
WOWW
something that is wrong and taking action. This starts with educating ones self and others as well. If
you do not know anything about the issue you will not be able to fix it. You begin to support and
encourage others to help to bring about the change. Finally, you initiate the actions to confront
oppression and start to prevent the oppression from starting.
I feel as though I go through these stages when teaching my students different lessons. It is important
to shape their minds in a way that is accepting of all different people. As their educator I am able to do
this. Ive gone through several different situations where I have had to go through this continuum and
they were all with children. We went through a unit going from slavery up to the Civil Rights Movement.
This was an inspiring unit for most children because they do not generally see anyone who looks
different from them. Because of this they do not learn much about how to act around people who are
different from them and they do not know how people used to act around others who are different from
them. I saw us all go through this continuum in this unit. In the beginning everyone, including myself
were actively participating in supporting oppression. This was not intentional because they are so
young (4th grade) but they are not exposed to other cultures. The students did not necessarily go
through denial because they were never confronted with their own fault in this continuum but I saw
myself go through this. I did not think it was a problem to be apart of the idea that people are different
than I am and since I am not oppressed others are not oppressed too. Next was recognizing and not
going to action. This happened when the students learned about slaves and civil rights and how people
were treated. They could not do anything but they could see when it was happening. Next they started
to recognize what was happening and began to take action. I was forced into this stage when a student
expressed to me that another student had said something racist to him. Being so young he did not
know if this was that much of a bad thing but I was able to go into action after knowing what I know and
help diffuse the situation and have everyone come out of it for the better. The students began to
educate themselves and educate others as well after learning about the different events in our history. I
was able to educate myself throughout this unit and then was able to learn from this to teach my
students. I saw my students had a big learning moment when we played the Ruby Bridges movie in
class. The movie said a racial slur that I had not realized would be shown in the movie as it is rated G.
Some of the kids heard the word, some of them chose to ignore it and others saw the word and started
to talk about it. Many knew that it was a bad word and that we were not supposed to say it ever. This
was a learning experience for me because I had to find a way to not bring a lot of attention to it but at
the same time, educate my students enough so that they could understand how hurtful those words
can be and that it is inappropriate to say them. I did this by not pausing the movie but quietly telling the
students that they said a bad word that even I cannot say because no one uses it anymore because of
how hurtful it used to be. After this the students started to support others who were different than them
and use their knowledge to initiate change. They changed their writing responses from saying the term
blacks, which is what they had read African Americans were referred to as, to either black people or
African Americans. It may be too soon to see but soon I can hope to see my students start to initiate
and prevent social oppression from happening.
Outcome Category: Critical Thinking
88
.
Outcome
Target class
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
HDF 412
PHIL 102
An article that we read in HDF 412 was about critical thinking, logic and focused on
checking the validity of fallacies in different situations. Fallacies are errors in reasoning. By
becoming aware of these fallacies we are able to think critically about certain situations and
19
89
.
Student will demonstrate proficiency of

critical thinking
90
.
91
.
92
.
93
.
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
HDF 412
Twelve Angry Men Movie
HDF 412
Leadership minor
HDF 492
make better decisions. The article proposes the idea that if the basis of an argument is false,
your reasoning will have no foundation and you will be unable to think logically about the
situation. The first step to working on critical thinking is by becoming aware of these
fallacies and using your identifications and observations to make better decisions. One
fallacy is called hasty generalization. This is when someone draws a conclusion based on
flimsy information. The next fallacy is begging the question. When someone begs the
question, they already assume the point that is trying to be proven. Another fallacy is a
complex question. This is a form of begging the question and it occurs when someone asks a
question that does not have a good answer whatever the person replies. If the person says
yes, it implies something bad about them. If they say no it implies that they are still doing
whatever bad thing the person is asking about. Another fallacy is called ad hominem. This is
when someone attacks a particular person rather than the matter at hand. False analogy is
another fallacy where someone creates an invalid comparison between two items. It is
placing two different people in the same situation based off of false accusations. Slippery
slope is another fallacy. Slippery slope is when someone sees a person doing one thing and
then they assume that that person will continue to do that or other things of that nature.
Group think is another fallacy where an entire group is assumed to have the same idea
because almost everyone says the same thing. One person may have a different idea but
everyone else in the group overruns them and it makes the person want to think otherwise.
We were required to watch Twelve Angry men in HDF 412 after reading about fallacies to
learn more about critical thinking. I took a philosophy class as well, where it was important
to understand the concepts of critical thinking and how to use this logic to help solve
problems and make decisions.
In order to demonstrate proficiency in critical thinking it is important to identity the different
aspects of critical thinking. In HDF 412 we learned about the different fallacies that can be
seen and how these pieces of logic must be looked at in order to make decisions involving
critical thinking. I found it very helpful to have this worksheet and be able to write down all
of the examples seen in the movie of the fallacies. After going over these fallacies and how
they affected the characters in the story, I felt much more knowledgeable in this aspect of
critical thinking. I can now use this logic to help with my own decision making.
Believe it or not, I had a big decision when going ahead to decide on whether to continue with the
leadership minor or not. Going into my senior year of college, everyone warned me about how time
consuming student teaching will be once started. My advisor even mentioned that it may be hard to go
through HDF 412 and HDF 492 while finishing up my education undergraduate career. I had to go
through several decision making methods to decide whether to continue with the minor. To do this I
found an 8 step decision making model to show the steps that I went through.
1. Identify the problem I had to decide whether to continue with the minor or drop it to focus
all of my attention my senior year on student teaching.
2. Develop alternatives What would I have on my resume instead? More time to join groups
within education? What would happen to the classes I had already taken?
3. Analysis of alternatives use the extra time to join more groups for education, become
20
more involved in other education classes

