Elevator Speech

Based on an exercise in Prof. Lyle Yorks qualitative research methods class:

The Elevator Speech (Dissertation Proposal)

The general pattern:

(Name the topic) I am studying …

(Imply your question(s) … because I want to find out what/how/why…

(State the rationale) … in order to better understand how/what/why/what…

(State the significance) … so that we will know more about/be able to determine …

Sarah’s Dissertation Proposal Elevator Speech:

I am studying how teachers of English learners experience professional development that is part of a learning-oriented leadership model (Drago-Severson, 2004, 2009) for urban school districts because I want to find out how teachers participating in the pillar practices of transformational learning (within the learning-oriented leadership model put forward by Drago-Severson, 2004, 2009) describe their professional growth as both general educators and as specialized English language educators; I want to also find out what relationships, if any, exist among participants’ professional growth as general educators and/or specialized English language educators and their participation in one or more of the pillar practices; finally, I want to find out what patterns of similarity and difference, if any, exist among participants with common ways of knowing (as defined by Kegan, 1982, 1994) in order to better understand how and if teachers experience professional growth that helps them respond to both adaptive and technical challenges in their professional contexts, so that we will know more about how to provide appropriate supports and challenges to educators across the spectrum of developmental diversity in urban school contexts as they learn and grow professionally to better serve English learners in their classrooms.

(and the now prerequisite checkin/checkout for a DP writing day)

CHECKING IN

Update: I’m doing good work, but I feel like I’m avoiding the writing part of the writing process. For instance, I ended up printing and organizing some critical statistical data from NCES website this afternoon, taking away from time I could have spent drafting my actual writing. Anyway, I’m on it now, about to set my goals for the remainder of my time today.

My goals for today’s session:

  • Add to references section at end of DP (CGCS, 2010; Darling-Hammond, 2007; Molls, 2010; NAEP, 2010; NCES, 2008, 2010a, 2010b; Ready, 2010; Reardon, 2003; Resnick, 2010)
  • Write those three paragraphs I did not have time to get to yesterday.
  • Draft my dissertation proposal elevator speech.

CHECKING OUT

Reflections: I feel great, tho my mind is quite fried. I found a missing piece of research which I printed and organized from the National Staff Development Council. I’m excited to read it tomorrow (or perhaps later tonight).

Progress report for today’s session:

  • Add to references section at end of DP (CGCS, 2010; Darling-Hammond, 2007; Molls, 2010; NAEP, 2010; NCES, 2008, 2010a, 2010b; Ready, 2010; Reardon, 2003; Resnick, 2010). I did this for about half of the cites.
  • Write those three paragraphs I did not have time to get to yesterday. Did it!
  • Draft my dissertation proposal elevator speech. Done.

Potential goals for tomorrow’s session:

  • Add to references section at end of DP (CGCS, 2010; Darling-Hammond, 2007; NSCD, 2010; Ready, 2010; Reardon, 2003; Resnick, 2010).
  • Read NSDC 2010 report carefully.
  • Write paragraphs 4, 6, 7, 8

with grace

Sarah

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