Editorial Consortium

JEEL Executive Editor

Edward L. Myers, Alvernia University, Reading, PA

Biography: Dr. Edward L. Myers has an extensive and diverse background in the education and behavioral health fields. Ed earned his doctorate from Temple University’s College of Education, within the department of Psychological, Organizational, and Leadership Studies. Previously, he earned B.S. and M.Ed. degrees from East Stroudsburg University. He also completed a post-graduate certification program in educational administration at Alvernia University, and he completed post-graduate work in education, behavioral health, and research at Saint Joseph’s University. As a lecturer and adjunct professor at Temple University, Neumann University, and Alvernia University, Ed has developed courses and published his work in the areas of leadership theory, adolescent learning & development, instructional coaching, educational administration, and education policy. He has served academia as the executive editor of the Journal of Education Policy, Planning and Administration (JEPPA); the executive editor of the Journal of Ethical Educational Leadership (JEEL); a contributor to the Society for Research on Adolescence; and as a peer reviewer for Current Issues In Education (CIE), the Journal of Education & Research, and the European Journal of Contemporary Education. For the past twenty years, Ed has gained valuable professional experience as a school administrator, lecturer, adjunct professor, teacher, coach, and counselor in the public high school, college/university and community agency settings. His areas of research and academic interest include: leadership & organizational behavior, philosophy & policy of secondary schools, adolescent learning & development, and qualitative research methods.

JEEL Assistant Executive Editor 

Ella Macklin, Duquesne University, Pittsburgh, PA

Biography: Ella earned her doctoral degree in Educational Leadership at Duquesne University. The title of her dissertation is Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs. She holds a Master of Education degree in Early Education of Disabled Students and a Master of Social Work degree from the University of Pittsburgh. Ella also earned a B.A. in Psychology/Speech Pathology-Audiology from Carlow College. Additionally, she is a licensed PA social worker who specialized in community organization/planning. Certified in special education(mental and physical disabilities), Ella taught students in learning support/scholars/gifted education classes and coordinated K-5 special education services for nine years in a charter school. Serving as a practicum supervisor for Pitt and Duquesne has allowed her to mentor undergraduate/graduate students in the fields of psychology and education. Some of her many experiences in the field of writing emanates from her work as an action research co-coordinator, teacher researcher and writing instructor. Ella has specialized training as a Teacher-Consultant (2011 Western Pennsylvania Writing Project Fellow, University of Pittsburgh). Her work appears in the following publications: Macklin, E.M. (2015) Learning how to set and reach goals (essay). Chapter 9 Social Cognitive Theory: Student, Regulate Thyself. Improving Practice Through Inquiry: One Teacher’s Story. In J. Snowman & R. McCown (Eds.) Psychology applied to teaching 14th Ed. Stamford: Cengage Learning and Wolfe, C. & Macklin, E. M. (2013). Anagrams and animals: Teaching poetry to elementary students with exceptionalities. In M. Luskey & C. Wolfe (Eds.) The Poetic Classroom: A Collection of Lessons, Reflections and Poetry from Teachers and Students in Western Pennsylvania. Pittsburgh: Autumn House Press.

JEEL Editorial Consortium Members

Kakali Bhattacharya, Kansas State University, Manhattan, KS

Biography: Kakali is an associate professor in Educational Leadership at the Kansas State University. Her research interests include race, class, gender issues in higher education informed by transnational and critical race theories, and de/colonizing methodologies. She is also a trained research methodologist in qualitative inquiry and has an interest in technology-integrated learning and social spaces. Currently, reflecting on the sociocultural nature of education, she has taken up contemplative inquiry and pedagogies for ethical teaching and research practices.

Prakash C. Bhattarai, Kathmandu University, Lalitpur, Nepal

Biography:  Prakash C Bhattarai, PhD is Coordinator (Assistant Professor) at the Department of Educational Leadership and Development Studies at Kathmandu University – School of Education, Hattiban, Lalitpur, Nepal. He is the 2015 Paul Begley Award winner for his doctoral thesis on ethical leadership. He is also the Highly Commended Award winner of the 2015 Emerald/EFMD Outstanding Doctoral Research Awards, selected by the Journal of Educational Administration (JEA). He teaches qualitative, quantitative and mixed methods research, and carries out research in the education and development sectors. After earning his Master’s degree in Sociology in 2002, he began working as a faculty member, project evaluator, researcher and trainer in several international and national organizations. He has presented papers and received training in several countries. Some of his many experiences in the field of writing emanate from his work as a trainer, researcher, and project evaluator. He is an active member of non-profit and educational forums. He has keen interests in anti-corruption, integrity, ethics, ethical leadership, educational and societal reform, Technical and Vocational Education and Training (TVET), and mixed methods research.

