Angela Webster-Smith (Ph.D., University of Memphis)
Associate Professor, SLMA
Dr. Angela is an advocate for the development of inclusive leaders as a means of cultivating inclusive organizations and communities. Dr. Angela completed her Doctor of Philosophy degree in Educational Psychology and Research from The University of Memphis. She is a PreK-12 licensed school administrator through the Tennessee Department of Education. Dr. Angela has also received five years of training in coaching from Coaching for Results Global.
While in K-12 education, she served as founding principal of two independent schools and as a consultant for public charter school design. In higher education, she has served at predominantly white universities, a women’s university (in Saudi Arabia), an art university, and a historically black college/university. Currently, she serves as Associate Vice President for Institutional Diversity at the University of Central Arkansas and maintains her academic rank as Associate Professor of Leadership Studies where she and other departmental faculty prepare the next generation of school leaders.
She remains an eager student of diversity, an experienced educational psychologist, and a scholar of reflective living. Her professional narrative includes presentations to academic, organizational, and community audiences. Her writing includes journal articles, newsletters, book chapters, and an academic book that she co-authored, Meaningful Conversations. Moreover, she penned a children’s book, In the Presence of a King about her experience of being present for Dr. Martin Luther King, Jr.’s final speech. The synthesis of her tutelage as well as the wealth of her experiences have enlightened her journey and prepared her to become an informed leader of diversity, equity, and inclusive excellence.
Dr. Angela is currently the chair of the board for an open enrollment public charter school and is an executive coach with public school principals. She is active on the campus of the University of Central Arkansas and in professional organizations.
Flagship Courses by Dr. Angela Webster-Smith
Social Justice Leadership
This course critically analyzes philosophical, political, and practical matters reflective of the local, regional, national, and global contexts of social justice. Candidates examine a broad range of social justice challenges in educational leadership that pertain to history, theory, race and ethnicity, social power, language, gender, sexuality, and physicality for the purpose of influencing organizational policies and practices.
Foundations of School Leadership
This course is designed to explore leadership theories and to examine related models necessary in developing knowledge and skills to lead a diverse school community toward a shared vision of learning. Personality characteristics, leadership traits, and competencies in developing interpersonal relations are explored through reflection and self-examination.
School-based Organizational Leadership
This course explores the school leader’s interpersonal relations and abilities to lead a diverse school community toward a shared vision of learning and to organize the school as a professional learning community. Candidates demonstrate knowledge and skills for developing and implementing vision and mission statements, leading school-based learning teams, building consensus among diverse stakeholders concerning the change process, and communicating effectively.
Collaborative School Leadership
This course critically analyzes philosophical and cultural issues reflective of the local, regional, national, and global social contexts of which the schools are a part. Candidates examine a broad range of viewpoints, issues, and constituency groups that influence America’s schools and demonstrate competency in collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Undergraduate Level Learning and Development
This course is designed to enable candidates to analyze, use, and incorporate an inclusive understanding of key theories of learning and how these theories coincide with principles of development and influence teacher decision-making for middle-grade and secondary students. The methodology used models developmentally appropriate middle-level and secondary instructional strategies. Various teaching practices are used such as cooperative learning, small and large group work, individual study, presentations, and simulations.
Graduate Level Learning and Development
This course provides an advanced review of both classic and contemporary theories of learning and behavior such as those associated with memory, motivation, connectionism, and social learning. It further explores the educational implications of those theories and investigates educational strategies for facilitating student learning.