Tag: Benjamin Creed

Digital dilemma: CLS panel to examine children’s ‘screen time’

cellphone-girlDo you think your children spend too much time glued to digital devices? Are you worried that they’re more connected with their phones, tablets and TVs than with their families and friends?

You’re not alone.

Children ages 8 and younger engage with their screens an average of six hours each day, according to a recent study.

For some school-age children, that connection could improve academic achievement, especially language skills and literacy. Others, however, might experience losses in those areas along with higher rates of obesity and depression.

How can educators, parents, guardians and professionals promote the educational promises of screen time while also mitigating the negative consequences?

The NIU College of Education’s spring Community Learning Series will examine this question from all sides Thursday, March 23, with “The Digital Lives of Children: Giving Screen Time a Closer Look.”

Moderated by Dan Klefstad, host of Northern Public Radio’s popular news program Morning Edition, the panel discussion will take place from 6 to 7:30 p.m. in Barsema Alumni and Visitors Center, 231 N. Annie Glidden Road.

Top: Carolyn Pluim (Vander Schee) and Ben Creed. Bottom: Lindsay Harris and Amy Stich

Top: Carolyn Pluim (Vander Schee) and Ben Creed
Bottom: Lindsay Harris and Amy Stich

WNIJ-89.5 FM is the media sponsor of the event, which is free and open to the public. A networking reception is scheduled from 5 to 6 p.m.

Carolyn Pluim (Vander Schee), chair of the Department of Leadership, Educational Psychology and Foundations, organized the event with faculty members Benjamin Creed, Lindsay Harris and Amy Stich.

“Where does research stand on these questions? To what extent is research considered by technology developers and educational policymakers? How have parents and educators dealt with increased screen time in homes and schools?” Pluim said.

“Our panel will explore these questions through dialogue between the evidence-based opinions of experts in the fields of psychology and educational technology,” she added, “along with the experiences of professional educators and the experiences and perspectives of the audience.”

Panelists will address what current research says about the relationship between screen time and cognitive and emotional development; academic engagement and achievement; literacy, language and communication skills; and physical health.

They also will provide strategies for parents, Pluim said.

Members of the panel:

  • Danielle Baran, a clinical psychologist at Advocate Children’s Hospital
  • John Burkey, superintendent, Huntley Community School District 158
  • Susan Goldman, Distinguished Professor of psychology and education, University of Illinois at Chicago
  • Thomas Kim, principal, Huntley Middle School, DeKalb Community Unit School District 428
  • Jennifer McCormick, fourth-grade teacher, West Elementary, Sycamore Community School District 427
  • Jason Underwood, assistant director, NIU Outreach eLearning

wnij-logoThe NIU College of Education’s Community Learning Series brings together experts from various disciplines and occupations to discuss topics that have included public school leadership, innovative classroom teaching, gender, civil rights, concussions, athletic training and more.



Ed.D. in Ed Administration receives new name, focus

il-school-codeFollowing the Illinois General Assembly’s update of the Illinois School Code standards for new school superintendents, the NIU Department of Leadership, Educational Psychology and Foundations accordingly redesigned its programs.

That work has resulted in untangling the Ed.S. – an educational specialist degree that leads to the superintendent endorsement – and the Ed.D., a non-licensure degree.

During this process, the degree was redesigned and renamed as the Ed.D. in Leadership and Policy Studies, a name that underscores the dual strands available in educational leadership or policy studies.

“We felt it good to change the name to be more reflective of the content and the expertise of the faculty who will now teach in the program,” said Carolyn Pluim (Vander Schee), chair of the department. “Faculty in the Educational Foundations and Policy Studies program will now be more involved in teaching and mentoring students, a change which will only augment the diversity of learning experiences available to students.”

Students pursuing only the superintendent endorsement complete the 30-hour Ed.S. and can then finish with both a degree and endorsement. Students who wish to continue on to complete the doctorate can apply to the new Ed.D. program with the 30 earned credits from NIU’s Ed.S. program rolled into the Ed.D. program upon acceptance.

Meanwhile, new prospective students can apply for the stand-alone Ed.D. and, if they desire, focus on educational policy rather than school leadership. This provides prospective students a path to an Ed.D. without first needing to obtain a superintendent endorsement and Ed.S.

“Altering the focus to offer a strong policy dimension is consistent with contemporary learning needs of school leaders and administrators,” Pluim said. “Our program is committed to offering students a broad-based education beyond logistics into thinking creatively and critically about leadership in our current policy environment.”

appleFaculty involved in the revisions – Benjamin Creed, Christine Kiracofe, Dan Oest, Pluim, Patrick Roberts, Amy Stich, Kelly Summers and Teresa Wasonga – expect that their work will positively impact school districts and their students.