Selection of alternatives I did not see myself find a great alternative to this process so I
thought of the benefits of staying in the leadership minor. This would look great on a resume
and if an interview asked me how I differ from other teachers I can bring up my leadership
minor.
5. Evaluation of decision of effectiveness I realize now that I am glad I stuck with the
leadership minor. Had I chosen to drop the minor it would not have been a waste to go
through the other classes because of how much I learned. I realized that I still had so much
to learn that it would truly benefit me to continue with the minor, especially using my new
leadership skills in the classroom.
In my mathematics methods class for education we learned many different problem solving methods in
order to help the students who get frustrated easily. We learned about a five stage problem solving
model that I saw in several education classes. It is helpful for children to go through the stages in order
to get through their problems and come out with an answer. The stages are:
1. Understanding the problem students must understand what the problem is asking before
they can attempt to complete the problem
2. Describe any barriers students need to see what is creating the problem.
3. Identify a solution find multiple ways to find a solution to the problem that way if one way
doesnt work you can try a different way
4. Try out a solution see what works and what doesnt work. Record both.
5. Evaluate the results Self assess yourself to see what you did well and what you could
have improved upon.
We learned about conflict management in HDF 412 when going through crucial conversations. We
were able to see that to manage conflict you must first start with the heart to work on yourself first
before you can work on your conflict together. This means understanding what you want, what is wrong
and how you can get what you want. Then proceed through the high stakes conversation while staying
focused. It showed that conflict comes from opposing views where both parties do not know how to
handle the conflict in a calm and efficient way.
I have noticed that I have an accommodating conflict management style. We learned about Duttons
conflict management skills so to understand this more I looked to find more information on the matter. I
had a conflict with someone in my school when I was first placed in my student teaching position. The
conflict had to do with a teacher and how I felt about their observation. The steps I went through to get
through this were as follows:
1. When I found out that I was wrong in certain parts of the situation I was able to allow for a
better situation to occur. This meant letting part of the issue go because I am in a much
lower position than any of the authority figures in the school. This would have mean that I
would have had to go to a much high position in power, which I realized would cause more
conflict.
2. I had to satisfy others because I realized the issue was more for their benefit than mine.
When the person gave me critical feedback that I did not feel the same way about I took the
feedback with confidence and agreed to work on it rather than say what the issue I had with
it was. This was important to do because he was a higher up authority figure that could have
gotten me in trouble for going against.
3. I knew that I was going to be in the school for the rest of the year so I realized that harmony
and stability were more important in the situation than causing more conflict. I had to be
able to be comfortable with the people that I would be working so closely with for so long.
4. I had to minimize the loss by taking their advice and trying to work on what they told me to
do rather than push the issue further.
5. Finally I allowed my group member to grow from the experience. Both me and my teacher
learned from the situation and grew from it by becoming more comfortable with what each of
4.
94
.
Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the
roots of conflicts
EDC 456
Various Educational Practicums

Education Methods Courses
HDF 412
95
.

having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
EDC 485
HDF 412
Dorm life at URI
21
96
.
Student will describe what it means to

analyze, criticize, synthesize and utilize
information as a leader
EDC 312
HDF 412
Praxis PLT (principles of learning
and teaching)
97
.

leadership that is used in crisis
HDF 412
N/A
98
.
Student will describe examples of

leadership in crisis situations
HDF 412
Leadership crisis presentation
us was supposed to be doing and we were able to adapt to that environment.

I realized that Ive been through these stages when placed in different conflicts when I had lived with
different groups of girls in the dorms of URI.
I could relate these ideas to Blooms Taxonomy, which I learned about in my educational psychology
class. Blooms taxonomy shows how students should find answers. It has six stages: evaluation,
synthesis, analysis, application, comprehension and knowledge. In order to analyze the student must
separate the information into different parts. You are outlining major points and splitting them into
components to make them easier to understand. You can do this as a leader when you are trying to
understand and put across the goals and objectives of the group. When synthesizing, the student must
solve the problem by putting information together that involves critical thinking and creative ideas. This
part of leadership can come from planning and administering a meeting. Finding all the jobs to assign
everyone and thinking critically about what the situation is, how they are going to fix it and what will be
discussed during the meeting in order to be successful. You then utilize this information to come up
with a new plan or figure out how to fix the problem. It is always important to use helpful criticism. This
is saying what someone or a group needs to improve upon so that they can analyze their problem and
grow to fix it.
One way to demonstrate knowledge of leadership used in crisis is the James & Wooten crisis
management model. This model establishes five phases of crisis, which is an emotionally
charged situation that gets brought into the public. The first phase is to signal detection.
During this phase, a smoldering crisis occurs where the information is slowly leaked out.
This is the stage where information is found through different clues and the crisis leader must
find a way to assess them. The second phase is preparation/prevention. This phase ensures
that with the proper planning and steps to prevention almost any crisis can be averted. The
third stage is damage control/containment. After a crisis hits it is crucial step in recovering
the business and maintaining what is left from the crisis. This leads into the fourth step of
business recovery. This is when leaders decipher between short term and long term recovery
goals and work towards these goals. The final phase of this model is learning. In order to
grow and recover from the situation a leader from learn from what has happened in order to
prevent any related crisis to happen again. We learned about this during our unit on crisis
leadership in HDF 412.
In HDF 412, we were assigned to think of a crisis and relate it to how the leaders exhibited
crisis leadership during that particular crisis. The crisis that my group chose to evaluate was
the Edward Snowden leaked information crisis. Edward Snowden worked for the NSA and
decided to leak inside information about the NSA and the information they had on saving
phone records in the USA. Snowden did this after receiving an interview from Hong Kong
where he revealed himself and what he had done to the world. This caused chaos for people
who had no idea they were being monitored by the government and the country began to go
into panic. In order to get out of this state of crisis, the leaders in this situation used the James
& Wooten crisis model. During this smoldering crisis, it was up to the firms leader to take
responsibility in order to keep the reputation and survival of the firm alive during this
emotionally charged situation. In the first phase, the information was leaked and the
government was in contact with the media to start to manage what information they wanted
the US to know. In the second phase, preparation began and the firm began to think of ways
to prevent this from happening again. During the damage control phase, many people talked
to the media to try to put to rest what information was leaked and in order to do so, Snowden
was to be charged with a criminal action. During business recover, president Barack Obama
began to make plans to have the NSA stop monitoring calls all while keeping the general
concept of the NSA alive in order to keep citizens safe. This was a learning experience
because now the government has a steady plan to decrease this kind of misconception with
the citizens of America and they are working on preventing any sort of crisis like this from
22
happening again.
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
EDC 424
EDC 457
100
.
Student will describe examples of using

