Lisa Sayles-Adams was a particularly lamentable selection on the part of the Minneapolis Public Schools (MPS) Board of Education in a search that spanned autumn 2023. Her record is undistinguished at past districts in which she held positions, including a starkly mediocre performance as demonstrated in student academic proficiency rates in the mostly middle-class district of East Carver County. Her dissertation for the academically insubstantial Ed. D. degree was worse than mediocre and is currently is suspiciously unavailable, as explained toward the end of this artlcle.
Perpend >>>>>
Lisa Sayles-Adams (Minneapolis Public Schools)
Previously 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 2021-2022 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 (scale of 0-100)
The Worse Than Mediocre Dissertation for Which Lisa Sayles-Adams Was Given a Doctoral Degree
Education professors are campus embarrassments.
No one who holds an Ed.D. (the typical doctoral
degree bestowed by departments, colleges, and schools of education), as opposed
to a Ph.D. (granted for legitimate scholarly fields such as mathematics,
chemistry, history, economics, and literature) would ever be acceptable as a
candidate for president of a four-years liberal arts college or
university. And college and university presidents do not waste their
time taking non-academic courses of the type taken by those seeking
certification as education administrators or those whose goal is to obtain the
intellectually flimsy Education Doctorate (Ed.D.).
Lisa Sayles-Adams seems to have written a
particularly lightweight dissertation. Her doctoral thesis ran just
134 pages, described as follows >>>>>
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
……………………………………………………………………………..
If my readers attempt to follow the link so as to
read Sayles-Adams’s dissertation, they will come to the same dead-end as did
I.
Alone among the eighty-nine (89) dissertations
published by Mankato State University/Mankato for all years 2016 through 2023,
Sayles-Adams’s dissertation is in “embargoed” status. She has
embargoed, or made her dissertation unavailable, until autumn
2024. The strong suggestion is that in taking this action,
Sayles-Adams knows that the work is substandard, even by meager Ed.D.
specifications; presumably, Sayles-Adams is working to improve the
dissertation until that work at least meets the flimsy standards by which Ed.D.
degrees are judged. I have sought a copy of Sayles-Adams’s
dissertation from her directly, but she has not responded.
The apparent embarrassing quality of Sayles’s Adams’s
dissertation is one of the several qualities that will be explored in this
series, exposing the ways in which Lisa Sayles Adams, who assumes duties as
Superintendent of the Minneapolis Public Schools on Monday, 5 February 2024, is
the typical education establishment mediocrity.
Lisa Sayles-Adams’s Doctoral Dissertation Was Alone
Among Those Published by Minnesota State University/Mankato Between 2016 and
2023 to Be Embargoed (Denied for Reading by the Public)
Readers please read Article #1 in this series, then
scroll on down to the dissertations published in 2022 by Minnesota State
University/Mankato to find the thesis written by Lisa
Sayles-Adams. Note that this work, alone among those written between
2016 and 2023, has no PDF for access by those seeking to read the
dissertation. This is because Sayles-Adams took the highly unusual
step of “embargoing” her dissertation, making the document unavailable until
autumn 2024.
Theses/Dissertations from 2023
Tier
II Behavioral Intervention: A Direct Comparison of Two Versions of Class Pass, Madeline Cordle
Determining
the Quality of the Evidence Base for Incremental Rehearsal, Emily K. Fischer
Removing
Barriers and Establishing Gender and Sexuality Alliances in Schools: A
Qualitative Analysis of GSA Advisor Experiences, Maxwell L. Keller
Combining
the Word Box Intervention and Syllabication to Support the Acquisition of
Advanced Decoding Skills,
Elizabeth Kinsey Hawley
Intellect
Does Not Have an Accent: The Lived Experiences of Women Native Speakers of
Spanish with Professional Leadership Positions in United States and Have an
Accented English Speech,
Isabel E. Rodriguez-Mendoza
Investigating
Emerging Bilingual Learner Related Field Experiences in School Psychology
Graduate Training, Austin
Rogers
Instructional
Practices that Promote Reading Growth in K-3 Students: A Qualitative Study of
Highly Effective Reading Teachers,
Valora J. Unowsky
Theses/Dissertations from 2022
Investigating
the Effectiveness of the Positive Reinforcement Components of Tootling, Kennedi J. Alstead
Perceptions
of Faculty and Administration on the Value of Service-Learning in the Tenure
and Promotion Process at a Public Midwestern University, Odbayar Batsaikhan
Pathways
Towards an Engineering Baccalaureate Degree - Critical Incidents and Factors
Leading Students to Choose Community College: A Phenomenological Study, Joan Zitur Carter
The
Perspective of Black Male Middle School and High School Students in a Mentoring
Program, Quennel
W. Cooper
The
Effectiveness of a Caregiver Delivered Phonics Intervention for At-Risk
Students, Iwalani
Dela Paz-Miller
Effects
of Daily Spaced Versus Massed Practice on Spelling Word Retention Among
Struggling Spellers, Melissa
Engel
Relationship
Between Student Hope and Academic Achievement, Deanna S. Fosness
Death
Anxiety: A Quantitative Exploration of Professional Counselors Experiences, Kaitlyn Judith Kaus
Cover-Copy-Compare
as a Math Fact Fluency Intervention for Students in an Alternative Special
Education Program, RaeLynn
J. Lamminen
Recognizing
Capital: A Study of Cultural Wealth, Grit, and Student Success, Jessica Lauritsen
Exploring
the Effects of Creativity and Student Success on Community College STEM
Students Taking Fine Arts Courses,
Jimmy LeDuc
What
Rural Middle School Students Who Have Been Bullied Can Teach Us About Bullying:
A Phenomenological Study,
Sarah Lendt
Family
Involvement in Charter Elementary Schools: A Case Study Using the Family
Involvement Questionnaire-Elementary Version (FIQ-E), Dorothy M. Lipski
Investigating
Beliefs: White Female Teachers' Perceptions of Black Boys and Their Subsequent
Achievement-A Qualitative Study,
Kirky L. Morris
Increasing
Above and Beyond Behavior Through Social Emotional Learning, Lars Olson
Accelerated
Growth: A Case Study of Teacher Beliefs and Instructional Strategies That
Promote Achievement for Students of Color, Astein K. Osei
*****
African
American Women Principals: A Phenomenological Study to Explore their
Experiences in K-12 Leadership,
Lisa Sayles-Adams
Fundamental
Factors for Success: Engineering Faculty and Industry Partners, Molly F. Schaefer
The
Ability of DIBELS to Predict Proficiency on the Minnesota Comprehensive
Assessment and the WIDA ACCESS for ELLs, Katherine Schultz
Virtues
and Values: A Transcendental Phenomenological Examination of Professional Coach
Trainers' Use of Virtue Ethics as a Tool in Their Practice, Julianne Schwietz
Do
They Make a Difference? Twin Cities Magnet Schools in the Heart of Metropolitan
Inequity and Segregation,
Scott A. Thomas
Theses/Dissertations from 2021
The
Impact of Professional Perspectives on Team Participation and Satisfaction on
Intent to Implement Interventions Determined by Multidisciplinary Teams, Julieanna Bowen
Supporting
Resilience in Reserve Component Spouses During Deployment: The Impact of Family
Life Cycle Phase and Deployment History on Social Support Needs, Jennifer L. Ceminsky
Academic
Writing Challenges Experienced by International Students in a Midwest U.S.
University: A Phenomenological Inquiry, Padam B. Chauhan
Understanding
How Experienced World History Teachers in Minnesota Choose Course Content: A
Mixed Methods Study,
Kathleen Ferrero
Faculty
and Dean Attitudes Toward Institutional Civic Responsibility, Mutual Trust, and
Civic Mindedness at Two Year Colleges, David W. Kobilka
Novice
Professional School Counselor Development: An Interpretative Phenomenological
Analysis of Supports and Resources,
Lynn M. O'Brien
The
Impact of Cultural Competency on the School Improvement Process: A
Phenomenological Study,
Michelle deKam Palmieri
“Positive”
Student Behavior: Investigating Educator Perceptions of Student Behavior in
Terms of Willingness to Reward and Magnitude of Reward, Kelsey Stangler
Predicting
Mental Health Counseling Professionals’ Willingness to Discuss Sexuality Issues
with Clients, Becca
L. Thompson
Examining
Differences in Rural, Micropolitan, and Metropolitan School Psychologists Roles
and Delivery of Mental Health Services, Ashley A. Williamson
Theses/Dissertations from 2020
Alignment
or Detachment: College Educators’ Perceptions of Experiential Learning Pedagogy, Wayne D. Finseth
An
Examination of Nature Relatedness, Nature Exposure, and Quality of Work-Life
Among Student Affairs Professionals,
Breanne Hiivala
Students'
Preparation for College Through Advancement Via Individual Determination (AVID)
Programs and Dual Enrollment,
Brian P. Jones
Transformational
Teaching in a Culturally Passive Environment in Higher Education: A
Phenomenological Study of STEM Professors, Julie M. Kjeer
Applying
Peer Tutoring to Spelling at the Elementary Level, Ashlee Lundberg
Effects
of Synchronous Group Work on Learning and Community in Online Mathematics at
Community Colleges, Carrie
L. Naughton
Telepsychiatry Preferences Among College Students
Diagnosed and Undiagnosed with a Mental Health Condition, Wendy Schuh
Predicting
Academic Outcomes of Reinstated Technical College Students Following an
Academic Suspension, Erica
E. Stene Winkler
Effects
of Aromatherapy on Academic Success, Perceived Stress, and Coping Skills of
Graduate Students, Lakisha
S. Witter
Managing
Students as Volunteers: Community Organizations’ Perspectives of
Service-Learning Placements,
Bradley Wolfe
Theses/Dissertations from 2019
Cyberbullying
Prevention and Intervention: Perspectives of School Psychologists and School
Counselors, Rachel
E. Burlet
Engagement
and STEM Degree Completion: An Analysis of the Relationship Between
Time-To-Completion and Engagement and Pre-College Variables, Karina (Harstad) Clennon
Death:
A Qualitative Content Analysis of Counseling Journals, 1986–2016, Aaron Suomala Folkerds
Perceived
Barriers of Homeschooled Students Moving into Higher Education: Case Stories
and Qualitative Perspectives,
Lizbeth Kliewer
Evaluating
the Effects of Tootling When Implemented in Special Education Classrooms
Providing Behavior Supports,
Jannine E. Ray
A
Mixed Methods Study on Engineering Students' Perceptions of Their Future
Careers,
Catherine McGough Spence
Racial
Microaggressions and Alienation Among Hmong American College Students, Bruce Yang
Theses/Dissertations from 2018
My
Truth, My Telling: Experiences of Black Women Principals in a Poetry-themed
Workshop on Race and Gender,
Antonia Felix
Improving
Mathematical Skill: The Perceptions of Rural Minnesota Mathematics Educators, Michael Haskins
The
Experience of Microaggressions within Cross-Racial Videoconferencing
Supervision: A Case Study,
Jamie Hedin
Effective
Characteristics of Rural English Learner Programs, Sarah Huseby
A
Study of the Soft Skills that Contribute to the Success of Newly Graduated
Business Students in the Workplace,
Promeet Jaswant Singh
What
Happens Now? Coaching and Leading Following a Student-Athlete Death - A
Phenomenological Study,
Peter McGahey
African-Centered
Pedagogy: Exploring Black Male Identity and Achievement through an
African-Centered Lens,
Kenneth Turner Jr.
Theses/Dissertations from 2017
Adolescents'
Experiences Returning to School after a Mental Health Hospitalization, Pamela Iverson
Perceptions
of Students With and Without Limited Formal Schooling, Sarah Schmidt de Carranza
Investigating
the Effects of Performance Feedback and Choice as a Writing Fluency
Intervention,
Samantha Jean Steinman
Instructional
Design: How Secondary Teachers Promote Student Comprehension of Informational
Text, Patti Strukel
Women’s
Choice in College STEM Majors: Impact of Ability Tilt on Women Students’
Educational Choice, Audie
Jane Willis
Theses/Dissertations from 2016
Missing
Voices: Journeys of Pre-Service Teacher Candidates and Graduates of Color in a
Predominantly White Teacher Education Program, Robbie R. Burnett
IT
Centralization and the Innovation Value Chain in Higher Education: A Study for
Promoting Key Innovations Through Innovation Management and Organizational
Design, Edmund
Udaya Clark
Cognitive
Complexity, Mindfulness, and Reflection in Mental Health Professionals, Dharshini Goonetilleke
Spirituality
in Higher Education: A Narrative Analysis of Its Use for Decision-Making, Jeffrey Francis Judge
The
Relationship between College Students' Use of Facebook and their Feelings of
Alienation from their Institution,
Oleksandr Komarenko
A
Phenomenological Study of Professional and Practical Changes Experienced by
Teachers Involved with Action Research in a Learning Community Master’s Program, Jay Dean Meiners
Performing, Sensing, Being: Queer Identity in
Everyday Life, Justin
J. Rudnick
Self-Directed
Learning in PBL, Ron
Ulseth
Faculty
and Student Perceptions of Effective Online Learning Environments, Kayla L. Westra
Student
Perceptions of Academic Advising at Two-Year Colleges, Wayne T. Whitmore
Stakeholder
Management in High School Athletics: An Individual-Level Analysis., Jennifer Zdroik
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