Manhattanville University Doctoral Program in Educational Leadership 2024 Commencement Magazine

Doctoral Program in Educational Leadership

Commencement 2024

The Doctoral Program in Educational Leadership is designed for practicing and prospective leaders and experienced educators in P-12 and higher education, serving schools, districts, private and independent schools, charter schools, colleges, universities, community organizations, and entrepreneurial endeavors. The Doctoral Program in Educational Leadership consists of 3 pathways and adopts a cohort model enabling students to be part of a dynamic and cohesive community of learners during the EdD program. Currently enrolled students and doctoral alumni are highly accomplished scholar-practitioners who appreciate and have benefited from the value of having a terminal degree in the field of education.

Celebrating Excellence since 2010

The Manhattanville University Doctoral Program in Educational Leadership

Signature Pathway, established in 2010, provides leadership preparation for individuals interested in leading educational (P-12 public, private, parochial, charter and independent schools) and related nonprofit organizations serving public interest. The Signature Pathway is designed to meet the needs of practicing and aspiring leaders who want to be a catalyst to improve student learning, build strong partnerships, influence professional and policymaking communities, and promote the public’s confidence about the educational enterprise.

In 2013, building on the success of the Manhattanville University's EdD in Educational Leadership, the doctoral core faculty and staff added an innovative degree pathway for advanced Doctoral Students—the Dissertation Completion Pathway. The inaugural Cohort started in January 2014. The Dissertation Completion Pathway (DCP) is designed specifically for those who were enrolled in an accredited educational leadership doctoral program and completed all requirements but the dissertation (ABD).

Launched in 2016, the Higher Education Leadership Pathway to the EdD is designed for practicing and aspiring leaders seeking to further develop their skills to meet the challenges facing two-year, four-year, and graduate colleges and universities, and to help shape higher educational institutions in the future. The curriculum in this degree pathway empowers higher education leaders to decisively address challenges and opportunities in today’s climate of change and strategically adapt as agents of change.

To be of use

BY MARGE PIERCY

The people I love the best jump into work head first without dallying in the shallows and swim off with sure strokes almost out of sight. They seem to become natives of that element, the black sleek heads of seals bouncing like half-submerged balls.

I love people who harness themselves, an ox to a heavy cart, who pull like water buffalo, with massive patience, who strain in the mud and the muck to move things forward, who do what has to be done, again and again.

I want to be with people who submerge in the task, who go into the fields to harvest and work in a row and pass the bags along, who are not parlor generals and field deserters but move in a common rhythm when the food must come in or the fire be put out.

The work of the world is common as mud. Botched, it smears the hands, crumbles to dust. But the thing worth doing well done has a shape that satisfies, clean and evident. Greek amphoras for wine or oil, Hopi vases that held corn, are put in museums but you know they were made to be used. The pitcher cries for water to carry and a person for work that is real.

CONGRATULATIONS TO THE CLASS OF 2024!

Presentation of the 2024 Doctoral Program Awards

Distinguished Dissertation Research Award

Mary K. Humphreys Endowed Scholarship in Special Education Doctoral Award

Outstanding Service to the Doctoral Program Award

Ethel Kennedy Award for Human Rights Leadership

Judith Johnson Memorial Award

Dr. Susan Joy Chester

2024 Recipient of the Distinguished Dissertation Research Award

DISSERTATION TITLE: FROM POLICY TO PRACTICE: TEACHER SENSEMAKING OF NEW YORK STATE’S CULTURALLY RESPONSIVE-SUSTAINING EDUCATION FRAMEWORK

Abstract

Drawing upon Weick's (1995) theory of sensemaking, this qualitative study describes how high school social studies teachers make meaning of culturally responsivesustaining education as outlined in New York State's CR-SE framework. This study also examined how that sensemaking is reflected in social studies teachers' curricular and pedagogical decisions. Considering the current controversy surrounding diversity, equity, and inclusion work in school districts throughout the country, an examination of the issues surrounding implementation of the NYS CR-SE framework was needed. Through semistructured interviews with 16 high school social studies teachers, I found that factors such as teachers' background and experiences, professional context, policy ambiguity, and discourse around CR-SE, influenced teacher sensemaking and decision making. Teachers expressed that while CR-SE is what good social studies teachers do, teaching has become “a minefield.” Conclusions include recommendations for schools, districts, boards of education and the NYS Education Department.