active listening skills
EDC 485
Teaching practicums
After going through education 424, which is teaching literacy to primary grades, I learned a lot about
active listening techniques. We learned about the importance of listening with your whole body in order
to teach and learn comprehension in the younger grades. Active listening is the concept of taking every
part of yourself to listen to a speaker and come out of it with a deeper understanding. This means you
are sitting quietly with your body still. Your eyes are open and you are intently trying to listen to what
the person is trying to say to you. You are also analyzing what is being said, thinking about each part.
Once the person has finished speaking you then must come up with a response and respect the
opinion of the other person. This includes staying on topic in the conversation. For my evidence, in this
class we would find different models and ideas in Pinterest. We were shown a model for whole body
listening to implement in the classroom.
I demonstrate active listening skills whenever I am getting responses from my students. I have noticed
that I am using active listening skills when I bring my students over to the rug and we discuss the
chapter of the books that we are reading. Most recently we are reading a book called How to Steal a
Dog. I bring the students to the rug and have them discuss what they learned in the previous chapter
that we had read. When I am listening to the students I am alert, keeping my eyes on whoever is
talking (and sometimes on the students who arent paying attention). This allows them to become
comfortable talking to me. I am sitting quietly and really analyzing what they are saying. If a student is
talking to me and I dont understand what they had just said, I wont be able to assess where to go from
there and I cannot give them a straight answer. That would not be helpful when teaching. Finally I must
respond to my students. I never tell a child they are wrong, especially when discussing a story. The
answers can be varied and I want the students to be able to think critically and creatively. Responding
to the students I have actively listened to will help them learn about the chapter more and get them
excited to keep reading.
101
.
102
.
103
.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
EDC 485
EDC methods classes (math,

science, social studies)
As a student teacher, I have learned the most about different techniques regarding giving and
accepting feedback from my student teaching practicum. Throughout the semester we are assessed
and evaluated after each lesson that is observed. The rubrics that are used for these observations are
a great tool to learn how to accept and give feedback. Using a rubric and allowing room for comments
and concerns for the students lesson shows exactly what the student should be looking for and what
they should be striving for after they have been given the feedback. In other words, the rubric is a
technique used for giving and accepting feedback by showing what you did right, what you did wrong
and allowing the observer to tell you how you could improve or what you could do differently. This will
23
104
.
Student will describe examples of giving

and accepting feedback.
EDC 485
EDC 484
105
.

facilitation and de-briefing techniques
EDC 484
EDC 485
EDC 250
Praxis Exam PLT (principles of
learning and teaching)
EDC 312
106
.

facilitation and de-briefing techniques
EDC 484
Student teaching
allow you to use the concept to make your lesson better. It is important to gain these techniques
regarding giving and accepting feedback because if you cannot accept feedback, you will not be able
to grow as a leader. I now know how to use these rubrics to understand the feedback I am given and I
am able to use rubrics myself to be able to give feedback.
In my student teaching practicum, as previously mentioned I am evaluated regularly. After each
evaluation I am given a graded rubric where I can view what I did well in the lesson, what I could
improve on and the observers comments and feedback on their personal ideas of my lesson. This is a
great way to learn how to take that feedback and learn from that feedback. From that feedback I can
reflect on my lessons and make them better. An example of giving feedback is grading students
assignments throughout this semester. Every time that I do a lesson there is always a form of
assessment that I can use to give my students feedback. I have given my students different rubrics for
big projects that they can use to assess themselves and see what kind of feedback I gave them on
their assignment. I must be able to understand the rubric itself in order to assess their work and give
them the correct feedback. For many small lessons, such as science or reading, I have the students
line up at my desk when they are finished writing in their journals or science notebooks so that I can
give them individual feedback. They can use this constructive feedback to go back and fix their writing.
They also receive feedback when I grade their papers and write comments about what they need to fix
rather than just telling them that the answer is wrong.
In my student teaching seminar, we as teachers learn how to become facilitators. Facilitation is a
person of the team or the leader of the team that helps the other members understand and see what
the common objectives they are working towards are and helps them to meet these objectives. We
learned a lot about facilitation in my educational psychology class and education practicum where we
went to urban districts simply to observe. During my observations and my developmental psychology
class we learned that the facilitator does not necessarily directly tell people what to do, they push
people in the right direction in order to achieve success. This was related to the concept of scaffolding
in developmental psychology, which is a term coined by Vygotsky. I noticed the similarity when I looked
up the definition of a facilitator. one that helps to bring about an outcome (as learning, productivity, or
communication) by providing indirect or unobtrusive assistance, guidance, or supervision ( (n.d.).
Retrieved April 18, 2015, from http://www.merriam-webster.com/dictionary/facilitator) Educational
scaffolding is essentially supporting the students and their needs and taking these supports away when
no longer needed, or when the goal or objective has been achieved. The correlation between the two is
that as an educator one must only give support, not do all of the work. The work and learning is up to
the student or the member of the team. In all teaching, debriefing must occur after each lesson. Debriefing is the reflection period where you reflect on the event with the team members and see what
you did well and what you could improve on. De-briefing could occur with the student individually or at
a parent teacher conference. The de-briefing is essentially a reflective conversation. I also debrief with
my cooperating teacher at the end of each day to discuss what I did well and what I need to improve on
at the end of the school day. My cooperating teacher is my facilitator who is teaching me to facilitate my
students.
There are many different ways to facilitate learning, and the most important part of this is to keep
changing how students are facilitated. Ive learned in my student teaching practicum that even though
students need an idea of what they are doing and what their objectives are, you as the teacher are just
there to facilitate their learning, not just give them the answers. In order to facilitate learning I give them
the supports and materials that they need and they use my supports to come up with their own
responses. I can facilitate learning by making worksheets and thought provoking questions that
promote critical thinking. When I want the students to think critically I have them turn and talk to the
person next to them so that they can exchange ideas and concepts. In order to de-brief I have a
number of different ways that the students can reflect on their learning. After each paper we go over it
together as a class, making sure that every student understands the concepts. If they dont understand
something we go over it until they understand it. If they still do not understand it, I will go over the
24
107
.