Ann Biswas, University of Dayton, Dayton, OH

Biography: Ann is the Director of Writing Programs and a Lecturer in English at the University of Dayton, where she also earned a doctorate in Educational Leadership, Higher Education. Her research focuses on academic integrity, experiential learning, and faculty development. Ann earned a B.A. in Communication from Wright State University and an M.A. in English from the University of Dayton. Prior to beginning her academic career, Ann worked for more than 10 years as a business writer, editor, and corporate communications manager

Christina C. Bonne-Annee, (Penn State University – Dickinson School of Law), Carlisle, PA

Biography:  Christina C. Bonne-Annee is an Administrative Law Judge with the Office of Temporary and Disability Assistance. Ms. Bonne-Annee presides over hearings reviewing determinations made by the Human Resource Administration, the Administration for Children’s Services, the Department of Homeless Services, the Department of Health, as well as a number of other New York City agencies. Prior to becoming an Administrative Law Judge, Ms. Bonne Anne practiced civil rights and employment litigation. Her professional experiences encompass police brutality, race and sex discrimination, and criminal defense litigation. Christina Bonne-Annee graduated from New York University’s College of Arts and Sciences where she received a B.A. in History and French. She also received her doctor of law (J.D.) from the Pennsylvania State University, Dickinson School of Law. In addition to her work in the legal field, Ms. Bonne-Annee has been a consultant for the Connecticut Chapter of the Black Alliance for Educational Options and the Connecticut Parent’s Union analyzing legal issues surrounding education reform, drafting education policy, educating parents about their role in the education reform movement, and developing political strategic plans to advance education reform in New York, New Jersey, and Connecticut. In furtherance of her mission to reform education systems, in 2012, Ms. Bonne-Annee co-founded the Progressive Education Consulting Group; a consulting firm focuses on school turnaround and student empowerment. PE Consulting Group’s purpose is to create spaces were knowledge, and the power that comes with it, is transferred to children throughout the African diaspora. Christina is currently working on her first book that chronicles her personal experiences with the New York City public education system. Her past writings include an in depth analysis of charter school’s impact on the achievement gap and a review of the legal system’s effect on public education.

Rodgers Cherui, University of Eldoret, Kenya

Biography: Rodgers Cherui is currently a PhD candidate at the University of Eldoret, Kenya. He studied at Moi University where he attained a Bachelor of Education Science degree (1999), and a Masters of Education Degree in Management and Planning (2010). At Tambach Teachers College (2010-2018), he has been teaching science education, and has served as an assistant teaching practice director, coordinator of education for sustainable development, and a trainer of trainers in the Centre for Mathematics and Science Education in Africa. At the secondary school level, he taught at Kaptama Secondary School (2001 – 2008). He has been a part-time lecturer at Mt Kenya University, Kisii University and the University of Eldoret where he has been teaching in the school of education with specialities in education management, education planning, and research methods at the bachelors degree level. He has published ten articles in refereed journals. He has also attended a number of workshops and seminars, and made several conference paper presentations. His areas of research interest include: policy analysis, girl child education, teacher training, and vocational training. He is also a member and affiliate of the Kenya Association of Education and Managers (KAEAM).