“Our new program is premised on the belief that purposeful change in education policy and practice is accomplished through meaningful engagement that is transformational in nature; promotes equity; and improves policy and practice on a local, state, national or international level,” said Roberts, an associate professor of Foundations and Educational Policy Studies.

“With this in mind,” he added, “we designed the program as a way to develop action-oriented scholarly practitioners who blend practical wisdom and professional skills with research and theory to impact problems of practice in formal and non-formal educational settings.”

Additional benefits of a separate Ed.S. and Ed.D. include:

  • focusing the Ed.S. on providing the necessary training, information, resources and experiences needed for students to successfully fulfill the role of superintendent.
  • focusing the Ed.D. on providing the necessary training, information, resources and experiences needed to be a scholarly practitioner through the newly developed core classes offered to all Ed.D. students.
  • program evaluation, reporting and accreditation. The separation makes it easier to identify students who are pursuing only the superintendent’s endorsement, data required by the State of Illinois.

For more information, contact LEPF Graduate Program Advisor David Snow at (815) 753-1465 or dsnow1@niu.edu.



NIU offers first program to meet new guidelines for school superintendents in Illinois

illinoisRequirements have changed for educators who want to become school superintendents in Illinois – and NIU is the first university in the state to change with them.

Passage of Public Act 98-413 by the Illinois General Assembly updated the Illinois School Code and authorized the State Superintendent of Education, in consultation with the State Educator Preparation and Licensure Board, to develop standards for the preparation of school superintendents.

These changes have been fully implemented with the goal of ensuring the “people getting the new superintendent endorsement will have the skillset they need to be successful,” said Benjamin Creed, an assistant professor in the Department of Leadership, Educational Psychology and Foundations.

Guidelines set by the ISBE now require three semesters of internships conducted at one or more public school districts “to enable the candidate to be exposed to and to participate in a variety of educational leadership situations” with “diverse economic and cultural conditions.”

Internships must include engagement in leadership activities at all levels from preschool through 12th grade; active participation in the hiring, supervision and evaluation of staff; and active collaboration in management, operations and decision-making.

Coursework must cover state and federal laws regarding schools, use of technology for effective teaching and learning, research-based interventions for students at risk of academic failure, bullying and the legal process for evaluating licensed staff.

All colleges and universities involved in superintendent preparation will have to redesign their program to align with the new standards.

“No new cohort can be under the old standards,” Creed said. “NIU was the first to present our new curriculum. We were the first to be accepted. We are the first to have a degree in place.”

Benjamin Creed

Benjamin Creed

Twenty-three students are enrolled the cohort Creed leads at NIU-Naperville. A second cohort will begin next fall.

“I’m surprised by the breadth of the people in the program,” Creed said. “We have K-12 principals, an English Language Learners coordinator, an early education coordinator, a school business manager, a director of research and accountability, an associate superintendent and an interim superintendent.”

All share a common trait.

“They see what they can do for a school, a program or a group of students, and they want to take that next step,” he said.

“A lot of it is that they’ve had a really good mentor. They might have seen how a good superintendent can positively impact a district and want to do the same. Or they see what’s going on and think they can do a better job,” he added. “For some, if they’ve had success in their current role, they ask the question: ‘What’s next?’ ”

NIU’s program spans two full years, including two courses each semester for six semesters (fall, spring and summer). Lessons include organizational theory, leadership theory, school finance and facilities management and current trends in educational research.

During the internship semesters, students will work with their cooperating superintendents on projects such as school finance and budgeting, multi-tiered systems of academic support and data analysis.

In one of their classes on the superintendency, students must attend and observe school board meetings in two other districts and, Creed said, “think about how different relationships affect policy.”

“The structure of our program is good,” Creed said. “We focus on relevancy – not just theory but how it applies to their work.”

Brad Hawk

Brad Hawk

NIU has a tradition of being the top program in the area, he said, a reputation that attracts high-quality students.

Among the NIU faculty is Brad Hawk, a clinical assistant professor of Educational Administration with a long career as an executive in P-12 public schools.

Hawk is currently serving as interim superintendent of DeKalb Community Unit School District 428, a position that keeps him current in school policy and able to teach his NIU students from that real-world position.

“We’ve got a good diversity of staff, and we have strong and rigorous courses that are thoughtfully designed to help students learn as they pass the various requirements,” Creed said.

“We also have a good diversity of students and district contexts – urban, rural, growing, shrinking,” he added. “We focus on learning from each other and pulling from the resources the students bring.”

Feedback so far has been positive.

“The students enjoy the fact that there’s room to learn from each other,” he said, “and, by seeing each other over the next two years, they’re developing strong networks.”