framing and breaking the frame
HDF 412
HDF 290
108
.

framing and breaking the frame
EDC 484
109
.
Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
EDC 484
Kappa Delta Pi Sorority
110.

organizing meetings / setting agendas /
leading meetings
EDC 485
Faculty Meetings
RTI meetings
IEP meetings
concept individually.
Framing involves a four-frame model that suggests a leader should display leadership skills in one
of four types of framework. This is structural, human resource, political, or symbolic. The structural
leadership is similar to a factory or machine, something that runs the entire group. Structural leadership
involves defining clear goals, assigning roles and coordinating. Human resource leadership is more like
a family, a close-knit community working towards a common goal. It focuses on the peoples needs and
what they want out of something. Political leadership is more chaotic where everyone is doing different
jobs. This causes conflict and focuses on addressing the problems that hidden agendas may cause.
Lastly symbolic is a more creative sense of the leadership demonstrations. This is a full group of
people with members all bringing about inspiration for each other. To learn more about this I looked at a
chart that shows what exactly each frame can be related to. This gives people a sense of purpose.
There are certain strategies used to break and reframe the frame when problems arise. This
involves communicating to change what is wrong, training for new skills, creating areas for people to
renegotiate their rights, analyzing and learning from the past to look towards the future.
As a leader in the classroom, Ive used mostly structural and human resource leadership skills. The
classroom is very task oriented, having a schedule each day with a curriculum and using the common
core standards to create lessons but I also put a focus on each student and what their individual needs
are. This means that even though I am teaching to the classroom I am still focusing on the individuals
who need my help and need supports. I am also looking for students to collaborate with each other. If I
see that a student that appears to be upset about school work I put them together with another student
that I know will help them achieve their goals. This helps to boost the students moral. Before lessons
that I know will have partners, I get a list of all my students and put them with a specific partner that I
know will work well with them. This helps to make the lesson easier and more exciting for the students
because they get to work with another student. It helps me by already giving certain students the right
supports to help them achieve their goals and do well on the assignment.
In my student teaching seminar, the professor continuously expresses how important it is to plan and
organize on a daily basis. One part of the planning and staying organized is setting an agenda so that it
is clear what you are doing each part of the day. I see how agenda setting is so important because it is
needed for so many different occasions. Faculty meetings, daily schedules, providing a schedule for
the substitute if you need to be absent, ect. In order to organize meetings, you need to know what the
meeting is about and what you will be discussing. There are various components to this such as
assigning roles to people, figuring out what will be discussed, and who will be doing what in the actual
discussion. When leading meetings, it is important to be prepared for what you will be discussing. You
must also have a plan for each part of the meeting. This is where setting agendas comes in handy.
With the agenda, you can plan out each step of the meeting and who will be speaking when. When I
was inducted into the professional honors society of education, Kappa Delta Pi, I was able to look
closely into what goes on with organizing and leading the meetings. A close friend from student
teaching was on the board for this group and she let me see all of her responsibilities and how she was
going to get ready for the induction ceremony. First she had a schedule of what was to happen
throughout the evening. By setting an agenda she was able to see who would be speaking when and
what time the event would start and end. When we went to the actual meeting, she was leading the first
part of the meeting. I had seen how much planning when into the evening as a board member and how
she was able to lead the meeting with confidence. This knowledge and preparation led me to sign up
for the executive board for next year.
For one part of student teaching, I was asked, along with the other fourth grade teachers, to organize
and lead one of the faculty meetings for the rest of the staff at my elementary school. This took quite a
bit of planning starting about a month in advance. First we had to come up with an idea for the faculty
meeting. Each meeting, a group of teachers finds an example of a group learning strategy that
everyone in the school could try out in their own classroom. After we found an idea, we had to plan out
how to teach the other teachers. This meant figuring out if people would be in groups, which groups,
25
who would speak at what part and who would write on the board at certain parts. This also meant
discussing would teach specific parts of the lesson. Another part of planning the faculty meetings goes
into assigning certain groups to bring in breakfast and clean up afterwards. After we organized the
meeting we decided on an agenda for the meeting, what would happen first and so on until it was over.
Finally once everything was planned and we were prepared to teach our learning technique we had to
lead the faculty meeting. We got there earlier before the other faculty members to set up for the early
meeting. When leading the meeting as teachers we all want to have control of our classroom. This
was difficult because we did not want to get upset with the other teachers if they were talking during our
lesson. When leading the meeting we had to each contribute, talk loudly enough so that everyone
could hear us and then answer and try to help anyone who had questions. This was a fun experience
to learn how organize and lead a meeting as team members. After learning this Id like to have the
experience of leading my own meeting by myself, in KDP next year perhaps.
111.
112.
113.

