Manuel N. Ponce, Jr.

Biography

Dr. Manuel N. Ponce, Jr. currently serves as a clinical associate professor and director of the Institute of School Leadership and Administration (ISLA) at Loyola Marymount University. He Joined LMU in August of 2015 after spending the beginning of his career as an elementary and middle school teacher, a principal of a high achieving charter middle school, PUC Lakeview Charter Academy, and most recently the Regional Superintendent for PUC Schools (Valley). He has also served as a University Supervisor and adjunct professor in the LMU ISLA program.
Dr. Ponce earned his B.A. in Liberal Studies from California State University, Northridge and his M.A. in Educational Leadership as a Fellow in the Charter School Leadership Academy at Loyola Marymount University. In 2010, he was named Student of the Year for the LMU School of Education and in 2013, earned a Doctorate in Educational Leadership for Social Justice from LMU.
Dr. Ponce currently sits as Board Chair of the PUC Schools Board of Trustees, and a Board Member of PUC National. His research areas include educational leadership preparation, communities of practice, charter and tradition public school collaboration, and urban school reform.

Education (5)

Loyola Marymount University: Ed.D., Educational Leadership for Social Justice 2013

Loyola Marymount University: M.A., Educational Leadership 2009

California State University, Northridge: B.A., Liberal Studies

Los Angeles Mission College: A.A., Liberal Studies

Loyola Marymount University: Special Educational Administration, Charter School Leadership

Areas of Expertise (5)

Urban School Reform

Communities of Practice

K-12 School Leadership and Administration

Systems Thinking

Charter and Traditional Public School Collaboration

Industry Expertise (1)

Education/Learning

Event Appearances (1)

Panelist

Teaching in the 21st Century: Recruitment, Preparation, Retention, and Professional Development, March 2014  Sacramento, CA

Courses (6)

EDLA 6421 Vision of Learning for Diverse Students, Families, Staff, and Community and Residency/Fieldwork Component

This course focuses on educators as leaders and change facilitators. Governmental, political, financial, legal, and historical perspectives of education in the United States will be studied. Leadership theory, effective communication, effective group facilitation, community relations, will be analyzed. Methods to articulate a vision consistent with well-developed educational philosophy will be explored. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

EDLA 6422 Responding to Diversity: Access, Equity, and Educational Opportunity

This course provides candidates with a variety of opportunities to examine their own biases related to student diversity, explore ways in which to uncover the biases of others within the school community, and guide all stakeholders through collaborative dialog about important issues related to their own diverse school community. Administration candidates will develop a repertoire of strategies used to guide all stakeholders in defining standards that promote a culture of high expectations for all students. The course will challenge candidates to design and facilitate professional development opportunities for both parents and teachers. This course specifically addresses access, equity, and educational opportunity issues as they relate to the schooling process for historically underserved and disenfranchised students. The major themes covered in the course are: the role of schooling in a democratic society, socio-cultural perspectives of the schooling process, biculturalism and critical pedagogy, and institutional agents and supportive schools.

EDLA 6423 Student Learning and Professional Growth for Diverse Students, Families, Staff, and Community and Residency/Fieldwork Component

This course assists candidates to understand the role that learning, leadership, leading for learning, and learning leaders play in the practice of being a reflective practitioner. Candidates will learn how to lead learning both directly and indirectly in their organization. This class provides candidates with a variety of opportunities to consider teaching the challenge of driving instruction through curriculum and professional teaching standards, observations, evaluations and interventions, accountability systems, professional development and data-driven decision making. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

EDLA 6427 Advocacy from a Legal Perspective

This hands-on leadership course examines the school leaders, as advocate, as his/her comprehensive duty to ensure school/district compliance with CA Education Code and local, state, and federal mandates so to make certain success for ALL students. Important legal and ethical issues will be explored via a case study approach; enhancing the candidate’s analytical and problem-solving skills. The course will represent a microcosm of the opportunities, challenges and issues which school leaders encounter. Additional focus will be placed on compliance with special education and disability rights law, with an emphasis on cultural competency, English language learners, and non-traditional learning environments, i.e., charter schools. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

EDLA 6428 Business of Education

This course focuses on providing education leaders with knowledge of concepts and current practices in the management of business functions in schools. Course will emphasize practical issues related to budgeting and finance, operations, and human resource development. Candidates will learn to filter business management decisions and practices through the lens of learning and achieving equity for students. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

EDLA 6429 Specializing in Charter Schools

This course will provide an overview of management for running effective charter schools. Course will emphasize the unique aspects of charters as public schools that possess a substantial amount of autonomy in exchange for high levels of public accountability. Candidates will learn how effective practices in budgeting and finance, operations, human resource development, facilities management, governance, and fundraising contribute to high levels of student achievement in charter schools.

Articles (1)

Changing Mindsets: A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network

Dissertation

2013 The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study. This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders.

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