Associate Deans

Dr. Gregg A. Garn, Associate Dean for Professional Education

Associate Professor, Educational Administration and Supervision

Department of Educational Leadership and Policy Studies

Email Dr. Garn

Printable Curriculum Vitae

Education

Doctor of Philosophy Arizona State University, Tempe, Arizona

August 1998 Educational Leadership & Policy Studies

Dissertation: "The Accountability System for Arizona Charter Schools." This dissertation employed multiple methods to gain insight into the various facets of the accountability system created for charter schools in Arizona.

Primary Advisor: Dr. Robert T. Stout.

Master of Education Arizona State University, Tempe, Arizona

May 1996 Social and Philosophical Foundations of Education

Master's Thesis: "The Influence of Politics on Charter School Reform in Arizona." Using multiple methods the thesis concluded that legislators passed the charter school reform based on political rhetoric rather than empirical evidence.

Bachelor of Arts The University of Northern Iowa, Cedar Falls, Iowa

August 1994 Education, History and Sociology

Academic Appointments

Associate Dean Professional Education. University of Oklahoma. Norman, OK August 2007- present.

Associate Professor, Department of Educational Leadership & Policy Studies, the University of Oklahoma, Norman, OK. 2004- present.

Program Coordinator, Educational Administration Curriculum and Supervision, the University of Oklahoma, Norman, OK. 2004-present.

Assistant Professor of Educational Administration Curriculum and Supervision, Department of Educational Leadership & Policy Studies, the University of Oklahoma, Norman, OK. August 1998- 2004.

Other Professional Experience

Graduate Teaching Assistant, College of Education, Department of Educational Leadership and Policy Studies, Arizona State University, Tempe, AZ. 1997 to 1998

Co-taught Politics of Education (Spring 1998) and American Education System (Fall 1997) with Robert T. Stout.

Graduate Research Assistant, College of Education, Department of Educational Leadership and Policy Studies, Arizona State University, Tempe, AZ. 1995 to 1997.

Research Associate at Arizona Educational Information Systems and Bureau of Educational Research.

Publications

Academic Publications

Garn, G. (2006). Building a learning city: Developing school and community coalitions in Oklahoma City. Journal of School Public Relations 26, pp. 304-325.

Epple, M. L., Vaughn, C. A., Sullivan, C.A., & Garn, G. (2006). Knowledge and perceptions of tenure and the tenure process by allied health faculty. Journal of Allied Health.

York, R. and Garn, G. (2005). Test exclusions develop into test scandal. Journal of Cases in Educational Leadership 8, (2).

O'Hair, M.J., Reitzug, U.C., Cate, J., Averso, R.A., Atkinson, L., Gentry, D., Garn, G., & Jean-Marie, G. (2005). Networking for professional learning communities: School university partnerships to enhance student achievement. In W. Veugelers and M.J. O'Hair (Eds.) Network Learning for Educational Change. London: Open University Press.

Garn, G. Collings, J. (Fall 2004). Politics and reading instruction in Oklahoma. The Oklahoma Reader, 40 (1). (non-refereed)

Garn, G. A., and Graham-Brown, C. (2003). Oklahoma superintendents: A survey of characteristics and attributes. Rural Educator 25 (1).

Garn, G. A. (2003). A closer look at Oklahoma superintendents. OASCD Journal 15 (1).

Garn, G. A. (2002). "School governance: A look at the past and a glance into the future" in Eds. J. Thomas Owens, J.C.Simmons, & L. G. Schmidt 2002; Creating quality reform: Programs, communities, and governance. Pearson Education.

Garn, G. A. (2001). Moving from bureaucratic to market accountability: The problem of imperfect information. Educational Administration Quarterly, 37 (4), pp.571-599.

Garn, G.A., and Cobb, C. (2001). A framework for understanding charter school accountability. Education and Urban Society, 33 (2), pp.113-128.

Garn, G. A. (2000). "Arizona charter schools: A case study of values and policy." Journal of Current Issues in Education, 3 (7) available at: http://cie.ed.asu.edu/volume3 /number7 /index.html.