Biography

Susan Chester is the K-12 Supervisor of Humanities in the Eastchester School District, where she oversees English Language Arts and social studies curricula. Previously, she taught 6th and 7th grade social studies and served as the social studies department chair at the Hommocks Middle School in Mamaroneck. She is the president of the Westchester Lower Hudson Council for the Social Studies, a professional organization that supports social studies educators in the region. Susan earned her BA in Anthropology from Binghamton University, her MA in Social Studies Education from the University of South Florida, and her MS in Educational Leadership from Long Island University.

Susan is the daughter of two retired New York City public school teachers and she knew that she wanted to become a teacher from her first day of nursery school. Susan lives in Irvington with her husband David, and their daughter, Miriam.

Keith Sullivan

2024 Recipient of the Mary K. Humphreys Endowed Scholarship in Special Education Doctoral Award

The Mary K. Humphreys Endowed Scholarship was established by the Humphreys family to preserve a legacy for Mary who passed away in 2008. Mary, a “career changer,” left the corporate world to complete her graduate degree in education at Manhattanville and pursued her greatest passion -- her love of teaching children with special needs. Starting in 2018, the Humphreys' efforts to preserve Mary's legacy extended the award to the doctoral program. The doctoral award is given to scholar-practitioners whose research focuses on programs and practices related to helping students with special needs and/or disabilities. The recipient possesses a "deep" interest in the welfare and teaching of children with special needs.

The 2024 award recipient is Keith Sullivan, a doctoral candidate, whose dissertation research focuses on special education teachers’ perceptions of Social Emotional Learning (SEL). Keith is a dedicated educator with a passion for fostering inclusive learning environments. With over a decade of experience in special education, Keith has served in various roles including paraeducator, special education teacher, assistant principal, and principal. For the last three years he has served as the Assistant Director of Special Education at Orange-Ulster BOCES. In this capacity, he leads initiatives such as the development of Social Emotional Learning curricula and is responsible for overseeing the Division of Special Education's daily operations.

Beyond his professional endeavors, Keith finds joy in coaching his children's sports teams, running, attending New York Giants football games and spending quality time with his wife and two children in Westtown, NY. Keith’s primary motivation for pursuing his doctoral studies is to demonstrate to his children that anything is achievable with determination. Keith aspires to be a positive role model for them, illustrating how he can effectively balance his academic pursuits with professional responsibilities while prioritizing our family above all else.

Dr. Jessica Fudge

2024 Recipient of the Award for Outstanding Service to the Doctoral Program in Educational Leadership

The Outstanding Service Award is presented to a doctoral student who has provided exemplary contributions to the doctoral program, School of Education, and/or college. Recipients of this award are trailblazers who use their research and/or professional networks and/or leadership skills to inspire others and effect change in the Manhattanville University Doctoral Program community.

The 2024 recipient of the Outstanding Service Award is Dr. Jessica Fudge. Above and beyond her role as a Graduate Assistant for the doctoral program, Jessica embodies the essence of servant leadership. Jessica has been an incredible resource to students, attending information sessions, and new student orientations. She was part of the group that initiated Doc Star Outings, and sustained those outings on her own initiative, fostering networking and in-person socialization for doctoral students and alumni across pathways.

Jessica Fudge began her career in education as a special education paraprofessional in a NYC D75 program in Queens NY in 2012 and then a classroom teacher in 2018. She transitioned to an administrative role as a Unit Coordinator at P224@314 in Jamaica Queens in 2023. Jessica believes that teacher empowerment and collaboration as the key to ensuring high academic achievement for all students. Jessica earned her Bachelor of Arts degree with distinction in Psychology at Queens College, completed her master’s in both general and special education from Hunter College, and also holds an advanced degree in Literacy Education from Queens College. Jessica is a wife and mother of two boys who have been her greatest teachers in life.

