by Hung Mai
Over the past 30years, opportunities for children and youth with disabilities and those who struggle to learn have benefitted from new research-based teaching strategies. In the College of Education and Social Services there are a variety of opportunities for educators and school leaders to enhance their skills and knowledge to insure that all children and youth can learn.
Under the leadership of Dr. Susan Hasazi, the Stafford Distinguished Professor of Education Leadership and Special Education, the National Institute on Leadership, Disability, and Students Placed at Risk (NILDSPaR) is committed to enhancing the preparation of school leaders to ensure that all students are valued and provided the opportunity to be successful. The Institute has adopted four tenets to guide our work. They are 1)Developing school cultures that include all students through a commitment to positive educational outcomes and high academic achievement, 2)Ensuring literacy for all learners through building the capacity of teachers, 3)Creating cultures of empowerment through ensuring that administrators, teachers, staff, students, families, and community members are involved in collaborative decision-making processes, 4)Ensuring that family and community perspectives are at the heart of the culture of the school. In collaboration with faculty members in Educational Leadership and Special Education from 11 nationally recognized institutions of higher education, NILDSPaR develops and disseminates educational modules for professors of educational leadership to enhance their knowledge of students who struggle to learn. These modules, which are available on the NILDSPaR website at no cost, relate to social justice and educational leadership, and can be easily inserted into curricula currently being used by professors of educational administration who are preparing future school leaders. Since the initiation of the website thousands have visited and downloaded information from the NILDSPaR site.
Dr. Hasazi, who is also the Director of the Doctoral Program in Educational Leadership and Policy Studies at the University of Vermont, has led a distinguished career particularly relating to social justice in education. She is the author or co-author of over 60 professional publications, currently serves on a variety of state and national advisory boards, and is active in advocacy efforts related to youth leadership and family support. She is the University Coordinator of the Vermont Research Partnership between the University, the Vermont Agency of Human Services and the Vermont Department of Education. Dr. Hasazi served as a Kennedy Fellow in the US Senate with Senator Robert Stafford who was instrumental in the passage of legislation directed at special education, vocational education, and educational services for students placed at risk.
Dr. Hasazi has won numerous awards and honors for her work with students with disabilities as well as their families. In writing about the need to reach out beyond the classroom, Dr. Hasazi recognized that “school leaders need more than academic coursework to prepare them for their positions … they also need more contact than they can obtain through school-based internships to expand their skills and knowledge base. NILDSPaR created a family internship experience that highlighted an need in our own educational leadership programs: real-life connections with families with diverse needs.” Furthermore, “educational leaders who cannot or do not learn from the perspectives of the communities they serve are at risk of creating injustice in schools.”
At the University of Vermont’s College of Education and Social Services, everyone can be a student engaged in learning. The College’s strong educational leadership and policy programs facilitate educators and administrators in learning to understand the community context in which children and youth grow and learn. Dr. Hasazi and her colleagues will continue to develop additional modules and research to promote social justice and quality education for all students.
Mara Paulker: Class of 2007My name is Mara Pauker. I am originally from Ambler, Pennsylvania. I just recently graduated from UVM as an Early Childhood Education Major.
Since graduation I have relocated to NYC to work as a preschool teacher at the Blue Man Creativity Center. I am currently co-teaching a 3s/4s preschool class.
I loved the idea of moving away from home and becoming more independent.
The highlight of my time at UVM must have been the Valentines Day snowstorm this past February. After being snowed in for a few days I went out to the parking lot behind my apartment and almost didn’t recognize my car! I already miss those Burlington winters! On a more serious note, I loved everything that UVM had to offer. One highlight was being able to take advantage of the outdoors in all seasons. I loved hiking, going to North Beach and learning to ski (and get a gym credit!).
One thing I learned is how important and rewarding it is to work hard, because one day it will pay off. I can’t express how important it is to form good relationships with your peers and professors. You never know which connection might help you find your dream job.
Denise Pickering: Assistant ProfessorThis is my second year as an Assistant Professor in the Graduate Counseling Program at UVM. I have 17 years of clinical experience which includes working as a professional counselor in Columbus, OH specializing in trauma, addictions, group work, and diversity issues, especially gay, lesbian, bisexual, and transgender issues.
My areas of scholarship and service interests include diversity and social justice issues. I am the Communications Officer for Counselors for Social Justice (a division of the American Counseling Association) and am a member of the Taskforce for Diversity Initiatives in CESS.
I have great friends and like to spend as much time with them as possible. My best friend lives in Manchester, VT. Additional interests include traveling as much as possible and spending time outdoors. I hope to learn to cross-country ski this year and get in some snow-shoeing if the weather cooperates. I have three pets—a Jack Russell Terrier named Jackie O., and two cats, Jett and A.J.
I was drawn to the career of counseling (versus psychology, social work, etc.) due to the counseling profession’s strength-based approach and emphasis on wellness and development through the lifespan. I knew that I wanted to be in a helping profession and counseling was (and is) the best fit for me as it reflects how I approach my work with individuals, students, groups, and systems, and life in general. It’s a great profession!
The time is really flying by. I have met so many great people. There’s invariably a steep learning curve when one begins a new position but the support that has been extended from the Counseling Program, IPS, and CESS, as well as other individuals at UVM, has been incredibly helpful and made this process much more manageable… and enjoyable.
I really enjoy many things about UVM. The best part is the people. I am impressed by the level of competence and professionalism of the faculty and staff as well as how savvy the students are. My colleagues in the Counseling Program are exceptional individuals and I can’t imagine working with a better group. And though I really haven’t had the opportunity to develop a lot of relationships outside of my department yet, I am excited about the apparent possibilities for collaboration within CESS and in other colleges as well.