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people

using techniques to work effectively with
difficult people
EDC 402
HDF 412
URI 101
MTH 208
EDC 485
I believe this outcome can be present in almost every class in school and many different situations
throughout your lifetime. I learned a lot about working with difficult people in edc 402, the Education of
Special Needs. Not only did we learn about different ways to teach students will special needs but we
learned that special education teachers usually work collaboratively. This means that the teachers
collaborate with each other in the classroom in order for the students to learn all the material and help
with the classroom management. We learned that teacher collaboration is going to definitely become
apart of the near future in almost every classroom. This means that we, as educators, will more than
likely have to learn how to work with difficult people in different situations. Some techniques that we
learned to working with difficult people were to really collaborate with your co teacher and set out
everyones ideas so that you can see what would work best. It is possible the other person will take
over so it is important to keep your ideas in play as well. In collaboration, one should model good
behavior. If your partner is being difficult and arguing and being overall unprofessional, it is important to
continue to act professional in this time. Stooping down to that level will not help the situation. You also
need to be flexible when it comes to working with difficult people. To diffuse the situation, remaining
calm and having an open mind helps. The biggest technique we learned about was essentially
communication. The key to working with difficult people is communicating how you feel, your ideas and
keeping an open view on what is bothering you and finding ways to fix it. We learned about having
these kinds of confrontational conversations in HDF 412. This is where the book Crucial Conversations
is introduced. In Crucial Conversations we learned how to keep calm in the conversation and move
forward from it. We also learned about working with difficult people in group projects and group work in
my URI 101 class, freshman year. As evidence, my teacher showed us a blog post from someone who
had ideas on co-teaching and how difficult it can be at times when personalities clash.
There is a distinct memory I have from my college experience of working with difficult people. In my
numeracy for teachers class we had a group project that we would work on and present throughout the
entire semester. In order to collaborate, we were to meet and talk outside of class. This started out
difficult because a few of the people assigned to my group were not in class, leaving me with one other
group member. As the semester went on it was clear that the other two group members would not be
showing up to class. This meant that the only other group member I had and I had to do all of the work.
The point of the project was to learn how to do a certain math problem and then teach the class how to
do the math problem so that we had opportunities to be both the student and the teacher. However, as
the semester continued, I realized that my other group member was starting to do less and less work. I
was upset about this because I did not have much experience working with difficult people when it
came to my grades being on the line. I had to communicate with him regularly in order to get any
results. This meant emailing, Facebook messaging, using any means at all to get in contact with him.
When he saw that I needed to see him in order to get our project together he started to put more effort
into the project. I noticed that I needed to plan most of the project in order for him to stay on task and
26
114.
Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)
HDF 290

leadership paper
115.

group development in use (Tuckman,
Bennis or others).
HDF 290

leadership paper
116.
Student will show knowledge of group

dynamics and group roles
group dynamics and group roles
memberships skills in groups
EDC 459
Various practicums for education
117.
118.
get the work done. After communicating with him about what I needed done and keeping a steady plan
to keep the project coming along I was able to get through to him. Another way that I was able to work
with him was going to people that were higher up than me in order to make sure my grade would be
okay. When I told my teacher the situation she saw that I was putting in all of the effort and that my
grade would not be brought down just because of my group. Finally, we were to present the next day
and after texting, emailing and messaging my partner not receiving an answer I had to plan almost the
whole presentation just to be sure that I would be okay in class. This was scary for me because I had
no idea if he was going to show up to class or not but it made for a helpful learning experience. I did
everything that I could have to get this student to help me and work with me and when I couldnt then I
was able to prepare myself enough to work by myself. I also had a difficult time working with my
cooperating teacher in the beginning of my student teaching practicum. I was my teachers first student
teacher so it was clear we both did not know what we were doing. I felt as though she was difficult to
work with because she would give me a lot of criticism without being constructive or no feedback at all
which was not helpful to grow. Eventually we had a conversation with a third party in order to establish
what each of our jobs was in the school and how we could help each other. Throughout the semester
we learned to work well with each other and adapted to each others teaching style. What started out
as a difficult situation was diffused and made better just by having a conversation.
This theory was presented during HDF 290 presentations and what I got from it is that it basically
means the group must develop a goal, learn how to achieve the goal and then mature from there. The
paper given during the presentation was very helpful in understanding the different stages of this
theory. It shows that group members must overcome the inability to communicate with a group and
other anxieties. Being overly emotional and overly competitive are negative characteristics for this
communication method. The power must be distributed equally and people can rely on their peers. The
phases include interdependence and dependence. In the dependence category (authority), submission
occurs, then rebellion, and then authority is used as a way to solve the problem. In the
interdependence category (personal), one is put in an inter-member position then an independent
position and then they have a resolution of identification. The paper for this theory was very informative
because it got straight to the point yet it gave all the information needed to understand the theory.
For this paper, I related my small business leaders work ethic to the group development theory. She is
very group/staff oriented when it comes to how she runs her restaurant, and she uses this theory to
develop a strong group with specific goals and they will learn from these goals every day. She learns
from her workers as well as her workers learn from her and therefore they are placed in a stress-free
work place. The goal developed is to run the business smoothly. The workers must then learn how to
achieve this goal by being trained on the menu and certain etiquette that must be maintained while
working. From there, the workers can grow as a team and everyone starts to work together to keep the
business running smoothly.
In my supervised elementary classroom I was able to learn about effective membership skills in groups
when learning about how to facilitate group work in the classroom. Membership skill is assigning each
person a job and having that person fulfill the needs of the group through that job. When I got into the
school for my practicum, I noticed that each student had a classroom job. If these jobs did not get done
or if someone did not have a job, the day would not run as smoothly. These include changing the
nametags back in order to show who is absent and who is present that day. People were assigned to
pass out papers or lead the line. If a student forgot their job or did not do their job properly, the rest of
the class would not benefit from their help. If no one stood up to pass out papers the students would
not get their assignment. I started to see more methods of membership skills when I worked with small
groups for reading. I noticed that each student did not have to volunteer to read because they all knew
27
119.

membership skills in use
HDF 412
120
.