Dr. Esther Yoon

2024 Recipient of the Ethel Kennedy Award for Human Rights Leadership

Ethel Kennedy, a Manhattanville graduate in 1949, was the wife of Robert F. Kennedy. She often was at the forefront of many pivotal events in the mid-20th century, including the McCarthy hearings, the Civil Rights movement, the Cuban Missile Crisis, the groundbreaking political elections of the 1960’s, and the battle for labor rights. Shortly after the June 5, 1968 assassination of her husband, Mrs. Kennedy founded the Robert F. Kennedy Center for Justice and Human Rights, a nonprofit charity aimed toward RFK’s dream of a more just and peaceful world. A political force in her own right, Ethel has personally tackled human rights issues both at home and abroad. She has marched with Cesar Chavez, sat with Native Americans at Alcatraz, demonstrated outside the South African and Chinese embassies, joined the Global March for Children, among many other human rights issues, including and (at the age of 87) boycotting and protesting fast food businesses with the Coalition of Immokalee Workers. In recognition of her impressive life’s work, President Obama, in 2014, presented Ethel Kennedy with the Medal of Freedom, the highest civilian honor. In 2020, the Doctoral Program established the Ethel Kennedy Award for Human Rights Leadership, with support from Dr. Joanne Marien, to further honor Mrs. Kennedy by recognizing others’ shared passion for promoting human rights,

The 2024 recipient of the Ethel Kennedy Award for Human Rights Leadership is Dr. Esther Yoon for her human rights commitment and scholarship. Her dissertation investigated Asian cultural values’ influence on the decision to seek special education services. Esther Yoon currently works at the Digital Data Design Institute at Harvard, where she builds relationships with faculty and research staff in the field of generative artificial intelligence. She has worked in public and private sectors in both urban and suburban K-12 school districts as well as higher educational institutions. Esther earned her B.S. in Communication Sciences and Disorders from Northwestern University; an M.Ed. in Special Education from Vanderbilt University, and her doctoral degree in Educational Leadership from Manhattanville University. Her research interests are in education, sociology, and ethnographic research, and she studies issues related to culture, identity, and equity in education. She loves sports, cooking, and reading. She lives in Boston, MA and enjoys serving in her community with her two children.

Ashley Cruz

2024 Recipient of the Judith Johnson Memorial Award

This award is given by the Manhattanville University Doctoral Program in memory of Judith Johnson, who was described as the “best known educator in the Lower Hudson Valley, who fought for educational equity for decades and represented the region on the state Board of Regents since 2015” (Gary Stern, Journal News, October 22, 2019). Judith began her career as a teacher in New York City prior to moving into administrative roles for the Mamaroneck, Southern Westchester BOCES, Nyack, Peekskill, Mount Vernon, and White Plains school systems. Recruited by the Clinton administration in 1996, Judith served as the Deputy Assistant Secretary of Education and then the Acting Assistant Secretary for Elementary Education before returning to Westchester where she led two school districts. In 2008, Johnson was named New York State School Superintendent of the Year, making her the first African American to receive the honor from the New York State Council of School Superintendents. Judith was best known as an untiring force for seeking equity for all students. In 2020, Judith Johnson (a doctoral student at the time of her passing) was recognized by Manhattanville with a posthumous honorary doctorate in acknowledgement of her outstanding commitment to education, and this award was established to recognize a doctoral student whose work reflects Ms. Johnson’s legacy.

The 2024 recipient of the Judith Johnson Memorial Award is Ashley Cruz (Signature pathway, cohort 14). Ashley Cruz, a Latina woman, currently serves as a CSE/CPSE Chairperson and 1st-grade teacher for the Elmsford Union Free School District (EUFSD). She has a decade of experience as a special education and general education teacher. In 2021, Ashley was asked to be part of the ACE/ BET Restorative Justice team. With other members of the team, Ashley worked to create professional development to help promote conversations around DEI (Diversity, Equity, and Inclusion) with attention to implicit and explicit biases, and teaching diverse student body.

Ashley earned her master's degree in General and Special Education (birth to grade 6) in 2015 and in Educational Administration in 2021 at Mercy University. She is certified in School Building Leadership and School District Leadership. She is currently working on her dissertation, which will draw upon Critical Race Theory (CRT) as a theoretical lens, seeks to uncover the racialized experiences of Black students in their predominantly White, suburban school districts.

