Congratulations to Dakota Keyes who on Thursday, February 26, 2026, successfully defended her dissertation proposal.

The title of Dakota’s dissertation is "TEACHER FOLLOWERSHIP IN ELEMENTARY SCHOOL LEADERSHIP: EXPLORING SELF-PERCEIVED PRACTICES, FOLLOWERSHIP PROTOTYPES, AND IDENTITY FORMATION."

Overview of Problem: This dissertation proposal defense outlines a qualitative interpretive inquiry examining how tenured elementary school teachers understand and enact followership within the school leadership contexts. Grounded in Implicit Followership Theory and Identity Theory, the study explores how teachers’ self-perceived followership characteristics, followership prototypes, and identity construction shapes their behaviors and meaning-making as followers”.

Research Purpose: The purpose of this qualitative interpretive study is to examine the social constructs, assumptions, and worldviews held by tenured teachers in Pre-K to Grade 5 schools regarding followers (also referred to as followership), including their behaviors and characteristics.

Research Design: The purpose of this qualitative interpretive study is to examine the social constructs, assumptions, and worldviews held by tenured teachers in Pre-K to Grade 5 schools regarding followers (also referred to as followership), including their behaviors and characteristics. This analysis will be conducted from the perspective of teachers, using Implicit Followership Theory (IFT) and Identity Theory as the theoretical frameworks.

Sample:
· Participants: Elementary teachers of grades Pre-K to Grade 5
· Setting: New York State School District
· Gender: All-inclusive gender identities
· Ethnicity/Race: All-inclusive races
· Age Group: 25 years-62+ (retirement age)
· Sampling size: minimum 15; maximum 20
· Convenience Sampling Nonprobability sampling method
· Socioeconomic status: Education level, master’s degree and above
· Recruitment Strategy: Online and/or in-person communication with district superintendent and principals, flyers, emails, staff meetings

Data Collection: Using a qualitative interpretive inquiry design, data will be collected through a:
· Pre–self-assessment semi-structured interview,
· The Courageous Follower Self-Assessment Tool (Chaleff, 2009),
· Post–self-assessment semi-structured interview to capture identity reflection and meaning-making.

DISSERTATION COMMITTEE CHAIR: 
Dr. Yiping Wan

DISSERTATION COMMITTEE MEMBERS: 
Dr. Martin Fitzgerald 
Dr. George Hong

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Black History Month, is an annual observance in February that celebrates the history, achievements and contributions that African Americans have made in various fields. During this month, we get to reflect on the impact that these individuals have had on society. The month also highlights the resilience of black individuals throughout history and spreads awareness of the importance of working towards equality, justice and inclusion. 

The 2026 Black History Month theme is “A Century of Black History Commemorations,” honoring the 100th anniversary of the first Black History Week founded by Dr. Carter G. Woodson in 1926. This theme, set by the (ASALH), highlights a century of progress in uncovering, preserving, and celebrating the contributions of African Americans to U.S. history. We are called upon to think about the impact and legacy of our work in the communities we serve, to do what is right by those who most need it. 

In this feature, we celebrate, reflect, and amplify important doctoral research, featuring achievements of a few of the ���ϳԹ��� doctoral program scholars. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.

Lisa Torres

Lisa Torres, a doctoral candidate in Signature (PK12) cohort 15, is analyzing data for her dissertation research, “HOT COMBS AND HAIR JOURNEYS: CHRONICLING BLACK YOUNG WOMEN’S LIVED EXPERIENCES OF HAIR DISCRIMINATION IN PREDOMINANTLY WHITE SCHOOLS.” Drawing on Black Feminist Thought (Collins, 2022) and Black Girlhood Studies (Brown, 2009), her qualitative study seeks to illuminate how Black young women's hair expression can serve as a mechanism for self-definition and resistance against bias in predominantly White K-12 educational spaces. Lisa currently serves as a School Psychologist for Mount Vernon City School District. 

Denise Dawkins

Denise Dawkins, a doctoral candidate in HigherEd cohort 5, is analyzing data from individual interviews for her dissertation research, “AUTISM AND CULTURE: UNDERSTANDING THE LEARNED AND INTUITIVE EXPERIENCES OF AUTISTIC BLACK MALES THROUGH AN INTERPRETIVE PHENOMENOLOGY ANALYSIS.” Using transition theory and theory of culturally responsive pedagogy this study seeks to explore the lived experiences of Autistic African American males focusing on their social and academic experiences. Denise is currently an Internship Coordinator for students in Public Health Informatics & Technology at Dominican University.