Garn, G. A. (1999). "Solving the policy implementation problem: The case of Arizona charter schools." Education Policy Analysis Archives, 7, (26) http://epaa.asu.edu/epaa/ v7n26.

Garn, G., & Stout, R. T. (1999). "How a good theory failed in practice" in Eds. Robert A. Maranto, Scott M. Milliman, Frederick Hess, and April W. Gresham. (1999) School choice in the real world: Lessons from Arizona charter schools. Boulder: Westview Press.

Stout, R. T., & Garn, G. (1999). "Nothing new: Curricula in Arizona charter schools" in Eds. Robert A. Maranto, Scott M. Milliman, Frederick Hess, and April W. Gresham. (1999) School choice in the real world: Lessons From Arizona Charter Schools. Boulder: Westview Press.

Garn, G. (1999). "Oklahoma charter schools: More questions than answers. OASCD Journal, 10, (1), pp.38-40.

Garn, G. (1998). "The thinking behind Arizona's charter movement" Educational Leadership,56, (2). pp. 48-50. (editorial review process)

Garn, G., and Stout, R. T. (1997). "Charter schools: How are they doing?" Arizona Schools Boards Association Journal, 27, (2), p. 14-19. (non-refereed)

Monograph:

Garn, G. A., & Stout, R.T. (1998). Arizona Charter Schools. Arizona School Boards Association. Phoenix, AZ.

Manuscripts Currently Under Review or In Development

Garn, G., and Graham-Brown, C. Women and the superintendency: Perceptions of gender bias. Under review: Journal of Women in Educational Leadership.

Garn, G. and Lubienski, C. Disentangling research and rhetoric: A new theory of school choice. Under review: American Journal of Education

Garn, G., and Cobb, C. The changing faces of Oklahoma school superintendents: A longitudinal survey of district leaders. Under review: Journal of Educational Studies.

Garn, G. A., Cobb, C. and Graham-Brown. (manuscript). First year superintendents: Mentoring the next generation of district leaders. (target journal: Journal of Research for Educational Leaders).

Garn, G., and Fusarelli, L. Teaching Educational Politics and Policy. (developing a book, based on survey data and syllabus examination, on how 250 Politics of Education faculty teach politics and policy courses i.e., course content, assignments, assignments, reading lists etc.)

Garn, G. and Hemphill, D. (manuscript). Educational decision making at the state level: Insights for school leaders. (target journal: Education Policy).

Garn, G. and Cobb, C. (in development). State accountability systems and the demands of no child left behind.

Garn, G., and Cobb, C. (in development). Fighting for a piece of the $250 billion pie: Public education and the tobacco settlement.

Garn, G. and Snider, D. (in development). A survey of Oklahoma and Texas school board presidents.

Garn, G., and York, R. (in development). Oklahoma assessment: A lesson in discontinuity.

Grants

• $2700 Principal investigator: "Oklahoma School Board Members: A Survey of Characteristics and Attributes". A statewide survey of Oklahoma's school board members sponsored jointly by the University of Oklahoma and the Oklahoma Association of School Administrators. (collect data March 2007)
• $3000 Principal investigator: "Voting behavior in school board elections". Focus groups of school board voters to determine issues and cues to explain voting behavior. OSSBA. Gary Copeland Co-PI (Collect data February 2007
• $1700 Principal investigator: "Oklahoma School Board Members: A Survey of Characteristics and Attributes". A statewide survey of Oklahoma's school board members sponsored jointly by the University of Oklahoma and the Oklahoma Association of School Administrators. (2003-2004)

• $1000 Principal investigator: "Oklahoma Superintendents: A Survey of Characteristics and Attributes". A second statewide survey of Oklahoma's top educational leaders sponsored jointly by the University of Oklahoma and the Oklahoma Association of School Administrators. (2003-2004)

• $1.2 million Co-PI. "Oklahoma- Achievement through Collaboration and Technology Support" (OK-ACTS) phase I Bill & Melinda Gates Foundation grant will support the training of Oklahoma school principals and superintendents in technology and systemic change. Its mission is to develop leadership for school change with technology as a tool. (2001-2003)

• $750,000 Matching funds for OK-ACTS phase I from the Oklahoma Technology Education Trust, (2001-2003).

