are lots of wonderful things happening on our campus this month,
and the fun kicks off this weekend. We invite you to spend the day
with us tomorrow -- Saturday, April 6 -- as DU hosts THREE terrific
events: the International Arts and Music Festival, the Family
Sports and Health Festival, and a production of
"Dreamgirls." Food, music, art, education, drama -- more
info below. Then on April 18, Michael Eric Dyson will kick off Dr.
Kimbrough's Brain Food lecture series. That's going to be a packed
house, so arrive early! We also encourage you to check out SpringFest
7-13. From a crawfish boil, to a fashion show, to a
concert featuring Brandy
Varner, this is a week of outstanding events for
our students and the community. See the calendar for details. Ex
Sincerely, Mona Duffel Jones Senior Director, University Communications
Michael Eric Dyson to
Kick Off President's Brain Food Lecture Series on April 18
President Walter Kimbrough will launch his official lecture series,
with a lecture from public intellectual Michael Eric Dyson
on April 18 at 7 p.m. in Lawless Memorial Chapel.
The series is free and open to the public.
Dyson, a sociology
professor at Georgetown University, has authored 16 books on topics
ranging from Malcolm X, to Marvin Gaye, to Hurricane Katrina.
In his previous
post as president of Philander Smith College in Arkansas, Kimbrough
created the popular Bless the Mic series, which booked speakers
ranging from hip-hop star Common and motivational speaker Iyanla
Vanzant, to conservative commentator Ann Coulter and controversial
author Charles Murray.
going to get a range of people and ideologies," Kimbrough said.
office in July, Kimbrough has already brought several high-profile
speakers to campus, including national radio host Tavis Smiley,
activist Cornel West, and Michelle Alexander, author of the New York Times
best-selling book The
New Jim Crow: Mass Incarceration in the Age of Colorblindness.
University's Office of International Students and Study Abroad
Programs will host its first annual International Arts and Music Festival
on the university's front lawn from 11 a.m. to 8 p.m. on Saturday, April 6.
The festival will feature global entertainment, art, and cuisine.
It is free and open to the public.
jazz band Vivaz, African stilt dancers the Zulu Connection, and
Louisiana's own Rockin' Dopsie Jr. are just some of the festival's
featured performers, and vendors will serve Vietnamese cuisine,
Brazilian street food, and more. A fashion show will spotlight
international styles, and artisans will display arts and crafts of
Family Health &
Sports Fest Set for April 6
Office of Community Relations will host its seventh annual Family Health and Sports
Festival from 10 a.m. to 3 p.m. on Saturday, April 6.
Admission is free and open to the public and includes lunch.
Hall of Fame linebacker Rickey
Jackson (pictured), who played for the Saints from
1981-1993, and former NBA player Jonathan Bender, a native of
nearby Picayune, Miss. who spent seven seasons with the Indiana
Pacers, will give a lecture targeted at young people called
"Choices" at 10 a.m. in Dent Hall Gymnasium.
attendees will have access to healthy cooking demonstrations,
financial fitness workshops, and health care resources, including
blood pressure screenings, diabetes tests, eye exams, rapid HIV
tests, and dental screenings. Live entertainment and food booths
will contribute to the day's festival atmosphere.
are another key component of the fest. Students of all ages can
participate in volleyball games, a tennis clinic, and a series of
basketball games that begins at 11 a.m. in Dent Hall Gymnasium. The
AARP Soul Steppers will lead a community walk at 10 a.m.
Runs April 5-14 in Cook Theatre
University theater program will continue its 77th season with a
six-performance run of "Dreamgirls,"
the smash-hit Broadway musical that became an Oscar-winning motion
picture. The show opens on Friday,
April 5 and runs through Sunday, April 14 in Cook Theatre.
captures the spirit and hope of the Motown era through the story of
a Chicago girl group that makes it big. In a business controlled by
men, this trio of women fights for recognition and and love while
superstardom challenges its musical and cultural identity. A
glowing spectacle about the price of showbiz success,
"Dreamgirls" sizzles with sparkling dance and R&B
University's production of "Dreamgirls" is directed by
Troy R. Poplous from Tom Eyen's original book and Harry Krieger's
timeless music. Tickets are $20, and $15 for seniors and students.
