Linda Orozco, Ph.D.

Please Read - from linda :)
This information is being shared to assist colleagues in the preparation of their own portfolios/files for the Retention, Tenure and Promotion process. I have learned from others that generously shared their files with me, and I am sharing my Portfolio with you in this 'electronic format' to extend that spirit of professionalism and cooperation. It is my hope that you will find it useful, and respect the professionally-sensitive nature of this information. Special thanks to Dr. Andrea Guillaume and Dr. Marilyn Korostoff.


TEACHING - Narrative

Teaching Assignments
Summaries: Student Opinions
Summaries: Grade Distribution


SERVICE - Narrative


» = Development Plan (final/approved) component


My goal in writing this narrative on my teaching performance is to blend my actions and experiences within the tapestry of my beliefs and philosophy of education. My philosophy of education embraces the concept of teaching as a social construct. I believe in five key variables for success in teaching and learning. These are:

• Instructor Behavior

• Instructor Expectations

• Curriculum Relevance

• Student Engagement

• Student Confidence & Self-Esteem

• Instructor Behavior

As I enter my eighth year of teaching educational leadership in higher education, I am no stranger to preparing school leaders. My career includes teaching at California State University, Los Angeles (A.II.Z); University of California, Irvine; California State University, Long Beach; and now, California State University, Fullerton. I have broad range of teaching capabilities, having taught twenty (20) different courses (A.I.1-20) during my career.

This variety of experience has resulted in excellent ratings from students. Students continue to value their learning experiences in my classroom (A.I.21»). Student assessment provides critical input for my reflection and professional development. The 1999-2000 student opinion mean scores range between 3.21 and 3.97. An average of 91% of my ratings are A's and B's. This is within the 'excellent' range based on the Division of Education's, 'Personnel Standards'.

I continue to grow and strive to seek 'continuous improvement' in my teaching performance as evidenced by peer-review (A.I.22) and a variety of professional development activities (A.II.U-W»). The impact of my teaching performance does not only take place in the classroom, although this is the most visible. From academic advisement of over 60 students in the highly intensive 'competencies' process (A.II.N) to advising ten students' on their Masters' projects (A.II.P); my behavior is critical to student success. Behaviors that promote student achievement include communicating my belief in students' abilities; and demonstrating care, respect, and true interest in each student. Working with students in the Educational Leadership's two-year program provides the opportunity to know students on a one-to-one basis, and develop rapport of mutual respect and understanding.

• Instructor Expectations

Upon completion of the Preliminary Educational Leadership Program, students enter administrative positions in K-12 schools. My expectations for student performance are guided by standards adopted by the Calif. Commission on Teaching Credentialing. These standards are echoed and reflected in the courses, goals and learning activities I design for students (A.I.1-20). I believe students will strive to attain realistically high standards expected by their instructors.

I design authentic instruction and assessment activities (A.I.27-31») while maintaining high expectations of students which enhance their learning and ultimate roles as school leaders.

• Curriculum Relevance

It is important that curriculum content and academic standards match the personal reasons for student enrollment- future employability as successful school leaders. I work to create a learning environment reflective of this need. Content and instruction in my classes are based on theoretical concepts and research-based practices. This includes collaboration, team building, action research, and the infusion of technology for both content learning and administration.

In addition, I spearheaded and served as planning chair in the development and implementation of the first Educational Leadership Department-wide Conference for ALL students/faculty and school leaders/mentors (A.I.23-26»). This one evening conference replaced all classes for all students & instructors for one week in the Spring semester. It provided a professional venue for learning which included a keynote speaker, a panel discussion, seven breakout sessions, dinner, and awards recognition. March 27, 2000. [300+ participants]

Schools in the K-12 environment need leaders well prepared in content, application, diversity, technology and change. These elements are important aspects of the learning environment I strive to create for my students.

• Student Engagement

My teaching style is highly interactive. Student involvement, investment and effort is key to student success. Infusion of technology in my classes not only directly contributes to curriculum relevance, but also is highly engaging for students. I offer online course delivery via the power and flexibility of the World Wide Web to meet the needs of my extremely busy graduate students (A.II.A-C»).