• $495,600 Matching funds for OK-ACTS phase I from the National Science Foundation Authentic Teaching Alliance, (2001-2003).

• $75,000 Matching funds for OK-ACTS phase I from the University of Oklahoma, (2001-2003).

• $1000 Principal investigator. Female superintendents in Oklahoma. A project to look at the impact of gender on the top leadership position for public schools in the state. The University of Oklahoma, College of Education. (2000)

• $1000 Principal investigator: "Oklahoma Superintendents: A Survey of Characteristics and Attributes". A statewide survey of Oklahoma's top educational leaders sponsored jointly by the University of Oklahoma and the Oklahoma Association of School Administrators. (1999)

• $17,000 Co-principal investigator: "Arizona Charter Schools". A two year descriptive study resulted in a monograph published by the Arizona School Boards Association. (1998-99)

Presentations

• School Choice and Political Ideology. With Chris Lubienski. Presentation to the AERA Annual Conference. Chicago, IL. April 2007. (National Refereed).

• Community Schools. With Kathy Dodd. Meadow's Lecture for Texas A&M University at Commerce. Mesquite, TX. (Invited Lecture)

• The intersection of research and ideology: A review of the school choice literature. With Chris Lubienski. Presentation to the UCEA annual Conference San Antonio, Texas. November, 2006. (National Refereed).

• Teaching the politics of education. Presentation to the AERA annual conference. San Francisco, California. April, 2006. (National Refereed).

• First year superintendents: Mentoring the next generation of district leaders. Presentation to the University Council for Educational Administration Annual Conference. Kansas City, Missouri. November 2004. (National Refereed).

• The changing faces of Oklahoma school superintendents. Presentation to the University Council for Educational Administration Annual Conference. Kansas City, Missouri. November 2004. (National Refereed).

• A Policy Discussion on Charter Schools. Presentation to the Oklahoma Policymakers including President pro tempore Cal Hobson; Appropriations chair Mike Morgan; Education appropriations chair Johnny Crutchfield; Speaker elect Jari Askins; Tulsa and OKC Superintendents David Sawyer and Bob More; Tulsa and OKC Board presidents Paul Thomas and Cliff Hudson. Oklahoma City. May, 2004 (Invited Address).

• Developing authentic achievement and professional learning communities through democratic school renewal. Presentation to the American Educational Research Association Annual Conference. Chicago. April, 2003. (National Refereed).

• School shootings as domestic terrorism: Impacts on educational leadership. Presentation to the University Council for Educational Administration Annual Conference. Pittsburg, Pennsylvania. November 2002. (National Refereed).

• Educational decision making at the state level: considerations for school leaders. Presentation to the University Council for Educational Administration Annual Conference. Pittsburg, Pennsylvania. November 2002. (National Refereed).

• Building a learning city: Developing city and school coalitions in Oklahoma City. Presentation to the University Council for Educational Administration Annual Conference. Pittsburg, Pennsylvania. November 2002. (National Refereed).

• Constructing leadership capacity and collaborative communities. Presentation to the University Council for Educational Administration Annual Conference. Pittsburg, Pennsylvania. November 2002. (National Refereed).

• "Gender and the School Superintendency" Presentation to the American Educational Research Association Annual Conference. Seattle, WA. April 2001. (National Refereed)

• "Fighting for a Piece of the $250 Billion Pie: Public Education and the 1998 Tobacco Settlement" Presentation to the University Council for Educational Administration. Albuquerque, New Mexico. November, 2000. (National Refereed)

• "The Multicultural dimension of Oklahoma's Top Educational Leaders: Little Change in 50 years" Presentation to the American Educational Research Association Annual Conference. New Orleans, Louisiana. April 2000. (National Refereed)

• "Oklahoma Superintendents: A Closer Look at Rural Leadership" Presentation to the New England Educational Research Organization Annual Meeting. Manchester, New Hampshire. April 2000. (National Refereed)

• "Oklahoma legislative Agenda 2000" Presentation to the Oklahoma Networks for Excellence in Education Winter Conference. Oklahoma City, Oklahoma. February 2000. (Invited Address)