Torsie Judkins

Torsie Judkins, a doctoral candidate in HigherEd cohort 7, is collecting data for his dissertation research, “RESILIENCE AND REPRESENTATION: COUNTER NARRATIVES OF AFRICAN AMERICAN STUDENTS’ ACADEMIC AND SOCIAL EXPERIENCES IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY.” This study amplifies the counter-narratives of African American/Black alumni to understand how they experienced and made meaning of academic and social life in predominantly White independent schools, including the role of race and intersecting identities in shaping belonging, identity, support, and resistance over time. Torsie currently serves as Head of School at Wingra School in Madison, WI. 

Erica Naughton

Erica Naughton, a doctoral candidate in Signature (PK12) cohort 15, is collecting data for her dissertation research, “STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN RACIALLY MINORITIZED SCHOOL COMMUNITIES.” Drawing upon Collins’ theory of other mothering, this qualitative study seeks to make visible how Black women school principals’ persistence in and commitment to marginalized communities offer a counternarrative to the dominant deficit framing. Erica currently serves as Assistant Principal in Mount Vernon High School. She also serves as the varsity girls basketball coach.

Melissa Barrow

Melissa Barrow, a doctoral candidate in Dissertation Completion Pathway cohort 5, is collecting data for her dissertation research, “SHATTERING BARRIERS: EXAMINING THE UNDERREPRESENTATION OF BLACK AND HISPANIC FEMAIL PUBLIC SCHOOL SUPERINTENDENTS.” Grounded in Acker’s (1990) Theory of Racialized and Gendered Organizations, this qualitative study seeks to make visible how intersecting dimensions of race and gender have shaped the leadership trajectories of Black and Hispanic female school district superintendents and influenced their professional advancement. Melissa  currently serves as Principal for Krieger Elementary School in Poughkeepsie City School District.

Herman Scriven

Herman Scriven, top left; pictured with his chair, 
Dr. Shelley Wepner & committee members

Herman Scriven, a doctoral candidate in Dissertation Completion Pathway cohort 4, is collecting data for his dissertation research, “EXPLORING COACHES' PERCEPTIONS OF ACADEMIC SUPPORT PROGRAMS FOR AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS: A QUALITATIVE STUDY.” This inquiry seeks to describe high school football coaches' perceptions of their roles in supporting African American student-athletes' academic success and assess the effectiveness of existing academic support programs. Herman has served as a high school educator and assistant athletic director, committed to mentoring youth.

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ���ϳԹ��� in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ���ϳԹ��� and professional development opportunities both in-district and through several partner BOCES. 

���ϳԹ��� School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ���ϳԹ��� School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Congratulations to Tiffany K. Crockett who on Monday, February 23, 2026, successfully defended her dissertation.

The title of Tiffany’s dissertation is, "PERCEPTIONS OF NOVICE SPECIAL EDUCATION TEACHERS’ PREPARATION TO TEACH STUDENTS WITH AUTISM SPECTRUM DISORDER."

Overview of Problem: The increasing prevalence of autism spectrum disorder (ASD) in public elementary schools has intensified the demand for special education teachers who are adequately prepared to meet students’ complex academic, behavioral, and communication needs. Despite completing state-approved teacher preparation programs, many novice special education teachers report feeling underprepared to effectively instruct students with ASD, particularly as more students are educated in inclusive, in-district settings rather than out-of-district placements. Gaps between university coursework and classroom realities, limited exposure to evidence-based ASD practices, and insufficient early-career professional development contribute to challenges in teacher confidence, self-efficacy, and instructional effectiveness. Understanding how novice special education teachers perceive their preparation is essential for improving teacher preparation programs and supporting inclusive educational practices.

Research Purpose: The purpose of this interpretive qualitative study was to investigate the ways novice special education teachers receive and seek preparation for the unique challenges associated with instructing students diagnosed with autism spectrum disorder. Guided by Bandura’s self-efficacy theory, the study explored teachers’ perceptions of their pre-service preparation, early professional development experiences, and factors influencing their perceived preparedness and confidence when teaching students with ASD in elementary school settings.