Challenge and Support theory by Sanford,
and its relationship to organizations
HDF 412
PHY 109
MTH 208
PSY 103
Praxis Exams to get into the
school of education and to stay
in the school of education (used
to become a qualified teacher)
121
.

using the theory of Challenge and Support
(Sanford)
HDF 412
Praxis II exams for teaching

certification
their place to start reading. They all contributed by each reading a segment of the book and when I
asked them individually what they though, they responded thoughtfully and using others ideas to
influence their own.
For this class we were assigned several projects that needed to be worked on with a group. I was able
to demonstrate effective membership skills when placed in my group in order to finish our project
successfully. The project that comes to mind is our powerpoint presentation on crisis in leadership. We
communicated effectively as a group, which meant that each member expressed their thoughts and
contributed positively to the overall project. We had to decide on a topic together and work together to
assign jobs and facilitate successful group work. We kept a respectful and supportive group climate
that helped everyone to work peacefully together. It was everyones job to work well together to keep
the project moving along. Everyone was accountable for his or her jobs. This meant that we assigned
different parts of the project to different people and each person was held accountable for what they
needed to do. I was assigned with another group member to write about a specific area of content
within the project. If I did not get this part written, no one else would write it and the entire project was
not done. Finally, we were able to reflect on what we did well and what we could work on the next time.
This model discusses the importance of self-sustainability through a balance of challenge and
support from peers. This model is an example of a behavioral model. This model requires a
balanced amount of challenge and support. This means that the support needs to meet the
challenge. If there is too much challenge and not enough support one will not be able to
succeed. Another aspect of this model is the idea that one must have an element of readiness
in order to go forward, grow, and achieve their goals. In order to do this one must learn to
accept challenges in order to grow. Lastly, it is important to be in a supportive and
encouraging environment when faced with these challenges in order to completely grow and
reflect upon the experience and learn something from it. I was assigned to teach this theory in
the first group project of the year so I was able to get a first hand look at how to use this
theory in HDF 412. I feel as though this theory can be applied to many different classes and
experiences, especially when faced with challenges that we do not think we can get through.
I struggled a lot in my science and math classes throughout my college career as well as
certain psychology classes. However, I used multiple resources like my friends and different
tutors to give me the support I needed to get through them. I used this theory to get through a
teaching exam that was required of me in order to move on to student teaching. Without
student teaching, I would not be able to graduate so this challenge was crucial to overcome
and I could not have done this without the needed support that comes from this theory.
The biggest challenge that I have had to face in my college career was passing the Praxis II
exams this past year. This exam is crucial to moving forward in the teaching program,
without it one cannot move on to student teaching and therefore cannot graduate with a
teaching certificate. The challenge that I went through was not being able to pass the math
and science portion of the exam. I first attempted to take these exams after studying the
information by myself, but only putting in minimal effort. After not passing a second time, I
realized that I needed to accept the amount of challenge that I was given in order to grow and
improve. After accepting the challenged I then had to be ready to go through with it. I set up
a studying schedule that required three hours of studying a day in order to really learn the
information and pass the tests. Next I needed the support necessary to go through and defeat
this challenge. My parents were extremely helpful in supplying the support that I needed.
They payed for a tutor that really helped not only teach me the material but to gain the
confidence that I needed to pass. That being said, my tutor was a great source of support. My
whole family remained supportive through the entire process, calling me with suggestions on
people to talk to and different ways to study the material. Finally after going through all of
the steps of the challenge and support model I was able to achieve my goal of passing my
28
praxis exam and I will now be able to graduate in May because of it.
122
.

construction / elements of informative and
persuasive speeches
COM 100
HDF 412
EDC 485
123
.
Student will demonstrate proficiency in

informative and persuasive public speaking
COM 100
HDF 412
EDC 485
124
.
125
.
126
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
EDC 484
Graduate School Interview

