Douglas M. Brooks Ph.D. Professor Department of Teacher Education College of Education Health and Society Miami University

Transcription

1 1 Douglas M. Brooks Ph.D. Professor Department of Teacher Education College of Education Health and Society Miami University B.A Blackburn College in History and Political Science (1969) Grayslake Middle School Grayslake, Illinois ( ) M.A. Roosevelt University in Elementary Education (1971) North Elementary School Waukegan Illinois 6 th Grade ( ) Ph.D. Northwestern University Educational Psychology (1974) University of Northern Iowa ( ) Assistant Professor University of Arlington ( ) Associate Professor Miami University ( ) Full Professor and Chair Department of Teacher Education ( ) Below is a summary of significant professional activities organized by naturally evolving career phases. Phase One: ( ) Classroom Teaching and Professional Training Mr. Douglas Brooks was a 1969 graduate of Blackburn College. He was a History and Political Science major. Mr. Brooks taught social studies, speech and drama, language arts and remedial reading at the middle school level in suburban Grayslake, Illinois between 1969 and He earned his M.Ed. in Elementary Education from Roosevelt University in Chicago, Illinois in 1971 and taught one year of self-contained sixth grade in urban Waukegan, Illinois. In 1972, Mr. Brooks enrolled at Northwestern 1

2 2 University in Evanston, Illinois. He received his Ph.D. in August At 26, Dr. Brooks remains the youngest graduate of the Northwestern Ph.D. program in Educational Psychology. His dissertation focused on the study of teacher and student nonverbal behavior exchange. His doctoral committee included Dr. Edward Hall, an internationally recognized anthropologist who published such well-known and influential books as The Silent Language and The Hidden Dimension. In a one-year appointment, Dr. Brooks taught adolescent psychology, child growth and development, and abnormal psychology in his first and only year at the University of Northern Iowa in Cedar Falls, Iowa ( ). Phase Two: ( ) Texas and the First Days of School Dr. Brooks joined the education faculty at the University of Arlington in the fall of It was here that Dr. Brooks began his extensive publication record with a focus on teacher and student nonverbal behavior exchange. His first APA publication was in the Journal of Educational Psychology (1978). In 1983, he received a small grant to videotape and compare expert and novice teacher behavior on the first, second, tenth and twenty-eighth days of instruction. In May 1985, the results of this research were published Educational Leadership, a journal of the Association of Supervision and Curriculum Development (ASCD). This seminal work on studying the first days of school was referenced in Dr. David Berliner s 1986 AERA Presidential Address and was subsequently published in AERA s Educational Researcher. Berliner s 1986 Putting Research To Work column in Instructor magazine noted Brooks AERA presentation on Effective and Ineffective Session Openings. It was in Texas that Dr. Brooks started his consulting career. He was a regular presenter at school districts throughout the state on the topics of beginning the school year, effective classroom management strategies, teacher effectiveness and designing induction programs. In 1977, Dr. Brooks established a school-based methods course instruction model with the Everman School District. Teachers from the district contributed to college 2

3 3 methods course design and instruction and supervised student teachers placed in the district. This model mimicked Dr. John Goodlad s model for establishing partner schools that would serve an exemplars of teacher training and school improvement. In 1976 and 1977, Dr. Brooks was recognized as an outstanding teacher in the UTA College of Arts and Science. In 1978, Dr. Brooks received UTA s prestigious AMOCO Outstanding Teacher of the Year Award. In 1979, Dr. Brooks was promoted to Associate Professor. In 1981 Dr. Brooks was one of three nominees for the eminent State of Texas Minnie Piper Stevens Award for Teaching Excellence. Dr. Brooks contributed to an Association of Teacher Educator s monograph Mirrors of Excellence: Reflections for Teacher Education from Training Programs in Ten Corporations and Agencies. This monograph focused on how successful companies inducted new employees. Dr. Brooks was responsible for studying the Mary Kay Cosmetics firm in Dallas, Texas. While in Texas, Dr. Brooks continued his publication record in the Journal of Classroom Interaction, Theory Into Practice, Humanistic Educator, Teacher Education Forum, Elementary School Journal, the Journal of Contemporary Educational Psychology, the Journal of Perceptual and Motor Skills, Education Research Quarterly, the Journal of Research in Mathematics Education, the Journal of Contemporary Education and Anthropology and Education Quarterly. He was a regular presenter, discussant and session chair at the annual meetings of the American Educational Research Association. He published and presented in the areas of science education mathematics education and English education with graduate students. While at UTA, Dr. Brooks was a founder and President of the Southwest Educational Research Association a new, five-state, regional affiliate of the AERA. While in Texas, Dr. Brooks was invited to join a highly regarded group of researchers that met for three days before the annual meetings of AERA. This invitation only gathering was considered the best of the best, studying teacher effectiveness. In 1983, Dr. Brooks and Anita Woolfolk published a comprehensive review of the research on teacher and student nonverbal behavior exchange in AERA s Vol. 10 annual Review of Research in Education. During this period of professional service, Dr. Brooks 3

