Italy Study Abroad
Reflections- Summer
2011
This summer, our School of Education
students made history by becoming the first doctoral cohort of St.
John's University to study abroad. Here's a glimpse into
their experience in Italy.
By Ida M. D'Ugo
Participation in the Doctoral Summer Session II Program paralleled
the establishment of a collaborative, results-oriented,
professional learning community. This was evidenced through
the existence of an open system, the creation of a common culture
and positive climate, the focus on a constructivist approach to
learning, a professional orientation, shared decision making,
effective communication, and transformational leadership. In
essence, the program experience exemplified the theory and
corresponding research that constituted the course
curriculum.
The “Summer Cohort” established a culture based upon respect trust,
and efficacy while maintaining a climate of openness. This
facilitated the unrestricted exchange of ideas and best practices
through effective communication. In addition, many of the
individual and group activities entailed the use of a
constructivist learning approach, which enhanced higher-order
thinking skills. At times, the group structures mimicked the
Weberian model through the division and definition of tasks
required to efficiently
complete the analyses and presentations of the various articles and
chapters, while balancing components of Mintzberg’s concept of
professional bureaucracy (e.g., presence of both decentralization
and standardization of structure). Furthermore, shared
decision making was promoted by the professor as well as the level
of trust among all participants, and the common goal for
development of knowledge in the content area. Shared decision
making was likewise evident in the freedom or format of the group
presentations and in the selection process used to determine the
order of these presentations.
Moreover, creativity rather than conformity was encouraged,
especially with respect to the skits on one-way and two-way
communication. Students were given the flexibility to present
as they wished. Lastly, transformation leadership was demonstrated
by both the professor and colleagues through motivation,
intellectual stimulation (e.g., positive changes in group
expectations), and individualized consideration (e.g., promotion of
creativity and innovation) in order to obtain high performance
outcomes.
This learning experience proved that it is possible to create and
maintain a professional learning community, which supports and
promotes learner achievement. It likewise reinforced that
theory and practice are related and interdependent instead of
opposing concepts. Ultimately, the experience emphasized that
true learning communities allow participants to develop and expand
their capacities to create and achieve, encourage creativity,
promote learning among all members, and develop innovation and
problem solving skills in order to realize high performance
outcomes.
________________________________________________________________________
By Joanne Kelleher
In reviewing the readings, notes, and discussions connected to
EDU 5420, the main idea that emerges is that politics in an
inescapable part of education, and, therefore, it behooves anyone
involved in any way with education to educate herself about the
political arena.
In one of the first class sessions, Dr. DelVecchio laid bare the
realities of a politicized education system, and it sounded quite
bleak. I asked her if she could offer hope for the future.
Gesturing to those of us sitting in the room, she replied, “YOU are
the hope.” At that point, I felt ill-prepared to be an agent of
change.
In subsequent classes, she spoke of stewardship. Her charge to
us was to arm ourselves with information so that we could be become
active, knowledgeable, credible participants in conversations about
educational policy.
The reading assignments and the class conversations planted
ideas that continued to grow beyond the walls of the classroom. As
we traveled around Italy, the ideas came up again and again. For
example, we applied the ideas about power to our four-person
traveling group. We concluded that the compromises that we had made
to ensure a positive traveling experience represented a transfer of
power, with each of us surrendering power at times for ‘the greater
good”. 
On the train to Naples, I was reading The Art of Racing in
the Rain, a book that uses many car racing metaphors to
deliver important lessons. I read the following quote from the book
to my companions, “What you manifest is before you.” We talked
about that quote in the context of Fowler and of the class and we
agreed that this quote had applications for all of us. Throughout
the class, Dr. Del Vecchio seemed to be empowering us to be the
next generation of school leaders, encouraging us to create and
fulfill a professional vision for ourselves. And by learning about
the power component, we were becoming well-prepared to step into
these leadership roles.
This class bridged the gap between simply knowing that politics
exist in education and knowing how to navigate the minefield of the
politics. In the upcoming school year, I will be placed in many
situations where I will be called upon to make decisions. In EDU
5418, we learned about many decision-making models. In EDU 5420 we
learned about the policy process. One of the most important things
we learned about decision-making is that decisions are always made
in the context of politics. The PRINCE model provides the framework
for analysis of the power relationships built into the process, and
this model will be a good resource for me this school year.
I also learned that the policies themselves are a source of
information about the politics that are afoot. While some
administrators can and do intuitively sort out the hidden agendas
of a policy, Lowi and McDonnell and Elmore provide frameworks for
doing so. A careful analysis of a policy can reveal allies
and opponents, and facilitate policy adoption and implementation. A
working understanding of these frameworks can remove any mystique
surrounding the policy process.
At first glance, it seems as if the politics of education is a
secret code to difficult to crack. However, by revealing to us the
behind-the-scenes goings-on that can get in the way of meaningful
education reform, Dr. Del Vecchio has given us a the equivalent of
a “secret decoder ring” to help us work within the system.
In the past I have not been much of a political being in my work
environment. I was aware enough to avoid a political faux-pas, but
I was not a player on the political scene. As a result of being in
Dr. Del Vecchio’s class, my eyes are wide open. Based on
recommendations made in class, I have created a list of the ways in
which I am going to become more politically active:
- Identify and meet representatives for my district
- Read local periodicals
- Identify key political groups in district and attend their
functions
- Read newspaper every day
- Became active in local chapter of ACSD
- Continue to attend Board of Education meetings, and be
attentive to the power plays that occur at the meetings
Of course these are not the only ways to become active, but this
will be a manageable start for me. When I first imagined going for
my doctoral degree, I envisioned hours spent discussing educational
issues with like-minded individuals. In my application essay, I
wrote,
The thought of becoming part of ongoing conversations dedicated
to the exploration of educational concepts with fellow doctoral
students who share a commitment to learning is exhilarating. These
discussions would no doubt yield recommendations for building- and
district-level improvements and for creating an action plan for
their implementation.