Anuna Magnus Chigozie, Abia State University, Uturu, Nigeria

Biography: Anuna Magnus, Chigozie has served as Professor of Educational Administration and Policy at Abia State University, Uturu, Abia State, Nigeria since 2011. He earned his doctorate from Abia State University, Uturu, Faculty of Education in 1998, in the Department of Educational Administration. He holds a Master Degree of Education in history of Education and a Bachelor of Arts (Education/History) from the University of Port Harcourt and the University of Nigeria Nsukka, respectively. Prior to joining Abia State University in 1989, Magnus was a classroom teacher at Amaimo Girls Secondary School for four years. He served as Chair of the Department of Educational Administration, and Dean for the School of Education at Abia State College of Education (Technical) Arochukwu, Abia State, and later as a faculty member of Post-Graduate Education. Anuna Magnus has been the Editor-in-Chief of the African International Journal of Educational Administration and Policy (AIJEAP) and Editor of Journal of Educational Management, Abia State University, Uturu (JEMABSU) and served as Executive Editor of the Abia State Journal of Educational Studies. He also was appointed member of the Editorial Adviser Board, African Studies Review, a journal published by the Centre for African and American-African Studies, Southern University at New Orleans, Louisana, and served as a peer reviewer for Current Issues in Education (CIE), Arizona State University. He has been a visiting Professor of Educational Administration at Usman Dan Fodiyo University, Sokoto, Nigeria and Abia State College of Education (Technical) Arochukwu, Abia State, and has also been an external examiner for Masters and Doctorate Degree candidates, at the University of Port Harcort, Rivers State.His areas of academic interest are centered on Educational Leadership, Educational Policy Analysis, and Law. His current research assesses the link between Social Justice Equity and effective school improvement.

Dana Christman, New Mexico State University, Las Cruces, New Mexico

Biography: Dr. Dana Christman is an Associate Professor in the Department of Educational Leadership and Administration (ELA) at New Mexico State University. She has served as the Interim Associate Dean of the College of Education and as Academic Department Head of ELA. Having received a Fulbright grant, she taught in the People’s Republic of China at Nanjing Normal University. Dr. Christman has served in the Faculty Senate, the President’s Commission on the Status of Women, the University Research Council, Faculty Grievance Board, as well as university sub-committees for self-study for the Higher Learning Commission and NCATE. She currently sits as a member of the Institutional Review Board. Dr. Christman is a recipient of the Donald C. Roush Award for Teaching Excellence and the College of Education Award for Excellence in Research and for Excellence in Service. Dr. Christman is active in professional organizations, such as the American Educational Research Association, University Council on Educational Administration, and belongs to several AERA Special Interest Groups (SIGs). She currently serves as Co-Chair of the SIG Research on Women and Education. Her research interests include multiple aspects of educational leadership, including social justice, American Indian, and gender issues. Dr. Christman has published in several journals, including the Journal of Higher Education, the Journal of Research on Leadership Education, Educational Administration Quarterly, and the Journal of American Indian Education. She has made numerous scholarly presentations of her work at research conferences, national and international.

Jennifer Clayton, George Washington University, Washington, D.C.

Biography: Dr. Clayton serves as an Associate Professor in Educational Leadership with The George Washington University. Dr. Clayton earned her Ph.D. in Educational Leadership at Old Dominion University, Master’s of Education in Educational Administration at Rutgers University, and Bachelor of Arts at James Madison University. Her primary research interest in is the leadership development trajectory including leadership identification, development, preparation, and early career assistant principals.. Dr. Clayton also serves on a variety of boards, including the SIG Executive Committee of AERA.

Antonia Darder, Loyola Marymount University, Los Angeles, CA

Biography: Dr. Antonia Darder is an internationally recognized Freirian scholar. She holds the Leavey Presidential Chair of Ethics and Moral Leadership at Loyola Marymount University, Los Angeles. She is also Distinguished Visiting Professor of Education at the University of Johannesburg and Professor Emerita of Education Policy, Organization and Leadership at the University of Illinois Urbana Champaign. For more than 30 years, her practice and scholarship have focused on political questions and ethical concerns linked to racism, class inequalities, language rights, critical pedagogy, Latino education, and social justice. More recently, her work has sought to articulate a critical theory of leadership for social justice and community engagement, as well as to theorize a pedagogy of beauty, in the pursuit of a liberatory practice of education. Dr. Darder’s scholarship has been deeply influenced by the world renowned Brazilian educator and philosopher Paulo Freire, whose ideas on schooling and society profoundly shaped the direction of her early work. Beyond her scholarly efforts, Dr. Darder has been an activist and visual artist, participating in a variety of grassroots efforts tied to educational rights, worker’s rights, bilingual education, women’s issues, environmental justice, and immigrant rights. In the 1990s, she convened educators from across the state to establish the California Consortium of Critical Educators (CCCE), a member supported radical teachers’ organization committed to an educational vision of schooling intimately linked to social justice, human rights, and economic democracy. In 2005, she established a radio collective with students and community members who produced Liberacion!, a public affairs radio program on WEFT. As a member of the Champaign Urbana Independent Media Center, she was active as a community journalist with the Public I. In 2007, she worked with graduate students on an award winning documentary, Breaking Silence: The Pervasiveness of Oppression that examined the persistence of inequality at the university.‌