Research Design: This study employed an interpretive qualitative research design to explore the lived experiences and perceptions of novice special education teachers. A qualitative approach was selected to allow for in-depth examination of participants’ meaning-making processes related to teacher preparation, professional learning, and classroom practice when instructing students with ASD.

Sample: The sample consisted of 11 novice special education teachers employed in schools across multiple school districts in New Jersey. Participants were within their first five years of teaching students with autism spectrum disorder.

Data Collection and Analysis: Data were collected through semi-structured individual interviews conducted via Zoom. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. An inductive coding process was used to identify patterns, categories, and themes related to teacher preparation, professional development, and perceived preparedness to teach students with ASD.

Findings/Results: Three major themes emerged from the data analysis: 1) Experiential and relational pathways to skill acquisition and knowledge, highlighting the importance of hands-on learning, mentoring, and collaboration; 2) Factors contributing to perceived preparedness or lack of preparedness, including field experiences, administrative support, and access to targeted professional development; and 3) Perceived level of professional development in instructing students with ASD, emphasizing inconsistencies in the relevance, depth, and timing of professional learning opportunities. Findings revealed persistent gaps between theoretical coursework and practical classroom application.

Conclusions/Implications: The study concludes that while novice special education teachers value their pre-service preparation, many feel insufficiently prepared to meet the complex needs of students with ASD without sustained, targeted support. Implications suggest a need for teacher preparation programs to incorporate more authentic field experiences, explicit training in evidence-based ASD practices, and stronger university–district partnerships. Enhancing early-career professional development and mentoring structures may improve teacher self-efficacy, instructional effectiveness, and long-term retention in special education.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Peter F. Troiano

DISSERTATION COMMITTEE MEMBER(S):
Dr. Leif Albright
Dr. Christopher C. Irving

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Ledawn Hall, who on Monday, February 16, 2026, successfully defended his dissertation proposal.

The title of Ledawn’s dissertation is "THE INVISIBLE STUDENT-PARENT: THE LIVED EXPERIENCES OF SINGLE FATHERS AT COMMUNITY COLLEGES."

Overview of Problem: Student–parents are not graduating at the same rate as their non-parental student counterparts in the United States (Askelson et al., 2020; Cruse et al., n.d.). Horton (2015) stated that student–parents are more likely to drop out than non-parent students. Around 52% of student–parent undergraduates leave college without a diploma, compared to 32% of non-parent students (Ashford, 2020; Wladis et al., 2018). This disparity is also seen in community colleges. Twenty-eight percent of beginning community college student–parents graduate within 6 years (AACC, 2017; Brauer & Foust, 2020; Karp & Cruse, n.d.), while 34% of their first-time, beginning non-parental student counterparts who began in 2017 graduate during this same time frame (NCES, 2022). The enrollment data indicates a negative trend for student-parents who identify as student fathers, inclusive of single fathers. Single fathers tend to be less educated than single mothers, students without children, and married couples. In addition, single fathers are typically older and are more likely to be a person of color (Livingston, 2013). The dropout rate of student-fathers increases by about 10% for single Blacks and Latinos (Burke, 2022), demonstrating that the racial identity and marital status of said students play a role in academic success.

Research Purpose: The purpose of this study is to develop a better understanding of the lived experiences of single fathers attending community colleges. Drawing upon Tinto’s theory of persistence, this study further seeks to uncover how single fathers overcome barriers to succeed academically at community colleges and learn of suggestions from single fathers that can help stakeholders do more for this population.

Research Design: This qualitative study uses an interpretive lens to understand the lived experiences of single fathers in good academic standing at U.S. non-baccalaureate community colleges.

Sample: The recruitment sample will involve 12-20 single fathers in good academic standing who either currently attend a U.S. non-baccalaureate community college with 30 or more college-level credits or graduated within the last three years.

Data Collection: Data will be collected through one semi-structured Zoom interview per participant, lasting approximately 45-90 minutes. Data analysis will follow Yin’s (2016) five phases of analysis for coding, guided by Tinto’s theory of persistence.

DISSERTATION COMMITTEE CHAIR:
Dr. Peter Troiano

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nicole Joseph
Dr. John Melendez

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Hope Weinberg (EdD '23), regionally known as “Dr. Hope,” is the current Supervisor of Literacy and Learning at Southern Westchester BOCES.

