Dr. Maren Oberman is a clinical assistant professor at the University of Michigan School of Education. She teaches both in the Educational Studies department and in the Elementary MA and Certification program. Oberman’s areas of expertise include: leadership growth & development, teaching & teacher policy issues, issues of equity & identity in education, coaching, mentoring, & instructional leadership.
Oberman’s research and practice has focused on increasing the status, respect, and value of teachers through preparation, meaningful professional development, and building leadership capacity. Her goal is to increase the quality and effectiveness of the U.S. K-12 educator force through reflective practice, inquiry-based improvement strategies, and personal leadership development. She is also deeply invested in promoting equity and justice in American education, through teaching, leadership, and community involvement.
Prior to joining the faculty at the School of Education, Oberman worked (in Massachusetts, Illinois, and California) as a K-12 teacher, an instructional coach, an administrator in schools and districts, and a teaching fellow at the graduate level. She earned her doctorate in educational leadership (EdLD) at the Harvard Graduate School of Education, including a residency at the central office leadership level in the Los Angeles Unified School District (LAUSD). Through her work at LAUSD, Oberman completed her doctoral capstone, “Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District.” She is a certified Data Wise coach and she serves on the Advisory Board of the Data Wise Improvement Project at the Harvard Graduate School of Education.
Research and Educational Practice
Provides an overview of research methods used in educational inquiry. Enables students to review a variety of research studies done in education, to become familiar with techniques used in their conduct, and to acquire facility in interpreting them.
Pedagogies of Diversity, Inclusion, Justice and Equity
This mini-seminar is for university instructors interested in moving the concepts of diversity, inclusion, justice, and equity (DIJE) from the theoretical to the practical in undergraduate courses. Participants will analyze scholarly reflections about teaching issues of racial and social justice, and consider how to pedagogically account for DIJE.
Full Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00 - Half Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00
Foundational Perspectives on Educational Reform
Critically examines selected contemporary reform efforts in education from the perspective of one or more of the foundation disciplines. Aims to develop in the career educator a broader and deeper understanding of the tensions between ideas and practice in dynamic social environments. Graduate course required of all new Educational Studies master’s students.