FIPSE LSDL Modules

 

Module Developer Bios

Module 1: Developing Advocacy Leadership

Margaret Terry Orr (PhD, Columbia) is a faculty member of Bank Street College of Education (NY) and directs its Future School Leaders Academy, a two-year school and district leadership preparation program in partnership with 30+ suburban and small city districts. She is co-directing the development of performance assessments for principal licensure in Massachusetts. She has been a professor of leadership preparation for over 20 years, preparing school and district leaders, and has developed several preparation and post-preparation programs for aspiring school leaders and superintendents. She conducted regional and national studies over the last 30 years on leadership preparation approaches and school and district reform initiatives, and published numerous books and articles on leadership preparation and its impact, including (with Linda Darling-Hammond and others) Preparing principals for a changing world: Lessons from effective school leadership programs (Jossey-Bass, 2009). She is Vice President of Division A of the American Educational Research Association and president of the Metropolitan Council of Educational Administration Programs (NYC), and has served on several state taskforces on leadership preparation, principal licensure assessments and principal evaluation.

Denise Prince (MS.ED, Bank Street College in (NY) Educational Leadership, is the Director of the Early Childhood Leadership Program and Project Director for Setting the Stage, “Teaching American History,” a collaboration with the New York City Department of Education and Bank Street College. She was the founder and director of an independent Early Childhood Program, Director of a child care center for Homeless families in New York City, and a consultant and trainer for America Reads. Formerly, she was the City -wide Program Planner for Department of Mental Health, Early Intervention, for New York, and a former faculty researcher for Teachers of a New Era, Carnegie Foundation.  She is an educational consultant in leadership, curriculum development, program management, teacher education, parent involvement, and child development. She was a former board member of NYCAEYC. In addition she has co-author, A Bridge: “The Art Literacy Connection”, published by Childcraft and is the one of the subjects of,” The Good Pre-School Teacher”, by William Ayers.

Marcia Singer (Ed.D. Columbia University, Teachers College) is a faculty member of Bank Street College of Education (NY) in the Dual Certification program, the Project Director for the Autism Spectrum Annotation and a co-director with the Special Education Leadership Program. The autism annotation program is for highly qualified Special Education teachers to enhances skills in designing and delivering educational services for students on the autism spectrum.  She has been a Principal for an urban public school for special education from 1983 – 2001, where she led faculty and school parents through a New York State validation process on two staff developed program initiatives: increasing student independence in problem solving and developing sex education skills among her pre-adolescent students.  She has authored or co-authored publications regarding technology for the learning challenged student population, co-developed a model for researcher-teacher collaboration and co-developed a coaching model to foster differentiated instruction in the classroom setting.  She has presented at national and international conferences for over 30 years covering areas of autism, leadership, program development and coaching.

Module 2: Leading Learning and the Learning Environment

Gretchen Givens Generett, Ph.D. has spent the last fifteen years in academia researching and teaching on issues of teacher professional development, educational leadership, and cultural diversity.  Currently the Associate Dean for Graduate Studies and Research at Duquesne University, Dr. Generett is also the Co-director of the University Council for Educational Administration Center for Educational Leadership and Social Justice.

Rick McCown is Professor of Education at Duquesne University where he has served as Department Chair and Interim Dean. He serves currently as Program Director for the Professional Doctorate in Educational Leadership and as Duquesne’s Principal Investigator for the Carnegie Project on the Education Doctorate.

Darius Prier is an Assistant Professor in the Department of Educational Foundations and Leadership, Duquesne University. Prier played an integral role in developing social justice criteria for Duquesne University’s Professional Doctorate in Educational Leadership program. He was recently appointed as the UCEA Plenary Representative for the School of Education.

Module 3: Leading for English Language Learner Success

Eustace G. Thompson, Ph.D. is currently Chair of the Department of Learning and Teaching at Hofstra University. He also served as the Graduate Director of the Certification of Advanced Studies program in Educational Leadership. He received his B.A. from the City College of New York, his M.S. from Long Island University, his M.A. and Ph.D. from New York University. He was formerly the Deputy Superintendent of the Uniondale Public Schools, located on Long Island, New York. He has 37 years of experience in urban and suburban public schools settings and has held the positions of deputy superintendent for curriculum and instruction, high school principal, and middle school principal. He is certified in the areas of Walk-Through Supervision and Curriculum Deep Alignment. In addition to curriculum issues, Dr. Thompson‘s research interests include instructional leadership in urban suburban areas and structural barriers to African American students’ academic success. He recently developed doctoral courses for educational leadership in the areas of the Superintendency and English Language Learners.

Mónica Byrne-Jiménez is an Associate Professor of Educational and Policy Leadership in the School of Education at Hofstra University.Her research focuses on Latina/o identity and school leadership, the role of faculty diversity on doctoral student experiences, and effectiveness of a special education leader preparation program. Before joining the faculty, she worked in a number of urban settings, including as a K-6 bilingual teacher, Even Start coordinator, literacy instructional specialist, and trainer for the Accelerated Schools Project. She is coauthor of Developing Effective Principals Through Collaborative Inquiry. Her other work has appeared in the Leadership and Policy in Schools Journal, Journal of Cases in Educational Leadership, Handbook of Research on Educational Leadership for Diversity and Equity, andVoices in Urban Education. Dr. Byrne-Jiménez holds a B.A. in Latin American Studies/Sociology from Columbia University, an M.A. in Educational Studies from the University of Michigan, and an Ed.D. in Education Leadership from Teachers College, Columbia University. 