In her current role, she supports over 30+ districts in the region by partnering with educators to strengthen instructional practices while keeping students at the center of every decision. Over the years, Dr. Weinberg has held roles as classroom teacher, school leader and now district leader, all grounded in a deep commitment to equity and inclusive learning environments.

Beyond her professional accomplishments, Dr. Hope brings her full self into her work. As a mother, she experiences education not only as a leader but as a parent and community member. This personal lens, coupled with her advocacy for LGBTQ+ rights, continues to shape her leadership philosophy. Her doctoral research, which focused on LGBTQ leadership in elementary schools, reflects her belief that schools must be spaces where all identities are affirmed and valued. Further, her dissertation, titled “DISRUPTING MAINSTREAM THINKING: A CRITICAL QUALITATIVE STUDY OF ELEMENTARY SCHOOL PRINCIPALS’ LEADERSHIP FOR THE LGBTQ+ COMMUNITY,” reflects her commitment to leading with both head and heart, centering equity, belonging, and human connection in educational leadership.

One of Dr. Hope’s “crystal clear” memories from the program is her experience working with her dissertation committee, Dr. Susan Iverson, Dr. Lenora Boehlert, and Dr. Jonathan Pryor. She reflected on how their mentorship shaped not just her research, but her confidence in herself as a scholar and leader. Their guidance pushed her to think more deeply, sharpen her ideas, and stay connected to the purpose behind her work. At the same time, she felt genuinely supported and affirmed, encouraged to use her own voice and draw from the real experiences that inspired her research in the first place. She also had the unique opportunity to be using the theory that had been developed by her third committee member: Pryor’s queer advocacy leadership theory.When asked about her experience in the ���ϳԹ��� doctoral program, she recalled it as being a “perfect balance of challenge and support.” For her, the program created the kind of learning environment where people were pushed to think deeply, but also supported as whole human beings – their personal and professional lives, in addition to being doctoral students. She often talks about the balance between “head and heart,” and how real leadership means using your mind while staying grounded in care for others. She experienced this in the doctoral program.

The cohort model stood out to her as creating meaningful relationships and thought partners that continued long after the program ended. Her advice to current and incoming doctoral students is to “find your person” within your cohort to talk through ideas, motivate one another, and “finish strong” together. One of her favorite memories towards the end of the program was being able to defend her dissertation only a couple of days apart from her “cohort partner,” Susan Chester.

As a member of the program’s first fully virtual cohort during the COVID-19 pandemic, Dr. Hope experienced the unique challenges and opportunities of building community at a distance. Meeting her cohort members in person for the first time was a powerful moment, reinforcing the strength of the relationships formed through shared challenges, reflection, and growth.

Hope has paid it forward since graduating: She is a frequent guest in classes, from qualitative research courses to the “finish strong” writing seminar, in which she shares her 3-column “coffee & codes” process of analytic memoing and reflexive journaling as an exemplar for others to emulate. She also had completed a model capstone project, wherein she designed and facilitated a professional learning experience unique for assistant principals. Upon realizing that this role did not often get learning opportunities that were unique to the challenges within it, she drew directly from her own leadership experiences and research and created a space for school leaders to reflect, collaborate, and grow together. Her capstone project continues to this day as the “AP Institute,” implemented annually at PNW-BOCES. 

Looking back, Dr. Hope sees her experience with her committee as a reflection of what makes the ���ϳԹ��� EdD program special. It’s not just about developing technical skills, but about nurturing leaders who are grounded in purpose, community, and a commitment to making a difference. Today, Dr. Hope stays closely connected to ���ϳԹ���, often returning as a guest speaker and mentor for doctoral students. She sees herself as a thought partner, someone who walks alongside others, offering guidance, space to reflect, and encouragement to “finish strong.” Her advice to current and future cohorts is to stay organized, find someone you trust to think things through with, and don’t lose sight of why your work matters.

Hope earned her Bachelor's Degree in Elementary Education from Monmouth University, and her Master’s Degree in Literacy from The College of New Rochelle. She was also the 2023 recipient of the ���ϳԹ��� Doctoral Program’s Ethel Kennedy Award for Human Rights Leadership. Hope embodies what it means to lead with courage, empathy, and kindness.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Torsie Judkins who on Friday, February 13, 2026, successfully defended his dissertation proposal.