Presentation of the 2024 Graduates of the Manhattanville University Doctoral

Program in Educational Leadership

Dr. Raymond Ankrum

Dr. Sally Nicole Cavada

Dr. Stephen Celio

Dr. Barbara D. Freeman

Dr. Jessica Fudge

Dr. Juliet L. Gevargis-Mizimakoski

Dr. Stephanie Gumbs-Bennett

Dr. David Francis Jacob

Dr. Raymond Loverso

Dr. Jessica Maracallo

Dr. Jennifer M. Miller

Dr. Glenetta C. Phillips

Dr. Christina Ann Piazza

Dr. Robin Ruth Pitts

Dr. Krista Joy Quinn

Dr. Julianne B. Ross-Kleinmann

Dr. Madeline Sanchez-Diamond

Dr. Lauralyn Stewart

Dr. Victoria Lettieri Theofield

Dr. Peter Gerard Vecchio

Dr. Jennifer M. Walsh

Dr. Sheri Delena Warren

Dr. Devon Anderson Winters

Dr. Esther Yoon

Dr. Raymond Ankrum

Dissertation Completion Pathway

DISSERTATION TITLE

BLACK MALE PRINCIPALS’ ENGAGING BLACK PARENTS IN URBAN CHARTER SCHOOLS: AN INTERVIEW STUDY

Abstract

Limited research has investigated the experiences of Black male school leaders in urban charter schools. This qualitative study investigated how Black male school leaders activated and sustained Black parent engagement in urban charter schools with a majority Black student body. Limited scholarship has focused on Black male leadership and education. The study applied Epstein’s (1995) six types of parent involvement and Bass’s (2020) Black male care framework as theoretical lenses to analyze the experiences of Black male school leaders engaging Black parents in urban charter schools. Findings were that communication and relationship building are key tactics in all areas of engagement for (a) activating and sustaining engagement, (b) understanding how race plays a role in interactions with Black parents, and (c) being aware of how Black male leaders demonstrate caring practices that nurture parent engagement. This study illuminated how Black male school leaders are essential in sustaining Black parent engagement in schools with a majority Black student population. Actionable recommendations for practices are delineated for how to enhance leadership effectiveness and organizational outcomes.

Biography

Ray Ankrum, a first-generation college student, believes in the power of education to break the cycle of poverty. He holds a Bachelor's degree in African-American Studies and a Master's degree in Professional Studies from Stony Brook, as well as a Master of Arts in Social Studies Education from Morgan State University. Ray taught history and government in the Baltimore City Public School System before moving to charter schools, where he served as Dean of Students at Democracy Prep and later became a principal at Harlem Village Academies. He earned his Ed.M. from Teachers College, Columbia University in 2010, and went on to lead the turnaround at Riverhead Charter School, eventually becoming its Superintendent in 2017.

Dr. Sally Nicole Cavada

Signature Pathway Cohort 11

DISSERTATION TITLE

BELONGING THROUGH A CULTURE OF DIGNITY: A CASE STUDY AT A SUCCESSFUL ECONOMICALLY DISADVANTAGED NEW YORK STATE HIGH SCHOOL

Abstract

This asset-framing ethnographic case study examined how school leaders within a successful low-income New York State high school cultivated student belonging through a culture of dignity for low-income students. The Dignity Framework for Educational Equity (Cobb & Krownapple, 2019) was used as a theoretical lens to guide observations to conduct fieldwork; inductive codes were developed based on observations and interviews with school leaders. Data collection included shadowing and interviewing three school leaders at Evergreen High School (pseudonym) and interviews of three additional school personnel. This research illuminated how school leaders fostered a dignity, belonging, and inclusion mindset, and created opportunities for low-income students at their school. A whole-child ethos anchored in student dignity, relationships, and continuous use of data were three central tenets in understanding how school leaders cultivated belonging and addressed educational equity for low-income students at Evergreen High School. Findings consisted of four themes: (1) Educator Self-Awareness, (2) Adolescent Identity, (3) Societal and Political Power, and (4) Asset-Framing Approach. This case study found that educational institutions can improve equity efforts for low-income students by moving away from a deficit-focused model of test scores towards an asset-focused whole-child model.

Biography

Sally Cavada is a former fourth and fifth-grade elementary school teacher and proud mother of four wonderful children. She began teaching in 1999 at a public school in the Bronx, part of the New York City Public School system, and later taught in a suburban Westchester County school district before pausing her teaching career to raise her family. The teaching pedagogies Sally learned in her early educator training informed her parenting, and in turn, parenting has also informed her views on what the field of education can do to improve educational equity for all students. Sally is a first-generation American and a college graduate in her family; she wholeheartedly believes in human dignity and a whole-child education approach to teaching and learning.