Various interviews for summer jobs
For informative speaking, we learned that this is an opportunity for the speaker to gather research,
create a beginning, a body and a conclusion to bring across information to others in order to inform
them of a certain issue. It uses descriptions and details within the research to explain a certain subject
and provide knowledge to a group a people. It is important to have the right construct of it (beginning,
body, conclusion) in order for people to get the full point and have a clear view of what was being said.
An informative speech does not play towards peoples emotions or try to get them to like something, it
simply informs them of a subject or issue. Persuasive speeches appeal to the pathos and ethos of the
audience members. This means that they are appealing to their audiences emotions and feeding off of
that in order to make them feel something. They are asking the group whether they believe in what they
are saying after their point has been made and they have successfully tried to persuade you to change
your mind or thinking about a certain subject differently. You also appeal to logos, which is appealing to
someones logic or reasoning. If your point makes sense then people will start to believe what you are
saying. You have to have the right citations to show that your information is accurate. You must also
know your audience. If you do not know what your audience already thinks or knows about the subject
you are talking about, then you cannot play to their pathos, ethos or logos and the speech will not be
as persuasive as it could be. You must also keep to your time limits. If the speech is too long or too
short it is not effective, depending on the subject. I learned about this in communications 100, where
we were assigned various public speaking pieces and I used this knowledge to help me in other
speeches made in HDF 412. I also practice public speaking every day in my student teaching
practicum.
For my communications 100 class we were asked to give several speeches to practice our informative
and persuasive public speaking skills. I distinctly remember writing an informative speech about
Australia. I had to keep the speech from 5 to 10 minutes long. This part was difficult because I had to
get across a lot of information about the topic in a short amount of time. I then had to research my
topic. I did not know much about the subject going into the class so I had to find reliable sources to get
my information from in order to teach the rest of the class. I think had to make a speaking outline. This
required me to write about a beginning, a body portion and a conclusion. I learned how to do this well
in this class because every speech that I gave always came with a speaking outline. After the speaking
outline was done and my notecards were written, I was able to deliver my informative speech
confidently and my audience was able to learn more about my topic.
In my student teaching seminar we were placed in mock interviews in order to prepare us for a real
interview to be hired into a school. In the seminar we were told how to dress for an interview. My
professor had mentioned to wear black because it looks more professional to the interviewer. We were
also told to have answers prepared. Generally speaking, the interviews are mostly the same. There are
several answers that you should have in your repertoire before you go into the interview. These are
questions about your teaching philosophy, why you want to become a teacher and what your goals as
a classroom teacher are. Not only were we shown videos based on an actual interview but we were
placed in front of the class to answer questions as well. We were told never to ask about salary but to
have a question to ask at the end of the interview. This will show interest. We were also prepared to
have people in the room other than the principle, such as specialists, teachers, ect. All of this
preparation allowed me to get ready for my graduate school interview, which had taken place right
before this class. I had also been preparing and learning about this concept by going through various
29
127
.

preparing for and being interviewed
EDC 484
Graduate School Interview

Waitressing and summer job
interviews (Chelos, Applebees, Alton
Jones Camp)
Disney College Program phone
interview
128
.

collaboration / coalition building
EDC 484
EDC 402
EDC 485
129
.

working in collaboratives/coalitions
EDC 485
EDC 484
interviews in my life to obtain summer waitressing and camp jobs. I can proudly say that I have been
hired at every job that I have had an interview at.
I was given an interview for the URI Masters in Arts of Special Education program. In order to prepare
for this I had to get everything ready before the interview so that I was not nervous in the actual
interview. First I picked out a professional outfit in order to seem put together and ready to move into
the profession. This was a clean button up shirt with dress pants and black dress shoes, without a heel.
Next I had to prepare several answers that I thought would be in the interview. One of these questions
was to develop a philosophy of teaching. My Education 484 class has always asked us to come up with
a philosophy of teaching but I never quite understood what mine was, having not been in the classroom
for too long. This was when I called a resource of mine to enlist some help. My aunt was an elementary
school teacher for 50 years before her retirement a few years ago. She immediately gave me advice
about what to say for this part of the interview, which of course happened to be the first question that
he asked me. I felt relief when he asked because I was so prepared for it. When I got to the interview, I
arrived 15 minutes early (he was 10 minutes late) in order to seem timely and to put myself together
before the interview. When the interview started I maintained a professional manner, speaking properly
and sitting up straight to give the impression that I was paying attention and alert. I thought about each
question carefully before answering and tried not to ramble when given more thought provoking
questions. After the interview I asked a few questions about the program and what it entails to invoke
more interest in the matter. After the interview I shook his hand and a few days later sent a thank you
email to show how grateful I was to be given the chance to be accepted into the program. This was a
successful interview because I was accepted into the program almost immediately.
In order to prepare us for student teaching, my student teaching seminar teaches about the importance
of collaboration and how to work well with other teachers. Student teaching requires a large amount of
collaboration with your cooperating teacher. You plan each day to work with each other and what you
are going to teach and when. Collaborating takes communication, effort and an open mind. We also
discussed the importance of collaborating effectively with the parents of the students. It is important to
keep a positive relationship with the parents in order for them to cooperate well and keep their children
on track and allow for the most growth. We were shown to keep a positive relationship to send how
positive phone calls and check ups. We were also told to send home a letter to the parents in order to
show them what you would be teaching throughout the year and what they and their children should
expect from you. There should also be face-to-face meetings regularly in school and even outside of
school. Make sure to schedule the parent teacher meetings accordingly to discuss what the student is
doing well in and what they should improve upon. At the end of the year, make sure to send how a note
thanking them for this help and expressing how pleased you are with their children and the year they
have grown through. We learned about collaboration and co-teaching in my Education of Special
Needs Class as well.
I demonstrated this collaboration with parents in my student teaching seminar. At the beginning of the
year I sent home a letter addressed to the parents introducing myself, telling them what I would be
doing throughout the year and giving them a way to contact me at any time. This was to ease their
minds that their students would be in good hands when it came to teaching their children. I could see
how this would bring about concern to have their children learning from just a student teacher and not a
qualified teacher. After this I was able to attend various parent teacher conferences. As the year went I
was able to contribute more to this because I started to know the students and their behaviors and their
learning behaviors as well. I was able to communicate this in a positive way towards the parents so
that they could help me help their child. My teacher involved me in many different emails sent out to
students parents to keep in touch and inform them of their childs behavior or grades. I also started to
know certain parents who came in to volunteer in the classroom and around the school. This was a
great way to see how important parent-teacher collaboration is. I was given the chance to work with
several parents during a sewing session where I helped the parents sew pillowcases on a sewing
machine. The parents saw that I was helping and started to see me as an asset to the classroom. As I
30
approach the end of the school year I plan to write a letter to the parents thanking them for their help
and appreciating their children for giving me the opportunity to learn along with them,
130
.
131
.
132
.

