What programs do you teach at Gardner-Webb University? What drew you to this field of study? What keeps you excited about it?

I teach doctoral candidates in the Ed.D. in Curriculum & Instruction (EDCI) program. I am a life-long educator, and I love watching candidates learn and grow in their field of study. It is exciting to see them develop as leaders, and it is even more exciting to see how their degrees take them in new directions after they graduate.

How will your program better prepare/equip educators for the current climate we’re in (specifically with the move into post-COVID teaching)?

All of our courses are practitioner-based, meaning that candidates identify issues in their sites or districts where they’d like to make a positive difference. The evidences candidates complete each semester aid them in improving instructional practices at the site and district-level.

What attracted you to Gardner-Webb University to teach at? What sets them apart?

I absolutely love the cohort model we’ve adopted. It is so enriching to work with the same candidates for several years, as they earn their doctorates. Because of our small class sizes, we get to know the students very well, and we celebrate their successes as they happen.

What is your professional background as an educator?

I have a B.A. Master’s Degree in Elementary Education, and an Ed.D. in Curriculum & Instruction. I was a classroom teacher for 20 years, moved into an instructional coach position, and then to the Elementary Science Content Coordinator for the district. I served as an adjunct, teaching undergraduate candidates at another institution for ten years.

I came to Gardner-Webb in 2013. I have served as the Coordinator for the Master’s of Teacher Leadership in Curriculum & Instruction, and now serve as both the Coordinator of the Ed.D. in Curriculum & Instruction and the Associate Dean for the College of Education.

Tell us a little about yourself. Why did you become interested in education?

I love to learn! So, it was natural that I would become an educator. The Ed.D. candidates teach me as much as I teach them!

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I’m here for you! It can be scary that first day of a doctoral program, but it doesn’t take long for friendships to be cemented, and for candidates to realize that all the professors really want them to succeed.

Is there anything else you would like to share? 

The professors in the EDCI program truly understand that the candidates they serve are working professionals. For that reason, we are available in the evenings and weekends, when candidates have time to ask questions, etc.

Our program is designed so that candidates can work ahead when they have time, and can also see all the upcoming assignments so that they can plan their time. No one is going to say that earning a doctorate is easy, but we have put procedures in place to provide support all along the way!

The post Faculty Spotlight: Dr. Jennifer Putnam, Associate Dean for the College of Education, Coordinator for the Ed.D. in Curriculum & Instruction Program appeared first on Gardner Webb University.

I teach in the Ed.D. Educational Leadership Doctoral Program (EDLS). The doctoral program focuses on leadership from the district perspective. Having served as a superintendent in two North Carolina school districts for over 13 years, this program closely aligns with my experiences as an educational leader.

Like almost all in the academic arena, I am passionate about the value of quality educational experiences, whatever the venue.  There are professions that many would find boring; education certainly is not one of them!

How will your program better prepare/equip educators for the current climate we’re in? 

EDLS is all about leadership. Our students focus on the leadership standards:

• Strategic (mission and vision)
• Instructional
• Human resource
• Cultural
• Micro-political
• External development
• Managerial

In truth, if our students are equipped with knowledge through discussion, research, and experiential learning, then they can navigate the challenges of any situation.

What attracted you to Gardner-Webb University to teach at? What sets them apart? 

I grew up 45 miles east of Gardner-Webb University, so I was always familiar with it. One of my very good friends approached me about joining the faculty upon my retirement from being a superintendent and moving back home. That was 10 years ago, and I have loved every minute of my time at Gardner-Webb since.

I think Gardner-Webb University is set apart due to our Christian foundation. We are unabashed in stating that we are a Christian university. That doesn’t mean we proselytize; it does mean that we are not inhibited in tying leadership principles to Christian principles, so many of which go hand-in-hand.

Class size is another area that sets us apart. Cohort sizes allow for a great professor-student bond.  Finally, we are a low-residency program, blending synchronous online classes with weekend face-to-face so that our cohort truly bond with one another and with the professors.

What is your professional background as an educator? 

