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Osly Flores

Key Professional Appointments

  • Assistant Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
Publications

Flores, O. J., & Gunzenhauser, M. G. (2021). Justice in the Gaps: School Leader Dispositions and the Use of Data to Address the Opportunity Gap. Urban Education, 56(2), 261-288.  link >

Flores, O. J., & Patrón, O. E. (Accepted/In press). Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model. Journal of College Student Retention: Research, Theory and Practice.  link >

Gunzenhauser, M. G., Flores, O. J., & Quigley, M. W. (2021). Race-Conscious Ethics in School Leadership: From Impersonal Caring to Critical Responsibility. Teachers College Record, 123(2), 1-40.

Patrón, O. E., Flores, O. J., & Medina, Ø. (2021). The (unspoken) pact: a composite counternarrative of Latino males’ compañerismo in a doctoral program at a predominantly white institution in the midwest. International Journal of Qualitative Studies in Education, 34(4), 295-314.  link >

Flores, O. J., & Kyere, E. (Accepted/In press). Advancing Equity-Based School Leadership: The Importance of Family–School Relationships. Urban Review, 53(1), 127-144.  link >

Flores, O. J., & Gunzenhauser, M. G. (2019). The problems with colorblind leadership revealed: a call for race-conscious leaders. International Journal of Qualitative Studies in Education, 32(8), 963-981.  link >

Flores, O. J. (2018). (Re)constructing the Language of the Achievement Gap to an Opportunity Gap: The Counternarratives of Three African American Women School Leaders. Journal of School Leadership, 28(3), 344-373.  link >

Courses

Leading Learning-Centrd Schls (EOL 542) This section is for off-campus EAL students. Meets in Chicago August 27-28, September 24-25, October 15-16, and November 19-20

Leading Learning-Centrd Schls (EOL 542) This section is for on-campus EAL students

Leading Learning-Centrd Schls (EOL 542) This section meets Sept 11-12, October 16-17, November 13-14, and December 4-5, 2020. Thursday, August 27 will meet online from 6-7 p.m. All other meetings will be at Oakton Community College.

Leading Learning-Centrd Schls (EOL 542) For students in the Education Administration & Leadership graduate concentration only.

Ed Politics and Policies (EOL 561) This section meets August 28, 29, September 25, 26, October 16, 17, November 13, 14, 2020.

Intro to Diversity & Equity (EPOL 515) Designed to broaden and deepen students' reflective understanding of diversity and equity and promote a critical and analytical approach to research on relevant topics, as well as support the development of scholar-practitioners. While diversity is inclusive of social and economic status, gender, race, religion, sexuality, ethnicity, ability, and culture, the course is organized around intersectional identity formations as they continue to inform educational and workforce policies and practices. Throughout this course, students will examine the definitions, role, function and effects of diversity and equity in broadly defined educational structures. The dynamics of power and privilege impact the ways in which diversity and equity manifest, particularly via educational and social policies.

Intro to Diversity & Equity (EPOL 515) Designed to broaden and deepen students' reflective understanding of diversity and equity and promote a critical and analytical approach to research on relevant topics, as well as support the development of scholar-practitioners. While diversity is inclusive of social and economic status, gender, race, religion, sexuality, ethnicity, ability, and culture, the course is organized around intersectional identity formations as they continue to inform educational and workforce policies and practices. Throughout this course, students will examine the definitions, role, function and effects of diversity and equity in broadly defined educational structures. The dynamics of power and privilege impact the ways in which diversity and equity manifest, particularly via educational and social policies. Synchronous attendance required.

Ed Politics and Policies (EPOL 530) Examines the legislative and political processes in the formulation of current federal and state educational policies, together with the evaluation of policy and the formulation of policy alternatives.

Ed Politics and Policies (EPOL 530) Examines the legislative and political processes in the formulation of current federal and state educational policies, together with the evaluation of policy and the formulation of policy alternatives. This section meets August 28, 29, September 25, 26, October 16, 17, November 13, 14, 2020.

Leading Learning-Centrd Schls (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. Synchronous attendance required. For students in the Education Administration & Leadership graduate concentration only.

Leading Learning-Centrd Schls (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. This section is for on-campus EAL students

Leading Learning-Centrd Schls (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. This section is for off-campus EAL students. Aug 16- online, Aug 27&28-Oakton, Sept 24&25-Oakton, Oct 15&16-Illini Center, Nov 19&20-Oakton.

Leading Learning-Centrd Schls (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. This section is for on-campus EAL students Students need access to a school where they can do observations.

Leading Learning-Centrd Schls (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools.

Leading Learning-Centrd Schls (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. Students need access to a school where they can do observations.

Intro to Diversity & Equity (EPS 576)

Intro to Diversity & Equity (SPED 513) This course, geared to education non-majors, offers an introduction to ways of thinking about educational theories, concepts, and practices as they relate to philosophical discussions surrounding social justice, especially as pertaining to race, class, gender and disability. Broadens students' reflective understanding of the development of educational institutions and practices and, through an emphasis on class discussion, promotes a critical and analytical approach to thinking about the evaluating these institutions and practices. Synchronous attendance required.