I personally designed, developed and posted a comprehensive website to support all of my courses taught in the Fall and Spring semesters. The website includes online lectures (with student interactive feature), student work, online syllabi for all courses, hotlinks to over 40 key websites to support course instruction, web-based instructional activities including web-tours, open-access chatroom function, electronic bulletin board function, and email access. (My website was designed independent of FDC software-supported websites to target specific needed instructional flexibility, access, and ease-of-use) Website address: (A.II.D-I»). I also implemented the use of 'instructionally- appropriate' technological tools in all courses including the use of the 'teachable moment' electronic communications, use of campus computer labs, powerpoint presentations and video technology (A.II.J-M»).

My instructional style includes direct lectures, small group discussions, case study analysis, in-basket exercises, and other activities (A.I.28-31»). I seek out and encourage the participation of guest speakers (A.II.Q-S»), apprenticeship experiences, and problem-based learning (A.I.27») to replicate professional venues for students.

• Student Confidence and Self-Esteem

It is critically important that student's believe that they can learn and master the content in Educational Leadership. By providing clear expectations, increasingly complex learning activities, and constructing knowledge based on prior learning; I strive to build confidence in all of my students.

Overwhelmingly positive student comments substantiate my effectiveness in meeting my students' needs (A.II.X-Y) Comments include: "Excellent materials, assignments, and instruction. Dr. Orozco is an outstanding professor, and a great addition to the CSUF staff." "Dr. Orozco is an exemplary teacher. The assigned activities and projects were what I expected of a graduate college class." "Excellent class! I wish all of the classes were like hers." These comments are particularly important to me with students that are first-generation college graduates or students from populations not normally represented in the ranks of current school leaders. Increasing the diversity of effective and successful graduates is important to me as an instructor, for our program, and for our public schools as well.


I continue to be an active and enthusiastic researcher and scholar. My research agenda has focused on three topics over the past several years. These include:

• Effective leadership practices

• Leadership/education of diverse populations

• Effective use of technology in instruction and administration

• Research Agenda

My scholarly publications, presentations and research have focused on the topics above. Past scholarly work has included six journal articles (B.8-13), twelve presentations (B.25-E) and two grants (B.16-18) addressing some aspect of these topics.

This foundation of scholarly work has led me to seek new avenues of discovery and contribution to my field and profession of educational leadership. My strength and expertise in the field of technology has made that a natural direction of my scholarly agenda. However, the technology has changed substantially since my early years in educational administration and the 'invention' of the microcomputer in 1986. I have deliberately and consciously attempted to stay active in the field, and tackle the daunting task of remaining current and vital in a technological environment that changes almost overnight.

Most recently, I have found my professional field ripe for addressing new areas in the educational leadership knowledge base focused on technology and diversity. These concepts of diversity, leadership and technology continue to be at the forefront of my professional scholarly agenda

With a strong publications' resume, I now enjoy the opportunity to select key scholarly opportunities to fulfill my interests and address the needs in my field. Working with two editorial boards, both of my books were developed with a strong purpose to fulfill part of my research agenda. They are:

Orozco, L. (Ed.). (1999). Perspectives: Educational leadership. Boulder, CO: Coursewise Publishing. (B.2).

Orozco, L. (Ed.). (1998). Perspectives: Educating diverse populations. Boulder, CO: Coursewise Publishing. (B.3)

• OnLine Scholarly Publications

However, I have been able to partner my two print texts with web-based, peer-reviewed publications that includes extensive online resources. Both of these publications include on-line readings, editor's articles, resources, activities, lessons, and assessment instruments.

Orozco, L. (2000). Educational leadership: Courselinks. Boulder, CO: Coursewise. Website address: (B.5)

Orozco, L. (1999). Educating diverse populations: Courselinks. Boulder, CO: Coursewise. Website address: (B.6)

In addition, I just recently completed two 'new editions' of my print texts. However, one is now available completely online, while the other is 'in press', in preparation to also be posted online. They are:

Orozco, L. (Ed.). (2000). Educating diverse populations: Refresh online. Boulder, CO: Coursewise. (B.1»)

Orozco, L. (Ed.). (in press). Educational leadership: Refresh online. Boulder, CO: Coursewise. (B.4»)

These peer-reviewed, electronic publications harness the power and energy of the World Wide Web with interactive capabilities for exploration and learning. This type of scholarship and publication is certainly challenging and 'cutting edge'. There are no models in preparing to publish and write for this type of publication, which takes writing from a single dimension to a multiple one.