The title of Torsie’s dissertation is "RESILIENCE AND REPRESENTATION: COUNTER NARRATIVES OF AFRICAN AMERICAN STUDENTS’ ACADEMIC AND SOCIAL EXPERIENCES IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY."

Overview of Problem: Independent schools often portray themselves as inclusive, mission-driven communities, yet their histories, cultures, and definitions of “fit” and “belonging” are shaped by whiteness and elite norms. African American students frequently report racial isolation, microaggressions, surveillance, curricular erasure, and pressure to code-switch, making belonging conditional rather than universal.

Research Purpose: This study amplifies the counter-narratives of African American/Black alumni to understand how they experienced and made meaning of academic and social life in predominantly White independent schools, including the role of race and intersecting identities in shaping belonging, identity, support, and resistance over time.

Research Design: A critical qualitative inquiry that draws upon Critical Race Theory and aims to generate counter-storytelling regarding racialized experiences in predominantly White independent schools.

Sample: Purposeful recruitment of approximately 8–12 African American/Black alumni (18+) who graduated from NAIS-member U.S. independent schools within the past 5–7 years; current students and individuals in a direct supervisory relationship with the researcher are excluded.

Data Collection: One confidential, semi-structured 60–90 minute Zoom interview per participant, audio-recorded with consent. Transcripts will be de-identified, pseudonymized, securely stored, and participants may review their transcript or a summary for accuracy (member checking).

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBERS:
Dr. Nora C. R. Broege
Dr. Nicole Joseph

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Erica Naughton, who on Friday, February 13, 2026, successfully defended her dissertation proposal.

The title of Erica’s dissertation is "STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN MARGINALIZED SCHOOL COMMUNITIES."

Overview of Problem: Tenured Black female administrators who lead in marginalized communities are often identified as “clean-up women,” by improving instructional outcomes for underserved students (Peters, 2011). These women often face challenges such as limited resources, intergenerational trauma, and low student achievement data (Tillman, 2008). Bailes and Guthery (2020) found that women and people of color experience delays in attaining the principalship and/or being promoted from assistant principal. Despite these challenges, Black female administrators have experienced professional success in marginalized communities.

Research Purpose: The purpose of this critical qualitative inquiry is to amplify the stories of tenured Black Women school principals who have served as leaders for 4+ years in marginalized communities. Drawing upon Collins’ theory of other mothering, comprised of ethics of care, institutional guardianship, and cultural advancement, this study seeks to make visible how these principals’ persistence in and commitment to marginalized communities offer a counternarrative to the dominant deficit framing.

Research Design: critical qualitative inquiry

Sample: Black (anyone who is within the African diaspora) women principals with 4+ years of experience leading (School Building Leadership or equivalent) in marginalized K-12 school communities in the contiguous 48 United States.

Data Collection: Data will be collected through a semi-structured interview with questions aligned with each research question and theory, along with additional probes when necessary. Each 60 to 90-minute interview will be conducted, transcribed, and recorded via Zoom.

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nicole Joseph
Dr. Sagario Rudecindo-O’Neill

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Valentine’s Day invites us to think about what we love—and in the classroom, love is rarely abstract. It shows up in the practices we turn to repeatedly, the ones we refine, and the ones we keep choosing because they work for students.

Falling in Love with Practices That Work

The literacy practices that endure are rarely flashy. They are dependable, effective, and rooted in what we know about how students learn. Research‑backed instruction—explicit modeling, purposeful practice, meaningful feedback, and opportunities for transfer—creates conditions where students can grow with confidence.

What I love most about these practices is not just their effectiveness, but their honesty. They don’t promise shortcuts. They honor effort, clarity, and time.

A Practice Worth Sharing: Modeling and Think-Alouds

Research touchpoint: Decades of literacy research point to the power of explicit instruction. Studies by scholars such as Anita Archer, John Hattie, and Nell Duke consistently show that students benefit when teachers model strategies clearly, name the purpose, and gradually release responsibility.

One practice that is known to be returned to again and again is intentional modeling through think-alouds. When we slow down our thinking—naming how we approach a text, why we pause, what we do when meaning breaks down—we make the invisible visible.