I have a B.S. in Business from Wake Forest University, Master’s and Ed.S. of Educational Leadership from Winthrop University, and Ed.D. in Educational Leadership from Vanderbilt University.

I served over 32 years in K-12 education as a teacher, assistant principal, principal, HR executive director, and superintendent. Wisdom is often best gained through experience, and I was blessed to have many, varied experiences.

Tell us a little about yourself. Why did you become interested in education?  

I am blessed in my faith and family. I have been married 38 years, and we have one daughter, who we adopted from Russia. As a family, we love to travel and have been blessed (pre-COVID) to see many wonderful places both in the United States and overseas. I love to watch people with talent: the arts and sports, in particular.

I decided to forego a career in banking to pursue my passion for athletic coaching. Alas, God had another plan for me: a door was opened early to be a school-based administrator and my coaching aspirations quickly changed. It’s amazing how what you “think” you want isn’t what is ultimately best. I am so fortunate for opportunities that have occurred in my life.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I hope students find that we are accessible and approachable, all of us. They have our cell phone numbers, and we understand that their work hours prevent typical 8:30 a.m. to 5:00 p.m. conversations; we talk early in the morning as they drive to school and work or in the evening when they aren’t pulled upon quite as much. I think that the best thing about EDLS faculty is empathy. All of us have been or are currently members of the K-12 work world. We feel the pain; we share the joy.

What advice do you have for students interested in pursuing their educational leadership degree? How can people stand out in this field? 

Prepare yourself for doors to open. Most in our program don’t know exactly where they want the degree to take them; that is a good thing. I tell our students: prepare yourself to lead and when the doors open, you will be ready! We are a leadership program, not a superintendent preparatory program, so our graduates take on all kinds of roles. We believe our graduates are ready for whatever opportunities come their way, and, more importantly, our graduates feel ready. That gives great comfort.

Is there anything else you would like to share? 

It is important to know that we at Gardner-Webb University will support you and care about you. Relationships are critical on both ends; cohorts bond and the professor and student relationships are vital for us. Finally, because doctorates are not inexpensive, there must be value in them. For our students, the doctorate pays off; otherwise, our numbers would not be near what they are. I hope those interested will contact me and let us share the joy of being a Gardner-Webb University EDLS student!

The post Faculty Spotlight: Dr. Stephen Laws, Associate Professor, Ed.D. Educational Leadership appeared first on Gardner Webb University.

I am the program coordinator for the Master’s of Teacher Leadership in Curriculum and Instruction. I am qualified to teach all of the courses in this program, however, I mostly teach at least one section of the first course offered and titled, Philosophy, History, and Methodology of Curriculum and Instruction for teacher Leaders (with various concentrations) so that I may get to know our newest candidates and be of assistance as they begin a new journey.

I have been in education for over 20 years now, and like so many educators, I hold the story of always wanting to be a teacher since childhood due to being inspired of some of my very own childhood teachers. After teaching in K-12, I soon realized I wanted to make an impact exponentially by becoming a teacher educator.

The continuum in meeting phenomenal in-service teachers and the excitement pre-service teachers bring to the classroom are two things that really keep me most excited about the field and my profession!

How will your program better prepare/equip educators for the current climate we’re in, specifically with COVID-19 and the move to online/hybrid learning?

The professional and emotional support our instructors are providing the candidates in this program is not only preparing them to become better teachers and colleagues, but also equipping them with self-care strategies so that they are able to cope with the overwhelming demands that so many teachers are currently facing.

This program was offered completely asynchronously online prior to COVID-19, so nothing changed regarding the method of learning. However, we are focusing on reaching out to our candidates remotely in small groups and individually to provide as much support as needed during these times as they are currently teaching, studying, and supporting their own family and children in many facets. This is a bonus that other teachers not in our graduate program may not be receiving.

What attracted you to Gardner-Webb University to teach at? What sets them apart?