4 4 consulted with over 50 school districts and educational agencies in the Southwest. Phase Three: ( ) Teacher Education and Technology Integration In spring of 1985, Dr. Brooks was selected to serve as Chair of the Department of Teacher Education within the School of Education and Allied Professions at Miami University in Oxford, Ohio. In 1986, Dr. Brooks authored a successful grant that placed Miami University as one of two Ohio universities in Ohio s Classroom of the Future project. Dr. Brooks with the help of Dr. Bruce Perry established the first department level Local Area Network (LAN) at Miami University (EDTNet). This LAN, connected department secretaries and faculty through intranet-supported connectivity using Apple s new Macintosh computer. With the support of IT Services, GTE and Apple Computer Inc., the Department of Teacher Education provided first time internet access (TLCNet) to the local area Talawanda City School District. The network supported the first Internet supervised student teachers in Ohio. Dr. Brooks co-authored an Ohio Academic Challenge Grant that funded a senior scholar in Mathematics Education for six years. During this same time period, the Department of Teacher Education added the Condit Endowed Professor in Science Education and the Heckert Endowed Professor in Language Arts. Dr. Brooks developed the Merit Cell system to support the development and evaluation of department faculty members. This system remains in place to this day. Dr. Brooks authored the successful Ohio Reading Recovery Grant that established Miami University as a training center for this innovative technique for recovering high-risk nonreaders. He continued to publish in the area of teacher pupil nonverbal behavior exchange in the Elementary School Journal. Dr. Brooks was an invited lecturer at the University of Tubingen in Germany on the topic of nonverbal behavior exchange. In 1986, Dr. Brooks was invited by Kappa Delta Pi to be the Editor of a special 4

5 5 edition of their Journal Teaching: The First Year focusing on induction year programs. This special edition received an Educational Press Award. Dr. Brooks was selected by the Association of Teacher Educators (ATE) to edit a monograph entitled Teacher Induction: A New Beginning, published in This ATE monograph was a product of the National Commission on the Induction Process. It was the first document of its kind committed to documenting independent efforts to establish induction programs for beginning teachers. It was at this time that Dr. Harry Wong read Dr. Brooks (1985) article entitled The First Days of School in ASCD s Educational Leadership. Dr. Wong is a nationally recognized and much sought after speaker to public school audiences. He credits Dr. Brooks research and his ASCD workshop on building induction programs with being the catalyst for his publication entitled The First Days of School (2001). This book has sold 3.9 million copies since it first publication in 2001 and remains a staple of public school induction programs nationwide. In late 1990, Dr. Brooks served on the Editorial Board and was invited to be the lead author for a chapter entitled Technology in Teacher Education in the First Handbook of Research of Teacher Education (1992) published by Macmillan and ATE. Early stages of this research appeared in the July/August 1989 Journal of Teacher Education. In 1991 and with ODE grant support, Dr. Brooks produced a six cassette tape series entitled A Community of Learners. This cassette series featured school district examples of technology integration, interviews with school leaders and highlighted emerging and promising technologies as they applied to teaching and learning. Dr. Brooks was elected President of the Ohio Association of Supervision and Curriculum Development and President of the National McGuffey Society during this period of service. Dr. Brooks successfully integrated the School of Education s Department of Educational Media into the Department of Teacher Education during this period of service. Phase Four: ( ) Partners In Learning and Technology Integration 5

6 6 In 1991, Dr. Brooks formed an interdisciplinary partnership group called Partners In Learning. At the time, this group included Apple Computer Inc., Miami University IT Services, Time Warner Cable and GTE; the area phone service provider. The vision of this partnership group was to explore the effective applications of emerging technologies consistent with the goals of the newly created Ohio SchoolNet Office. In 1991, Dr. Brooks helped the Talawanda City Schools successfully apply for two, building specific Ohio Venture Capital grants. These two grants provided two Talawanda school buildings with over $125,000 each in funding to establish a school-wide, teacher workstation-based network using Apple computers. Ohio SchoolNet was established as a separate unit from the Ohio Department of Education. It was organized and staffed to support the integration of Internet access into Ohio Schools. This group has since become Ohio etech. In 1992, Dr. Brooks was invited by Scholastic Inc. to produce a sixaudiocassette tape series entitled A Nation of Learners. This popular cassette series featured interviews with leading technology visionaries, educators and researchers. Dr. Brooks was an Affiliate member of the Department of Educational Leadership and supervised four doctoral theses. In 1994, Dr. Brooks, in partnership with Talawanda City Schools and Tri- Village School District in Darke County, applied for and became one of 12 Ohio SchoolNet Prototypes. These Ohio SchoolNet Prototypes were created to lead and support the installation of Internet access in every classroom in Ohio. The vision of the Partners In Learning/SchoolNet Prototype grant application was an electronic village that connected teachers, parents, professional development resources and state curriculum resources together in one electronic community that would provide on demand access to any individual or database. The Partners In Learning/SchoolNet prototype was the first fully operational prototype in Ohio. Over 300 teachers in eight school buildings across two distanced school districts had individual workstation Internet access, First Class Client communication capacity and full Microsoft Office capacity. Dr. Brooks also helped author Talawanda s successful High Schools That Work grant application. Dr. Brooks and his 6

7 7 team received a Special Commendation from the Ohio Governor s Office for this project s leadership and success. Dr. Brooks monograph entitled Teacher Leaders, Trust and Technology: A Case Study of Talawanda Middle School, was part of an ODE project with the Ontario Institute for the Study of Education (OISE). Dr. Brooks served two years on the Butler County Children s Services agency. His legacy to this group was cell phones for every social worker and an improved response system for urgent calls to the agency. In partnership with the Darke County Educational Service Center, Dr. Brooks authored grants that supported technology supported curriculum design (Schools on The Move), interactive video access between schools and content providers (Interactive Video Distance Learning IVDL), technology integration (Raising the Bar), and the development of Continuous Improvement Plans in low achieving districts. In 1992 and again in 1995, Dr. Brooks received the Ohio Governor s Pathfinder Award for Educational Technology presented at the Ohio Conference on Teaching and Learning. Dr. Brooks was instrumental in developing the Ohio legislation entitled SchoolNet Plus. This legislation put 4-5 Internet connected computers in every K-4 classroom in Ohio. Organized in a workstation configuration, all Ohio primary age students were introduced to their first computer, the Internet and computer based software programs in reading, mathematics, science and social studies. The Darke County Educational Service Center received the prestigious Ohio BEST Award and became the first countywide example of total connectivity between all teachers, school buildings, administrators and educational service center resources. This countywide connectivity model supported by First Class Client was later transferred to Shelby and Preble County Educational Service Centers. The fall, 1996 issue of the Ohio ASCD Journal featured an article by Dr. Kevin Maney and Dr. Brooks presenting A Blueprint for Technology Adoption in Ohio Schools. In 1997, Dr. Brooks partnered with Apple Inc. to create one of six university-based internet-supported website resources for classroom teachers. The Miami Partners In Learning Interchange was the first operational site in this project and hosted online lessons, units of practice, Praxis III content, professional 7