To purchase tickets, call the Dillard box office at (504) 816-4857.
The show runs April 5, 6, 12 and 13 at 8 p.m., with Sunday matinees
on April 7 and 14 at 3 p.m.
Michaela Angela Davis to
Speak on April 9
As part of
SpringFest 2013, Dillard and the SGA will host a special
presentation entitled "Bury
the Ratchet" with writer, stylist and image
Angela Davis on April 9 at 7 p.m. in
Auditorium. This event is free and open to the
public. The campaign, aimed to improve the depiction of African-American
women in media, specifically targets Black women who live in
Atlanta because of reality shows such as "The Real Housewives
Davis, when people encounter African-American women from Atlanta,
"The first image that comes to mind is mean, gold-digging
women. It has become completely evident that there has been a brand
of women from Atlanta that are adverse to what most of these women
are like," which is why Davis is starting this campaign.
"The goal is to get the spotlight off the ratchetness and on
the successful women in Atlanta."
Choir to Host Spring
Concert on April 21
University Concert Choir will host its annual Spring Concert on Sunday, April 21
at 4 p.m.
Chapel. The concert is free and open to the public.
The choir will be directed by Dr. S. Carver Davenport with musical
accompaniment from Dr. Lucian Zidaru and others.
We invite you
to come out to welcome the choir home from its national tour and
enjoy one of its two premiere performances of the school year!
Dillard University | 2601
Gentilly Boulevard | New Orleans | LA | 70122
DILLARD Today: A Monthly E-Newsletter From Dillard University - April 2013
A professional teaching portfolio is essential for all educators. As you began your journey into education, you have gathered important artifacts along the way. These invaluable items you have collected are a great way to showcase your achievements and classroom experiences in a professional, organized manner.
Creating your professional portfolio is an ongoing process; as you gain more experience you will continually update the items to show your best qualities and achievements.
Here are the top five must-have items to have in your teacher portfolio.
International Children's Book Day is an annual event celebrated across the...
Your philosophy of education statement is your interpretation of what YOU think teaching and learning means. Included in your statement should be a brief description of how you teach and why you teach that way.
Learning is also a means of assessment, assessment drives instruction. Assessment resembles good instruction when it occurs during typical learning activities. In order to facilitate learning I will involve students in the process of assessment by showing them rubrics of their work, giving them a self-check and self-evaluation exercise, and then have them learn self-appraisal. This will help the students develop the ability to judge their own accomplishments and to set goals for themselves. Resume
Your resume is the most important piece of your professional portfolio. This is the first glimpse prospective employers get of you, so you better make it stand out. All of the items you list on this document will serve as a catalyst for the rest of your portfolio. Focus on making it look professional and include certification, education, teaching experience, professional goals and related qualifications. Once you have written your resume then can expand and showcase the items you listed in your portfolio. Degree/Certificates/Awards
Although your resume may list your degree, awards and certificates, now is the chance for you to physically show off your accomplishments. In this section of your teaching portfolio, include a copy of your degree, teaching license, awards of honor and specialized training certificates. Planning Materials
Prospective employers will want to see proof that you know how to prepare lesson plans and teach them. For this section of the portfolio, include a thematic unit along with curriculum standards for each activity. It's a good idea to include photographs of the students participating in the activities, so the potential employer will be able have a visual of how you taught the lesson.
Additional Materials to Add:
• Lesson plans
• Field trips
• Exam sheets
• Interactive Bulletin Boards
Letters of Recommendation
You have put a lot of hard work and dedication into being a teacher, and now it's time to get credit for it. This section is essential to have in your portfolio because it gives potential employers the opportunity to learn about what kind of teacher you are. Include letters from past employers, college professors and supervisors.