• Journal Publications

However, I recognize the value and usefulness of a number of publication platforms. Therefore, I continue to contribute to peer-reviewed, print publications. My most recent published journal article is:

Orozco, L. (2000). Sharpening the view of diversity: Five leadership imperatives. Educational Leadership and Administration, 12, 147-160. (B.7»)

I also have an article under review:

Orozco, L. (in review). Instructional leadership for the new millennium.(B.G)

• Scholarly Presentations

Presenting in professional conference and institutes provides a effective venue for research dissemination. I am active in several professional associations sponsoring peer-reviewed conferences and opportunities for paper-presentations. My most recent presentations have included:

Keynote Presentation- State level: “Uses of Technology in Educational Leadership”. California Association of Professors of Educational Administration, Fall Conference, October 23, 1999, Oakland, CA. (B.22»)

American Educational Research Association (AERA), Montréal, Canada, Panelist: "Using Technology in Educational Leadership: Practitioners/University Perspectives" on April 19, 1999. (B.23»)

American Educational Research Association (AERA), Montréal, Canada, Chair: "Preparing Leaders for the 21st Century" on April 23, 1999. (B.24»)

American Educational Research Association (AERA), San Diego, CA., Chair: "Promising Practices in Educational Administration Programs" on April 13, 1998. (B.25)

• Grants and Research

Current funding for a comprehensive, web-based "Virtual Leadership Community" (B.19»), addressing the needs of school administrators nationwide, will expand my research agenda. This research is supported by the national education organization, Teaching in Educational Administration (TEA-SIG), and the California Association of Professors of Educational Administration (CAPEA). This on-going research provides key information on current successful administrative practices, provides a platform for communications and interactivity, and bridges the gap between theory and practice for school leaders.

I continue to seek funding to advance my research agenda. Most recent funded grants have included:

Faculty Enhancement and Instructional Development Grant (2000): “Leadership of Instruction: Creating a Comprehensive Virtual Learning Environment for School Leaders”. (B.14)

Faculty Development Program Grant (1999): “Professional Virtual Community for School Leaders”. Continue on-going professional research agenda focused on the professional development of educational leaders through use of communications technology. Interactive website for school leaders. (B.15)

• Other Pragmatic Scholarship

Independent Evaluator - National Grant: "STAR Project-FIPSE Grant". Coastline Community College, Fountain Valley, CA. (B.21)

Book Launch, Calif. State University, Fullerton, Octover 27, 1999. (B.F)

• Future

Further efforts in scholarly and creative activities will include investigation of joint ventures in research and publication with colleagues in complimentary fields. In the continuing to assure success for all students in K-12 schools, the power of technology and the internet will be investigated and implemented for expanding successful educational leadership, particularly to diverse populations.


• Professional Leadership Roles

With my positive and established reputation in the field of educational administration, I continue my service/leadership at statewide and national levels. I continue as an officer in both the California Association of Professors of Educational Administration and AERA's Teaching in Educational Administration's Special Interest Group.

President-Elect, CAPEA (1999 - 2000) California Association of Professors of Educational Administration (CAPEA). Attended two state conferences, and two steering committee teleconferences. In addition, served the current president. (C.1»)

Secretary/Treasurer, TEA-SIG (1998-2000) American Educational Research Association: Teaching in Educational Administration- Special Interest Group. I maintain the membership database (names, addresses, dues, etc.). I also maintain the SIG budget, including all accounting. I attended one national Board meeting, and numerous conference calls. (C.2»)

Webmaster, TEA-SIG (1999-present) American Educational Research Association: Teaching in Educational Administration- Special Interest Group. Developed, maintain and update a well-developed and popular website for the TEA-SIG. (C.3»)

Webmaster, CAPEA (1996-present) California Association of Professors of Educational Administration. Developed, maintain and update a well-developed and popular website for CAPEA. (C.4»)

Conference Chair (1999) American Educational Research Association: Teaching in Educational Administration- Special Interest Group (TEA-SIG)

• Editorships & Editorial Boards (Journals & Conferences)

Active participation on editorial boards provides the opportunity to reflect on current research in my field, develop opportunities for publication, and collaborate on research efforts. My membership on editorial boards of state and national professional publications continues. I have also broadened my service to include active participation in the American Association of Educational Administration's Division A- Administration.