• "Making the Transition from Bureaucratic to Market Accountability" Presentation to the University Council for Educational Administration. Minneapolis, Minnesota. October 1999. (National Refereed)

• "Oklahoma Superintendents: A Survey of Characteristics and Attributes" Presentation to the Oklahoma Association of School Administrators. Oklahoma City, Oklahoma. October, 1999. (Invited Address)

• "Charter Schools in Oklahoma: More Questions than Answers" Presentation to the Cooperative Council of Oklahoma School Administrators Summer Conference. Oklahoma City, Oklahoma. June, 1999. (Invited Address)

• "The Preservation of Intentions: How the Aims of Arizona Policymakers were Sustained Through the Implementation Process" Presentation to the American Educational Research Association. Montreal, Canada. April, 1999. (National Refereed)

• "Key Elements in Charter School Legislation: Lessons from Arizona". Presentation to the Oklahoma Association of School Administrators Annual Legislative Conference. Oklahoma City, OK. January, 1999. (Invited Address)

• "The Role of Market Ideology in Arizona Charter Schools: How the Values of Policy Makers were Reflected in Policy" Presentation to the University Council for Educational Administration. St. Louis, Missouri. October, 1998. (National Refereed)

• "Arizona Charter Schools: A Look at Third Year Schools" Presentation to the American Educational Research Association. San Diego, California. April, 1998. (National Refereed)

• "The Arizona Charter School Movement" Presentation to the National Education Summit on Boundary-Breaking Public Schools. Tempe, Arizona February, 1998. (National Refereed)

• "Arizona Charter Schools: Issues and Insight" Presentation to the Arizona School Administrators and Arizona School Boards Association Annual Conference. Paradise Valley, Arizona December, 1997. (Invited Address)

• "Arizona Charter Schools: Final Results" Presentation to the National School Boards Association (NSBA) Council of Urban Boards of Education (CUBE) annual conference. Tucson, Arizona October, 1997. (Invited Address)

• "Arizona Charter Schools" Presentation to the Arizona School Boards Association Board of Directors. Mesa, Arizona September, 1997. (Invited Address)

• "Arizona Charter Schools: The First Year" Presentation at the American Educational Research Association Annual Meeting. Chicago, Illinois March, 1997. (National Refereed)

• "The Politics of Ideology: Arizona Charter Schools" Presentation at the American Educational Research Association Annual Meeting. Chicago, Illinois March, 1997. (National Refereed)

• "Arizona Charter Schools: Preliminary Findings" Arizona School Boards Association Annual Meeting. Phoenix, Arizona May, 1996. (Invited Address)

Current Professional Responsibilities

• Program Coordinator for the Educational Administration Curriculum and Supervision program area. 2004-2006.

• Member of "Committee A". This committee is charged with completing faculty evaluations and providing governance for the Educational Leadership and Policy Studies Department. 2004-2006.

Graduate Level Courses

Politics in Educational Administration- This course is intended for building and district level educational leaders. The class includes an overview of political activities at the local, state and federal levels that will enhance the professional development of school administrators. The issues that will be addressed include micro-politics at the school site and district offices; principal, superintendent and school board relations; lobbying legislators and dealing with interest groups; the state political process; federal aid; and analysis of current political controversies. Taught: Spring. '99; March '99 (Mannheim Germany); Fall 99 (Tulsa); Spring '00; Summer '00 (Lawton); Spring. 01; Fall '01 (Ponca City); Spring. 02; Spring '03; March '03 (Heidelberg Germany) .

Policy Planning & Development- The course is designed as an introduction to problem identification, policy formation, policy adoption, policy implementation and policy analysis. In addition, the impact of politics on the policy process will be examined. As persons interested in the practice of educational administration, future success will depend in large part on the knowledge and skills related to school policy. This course is founded on the assumption that every person in an educational leadership position must be concerned with the various aspects of policy. Taught: Fall 98; Fall 99; November '99 (Heidelberg Germany); Fall '00; Fall '01; Fall '02; Fall '03.

