Skip to main content

Who am I?


Amy K. Conley serves as a high school English teacher at Fortuna High School in Humboldt County, California, where she works to promote educational programs that foster excellence in service-learning, literacy, and equity, and lecturer at Humboldt State University in elementary education literacy practices. The first woman in her family to attend college, Conley has always sought to improve access to literacy in diverse populations. She has taught in California for 19 years, primarily as a high school English teacher, graduated with a Master's (2000) in Mass Communication from San Jose State and is currently enrolled in the Collaborative Online Doctorate in Education Leadership, a joint venture between California State University, Channel Islands and Fresno State University. She received a $17,000 Institute For Teaching grant from the California Teachers Association to establish a district-wide service-learning program in Humboldt County.  Since 2001, Conley has volunteered to teach adults in her community to read and served on three library and literacy boards. She has served the California State University’s Expository Reading and Writing Curriculum program as a teacher, facilitator, and module writer since 2008. Conley has written for Edutopia in the area of service-learning and intrinsic motivation. In 2017, she wrote a book Teachers, Mindset, Motivation, and Mastery: Research Translated to K-12 Practice.

Comments

Popular posts from this blog

Leadership modeled by Tweets?

An article by Dr. Josie Ahlquist,  25 Higher Education Presidents to Follow on Twitter , examines the Twitter style of university presidents that allows a peek at leadership perspectives. Most of the presidents selected employ Greenleaf's (1977) servant leadership model, hyping student and program accomplishments and being the face of the university. Some go beyond that paradigm to be transformative, advocating for change and leading values discussions (Gardner, 2005). Even fewer presidents demonstrate servant and transformative and authentic leadership that cheerleads their campuses, pushes for positive change, and displays themselves transparently as fallible humans.

Change the World

You can check out last year's Change the World video. Thank you Tia McNaughton, Kyle Franck, and John Gearheart! Or see the new logo: Thank you Daniel Holmes! But I'm also working on students starting their projects this year and still looking for a few more mentors. Anyone an expert on homeless in the Eel River Valley, perhaps someone from River Life Foundation? I'm also looking for someone who knows about translation volunteering, someone who specializes in health care for the Spanish-speaking community, and someone wanting to take on a benefit concert for music education for our area schools.

CODEL as policy for a cohesive California

“Graduate-level education programs prepare professionals and researchers to work in or study one (versus all) of the sectors. Often, education policy and research analysts earn degrees in fields other than education, such as public administration or political science. In any of these programs, there is rarely an overview course or experience that gives budding education policy analysts and researchers an overview of the P-20 system,” writes Jennifer A. Rippner in her 2016 The American Education Policy Landscape (pg. 2). She describes the piecemeal nature of American education and how its lack of cohesive structure affects American academic competitiveness. Rippner describes the educational landscape, but also a problem that has prompted policy-writing in California A 2005 California Senate Bill 724, penned by Jack Scott, allowed the California State University (CSU) system to create a handful of new doctorate programs to address stated need, including an Education Doctorate in Ed