Research consistently affirms this approach: students benefit when teachers explicitly demonstrate cognitive processes before asking students to try them independently. Meta-analyses of effective instruction identify modeling and guided practice as high-impact moves—particularly for developing readers and writers. But beyond the research, modeling communicates something quieter and just as powerful: learning is allowed to be imperfect.

When students hear us say, “I’m not sure yet—let me reread,” they learn that uncertainty is part of literacy, not a failure of it.

Practices Students Can Carry With Them

Research touchpoint: Strategy instruction is most effective when students understand not just what to do, but when and why to do it. Research by Duke & Pearson and others emphasizes teaching strategies in authentic reading and writing contexts so students can transfer them independently.

The most meaningful literacy practices are portable. They travel with students beyond a single lesson or classroom. A few that students often name as helpful:

• Rereading with purpose rather than speed

• Annotating selectively, not excessively

• Asking questions of the text—and of themselves

• Talking about reading and writing with peers before finalizing ideas

These are not just strategies; they are habits of mind. When we teach them explicitly and revisit them often, students begin to choose them on their own.

Sharing Literacy—and Compassion

Research touchpoint: Trauma-informed teaching, culturally responsive pedagogy, and the science of learning converge on a shared truth: students learn best in environments that combine clear expectations with relational trust. Structure supports learning; compassion sustains it.

At its best, literacy instruction is an act of care. It says: Your thinking matters. Your voice is worth cultivating. You are capable of growth.

Compassion enters when we allow space for difference—different reading histories, different language backgrounds, different relationships with school. Research‑backed instruction and compassion are not in tension; they depend on one another. Clear structure supports students, and empathy sustains them.

An Invitation

So this Valentine’s Day, perhaps the question isn’t just what we love—but what we are willing to keep nurturing.

What literacy practice have you fallen in love with this year? What does the research say about it, and what do your students show you through their engagement, persistence, or confidence?

Consider sharing your reflections:

• In the comments of this post, to spark collective learning

• In a team meeting or PLC, grounding conversation in both evidence and classroom experience

• In professional learning, by modeling the practice for colleagues the same way we do for students

When we share what works—and why—we extend compassion beyond our own classrooms. That kind of professional generosity is worth celebrating, today and all year long.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ���ϳԹ��� in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ���ϳԹ��� and professional development opportunities both in-district and through several partner BOCES. 

���ϳԹ��� School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ���ϳԹ��� School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Congratulations to Sue Fenstermacher who on Wednesday, February 11, 2026, successfully defended her dissertation proposal.

The title of Sue’s dissertation is "THE ROLE OF DISTRIBUTED LEADERSHIP IN EFFECTIVE SCHOOLS."

Overview of the Problem: Many U.S. schools still rely on traditional top-down leadership structures that do not match the complex demands of modern educational environments. Although distributed leadership offers a collaborative alternative, there is limited recent U.S.-based evidence on how its key components relate to perceived school effectiveness. 

Research Purpose: The purpose of this study is to examine how distributed leadership, specifically collaboration, shared responsibility, and leadership distribution, is related to decision-making and perceived school effectiveness among PK-12 educators. 

Research Design: quantitative study, cross-sectional survey, correlation analysis 

Sample: The sample will consist of approximately 300–500 PK–12 educators and school-based staff across the United States, including teachers, instructional coaches, administrators, and support personnel working in public, charter, private, and parochial schools. Participants will represent a range of school levels (elementary, middle, and high school), district sizes (small, medium, and large), and geographic locales (urban, suburban, and rural), with a subgroup analysis focusing on educators in New York State. 

Data Collection: Data will be collected using an online survey composed of two validated instruments: the Distributed Leadership Inventory (DLI) and the School Effectiveness Questionnaire (SEQ). Descriptive statistics will be used to summarize participant characteristics and key variables. Pearson correlation and multiple regression analyses will examine relationships between dimensions of distributed leadership (collaboration, shared responsibility, and leadership distribution), decision-making, and perceived school effectiveness. Moderation analyses will be conducted to determine whether school or individual characteristics influence these relationships. 

Dissertation Committee Chair:
Dr. Nora C.R. Broege

Dissertation Committee Members:   
Dr. Shelley Wepner
Dr. Rob Feirsen   

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership