The following presentation gives the objective information pertinent to the career and credentials of Lisa Sayles-Adams, along with a few remarks giving my view of the Sayles-Adams candidacy.
Lisa
Sayles-Adams
Superintendent
Eastern Carver County Schools
9,379 students
Lisa Sayles-Adams began
her career in education at the Minneapolis Public Schools (MPS) from 1996
to 2004 as a teacher and eventually served as principal at an MPS contract
alternative school in the organization The City, Inc.
Sayles-Adams then worked
from 2004 until 2012 in the 52,000-student district of Clayton County Schools
in Georgia, serving as high school principal and principal for two elementary
schools.
Next, Sayles-Adams moved
to the St. Paul Public Schools in 2012, holding positions as middle school and
elementary school principal before serving for five years as an assistant
superintendent. Then, in 2020, she moved into the same position in the
Eastern Carver County Schools; she was selected as superintendent for the
2020-2021 academic year.
Sayle-Adams's academic
credentials are as follows >>>>>
Ed, D., Educational
Leadership (2022)
Minnesota State
University/Mankato
M.A., Curriculum and
Instruction (2002)
University of
Minnesota/Twin Cities
B.A. Political
Science (1992)
University of
Minnesota/Twin Cities
U.S. News and World
Report data on public school districts
indicates the following for Eastern Carver County Schools
>>>>>
Eastern Carver County
Schools
21 schools; 6 high
schools
Student enrollment 9,379
White
74.6%
Hispanic
10.4%
African
American
5.4%
Two
or
5.2%
more ethnicities
Asian/
3.9%
Pacific Islander
American
Indian/ 0.3%
Alaska Native
Native
Hawaiian/ 0.1%
Other Pacific Islander
………………………………………………….
Free/
9.2%
Reduced Price
Lunch
English
5.6%
Language Learners
Academic Proficiency
Math
Reading
Elementary
64%
63%
Middle
School 42%
59%
High
School
56%
67%
Graduation
Rate
69.5%
College
Readiness
45.2 (Rated on scale of 0-100)
Information
Pertinent to the Dissertation---
Written as
Requirement for the ED. D., Minnesota State University/Mankato---
Embargoed by Lisa
Sayles-Adams
DISCIPLINE
·
Education (1)
·
Educational
Leadership (1)
PUBLICATION YEAR
·
2022 (1)
PUBLICATION
·
All
Graduate Theses, Dissertations, and Other Capstone Projects (1)
PUBLICATION TYPE
·
Theses/Dissertations (1)
FILE TYPE
·
None (1)
African American Women
Principals: A Phenomenological Study to Explore their Experiences in K-12
Leadership
Lisa Sayles-Adams
Publication: All Graduate Theses,
Dissertations, and Other Capstone Projects
African American Women Principals: A Phenomenological Study to
Explore their Experiences in K-12 Leadership
Advisor
Natalie Rasmussen
Committee
Member
Candace F. Raskin
Committee
Member
Efe Agbamu
Date
of Degree
2022
Language
English
Requirement for
the Ed. D. In Educational Leadership at Minnesota State University/Mankato
Educational Leadership (EDD)
The
doctorate in educational leadership is dedicated to developing racially
conscious leaders for P-21 schools, higher education, and non-profit
organizations.
PROGRAM
REQUIREMENTS
Common Core
EDLD
734 Professional Development Colloquium I 3 credits
EDLD
735 Professional Development Colloquium II 3 credits
EDLD 747 Organizational
and Critical Race Theory & Analysis 3 credits
EDLD
751 Seminar: Advanced Leadership Ethics 3 credits
EDLD
752 Seminar: Leadership Exemplars 3 credits
EDLD
759 Influences and Assessment of Public Policy 3 credits
Doctoral
Internship (Specialization): Higher Education, P-12, or Non-Profit Leadership - Choose 8 Credit(s). Select 4 credits each, in consultation
with advisor, during Semester 3 and Semester 5.
EDLD
798 Doctoral Internship in Educational Leadership 1-12 credits
Research/Methods Course(s)
EDLD
782 Design and Method in Qualitative Inquiry 3 credits
EDLD
792 Quantitative Research Methods for Educational Leadership 3
credits
EDLD
793 Focused Research Investigations I 3 credits
Doctoral
Internship - Research Internship (in consultation with advisor). - Choose 4 Credit(s).
EDLD
798 Doctoral Internship in Educational Leadership 1-12 credits
This course is designed
for doctoral candidates in educational leadership to experience implementation
of theory where they are given the opportunity to create, demonstrate, and
maintain effective strategies and methodologies from leadership practices in a
school or higher education setting.
Prerequisites: none
Unrestricted Electives
Unrestricted
Elective Credit and/or Advanced Standing Recognition - Choose 9 - 10 Credit(s). Advanced Standing will allow up
to 10 post-Masters degree credits to satisfy this category.
EDLD 600 -
799 credits
Capstone Course
EDLD
799 Dissertation 1-12 credits
Other Graduation Requirements
Program will recognize a
maximum of 30 credits from an earned Masters degree program and will apply
toward the required 90 credits of EdD program
Creator
Title
African American Women
Principals: A Phenomenological Study to Explore their Experiences in
K-12 Leadership
Responsibility
by Lisa L Sayles-Adams.
Publisher
Mankato, Minnesota : Minnesota State
University, Mankato, 2022
Format
1 online resource (134 pages)
text file PDF
Dissertation
Ed.D. Minnesota State University,
Mankato 2022 Educational Leadership: Ed.D.
Description
African American women have
played a pivotal role as leaders in public education. Their contributions have
spanned three centuries, impacting their communities, families, and workplaces.
Despite their contributions and demanding work, African American women
principals continue to experience the double jeopardy of race
and gender. This phenomenological study explored and described the impacts of
race and gender on the leadership experiences of five African American
women principals in the upper Midwest region of the United States. The
purpose of this qualitative study was to examine the intersectional experiences
of African American women principals and the challenges they faced to
improve academic outcomes for students. Special attention was given to the
barriers and coping strategies the leaders used to navigate their marginalized
and oppressive experiences. The major themes that emerged were categorized as
barriers that confirmed; different expectations, double standards, questioning
authority, acts of resistance, aggression, and being treated as
clean-up women. An additional theme emerged that described coping
strategies utilized to navigate racism and sexism in the workplace that
included self-advocacy and being authentic, spirituality, support networks, and
concealment of their emotions.
Contents
Includes bibliographical references.
Language
English
Genre
Academic theses.
Contributor
Rasmussen,
Natalie degree supervisor
Raskin,
Candace F degree committee member
Agbamu,
Efe degree committee member
Minnesota
State University, Mankato, degree granting institution.
Identifier
OCLC : (OCoLC)1371330595
OCLC : (OCoLC)on1371330595
Source
Library Catalog
Links
Cornerstone
Theses, Dissertations, and Other Capstone Projects
………………………………………………………………………………………..
Note that Lisa Sayles-Adams’s dissertation ran only 134
pages and that she took the highly unusual step of embargoing this slim and in
all likelihood shabby work, the only such doctoral thesis among all of the
dissertations on record at the University of Minnesota/Mankato during the
two-year period that encompassed the completion and defense of this thesis,
until autumn 2024.
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