8 8 development resources and job application resources. At the time, this was a pet project of the late Steve Jobs, then CEO of Apple Inc. In 1998, Dr. Brooks was invited to give the Commencement Address at Blackburn College. In 2002, Dr. Brooks authored and Miami received a $570,000 Preparing Tomorrows Teachers to Use Technology (PT3) federal grant to explore the application of First Class Client software to support student teacher supervision. This grant was one of 43 awards nationally. He has authored two successful Miami Student Technology Fee grants totaling over $30,000. Each of these two grants has placed backpacks of emerging technologies in the hands of student teachers traveling to Europe, Belize and Chicago. These technologies are currently available to AYA methods block students. In 1999, Dr. Brooks was recognized by the Talawanda School Board for his contributions to the advancement of district technology. In 2000, Dr. Brooks partnered with the Piqua City Schools and Primax Inc. to develop CD-ROMS that held the K-12 district curriculum. These CDs were distributed by participating school districts to parents as a device to support learning in the home and parental awareness of grade level and content area curriculum expectations. In 2001 Dr. Brooks and his Miami Partners in Learning Interchange team were invited to Cupertino, California by Apple Inc. to demonstrate the development of their Miami Partners In Learning Interchange website to Canadian Ministers of Education. In 2001, Ohio House of Representatives recognized Primax, Piqua and Miami University for their creative and innovative contribution to Governor Taft s Commission for Student Success goals. In 2002, Dr. Brooks work with National Trails Schools was featured in an Ohio Department of Education publication entitled Continuous Improvement: What s Working. In 2003 Primax and Partners In Learning received the Pyramid Award from the Ohio Chapter of the National School Public Relations Association. In 2003, Dr. Brooks partnered with the University of Dayton and Patterson Kennedy Elementary Schools to install a First Class Client intranet called PKNet. Patterson Kennedy applied for and received a $4,000 Laura Bush Literacy Award inside this partnership and in 2005 received a $214,000 Enhancing Education Through Technology (EETT) award based on the vision of PKNet. Dr. Brooks chapter entitled A Systems Integration 8

9 9 Approach to Researching the Role of Technology in Professional Development written for the Handbook of Research on Systems Integration (2003) was presented at the Ohio SchooNet Technology Conference. In 2003, Dr. Brooks professional development website was recognized by the Ohio School Board Association as an Outstanding Contribution to Professional Development in Ohio. This website features Dr. Brooks model for continuous school improvement (The Performance Pyramid) and is regularly refreshed by Miami students who are enrolled in his EDT 422 Senior Capstone class. At the time of this recognition, Dr. Brooks website had been accessible for over ten years. During this period of service Dr. Brooks was an annual presenter at the Ohio Conference on Teaching and Learning, The Southwest Ohio Instructional Technology Conference and the Ohio SchoolNet Conference. These presentations focused on school based technology projects, state funded technology projects and results from consulting activities. Dr. Brooks was the keynote speaker at the 1993 SOITA Conference. Phase Five ( ) Grants and Grant Writing Between 1991 and 2001 Dr. Brooks authored or co-authored over $8 million in state and federal grants. The primary funding group was the Ohio SchoolNet Office. The primary focus of the grants was technology integration in Ohio public schools. The primary recipient of the funding was the Talawanda City Schools and the schools in Darke County. In 2004, Dr. Brooks developed a method to teach his successful grant writing system. He called the system GRANTSUCCESS and presented his system at the Ohio etech Conference. In 2005, Dr. Brooks was invited to work simultaneously with 26 Columbus Public Schools on their individual applications for federal Enhancing Education Through Technology (EETT) funding. All the schools used the GRANTSUCCESS system. All 26 schools received funding in 9