Never did I imagine that these conversations would take place in
Rome! Participating in the Global Studies program, and these
classes in particular, has exceeded my expectations for the
program.
_______________________________________________________________________
By Naomi Landau
Through all my course work in the doctoral program I have been
moving forward in applying theory to practice and understanding my
role as an instructional leader. However, this course in
politics and education represented a marked difference from
others. Before I was able to apply the knowledge from this
course to my current and future role as an educator I first had to
completely shift my thinking about politics in education. The
past two weeks reflect not only this shift in thinking but also
understanding of how I can use the knowledge in
practice.
Prior to the study abroad program I had taken a strong stance that
I was an educator and had no need to know about politics. In
my mind there was no connection between the two. My energies
were focused towards improving instructional practices for English
Language Learners and increasing the use of technology in the
classroom. I knew of the requirements that were mandated for
teachers, such as evaluations and assessments, but I never
questioned where they came from or why. I vaguely knew
about the hierarchical system that exists in the education system
but really did not understand the interrelatedness of the different
systems and how the different systems could be
influenced.
The first week of coursework was a struggle. I felt this
conflict between external pressures to participate and do well in
the course and the internal challenge to understand the material
and apply it to the current state of education. Additionally,
perhaps, there was a subconscious effort resisting the
idea that I was in a politics class.
However, as the first week ended I felt myself letting go of that
resistance. I started to logically organize such concepts as
the political actors, the use of power, and the process of policy
adoption. It became stunningly clear how legislation such as
the No Child Left Behind Act, APPR, and the Common Core State
Standards have impacted administrative rules that have been adopted
by the New York City District of Education and then implemented at
the local level.
I also now realize the implications for when I return to New York
and begin my new position as an informed educator. Throughout
class we discussed the importance of different political actors
using power to influence the actions of others; power begins with
knowledge. I realize the need to join professional
organizations and become familiar with local politicians. I
also will now take on a different role when I participate in my
school’s Leadership Team meetings. Previously, I was a member
because I had been nominated to join. I sat passively through
meetings as we reread and revised the school’s Comprehensive
Education Plan (CEP) and discussed the budget. I felt as
though the meetings did not accomplish anything and the team
existed because schools are required to have a leadership
team. However, when I return to school in September these
meetings will take on a new meaning. I have a new
appreciation for the choice of words written into the CEP and how
they determine what happens in the school. We are continually
reading and revising this live document to keep our educational
practices current. Additionally, I understand how I can
impact the decisions that are made when discussing budgetary
decisions, and how I can use local businesses and local political
leaders to gain money for the two causes I believe in most:
improving education for English Language Learners and increasing
technology in the schools. Finally, I have a better
understanding of how I need to educate the teachers in my school
about the APPR and Common Core Standards. Most people know
the existence of those documents, but not why they exist and what
the implications are.
Thus far I’ve been reflecting on the impact of the course on my
thinking. However, the impact of the study abroad program and the
choice of placing EDU 5418 and EDU 5420 together have to be
addressed in order to fully appreciate the capacity of a such study
abroad program. 
Clear connections existed between the two classes. We learned
about policies, and the impact of those policies in EDU 5420.
In EDU 5418 we learned how an instructional leader must make sense
of these policies. Legislatures that have been created, such
as Common Core Standards and APPR impact the decisions that an
educational leader needs to make for the local school or
district. EDU 5420 made the process that those policies were
adopted clear whereas EDU 5418 made the implementation of those
policies clear.
In addition to what occurred in the classroom an important
component of this study abroad program occurred outside in the form
of rich conversations. While conversations regarding course
work often occur during courses themselves rarely do these
conversations continue outside of the four walls of the
classroom. Each person leaves the course and goes home to
his/her own life and responsibilities. However, for these two weeks
I was surrounded by colleagues with similar motivation and
aspirations. These conversations that began in the classroom
often continued over lunch in the courtyard or a train ride to
Venice. This group of educators in our program was a strong
group of individuals each with our own experiences to share.
Many of the ideas and experiences shared through these
conversations were applicable to both the course work and my
current position as a staff developer. This study abroad
experience afforded us the opportunity to engage in these rich,
intellectually stimulating conversations.
Furthermore, experiencing the global perspective through the study
abroad program allowed me to understand the situation that many
students in the United States are currently facing, being a
non-native speaker in a new country. It is a humbling experience to
be taken out of one’s comfort zone and into an area where you have
to navigate through an unknown language. As educators in an
educational system that is becoming increasingly globalized it is
crucial to have that worldly perspective. It not only helps
to understand the differences and similarities between students
from different cultures, but also makes us more compassionate to
their process of adjusting to a new culture.
In reflecting on the Italy study abroad program as a whole I
realize that it was a pivotal point in my understanding of the
direction I am heading. Prior to this experience I considered
myself a student in a doctoral program for Instructional
Leadership. As a result of the courses and the experiences I
now understand what it means to be in an Instructional Leadership
program preparing to be an instructional leader.