Education and Community Relations-The course is organized around concerns that are central to the development of a thoughtful and pragmatic community relations policy. The course is taught from the perspective that often problems reflected in schools are rooted in the community. Key topics include: public confidence in American schools; leadership, development, and implementation of school mission and capacity; communication with external and internal publics; and community collaboration (i.e., booster clubs, business incentives, and input, PTA/ PTO, other school/community organizations such as civic, cultural, recreation and religious groups). Taught: Spring '99; Summer '00; Spring '01 (Manheim Germany); Summer '01; Summer '03 (Ramstein, Germany).

Naturalistic Research Traditions and Qualitative Methodologies- The purpose of this course is to introduce students to naturalistic or qualitative inquiry in general and, more specifically, to research traditions such as ethnography, phenomenology, grounded theory, case study, and interpretive interactionism. Also the class assists students in conducting a research project from one of these perspectives. The course consists of reading assignments, lectures, presentations of class members' research, and class discussions. Early in the semester each student will select a research topic investigated through one research tradition about which s/he will prepare a written and oral presentation. This paper should detail the ontology, epistemology, and ideology associated with the research tradition and the selected topic. Students may briefly present this paper to the class, including a rationale for using it to conduct their research projects. The other assignment is to conduct a research study within the context of the research tradition discussed in the first assignment.

Principal Internship- This course is the capstone experience that further prepares students to meet the challenges of assuming a leadership position in a school district. The components of the internship experience include 150 contact hours and the development of a portfolio that documents projects and activities that span all 4 NCATE areas. The substance of these activities and projects must parallel the functional areas of instruction, staff development, personnel, student services, and support services. Projects and activities should have the intern involved in: 1) finding tentative solutions to an administrative problem(s) that requires demonstration of competency in establishing the parameters of the problem, 2) organizing and coordinating resources to determine alternative solutions to the problem, and 3) posing recommendations for actions to be taken to remove or ameliorate the problem. Every semester Fall '00-Spring '03.

Superintendent Internship- this course is the capstone experience that further prepares students to meet the challenges of assuming a leadership position in a school district. The components of the internship experience include 200 contact hours and the development of a portfolio that documents projects and activities that span all 11 NCATE domains. The substance of these activities and projects must parallel the functional areas of instruction, staff development, personnel, student services, and support services. Projects and activities should have the intern involved in: 1) finding tentative solutions to an administrative problem(s) that requires demonstration of competency in establishing the parameters of the problem, 2) organizing and coordinating resources to determine alternative solutions to the problem, and 3) posing recommendations for actions to be taken to remove or ameliorate the problem. Spring '00- Spring '03

Critical Issues in Educational Administration- This course is designed to provide class members the opportunity to examine and discuss some of the critical issues that face educational administrators every day. As persons interested in the practice of educational administration, success will depend in large part on the ability to deal with complex and controversial issues. This course will provide the opportunity for future principals and superintendents to work through some of the challenges facing school leaders. Taught: Summer '99; Fall '01.

International Teaching

• Kapaun Air Station, Mannheim Germany. Taught a graduate level education course, Politics of Education.
• Campbell Barracks, Heidelberg, Germany. Taught a graduate level education course, Policy, Planning and Development.
• Ramstein Germany. Taught a graduate level education course, School and Community Relations.
• Kaisserslaughter Germany. Taught a graduate level education course, Policy, Planning and Development.

Dissertations Chaired

• Lewis, D. M. K. An examination of Project Team Life: Two case studies. DAI-A 64/03, p. 780, Sep 2003. PhD.

This study explored the implementation of curriculum for character education in two schools. The multiple-case study design focused on two cases. Selection of Prairie-land Middle School and Southville Elementary School as the subjects of the case studies was based on the combined average gain in student achievement from pre-test to post-test on the Project Team Life organ and tissue donation knowledge and attitude instruments as used in a federal grant program.

• Kerber, R. E. Perceptions of female school superintendents. DAI-A 63/05, p. 1647, Nov 2002. PhD.

This qualitative study involved female superintendents in the state of Oklahoma. A survey questionnaire designed to gather demographic information was sent to the 48 practicing female superintendents during the 2000-2001 school year yielding A 50% response rate. The phenomenological methodology was utilized for data collection and data analysis. Thirteen of the 15 female participants belonged to the first generation of women that attended college in large numbers. The women in this study evolved into the superintendency; career options were limited to them when they graduated from college. Relocation and familial responsibilities were not barriers to the superintendency.