Editorial Board (2000) Educational Leadership and Administration Journal. A refereed journal published by CAPEA. National circulation. Reviewed 3 submissions. (C.7»)

Editorial Board (1996-present) International Electronic Journal for Leadership in Learning (IEJLL). ). An international, refereed journal. Reviewed approximately 8 submissions. (C.8»)

Editorial Board (1996-present) Advancing Women Electronic Journal (C.9)

Program Reviewer (2000) American Educational Research Association: Division A-Administration, Annual International Conference. Reviewed 7 conference submissions. (C.10)

Program Reviewer (1998) American Educational Research Association: Teaching in Educational Administration- Teaching in Ed. Admin., Annual International Conference (C.11)

Senior Editor (1998) Educational Leadership and Administration Journal (C.12)

Editor (1997) Educational Leadership and Administration Journal (C.13)

Associate Editor (1996) Educational Leadership and Administration Journal (C.14)

• College, University, System-wide Committees / Service

Seeking to provide my expertise in service to University efforts, I continue with my membership in the following organizations:

Technology Committee member, College of HDCS. Attended and was an active contributer to monthly meetings in Fall, which increased to 3-4 a month in the Spring 2000. (C.28»)

Faculty Affairs Committee member, College of HDCS. Attended monthly meetings and served as hostess for one Committee-sponsored workshop. (C.29»)

Assigned to University Advancement Committee, University-wide (fall 2000) (C.30»)

Hispanic Faculty Student Association, University-wide (C.31)

Untenured Faculty Organization (C.32)

Assistant Marshall: Commencement Exercises 2000 (C.33)

• Service to Community and Region

My service with community-based groups in Orange County continues including expanding efforts with local Hispanic education organizations.

Community Advisory Board Member Latino Leadership Network – Costa Mesa Non-profit organization addressing social & educational needs. I attended monthly Board meetings, numerous Network events, and several planning sessions. (C.C»)

Presentation: “Collaborating with Communities”. Latino Leadership Network, May 9, 2000, Costa Mesa, CA. . [45 participants] (C.D)

Panelist: “Success Discussion and Q & A”. Latino Youth Conference, March 5, 1999, Costa Mesa, CA. (C.E)

• Department Committees / Service

I am an active member of the Educational Leadership Department. I have accomplished several key activities in service to my department.

Council of Educational Leadership Students: Formally developed, organized and sought official University recognition of the “Council of Educational Leadership Students”. This included the formal selection of student representatives from all classes, development and adoption of a student constitution with student representatives, formal application through the Dean of Students Office, and establishment of a Council budget. (C.24)

Website (Planning) for Educational Leadership Department. Provide coordination efforts in the development and implementation of the website for the Educational Leadership Department (C.25»)

Electronic Student & Dept. Communications: Email address directory. Developed a structure for effective use of email addresses for electronic communications to all students/staff/faculty in the department.(C.26)

Department Planning: Twice monthly department meetings. Active participation. In addition, re-designed aspect of program addressing Standards-driven student portfolios (C.27)

• Attendance at Professional Institutes & Conferences

Attendance at professional institutes and conferences contributes to my professional development as well as provides me the opportunity to share with professionals in my field of educational leadership. As an active member of both a state-wide and national educational associations, I make very effort attend their conferences regularly.

American Educational Research Assn: New Orleans, LA - April 24-28, 2000. (C.15)

CA. Assn. of Prof. of Ed. Adm., Spring Conf.: Sacramento - Spring, 2000. (C.16)

CA. Assn. of Prof. of Ed. Adm., Fall Conf.: Oakland - Fall, 1999 (C.17)

American Educational Research Assn: Montréal, Canada - April 19-23, 1999 (C.18)

American Educational Research Association: San Diego, CA - April 13-17, 1998 (C.19)

Harvard University, "Institute for the Management of Lifelong Education" in Boston MA from June 8-20, 1997. (C.20)

• Engage in Other Professional Activities Valuable to the Profession

E-News to CAPEA and TEA-SIG (monthly)- (C.22)

Orange County Register: "Hispanic Turning Point", October 6, 1999. (C.23)

» = Development Plan (final/approved) component