Intercultural communication considerations
Student will describe ways to maintain

accountability in leadership / member
relationships
EDC 424
HDF 412
EDC 485
HIS 141
MTH 208
133
.

related to maintaining accountability as a
leader
EDC 485
HDF 412
134
.
135
.
136
.
137
.
138
.
139
.
140
.
Student will describe ways to build

relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
EDC 484
EDC 424
EDC 455
Student will demonstrate proficiency in

intercultural communication
In my education of reading class we learned a lot about accountability in learning and listening. This is
the idea that each student is accountable or responsible for their own work and their own learning. In
the classroom, the lessons are based on previous knowledge and previous lessons. This means that if
the student did not get anything from the previous lesson, they will not learn anything from the next
lesson because they cannot use past information to help them. I can relate this to leadership by
relating the concept of accountability and responsibility to our group projects done in HDF 412. In order
for the group project to be successful, each group member had to do his or her share of the work. If
their portion of the work was not complete the project was incomplete and we could not move forward
as a group. This was cause tension because the whole group grade would suffer, not just that persons
grade. I learned about accountability within the group for a group project in History 141 and Math 208
as well.
For my student teaching I realized that I was calling on all of the same students every day. This meant
that the other students thought that they did not need to be accountable for their own work. I was
getting concerned with how they were collaborating as a group and who was contributing. In order to
maintain accountability as a leader, I sat with the students as a group and we went over our own rules
to maintain accountability during group work. First we went over that accountability is the concept that
each person will remain responsible for his or her own work. We then went over the different rules
during group work and how these will affect each students learning. These involved each person
having a job, each person contributing positively, each person respecting each others opinion and so
on. After I typed up what we wrote our rules as I put them onto a big board in the class so the students
could look at it whenever they needed to remember their role in the class. I can also refer to this wall
whenever I see students not contributing.
Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
For many of my education classes we are taught how to be a mentor to children. This requires a lot of
patience in the classroom. Not only are you teaching these kids information that they must become
proficient at but you are helping them grow up and establishing a safe environment for them to grow in.
31
141
.

mentoring and being mentored
142
.
143
.
144
.
145
.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
EDC 484
WOWW Were Offering

Women Wisdom
This is one of the most important parts of becoming a mentor. Having a safe and nurturing environment
for the people you are mentoring to grow in. The student or mentee must be comfortable with where
they are in order to learn and grow. Classrooms can become chaotic. This means that a certain level of
patience and tolerance is required in order to keep the class running smoothly. Help your students
graciously and keep an open mind in order for them to continue with the relationship. This means not
too much yelling or telling the students what to do in a forceful manner. Some problems that can arise
from this is that you could lose the respect of your students. As a mentor, yes you are there to be a
friend but you are first and foremost their teacher. This means that it is important to continue building
the relationship and you need to have a strong commitment to the students but work needs to get
done. If the students think they can do what they want because of how close you get with them, no
work will get done. It is a fine line to be able to be a friend to the students, their mentor and their
teacher all at the same time. My teacher sent a great article on how to go from a classroom teacher to
a mentor in the classroom.
As a teacher, we are talk how to become mentors to our students throughout the education program.
One way that I have demonstrated mentoring and being a mentor have been for my group WOWW, or
Were Offering Women Wisdom. This is specifically a freshman mentoring program where we mentor
freshman girls who may be having a hard time adjusting to college. When I first joined WOWW I was
given a mentor to help make my transition easier. From here I moved up in the group to become a
mentor. This was an exciting time for me because I was able to take on the responsibility of having a
little and helping make her year a little easier. Once I got my little I started to do more things with her so
that I could help her make new friends or just give her someone to talk to. We go to lunch regularly,
spend time together doing homework, giving each other advice and essentially being each others best
friend. Im so glad I was given this opportunity to mentor my little, Becca, because I am able to see her
grow and see how well she is doing now that she is at the end of her sophomore year of college. I even
told her about the leadership minor, which she will be starting soon. The best part about being a mentor
is learning from my own mentee. This means even though I am helping her adjust and teaching her
different things, she is always teaching me how to have fun and what a true friend is.

of organizational analysis using the four
frames of organizations (Bolman and Deal)
32

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Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Student will demonstrate personal,

URI gym membership

Student will demonstrate the ability to

Job at Chelos Hometown Bar and

Student will demonstrate knowledge of

URI gym membership

Student will demonstrate the ability to

Student will express a personal code of

Student will express a personal values

Avoid the stressor.

HDF 290 retreat

Educational Case Study

Student will show knowledge of the

Student will show application of Maslows

Planning out my schedule

Student will describe personal leadership

HDF 290 Retreat

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will describe personal application

Job at Chelos Hometown Bar and

Student will describe personal application

Job at Chelos Hometown Bar and

Student will show knowledge of the

EDC 250 Practicum

Student will describe personal application

HDF 290 small business and

Student will show knowledge of Theory

Student will describe personal application

Job at Chelos Hometown Bar and

Student will show knowledge of the

rules to make the job easier.

Student will describe personal application

HDF 290 Retreat

Student will describe personal application

Student will show knowledge of the 14

Job at Chelos Hometown Bar and

Student will describe personal application

Student will show knowledge of the

Student will show knowledge of the

Job at Chelos Hometown Bar and

EDC 250 Practicum

Student will describe personal application

HDF Case Studies assignments

Students will demonstrate knowledge of

Student will describe personal application

Harvard Business Review Article

Student will show knowledge of the

Mind Tools center (website)

Student will describe personal application

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Students will describe personal examples

Educational Case Study

Student will demonstrate knowledge of

Student will describe personal application