In addition to the items listed above, your professional teacher portfolio should include examples of parent-teacher communication, students work and professional development.
Portfolios are the best way teachers can document their professional growth. As you gain experience and knowledge as a teacher, you should review your portfolio to add and take away materials. This valuable tool just may be the best way to get a teaching job or advance your career.
What do you have in your teacher portfolio? Share with us in the comments section!
TeachHub: Top 5 Items Every Teacher Should Have in Their Professional Portfolio
Bolin (1989) states that “teacher empowerment is defined as investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach” (p. 82). To follow the above definition administrators must be active in providing experiences for all teachers to grow as leaders. In today’s economy and with limited funds available to provide teachers with professional development, administrators must be creative and open to numerous options for individual and school growth. This growth is enhanced by empowered teachers, who are committed to the overall success of the school’s mission, have increased productivity in and out of the classroom, and an increase in the teachers disposition
Research shows that when administrators use tactics to increase teacher empowerment, teacher morale also increases. Terry (2000) states “in schools where teachers are empowered to be leaders, the focus of control changes from the principal to the teachers” (p.2). In the “Journey to Teacher Empowerment (1999) the authors share that when teachers’ confidence increases and when they feel competent in their abilities, classroom instruction will improve. Goyne (1994) states that” administration should encourage other teachers to seize opportunities to share their strengths with other members of the staff” (p.2). By providing opportunities, teachers are accepting leadership roles. Furthermore, participating teachers learn new skills to increase student learning. As teachers improve together as a staff, individual and school moral can increase. This is reinforced in the theory of collective efficacy.
Empowerment also increases productivity when teachers have more time to collaborate. Teachers need to be placed in situations where they can learn from other teachers. Therefore, administrators should provide structure for collective practice. Whitaker (2003) said “teachers should be placed in situations where they can learn from other teachers” (p.32). One option to increase productivity is to provide experiences during the school hours that allow teachers to discuss student performance, curriculum, and instruction with their colleagues, as well as, provide encouragement and support. Professional Learning Communities (PLC) are a popular choice that provide collaboration during school hours. A creative approach includes providing duty free lunch for teachers. Teachers use this time to eat together so they can share experiences and discuss student and school issues. This practice is supported by research in reflective practice.
Another option includes the administrative team use of school funds to rotate substitutes during the school day for teachers to collaborate. This low cost approach provides classroom teachers time to work closely with their colleagues. Leithwood and Riehl (2003) make this statement about building a collaborative process. “To enhance performance in their schools, leaders provide opportunities for staff to participate in decision-making about issues that affect them” (p.6). By building collaborative processes administrators enhance the performance of their school and it’s teachers. This could be considered a form of action research. It is important to note that principals are challenged when teachers are unaware of their role in shared decision making. Therefore, it is the principals’ responsibility to ensure teachers are informed about effective decision making processes. An effective principal will lead the school through the following discussed on page 63 of Balls, Eury, and King (2011) book “Rethink, Rebuild, Rebound”:
decisions are made by the individuals most influenced by the decisions
appropriate information is available to those making the decisions
decision makers are adequately prepared to make data-driven decisions
decisions makers hold conversations about the data and decisions
decisions makers create action plans to implement decisions based on data and
decision makers are expected to be accountable for the consequence of their decision.
Finally, by providing experiences for teachers to grow, teachers become more committed to the schools mission. When giving the opportunity to lead, teachers are vested and want to see their work be successful. As the administration relinquishes control to the teacher and shows trust, teachers become more creative and willing to take risks. The classroom teacher will try new approaches to instruction, provide more assistance to their students, and be more flexible. By granting more freedom and independence teachers are more likely to have buy-in to the school’s mission. This idea is backed up by Terry (2000) when he states “principals should allow their teachers the freedom to be creative and take risks” (p. 2).