Gardner-Webb University is a faith-based university and the ability to be able to publicly acknowledge a higher power to seek guidance would probably be the most important thing that attracted me. With this, so many of our programs encourage our candidates to emerge themselves in positive service-oriented programs and community projects to make a long-lasting impact across the globe while enrolled and beyond graduation.

What really sets Gardner-Webb University apart is the genuine authenticity of the faculty and staff towards assisting and encouraging every candidate and each other to walk into their greatness. The support I receive from my colleagues as we work for our candidates’ greatness has been some of the best I have ever received from any place of employment.

What is your professional background (including degrees) as an educator?

I am a former elementary teacher who taught grades: kindergarten, fourth, and fifth. After receiving a Bachelor of Science degree in elementary education, I later earned a Master of Education degree in Curriculum and Instruction with a concentration in elementary.

I served as a Director of Recruitment and Advisement for five years, recruiting and advising education degree-seeking majors and licensure candidates while serving as an adjunct teaching diversity education courses.

Soon after, I was determined to impact the field of education as much as possible by becoming a full-time teacher educator focusing on leadership. Therefore, I pursued and received a Doctor of Philosophy in Leadership Studies with a concentration in Multicultural Education in 2010. I have been fulfilling this goal of preparing teachers and teachers as leaders ever since.

Tell us a little about yourself. Why did you become interested in education?

I am probably one of the most extroverted, creative, and service-oriented people anyone would ever meet. I believe that we are all at a particular point and place at that time for a reason, even if we ourselves are unsure why. With that being said, I believe the paths crossed for me to become a teacher first, teacher educator, and teacher leader in order to impact as many educators as teachers and candidates in an effort to exponentially impact so many K-12 children has been one of the most self-rewarding accomplishments in my life.

I always knew I wanted to be a teacher in elementary school. I did not realize I wanted to become a teacher educator and teacher leader until after teaching for a few years and wanting to affect more lives in a year than just one classroom at a time. Teaching in higher education causes an exponent of impact to the highest degree.

What would you tell prospective candidates considering your program about yourself? What’s something that candidates and colleagues should know about you?

I would tell all prospective candidates considering this program that I too followed this same path of being a teacher and receiving a graduate degree in curriculum and instruction. The empathy I have for them because I have been down the same exact road is a great benefit! I understand the role as an in-service teacher as well as the role of being a graduate candidate in a curriculum and instruction program. I get it!

Most know that I am very free-spirited and always willing to assist both candidates and colleagues professionally and personally. I believe in work-life (and school) balance as well as self-care. Work, life, and school all affect each other. Many candidates and colleagues struggle with this and I am always willing to help them in this area.

What advice do you have for candidates interested in pursuing their teacher leadership degree? How can people stand out in this field?

I believe the most beneficial advice I can give candidates pursuing their teacher leadership degree is to surround themselves with as many positive teacher leaders currently in the field. The experiences they will be afforded will provide them with intrinsic and extrinsic motivation to want to become a part of the impact. The impact may include both enhancing what they are already a part of and being the change they wish to see.

I believe the teacher leaders that most stand out in this field are those with the innovative ideas and are not afraid to present and try the creativity that is flowing within. The professionals who are constantly searching for how to do things differently and who do not become content and complacent with the schooling process are the ones who stand out in the field.

Is there anything else you would like to share?

I would share that the courses in our program create the best, well-diverse teacher leader in the profession! The required practicum component in the last three courses provides each candidate with real-life experiences of being a teacher leader. These experiences generate and influence them with eagerness to become the best teacher leader that can be produced!

The post Faculty Spotlight: Dr. Cheresa Simpson, Program Director and Coordinator, M.A. Teacher Leadership in Curriculum & Instruction appeared first on Gardner Webb University.

I am the Program Coordinator of the Master’s of Executive Leadership Studies program in the School of Education at Gardner-Webb University. We offer a 5-semester online master’s degree program with Principal Licensure and a 3-semester online post master’s degree program that leads to Principal Licensure. I specifically teach Law and Finance as these topics most closely parallel the second half of my K-12 public education career duties and responsibilities.