Patricia Rice Doran, Towson University, Towson, MD

Biography: Patricia Rice Doran, Ed.D., is an Assistant Professor of Special Education at Towson University, where she specializes in neurodevelopment and neurodiversity, language diversity, and culturally responsive special education practices. While at Towson, she has served as an undergraduate advisor, implemented two grants from the Maryland State Department of Education related to problem-solving for diverse populations, and developed several graduate courses in special education for culturally and linguistically diverse populations. She has published peer-reviewed articles on a variety of topics related to her research interests and has authored and edited several professional books, most recently PANDAS and PANS in School Settings: A Handbook for Educators.

Daniel Eadens, Northern Arizona University, Flagstaff, AZ

Biography: Dr. Dan Eadens teaches educational leadership courses ranging from the masters to doctoral levels. His research/teaching focus is on Critical Issues and Finance. Dan is actively involved in the community and serves on *FJA, *ONA, *NCPEA, and NAU Senate Executive Boards, and maintains scholarly publications, including the recently co-edited book:  Papa, R., Eadens, D.M., & Eadens, D.W. (2016), Social Justice Instruction: Empowerment on the Chalkboard, Springer. Dan is a retired Army Reserves Major, and serves as the Assistant Department Chair.

*FJA (Flagstaff Junior Academy); ONA (Orchestra of Northern Arizona); NCPEA (National Council of Professors of Educational Administration)

Jennifer Fellabaum-Toston, University of Missouri, Columbia, MO

Biography:  Jennifer is an Associate Teaching Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri. She is also the Director of the Statewide Cooperative EdD Program. Jennifer holds a BSS in professional leadership and a MEd in college student personnel from Ohio University. She completed her PhD with an emphasis in Higher and Continuing Education at the University of Missouri. Jennifer’s research and teaching interests include identities in higher education, postsecondary teaching and learning, and the development of scholarly practitioners/practitioner-scholars.

Nadine D. Hylton, University of Rochester, Rochester, NY

Biography: Nadine D. Hylton is a Ph.D. candidate in Education Policy and Theory at the Margaret Warner School of Education and Human Development at the University of Rochester. Her primary research focuses on information acquisition and decision-making amongst urban parents utilizing school choice. She is also interested in how school choice and in particular inter-district choice can be used as a vehicle for urban school reform. Since commencing doctoral studies, Nadine has worked with Rochester’s Urban-Suburban Interdistrict Transfer Program, as a research assistant, looking at various organizational, programmatic and policy issues salient to the program and its operation. Prior to commencing doctoral studies, Nadine completed her BA and MA in Forensic Psychology at the City University of New York, John Jay College of Criminal Justice.

Mary Kropiewnicki, Savannah State University, Savannah, Georgia

Biography: Dr. Mary Kropiewnicki is professor and dean of the School of Teacher Education at Savannah State University. Dr. Kropiewnicki has been an advocate for underrepresented individuals throughout her career and focused much of her research on women in leadership and gender equity. She currently is working to increase diversity in the educator workforce with greater access to higher education through P-20 partnerships and grant-funded programming that better prepares underserved students for entry into post-secondary education, particularly in the STEM fields. Prior to coming to Savannah State University, Dr. Kropiewnicki was assistant dean at Cabrini University in Radnor, PA where she established a doctoral program in Educational Leadership after founding the Ed.D. in Educational Leadership program at Wilkes University in Wilkes-Barre, PA as an associate professor and department chair. While at Wilkes University, Dr. Kropiewnicki worked in both undergraduate and graduate education in educator and leadership preparation programs. She worked to increase both online and international programming while at Wilkes. Dr. Kropiewnicki has extensive experience and expertise in curriculum, assessment, and accreditation, as well as in qualitative research. Prior to moving into higher education, she was an elementary and middle school teacher, reading
specialist, and principal at the elementary and middle levels in public school systems in Pennsylvania. She obtained her Ed.D. in Educational Administration from Temple University, her Master’s in Reading from the University of Scranton, and her Bachelor’s in Elementary Education from Bloomsburg University of Pennsylvania, where she also completed post-graduate work in the area of Curriculum and Instruction Supervision.