10 10 excess of $100,000 per school totaling over $3.5 million. His (2004) THE Journal article entitled How To Write Grants: The Best Kept Secret in The School Business was the first of its kind in this widely distributed journal of practice. Between 2008 and 2010 Dr. Brooks was an invited contributing author on the Hotchalk.com professional development website. He authored over 15 separate columns on classroom management and another 15 on grant writing. In 2006, Dr. Brooks chaired the School of Education and Allied Profession s Administrator Evaluation Committee. This committee restructured the survey used to evaluate Department Chairs and Dean s Office personnel. The system was put online with the support of IT Services. When Dr. Brooks became Chair of the All University Administrator Evaluation Committee, this system was moved to the university level and applied to the evaluation of Deans and Provosts. Both levels of this administrative evaluation process remain in place as well as the carefully developed processes for analyzing results and creating reports. Dr. Brooks was asked to describe the evolution of this process to Miami President Dr. David Hodge prior to the selection of former Provost Gempshaw. Between 2005 and 2012, Dr. Brooks consulted with technology vendors to support successful applications for technology funding. Ohio charter schools, schools in Indiana and public and LaSalle High School in Ohio all received funding as a consequence of using the GRANTSUCCESS system for creating grant applications. In total, GRANTSUCCESS has produced over $12 million in school funding for technology integration with an application success rate of slightly lower than 80 percent. Dr. Brooks continues to present his GRANTSUCCESS workshops at Ohio professional conferences such as the Ohio Institute for School Improvement and Ohio etech meetings. In 2007, Dr. Brooks was invited to create an online grantwriting course for the Ohio Department of Education Professional Development Program. This successful course was the most popular course in the program until the program was discontinued. In 2008, The Journal of Ethnographic and Qualitative Research published an article by Mark Weston and Dr. Brooks entitled Critical Constructs as Indicators of a 10

11 11 Shifting Paradigm in Education: A Case Study of Four Technology Rich Schools. Dr. Weston was the lead strategic planner for the Dell Corporation and had formally worked at the strategic planning level of Apple Inc. This article introduced a model for quantifying the level of technology integration in school buildings. Partners In Learning combined with CIM Technologies to offer grant application sessions to Indiana and Ohio schools applying for state and federal funding. In 2011, Dr. Brooks was invited to be a founding member of the Franklinton Preparatory Academy Board of Directors. He helped create the vision, strategic plan and start up funding for this Columbus, Ohio charter high school. Located on Chicago Avenue off West Broad Street in Columbus, Ohio, this charter high school is in the renovated 1890 s Chicago Elementary School and is supported by the Central Ohio Youth for Christ organization. In 2012, Dr. Brooks led a project team representing 26 Ohio charter schools. This project included the Miami University Discovery Assessment and Evaluation Center. The goal of the project was to compare AIMS scores with Ohio Proficiency Test Scores in hopes of developing a more equitable way to assess students with ADHD, Asperger s and Autism. In 2012, Dr. Brooks created the Department of Teacher Education s first totally online graduate course EDT 461/561 Grant Writing Methods and Skills. He continues to offer this course. Dr. Brooks currently serves on the Editorial Board of the Journal of Ethnographic and Qualitative Research and reviews submissions for them. During this period of service Dr. Brooks regularly served on the Department of Teacher Education Promotion and Tenure Committee, EHS Administrator Evaluation Committee, chaired the All University Administrator Evaluation Committee and Full Professor Promotion Committee. He continues to provide consultant services to Ohio schools and educational service centers. In 2015, Miami Alumni recognized Dr. Brooks as one of Miami Universities Top 100 Professors. Dr. Brooks has been invited to travel to Beijing, China in August 2015 to train 400 entry year teachers. This project has involved the analysis of eight Chinese teacher s 11

12 12 videos starting the spring term. The teachers are from all levels of instruction. This presentation will emphasize the context-based methodology that Dr. Brooks has employed for 40 years in his study on teacher effectiveness. This methodology will be new to Chinese educators. In summary, Dr. Brooks has published over 50 separate professional journal articles, chapters and monographs. He has made over 400 professional presentations at state, regional, national and international forums across a broad range of important and emerging topics. His research on classroom teacher and student nonverbal behavior exchange provided substance and direction to this important area. His research on the first days of school was seminal and significant. His chapter on Technology in Teacher Education in the First Handbook of Research on Teacher Education was recognized as a summative and benchmark contribution to the field. He has a full career of service characterized by innovative organization and project leadership. His period of service as the Chair of the Department of Teacher Education was characterized by systemic innovation and technology integration. Dr. Brooks has written over $12 million in state and federal grants largely supporting the integration of technology into classrooms and schools. His leadership skills have placed him in dynamic organizational roles. His partnership projects have spanned his entire career and have been characterized by innovation and high impact. His project management skills have resulted in state and national recognition including prestigious university recognition for his teaching skills. An introductory video is available at 12