I was drawn to the field of principal preparation because I had enjoyed training many young emerging school leaders in my career, and this position at Gardner-Webb was the logical next step for me. The excitement for me in this role is the interaction with students; both virtually in class and face to face when school visits are possible. I am particularly proud that prior to COVID, the Master’s Executive Leadership Studies (MELS) faculty still visited each new student at their school during their first month with us and then each semester thereafter as needed. I am hopeful that we can resume school visits sometime in the new year.

How will your program better prepare/equip educators for the current climate were in (specifically with COVID-19 and the move to online/hybrid learning)?

The MELS Program has been online only for the past five years and we’ve had the luxury of honing our craft without the time and professional pressures that many schools are experiencing now. We have mastered our online teaching platform, Blackboard, and how to build our class shells to Quality Matters standards. In the first four weeks with us, we teach our students how to use Zoom as both an instructional tool and as a collaboration tool to produce educational content.

We have adjunct teaching faculty that are sitting principals that have collaborated with full-time faculty to identify and develop clinical internship school activities for candidates to perform whether their school is face-to-face or virtual. Learning these skills and performing these activities provide our students with the ability to lead schools and instruction, regardless of the platform. This is particularly attractive to potential employers of beginning administrators who are seeking new leaders for their district that possess the appropriate skill set that allows their schools to survive and thrive in the new COVID normal.

What attracted you to teach at GWU? What sets the university apart from other institutions?

Gardner-Webb University’s Christian identity allows us as faculty to live and openly promote a life of Christian service as exemplified in our motto, “Pro Deo et Humanitie,” For God and Humanity.

What is your professional background (including degrees) as an educator?

After completing my bachelor’s and master’s degrees at North Carolina State University, I taught in a high school for five years and then became a middle school assistant principal. I then moved to the principalship for the next 17 years at the elementary, middle, junior high, and senior high level. During this time, I completed my educational specialist at Appalachian State University, my doctorate at UNC Chapel Hill, and my post-doctorate at Harvard University.

I moved to the district office in the largest school district in North Carolina for the last 10 years of my public school career in roles including Coordinator, Director, Executive Director, and Assistant Superintendent. After retiring from public K-12 education with 32 years of service, I came to Gardner-Webb University 10 years ago and have loved every moment since.

Tell us a little about yourself. Why did you become interested in education?  

I grew up in a loving Christian family that prioritized church and school over all else in life. My mother taught me to read at four years of age, and I was reading to my classmates when I entered first grade at six years old. When I read E. R. Braithwaite’s 1959 novel, To Sir, with Love, and then saw the movie with Sidney Poitier in 1967, I knew I had found my career calling to become a high school teacher. Even today after all these years, I still feel the same when I hear Lulu sing the title song from the movie on the radio.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

Call, email, text, or Zoom; My colleagues and I are always available to talk about GWU, the MELS program, the education profession, their school, the course, or the clinical internship. I love the connection and interaction with students and faculty, but in the end it’s all about the work and professional development for students. I, and our faculty, feel a great responsibility that our students receive the knowledge and values that they are paying us for and that we add value to their lives. Last and most importantly, we as faculty seek to model the characteristics of Servant Leadership that we are striving to develop in our students.

What advice do you have for students interested in pursuing their executive leadership studies degree? How can people stand out in this field?  

My advice is to understand that you are preparing to change careers; teachers work directly with children whereas school administrators work directly with adults. Working as a school administrator requires a whole new skill set, and supervising teachers requires a complete change in the lens of how you view K-12 public education. This new lens of “all decisions must be made for what is best for children” leads to a natural conflict when, as a school administrator, you work with adults; but you must make all decisions based on what is best for children. The ability to make decisions for children while still being a servant leader that inspires and motivates teachers is the secret to success in the profession.

Is there anything else you would like to share?

Thank you for your time and please be sure to contact me if you have questions at dlamb@gardner-webb.edu.

The post Faculty Spotlight: Dr. Dale Lamb, Assistant Professor, Executive Leadership Studies Program Coordinator appeared first on Gardner Webb University.