• Labyer, S. Exploring the Differences in Alternative and Traditional School for

Educationally Disengaged Students. May 2004. EdD

This research focused on exploring the differences for students that are at-risk for dropping out of high school or have dropped out of high school. This mixed method case study examined factors that cause students to disengage from education.

• Weaver, N. Presidential Leadership: A Phenomenological Study of the Leadership Experience of Oklahoma's Regional University Presidents. February 2005. PhD.

Regionally focused state colleges and universities present a unique and challenging leadership opportunity to the men and women who have been chosen to serve as president. A literature review showed that the leadership challenges are increasing and the average presidential tenure is decreasing. Yet, there has been little inquiry regarding the professional development opportunities available to prepare current and future presidents for the complex position they hold. This phenomenological study researched the presidential experience and examined how participation in the Leadership Oklahoma program could support their professional development. Interviews were conducted with the four regional university presidents in Oklahoma who have also graduated from Leadership Oklahoma. Several themes emerged focused on the leadership role of the university president. Findings indicated that regional university presidents who participate in Leadership Oklahoma could expect to benefit from an expanded network of professional contacts and a better understanding of Oklahoma's diversity. In addition, this study reveals how these benefits can be helpful in addressing the common challenges facing regional university presidents.

• Gentry, D. Technology supported data driven decision-making in an Oklahoma elementary school. March 2005 EdD.

Public school educators need to know how to use data that support informed decision making in order to improve educational processes. Conceptual frameworks that guide the data-driven decision-making process are found in educational literature. However, literature provides few models of how public school educators actually apply data-driven decisions leaving educators with many unanswered questions about the practice. Therefore, a crucial question guiding this study was, "How do elementary educators in an Oklahoma public school make technology-supported data-driven decisions?" The researcher collected and examined descriptions of the data-driven decision-making process from six elementary educators. The descriptions were examined to three main data-driven decision-making categories found in literature: (1) purpose of data-driven decisions, (2) processes of data-driven decision-making, and (3) characteristics of data-driven decision-making. Inquiry into technology-assisted data analysis and decision-making may provide a clearer understanding between data-driven decision-making and school improvement plans. Also, investigating how educational practitioners completed data-driven, decision making processes as compared to literature-based data-driven decision-making processes may provide additional information to school practitioners in order to assist them in making informed school improvement decisions at a more competent level.

• York, R. Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for no child left behind. May 2004. EdD.

This qualitative study investigated successful practices of "highly effective" elementary teachers as they used Oklahoma state achievement test data to close the gap for all student subgroups in fulfilling the mandates of the No Child Left Behind Act of 2001 (NCLB). Data from an initial survey of 30 "highly effective" third and fifth grade teachers in one Oklahoma district, in depth interviews with six of the 30 survey participants, observation field notes, and various teacher artifacts were collected and analyzed. Using computer assisted qualitative analysis software NVivo, and steps outlined by Meriam (1994), seven themes emerged from the data. The six "highly effective" teachers shared proven practices in using state and classroom data that included: (1) Oklahoma State Standards; (2) Oklahoma Assessments and Blueprints; (3) Evaluation and Use of Data; (4) Classroom Interventions and Benchmarks; (5) Time for Planning; (6) Discipline and Parental Involvement; and (7) High Expectations for Students.

• Dodd, Kathy. It's the process not the test: A mixed method study of a PLC at one elementary school.

