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Michael Copland Assistant Professor in Educational Leadership & Policy Studies M205 Miller, Box 353600 University of Washington Seattle, WA 98195-3600 mcopland@u.washington.edu

Education Publications Curriculum Vitae

Dr. Copland’s research interests include leadership in the context of school reform, the principalship, research and development of problem-based instructional materials, and study of outcomes associated with the use of problem-based learning in preparing students for educational leadership. He teaches courses in educational leadership for masters and doctoral students.

Dr. Copland was formerly a teacher and school administrator in the Bellingham (WA) Public Schools.

Education

Ph. D., Stanford University, 1999

Selected Publications

Journal Articles

Adams, J. & Copland, M. (2006). Principal licensing and leadership for learning:  The need for coherent policy. Manuscript accepted for publication in Leadership and Policy in Schools. Scheduled to appear in Volume 6.

Copland, M. A. (2003).  Instructional leadership in the context of district change:  The case of Skyline School District.  Journal of Cases in Educational Leadership, 6(Summer),Crow, G., Editor. http://www.ucea.org/html/cases/index.html

Copland, M. A. (2003). Leadership of inquiry:  Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375-396. 

Copland, M. A. (2003).   Developing principals problem-framing skills. Journal of School Leadership. 13(5), 529-548.

Copland, M. A. (2001).  The reform of administrator preparation at Stanford: An analytic description.  Journal of School Leadership, 11(4), 335-366.

Copland, M. A. (2000).   Problem-based learning and prospective principals’ problem-framing ability.    Educational Administration Quarterly, 36(4), 585-607.

Books & Dissertations

Copland, M. A. & Knapp, M. S. (2006).  Connecting leadership with learning:  A framework for reflection, planning and action. Alexandria, VA:  Association for Supervision and Curriculum Development.

Copland, M. A. (1999).  Problem-based learning, problem-framing ability and the principal selves of prospective school principals.  Doctoral dissertation, Stanford University School of Education.

Chapters

Barnett, B., Copland, M. & Garcia, J. (2006, in progress). The use of internships in preparing school admininstrators (invited chapter), in Crow, G., J. Murphy, R. Ogawa, & M. Young (eds), Handbook of Research on the Education of School Leaders, Section 6: Internships and Clinical Experiences. Publisher TBA.

Copland, M. A. (2003).  Distributed leadership for instructional improvement:  The principal’s role.  In Strickland, D. and M. Kamil (eds.)  Improving Reading Achievement Through Professional Development, (pp. 213-231)  Norwood, MA:  Christoper-Gordon Publishers. (invited chapter)

Copland, M. A. (2003).   Leadership of inquiry:  Lessons from the Bay Area School Reform Collaborative.   In Murphy, J. and A. Datnow (eds.)   Leadership Lessons from Comprehensive School Reforms, (pp. 159-183) Thousand Oaks, CA:  Corwin Press. (invited chapter)

Copland, M. A.  (2003).   Problem-based leadership development:  Developing the cognitive and skill capacities of school leaders.   In Hallinger, P. (Ed.), Reshaping the Landscape of School Leadership Development:  A Global Perspective, (pp. 101-118)  The Netherlands:  Swets & Zeitlinger Publishers. (invited chapter)

Monographs, Policy Reports, & Grant-Supported Center Publications
(* indicates peer-reviewed publication)

Copland, M. & Boatright, E.  (2006, in press).  Leadership for transforming high schools. Seattle, WA:  Center for the Study of Teaching and Policy. 

Knapp, M., Copland, M., Swinnerton, J. & Monpas-Huber, J. (2006, in press).  Data-informed  leadership: Insights from current research, theory, and practice.  Seattle, WA:  Center for the Study of Teaching and Policy.  

Ramsey, B. & Copland, M. (2006, in press)  Orienting for sustainability: A resource for new teacher induction in small schools.  Seattle, WA: Small Schools Project.

Wallach, C., Ramsey, B., Lowry, L., & Copland, M. (2006).  Student voice:  Tapping the potential of relationships, relevance, and rigor.  Seattle, WA:  Small Schools Project. 

*Adams, J. & Copland, M. A. (2005, December).  When learning counts:  Rethinking licenses for school leaders.  Seattle, WA:  Center on Reinventing Public Education.

Wallach, C., Lambert, M., Copland, M. & Lowry, L. (2005, Autumn).  Distributing leadership:  Moving from high school hierarchy to shared responsibility.  Seattle, WA:  Small Schools Project.

Wallach, C. & Gallucci, C. with Copland, M., Lambert, M. & Lowry, L. (2004).  Elevating the conversation:  Building professional community in small high schools.  Seattle, WA: Small Schools Project.

Lambert, M. & Lowry, L., with Copland, M., Gallucci, C., & Wallach, C. (2004).  Knowing and being known:  Personalization as a foundation for improving student learning.  Seattle, WA:  Small Schools Project. 

*Knapp, M., Copland, M., Ford, B., Markholt, M., McLaughlin, M., Milliken, M. and Talbert, J. (2003).  Leading for Learning Sourcebook.  University of Washington:  Center for Teaching and Policy.  Project supported by Dewitt Wallace Funds.

*Knapp, M., Copland, M. and Talbert, J. (2003).  Leading for Learning:  A Framework for Understanding and Action in Schools and Districts.   University of Washington:  Center for Teaching and Policy.  Project supported by Dewitt Wallace Funds.

PROBLEM-BASED LEARNING PROJECTS DEVELOPED FOR PROGRAM CURRICULUM

Copland, M. A. (2006).  Beyond the “elephant in the room:” Improving educational experiences for Latino students in Mount Vernon.  Problem-based learning project developed for the UW Leadership for Learning program, Cohort 3, Summer Institute, July 2006

Copland, M. A. & Taylor, E. (2002).  The case of acme elementary school/pacific high school. Problem-based learning project developed for the UW Center for Educational Leadership Summer Institute, July 2002.

Copland, M. A. (2002).  District leadership in the context of change:  The case of Skyline School District. Problem-based learning project developed for the UW Summer Leadership Institute, July 2002.

Copland, M. A. (1999).  School violence:  Present your case.   Problem-based learning project prepared for use in the Prospective Principals Program at Stanford University.

Copland, M. A. & Hill, K. G. (1998).  Early literacy at buckeye school.  Problem-based Learning Project developed for the Stanford University School Leadership Summer Institute, July 1998.   Project development funded by the Noyce Foundation.