Module 4: Engaging Families and Communities

George P. White is Iacocca Professor of the Educational Leadership and the Director of the Center for Developing Urban Educational Leaders (CDUEL) at Lehigh University.  This program specializes in the training and development of school principals and superintendents at the regional, national, and international levels.  CDUEL focuses on designing action research to establish programs that support the development of leadership of principals, teachers, parents and community members in urban communities to support student learning. Dr. White specializes in the areas of urban school reform, community engagement, organizational change, middle level education, and leadership development.

Floyd Beachum, Lehigh University

Adafo Austin, Lehigh University

Anne Marie FitzGerald is an assistant professor in the department of educational foundations and leadership at Duquesne University, USA.  She is a former second language teacher, curriculum developer, and elementary school principal and has worked in diverse educational settings in Canada, Colombia, Kuwait, and the US.  Dr. FitzGerald recently served as a research fellow for the Carnegie Project on the Education Doctorate.  Her research reflects urban school reform initiatives such as the community school model, democratic community engagement, culturally relevant family engagement, and the intersection of housing and educational policy, particularly as it impacts vulnerable families.

Module 5: Building a Community of Trust Through Racial Awareness

Ann O’Doherty, EdD, serves as Director of the Danforth Educational Leadership Program at the University of Washington where she develops equity driven, learning focused, collaborative educational leaders to serve as principals and program administrators. She has served as a consultant to schools and districts and leads professional learning with school district faculty on culturally responsive leadership, engaging student voice and curriculum development. Ann previously co-designed the Collaborative Urban Leadership Program at the University of Texas in Austin, which developed effective secondary school leaders for Dallas, Houston and Austin-area school districts. Along with her colleague, Dr. Mark Gooden, she co-developed, the leadership module Building a Community of Trust through Racial Awareness for the University Council for Educational Administration and has presented at the Equity, Diversity and Inclusion Conferences held in Munich, Germany and Athens, Greece. Before joining higher education, Ann devoted eighteen years to PreK-12 public schools as a principal at elementary, middle, and high school levels and served as a special education and general education teacher. Her ongoing research interests include program evaluation, culturally responsive leadership development and district-level influence on school success.
Email Contact: annodoh@uw.edu
Program website: www.Danforth.uw.edu

Mark A. Gooden, Ph.D., is Director of the University of Texas at Austin Principalship Program (UTAPP) in the Educational Administration Department. He also serves as a professor in that department. His research interests include the principalship, issues in urban educational leadership and legal issues in education. His most recent research appears in Educational Administration Quarterly, Journal of School Leadership, and Urban Education. Mark graduated with a PhD in Policy and Leadership from The Ohio State University.

Module 6: Allocating Resources Based on Data and Student Needs

Charol Shakeshaft, Ph.D.: Charol Shakeshaft is professor and chair of the Department of Education Leadership , at VCU.  She teaches graduate courses in research design, the economics of education, gender equity, and technology.  Charol is the author of three books and over 200 referred articles and papers, many of which have received national and state awards.  Her research focuses on three strands:  gender and leadership, sexual abuse of students by adults employed in schools, and the effectiveness of technology for learning, particularly for students of color.  She is the author of Women in Educational Administration (5th printing), Women and Educational Leadership with Margaret Grogan,  and Sexual Abuse in Schools, scheduled for publication by Jossey Bass in 2013.  Other publications have addressed race and sex bias in educational practice and research.

Dr. Shakeshaft is the recipient of a $5.2 million grant to develop state of the art principal preparation to include the first immersive, interactive and web-enabled computer simulation for school administrators.  She previously completed a three-year national study of the relationships between a school-based risk prevention program and risk behaviors of 6th to 8th grade students.  Dr. Shakeshaft was also the principal investigator on a three-year National Science Foundation project to promote interest in science careers among seventh and eighth grade girls, particularly girls of color from low-income families.

Whitney Sherman Newcomb, Ph.D.:  Whitney Sherman Newcomb is a professor in the Department of Educational Leadership at Virginia Commonwealth University. Her research interests include: leadership preparation and mentoring; women’s issues in leadership; social justice in leadership; and ethical leadership. Dr. Newcomb’s work has been featured in journals including: Educational Administration Quarterly; the Journal of School Leadership; the Journal of Educational Administration; Educational Policy; and the Journal for Research on Leadership Education. She received the 2011 Distinguished Scholarship Award for VCU’s School of Education for her contribution to research. She serves on the editorial boards of Educational Administration Quarterly, the Journal of School Leadership, and the Journal for Research on Leadership Education. Dr. Newcomb is the editor of two books, Continuing to Disrupt the Status Quo? Young and New Professors of Educational Leadership and Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice by Information Age. She ia also a co-editor for a book series on educational leadership for social justice published by Information Age. She was presented with the Emerald Literati Award for Excellence for the Outstanding Special Issue of 2011 for her work as guest editor of “Globalization: Expanding Horizons in Women’s Leadership.” Dr. Newcomb also received the 2011 Social Justice Teaching Award from the Leadership for Social Justice SIG of the American Educational Research Association “for work that represents exemplary commitment to teaching that promotes social justice, equity, diversity, and inclusion in the field of educational administration.”

Module 7: Developing Culturally Relevant Teaching Practice

Bill Hawley, University of Maryland

Betsy Wolf, SRI International

 

Organizers

Michelle D. Young, UCEA

Willis D. Hawley, University of Maryland

 

Evaluators

Matt Militello, North Carolina State University

Chris Janson, University of North Florida