The Counseling Program here is well-established and well-known in the counseling profession for being rigorous academically and having graduates who are well-prepared, ethical, clinically competent, and committed to diversity and social justice. I was in visiting professor position prior to coming at a small college with a new program that had the usual growing pains but lacked a clear vision.
I really enjoy working with students whether it’s teaching, supervising, or advising. They inspire me to be the best counselor educator I can be in order to assist them in being the best mental health and school counselors possible. This means I have to be aware of the latest information, research, and best practices, and use this to inform my teaching.
I have already mentioned that the students inspire me but my colleagues help motivate me too. The service and research that I engage in and people I get to interact with as a result assist with keeping my passion alive as well.
I’m the mother of 3 great kids-Kyle, Kelly & Andrea and happily married to Tom
I’ve been working here for five years. I started in the Bookstore—had a great time working with them. My first “Rush” was that summer, with the waves of students coming in to purchase their books & supplies for the semester. And then I went to work for the Dean’s Office in CESS. The work was fascinating and challenging and the people I worked with then are still so important to me today. Our paths cross frequently and we often help each other out.
I am the assistant to the chair in IPS. I try to help the department run as smoothly as possible in terms our business processes, and human resource processes. In the office, we truly work as a team, particularly at this time as we attempt to navigate our new systems.
I happen to be very fortunate. I work with a fantastic group of people who are so passionate about
their work. They are never too busy for the students who need their advice and wisdom. Getting to know the students and being able to help them out has been truly rewarding.
When the children from the Campus Center pop in to the office, it lifts everyone’s spirits. They invite us to their plays and puppet shows: they tell us some amazing stories of a trip they just embarked on with their teacher. They are so sweet and I just really enjoy them. And then there are the babies. Once in a while, I get the chance just to hang out with them and hold them. That is the best and when I’m having a particularly tough day, a visit to any one of our rooms is great therapy.
There’s no such thing as down time. Working full time with 3 children, a wonderful husband, a sweet dog and a home to maintain keeps me very busy. My kids have always been involved in sports and I thoroughly enjoy traveling to all of their events and cheering them on. I suppose that’s my relaxation.
Tell us a little bit about yourselves and your connections to the College.
From day one we felt a part of the UVM Community. We have always had a strong connection with Vermont since our two daughters, Ingrid ‘02 and Isabel ’06, spent weekends skiing throughout their childhood. Ingrid graduated with a B.S. in Psychology and Isabel with a B.S. in Early Childhood Education. Isabel spent four years at the Campus Children’s Center community, first as a Student Teacher and then during summer vacations. Isabel always communicated her feeling of belonging at the Campus Children’s Center.
Both of our daughters received an excellent education and still have wonderful memories and meaningful relationships that they made while attending UVM, including, friends, faculty and members of the UVM/Burlington community. We feel it is our privilege to give back to UVM, as UVM has given so much to our daughters. We have been donating annually to UVM through the parents’ fund, of which we are members.
Of all of the different options available, why did you choose the Campus Children's Center to be the beneficiary of your gifts?
Our gift to the Campus Children’s Center was initiated by our daughter, Isabel, who expressed the needs of the Center to us. She has a passion for children as well as the UVM environment where she gained most of her professional knowledge pertaining to young children.
Dean Fayneese Miller sits down to talk about some of the recent activities in the College:
Carol Gilligan, ethicist, feminist, and psychologist, believes that “there is no self without the other.” It is with this message in mind that the College undertook the effort to connect itself to others. Our hope is to show students that the world today is much broader than it was 20 years ago and that the ramifications of our actions extend beyond what is immediately around them.
Paulo Freire, in writing about liberation through education, found “two dimensions, reflection and action, in such radical interaction that if one is sacrificed – even in part – the other immediately suffers.” In striving to make a difference, not only are we striving to help our students generate new knowledge, but also helping them help others do the same. The community, whether local, national, or global, requires support in order to thrive. But in order to provide the proper support, we need to understand the needs of others. Action or thought by themselves are meaningless; it is only when the two are merged can an effective praxis be created for the benefit of all.
There are several key areas that the College is interested in addressing. First, we are stressing the importance of language and culture, both foreign and domestic. China is becoming an increasingly economic powerhouse. It, therefore, should come as no surprise that Mandarin is one of the most frequently requested languages taught. It is a mistake to wait until serious deficiencies emerge in the preparation of our students relative to others from other countries before enhancing our literacy, history, science or math programs. All are critical to global competitiveness now and in the future. In the midst of all of this is a commitment to families as well.
Secondly, at UVM, we are fortunate to not only have one of the best literacy programs in the country, but to also excel in the areas of elementary math and the sciences. Although we have strong educators in the College, the challenge is finding more of them, especially those with a strong background in science and math, but our challenge is not unique: these professionals are in high demand everywhere.
And thirdly, if our young people are to compete at the highest level and in all possible ways on a global stage, then it is imperative that we continue our efforts to expose our students to the educational, economic and social changes occurring in China, Europe and beyond (i.e. Italy, Sweden, Finland, New Zealand) and to provide students with greater opportunities for study abroad, comparative education and global oriented campus-wide initiatives.
As students move through the program, we need to continually re-examine the quality and relevance of what we are offering. By doing this, we keep students and families at the forefront of what we do and why. We need to continue to make it possible for those who decide they want to teach after entering UVM to do so. We need to develop an educational program for those students interested in policy studies, but who do not want to teach or become social workers. We need to continue to look for ways to expose our students to and help them appreciate and understand difference. Our students make a difference. It is our goal in the College to help them do this.
Last modified April 30 2008 09:56 AM