To enhance these experiences, administrators need to recognize teachers and their accomplishments. With the opportunity to grow as a professional and be recognized for their efforts, teachers will become more empowered and willing to explore future experiences leading to continued growth.
High performing schools have administrators who articulate a vision, help teachers grow professionally, and play a leading role in determining the school’s climate. Teschke (1996) puts forth some points for principals to follow. “Principal’s should assist teachers in maximizing their strengths, principals should develop collegiality and be proactive in the pursuit of the schools vision” (p.10). Therefore, the principal as part of school improvement team should be committed to allowing teachers and staff to gain new experiences on a daily basis. These experiences will allow all members of the school to develop a better understanding of their role in the school’s mission and vision. With a commitment to this process, schools with teachers who are empowered to become leaders, the focus of control changes from the principal to the teachers who directly impact the success of the students. Concepts that may be used to train staff to become more empowered are outlined on page 96 “Rethink, Rebuild, Rebound”:
Purpose is to stimulate dialogue among stakeholders of the teaching profession
What constitutes the knowledge, skills, and competencies that teachers need to assume leadership roles in their schools, districts, and the profession
Model standards are often used in the development of curriculum, professional development, and standards for such entities as school districts, states, professional organizations and institutions of higher education
These standards are designed to encourage professional discussion of what constitutes the full range of competencies that teacher leader possess
This form of leadership can be distinguished from, but work in tandem with, formal administrative leadership roles to support good teaching and promote student learning
Role of principal to inspire others towards collaboration and interdependence as they work toward a purpose to which they are deeply committed. The transformational leader delegates and surrenders power over people and events in order to achieve power over accomplishments and goal achievement.
With a commitment to this process, schools with teachers who are empowered to become leaders shifts the focus of control changes from the principal to the teachers who directly impact the success of the students.
Balls, J. D., Eury, A. D., & King, J. C. (2011). Rethink, Rebuild, Rebound: A framework for shared responsibility and accountability in education. (2nd ed.). Boston, MA: Pearson Learning Solutions.
Bolin, F. S. (1989). Empowering Leadership. Teachers College Record, 19(1), 81-96.
Goyne, J., Padgett, D., Rowicki, M.A., & Triplitt, T. (1999). The Journey to Teacher Empowerment, 1-13.
Leithwood, K.A. & Riehl, C. (2003). What We Know About Successful School Leadership. Philadelphia, PA: Laboratory for Student Success, Temple University, 1-12
Terry, M. P., (2000). “Empowering Teachers As Leaders”. University of Memphis, 1-8.
Teschke, S. (1996). Becoming a Leader of Leaders. Thrust for Educational Leadership, Bol. 26 Issue 2.
Whistaker, T. (2003) “What Great Principals Do Differently. 15 Things That Matter Most.” Eye on Education, 1-117.
Allen D Eury: Dean of School of Education at Gardner-Webb University Mark A. Snyder: Graduate Student at Gardner-Webb University Jeff Melton: Graduate Student at Gardner-Webb University Webb University
WHAT: International Arts & Music Festival hosted by Dillard
International Arts & Music Festival will feature entertainment, art and
cuisine representing every region of the world to provide the community with a
global understanding of arts, music and culture. To aid this effort the event
will be infused with local community organizations that provide global
knowledge and celebrate global cultures.
from the event will help provide scholarships for Dillard University students
studying abroad, and international students entering under provisional
admissions programs in the Department of International Students and Study
April 6, 2013
11am - 8pm
WHERE:Front Lawn at
2601 Gentilly Boulevard, New
The event is free and open to the
more information, please call (504) 816-4926.
Dillard University's mission is to
produce graduates who excel, become world leaders, are broadly educated,
culturally aware, and concerned with improving the human condition. Through a
highly personalized and learning-centered approach, Dillard's students are able
to meet the competitive demands of a diverse, global and technologically
Dillard Launches Inaugural International Arts & Music Festival April 6, 2013