Dino J. Laury, Rochester Institute of Technology, Rochester, NY

Biography: Dino J. Laury  received his Ed.D. in educational leadership, with concentrations in higher education and administration, at the Warner School of Education and Human Development, University of Rochester. His decision-analysis dissertation was centered on  associate degree program offerings within the Department of Engineering Studies at the National Technical Institute for the Deaf. Dr. Lauria’s coursework and research interests revolve around decision analysis, governance policy, collegiality issues, program evaluation, tenure and collective bargaining. Currently, he is an appointed department chairperson of Engineering Studies at the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology (RIT) in Rochester, NY. He received his B.S. in Mechanical Engineering Technology and M.S. in Information Technology from RIT. In his 24 years of higher education, he served as chair for institutional committees in the areas of tenure and promotion, strategic planning, academic senate, faculty council, and search committees. Dr. Lauria also fostered STEM education for deaf and hard-of-hearing students from Budapest, Hungry and Moscow, Russia.

Huiwen Li, Cleveland State University, Cleveland, OH

Biography: Dr. Huiwen Li holds an M.Ed in Education Management, an MA in Psychology in Education, and an Ed.D in Educational Leadership. He has nearly thirty years of teaching, counseling, management, and research experience at all levels of institutions. Courses Dr. Li taught/teaches include foreign languages, psychology, and research methodology. Currently he works as the Head Teacher/Assistant Director of Educational Programs at the Confucius Institute of Cleveland State University. His responsibilities include teacher training, curriculum design, program evaluation, and Chinese language teaching. Dr. Li has held memberships in AEA, AERA, and CLTA, and currently is affiliated with the American Council on the Teaching of Foreign Languages (ACTFL). His research interests include student learning assessment, educational policy, program evaluation, and Chinese language education. As an independent author and co-author, Dr. Li has published various research papers in academic journals and actively presents his work at academic conferences.

Jackie Mania-Singer, Oklahoma State University, Stillwater, OK

Biography: Jackie Mania-Singer is a visiting assistant professor in School Administration at Oklahoma State University. Dr. Mania-Singer earned her Ed.D. in School Administration from Oklahoma State University, Master’s of Education in English Education from the University of Oklahoma, and Bachelor of Arts in Humanities from St. Gregory’s University. Prior to her position with Oklahoma State, Dr. Mania-Singer taught English/language arts in the private and public school settings and held administrative positions in P-12 education and at the Oklahoma State Department of Education. Her research interests include educational leadership and school reform, educational policy, and school finance. She has a particular interest in the analysis of social networks as related to schools, organizational learning, and district central office transformation to support system-wide reform

Robert Maranto, University of Arkansas, Fayetteville, AR

Biography: Robert Maranto (rmaranto@uark.edu) is the 21st Century Chair in Leadership at the Department of Education Reform at the University of Arkansas, and previously taught at Villanova and served in government in the Clinton years. He currently serves on the Fayetteville School Board. He holds a B.S. from the University of Maryland and a Ph.D. from the University of Minnesota. In concert with others, he has produced 13 scholarly books which have sold dozens of copies and are so boring his own mother refused to read them, including Education Reform in the Obama Era (Palgrave/Macmillan, 2016), President Obama and Education Reform (Palgrave/Macmillan, 2012), Judging Bush (Stanford, 2009), The Politically Correct University (AEI, 2009), A Guide to Charter Schools (Rowman and Littlefield Education, 2006), and School Choice in the Real World: Lessons from Arizona Charter Schools (Westview, 2001). He lives in Fayetteville with his wife, April Gresham Maranto, and their bosses, Tony (17) and Maya (12), who attend traditional public schools.

Joe Polizzi, Marywood University, Scranton, PA

Biography: Joe is currently an Associate Professor of Education at Marywood University where he is the director of of the Educational Leadership program. He holds a Ph.D from Penn State in Educational Leadership.  Prior to pursuing the Ph.D,  Joe was a New York State Senate Fellow serving on the Senate Education Committee, a Fulbright exchange teacher in Pecs, Hungary and a high school English teacher for 8 years in the New York City School system. His areas of research include authentic leadership, transformative learning, using films as a medium of instruction, alternative schools and school reform.  He lives in Clarks Summit, PA. with his wife Eva and daughters, Lily Julia and Sofie Joy.

Thomas J. Shields, University of Richmond, Richmond, VA

Biography: Dr. Shields is the Founding Director of the Center for Leadership in Education and the Founding Chair of the graduate program in Educational Leadership and Policy Studies in the School of Professional and Continuing Studies. In addition, Tom teaches in the Jepson School of Leadership Studies and in the Robins School of Business at the University of Richmond. Tom has also taught at the Sorensen Institute for Political Leadership at the University of Virginia. He has published articles in Academic Exchange Quarterly, Journal of Black Studies and Politics and Policy and in the Richmond Times-Dispatch, StyleWeekly and Richmond Magazine. For nearly twenty years, Tom has worked on various issues facing the Greater-Richmond community, particularly those pertaining to education and good government. He has formed organizations such as EduLead, which is a partnership with local school systems, universities, and corporate partners to build leadership capacity in the local school systems. He has been a member of the City of Richmond Public Schools Charter Review Commission, Search Committee for the Superintendent of the City of Richmond, Strategic Planning Committee for Henrico County Public Schools, Greater-Richmond Chamber of Commerce Subcommittee on Education and the Coalition for Greater Richmond. He sat on the Commission for Richmond’s Government and was part of a group that changed the governmental structure in the City to elect a mayor at-large. He has been a member of the Transition Committee on Local Government for Governor-elect Tim Kaine and the Transition Committee on Education for Mayor-elect Dwight Jones. Tom is a graduate of the University of Scranton, where he majored in History. He received his Master degree in Teaching and doctoral degree in Public Policy and Administration from Virginia Commonwealth University.

Luke Stedrak, Seton Hall University, South Orange, NJ

Biography:  Luke J. Stedrak, Ed.D. is an Assistant Professor of Education Leadership, Management and Policy at Seton Hall University. He began his career in education as a secondary education teacher in Pinellas County, Florida. Dr. Stedrak’s research interests include school finance, school law, and virtual education. His national study about the funding of elementary and secondary virtual schools won Dissertation of the Year awards from both the Association for the Advancement of Educational Research and the National Education Finance Conference. Dr. Stedrak has presented his school finance research to such organizations as the American Educational Research Association, Education Law Association, National Education Finance Conference as well as other national organizations. He currently serves on the editorial advisory boards of the Journal of Education Finance and the Journal of Education Policy, Planning and Administration. He is a member of the Board of Advisors for the National Education Finance Conference, and is a National Reporter for the Education Law Association’s School Law Reporter.

Jennifer Tomon Stephens, Univ. of North Carolina, Greensboro, NC

Biography: Jennifer T. Stephens, Ph.D. is the Coordinator for Residential College Development and the Director of the Teacher Education Fellows Program in the University Teaching and Learning Commons at The University of North Carolina at Greensboro (UNCG). She holds a B.A. in Education from The University of North Carolina at Chapel Hill, an M.S. in Counseling from the North Carolina State University, and a Ph.D. in Educational Studies with a concentration in Cultural Studies from UNCG. As a former K-12 educator and college counselor, she has published and presented on her work with college students and personnel and continues to pursue research related to P-20 collaborations, cultural studies, curriculum development, and innovative practices in teaching.

Mike Trevisan, Washington State University, Pullman, WA

Biography: Dr. Mike Trevisan is the Dean for the College of Education at Washington State University. He is a Professor of Educational Psychology and Co-Director of the Learning and Performance Research Center, a center devoted to developing state-of-the-art solutions to pressing educational situations. Dr.Trevisan’s expertise is in the fields of applied measurement and educational program evaluation, with more than 20 years of experience. He is published widely in the peer-reviewed literature and presents regularly at professional meetings. In addition, he is often sought after to participate in panels for federal agencies, state and school district advisory committees for new initiatives and policy deliberations, and as a consultant to businesses in the private sector.

Brad Walston, (University of North Carolina at Chapel Hill), Chapel Hill, NC

Biography:  Brad holds a B.S. from East Carolina University and a Masters Degree in School Administration from the University of North Carolina at Chapel Hill. In December of 2013, Brad earned his doctorate in Educational Leadership at Chapel Hill. Currently, Brad serves as an Assistant Principal for Instruction at a High School in Wake County North Carolina. For the past ten years, Brad has gained valuable professional experience by administering, teaching, and coaching, in the public high school setting. Brad serves as a member of a research team commissioned by the North Carolina Department of Public Instruction (NCDPI) to collect and analyze data regarding the impact of the NCDPI District and School Transformation division. This research helped guide Race to the Top allocation strategies aimed at improving performance in North Carolina’s lowest-achieving schools and supported the publication of his work in several journals and a book chapter regarding turnaround schools. 




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