Serving as Major Professor:

• Randy Henphill (generals)
• Dana Hemphill (generals)
• Dana Morris (prospectus)
• Dana Hilbert (generals)
• Linda Price (generals)
• Melanie Pealor (doctoral candidate)
• Gary Johnson (doctoral candidate)
• Gene Shelkut (generals)

Professional Service

National:

• University Council for Educational Administration, Plenary Session Representative for the University of Oklahoma.
• Editorial Review Board: Journal of School Leadership (1999- present)
• Reviewer: American Educational Research Journal (2002- present)
• New England Research Association- proposal reviewer/ session chair/ discussion leader (1999-2000)
• University Council for Educational Administration- proposal reviewer/ session chair and organizer/ discussion leader (1997-present)
• American Educational Research Association- proposal reviewer/ discussion leader (1997-present)

State & Local:

• Oklahoma Education Research Center- an information clearinghouse providing action research, white papers, issue analysis, forecasts of future issues, reports on current school reform initiatives, and an on-line data system for educational leaders in the state. (Fall 2005)
• Cooperative Council for Oklahoma School Administration, Oklahoma City, OK. Consultant to the Executive Committee. (1999-present)
• Oklahoma Association of School Administrators, Oklahoma City, OK. Research Consultant. (1999-present)
• Oklahoma State School Boards Association, Oklahoma City, OK. Research Consultant. (2001-present)
• Cooperative Council for Oklahoma School Administration, Oklahoma City, OK. Member of the Committee for Legislative Goal-setting. (Fall 2001; Fall 2002)
• Cooperative Council for Oklahoma School Administration, Oklahoma City, OK. Member of the Committee for Administrative Certification. (2000)
• Oklahoma Networks for Educational Excellence. University Fellow. (1999-present)
• Cooperative Council for Oklahoma School Administration, Oklahoma City, OK. Led a workshop for administrators interested/concerned with charter schools. (Fall 1999)
• Oklahoma Association of School Administrators, Oklahoma City, OK. University Representative to the Executive Leadership Council. (1998 to present)
• Oklahoma Association of School Administrators, Oklahoma City, OK. Legislative Committee member. (1998 to present)
• Oklahoma State Legislature, Oklahoma City, OK. Worked with the Senator's Penny Williams and Cal Hobson on the development of charter school legislation. (Spring/Summer 1999)
• Oklahoma State Department of Education, Oklahoma City, OK. Worked with the Superintendent of Public Instruction Sandy Garrett and her team of advisors on a plan for implementing charter school legislation. (Summer 1999)
• Norman Oklahoma School District, Norman, OK. Worked with Central District Administrators on various projects. (Fall 1998)
• Oklahoma Residency Committee Program. Worked with and evaluated first-year teachers in various school districts around the state. (1998 to present)

Committee Activities:

• Graduate Council (University) 2001-2004
• Graduate Student Dissertation Award Committee (University) 2000-2002
• Freshman Mentoring Program (University) 1999
• Technology Committee (College) 2001-2002
• Residency Committees (College) 1998-present
• Library Liaison (Department) 2000-present
• Chair, Doctoral Admissions Committee (Department) 1999-2002
• Curriculum Development Committee "Executive" Ed.D. program (Department) 1998-1999
• Curriculum Development Committee Master's degree redesign (Department) 2000-2001
• Chair, Search Committee (Department) 2001
• Elections Committee (Department) 1999-2001
• Awards Committee (Department) 2000-2001, 2003-present

Community Service

• Pine Ridge Indian Reservation, Lakota (Sioux) YMCA Summer 1993, Kyle, South Dakota. Community Development Director.
• Habitat for Humanity, 1996 Phoenix, Arizona. 1992-93 Waterloo, Iowa. Volunteer worker.

Memberships

• American Educational Research Association 1997-present
• Politics of Education; Educational Choice; Charter School (sigs) AERA
• Oklahoma Association of School Administrators 1998-present

Awards and Honors

• Professional Service Award. University of Oklahoma Department of Educational Leadership and Policy Studies. (2002).
• Most Promising Faculty Award. University of Oklahoma Department of Educational Leadership and Policy Studies. (2000).
• Alumni Award for Policy Studies Dissertation. Arizona State University ($700).
• University Council for Educational Administration (UCEA) National Graduate Student Research Seminar. March, 1997.
• Arizona State University Graduate Student Assoc. Grant Review Committee. Fall, 1996.
• Missouri Valley Post Graduate Scholarship recipient, 1994.
• Univ. of Northern Colorado Recognized as "Outstanding Future Educator" Fall, 1994.
• Golden Key National Honor Society, 1994.
• Omicron Delta Kappa National Honor Society, 1994.
• Co-Captain University of Northern Iowa Track & Field Team 1993-94.