Dr. Stephen Celio

Dissertation Completion Pathway Cohort 2

DISSERTATION TITLE

THE IMPACT OF DUAL-ENROLLMENT TEACHERS FOR TOMORROW PROGRAMS ON PARTICIPANTS’ INTENTIONS TO ENTER THE TEACHING PROFESSION

Abstract

Impending teacher shortages are a major concern in K-12 education. One possible way to grow the pipeline of new teachers is dual enrollment, Teachers for Tomorrow (TfT) programs, which expose students to teaching careers and allow them to earn high school and college credits simultaneously. The purpose of this quantitative study was to investigate the impact of TfT programs on participants' attitudes towards the teaching profession, which in turn could influence their later career choices. A timeseries design was employed to measure the attitudes of a sample of 27 enrollees, three times over the course a school year, using similar forms of a survey designed for the South Carolina Center for Teacher Recruitment and Retention. The findings of the study indicated that there were small, statistically non-significant improvements in student attitudes towards entering the teaching profession, their beliefs in their ability to earn a degree in education, and many specific facets of teaching. Supplemental findings included evidence that students’ decisions to enroll in the course were only slightly influenced by either the influence of people close to them or the ability to earn college credit, and that none of the specific aspects of teaching surveyed contributed significantly to the overall attitudes toward becoming a teacher. While the study did not provide convincing evidence of the value of DE TfT programs, a number of recommendations for further research and actions for practitioners and policymakers were suggested based on the findings.

Biography

Stephen M. Celio is an Adjunct Professor of History at Northern Virginia Community College (NVCC) and Social Sciences and Global Studies/ Technology Education Teacher at Briar Woods High School in Loudoun County, VA. Mr. Celio began teaching in Loudoun County in 1994 and joined the faculty of NVCC in 2015. In addition to his teaching duties, he also serves as a certified reviewer for the U.S. Department of Education’s What Works Clearinghouse, a subdivision of the Institute for Education Sciences, and a grader for the College Board. He is an alumnus of Gettysburg College (B.A., Psychology), George Mason University (M.Ed., Curriculum and Instruction), and the University of Virginia (Ed.S., Educational Administration and Supervision). Mr. Celio’s research interests center on teacher recruitment and retention and K-12 education policy.

Dr. Barbara D. Freeman

Dissertation Completion Pathway Cohort 1

DISSERTATION TITLE

AN EXPLANATORY CASE STUDY OF COLLECTIVE RESILIENCE IN AN URBAN PUBLIC SCHOOL DURING THE COVID-19 CRISIS

Abstract

This case study investigated the collective resilience of school stakeholders— comprising administrators, teachers, and parents—during the COVID-19 pandemic. Central to this study was investigating how these stakeholders demonstrated resilience in the face of unprecedented challenges posed by the pandemic. This study sought to understand how stakeholders recovered from these challenges by focusing on emotional, social, cognitive, and existential factors. The findings revealed intricate dynamics of how the school community responded to the pandemic, highlighting the mechanisms through which administrators, teachers, and parents managed to not only bounce back from setbacks but also cultivating a stronger sense of agency and acquire attributes necessary to thrive in a post-pandemic landscape. The study contributes to a deeper understanding of collective resilience, offering insights into how school communities can navigate future crises by leveraging the strengths of their collective capabilities and resources. Through this investigation, the dissertation underscores the importance of collaborative resilience and the potential for educational communities to emerge stronger from adversities.

Biography

Barbara Freeman’s 39-year career in education commenced as a principal, where her visionary leadership transformed learning environments, fostered strong community ties, and nurtured the growth of students and educators. Her dedication to excellence propelled her through the New York City Department of Education ranks, where she assumed pivotal roles, including community superintendent, executive superintendent, and senior advisor. In these capacities, Barbara has been instrumental in shaping district-wide strategies, enhancation Week. She holds a Bachelor of Arts in English from Hunter College and a Master of Science in Educational Leadership from Teachers College, Columbia University.

Dr. Jessica Fudge

Signature Pathway Cohort 13

DISSERTATION TITLE

CULTIVATING THE CONDITIONS FOR TEACHER LEARNING: ELEMENTARY SCHOOL LEADERS’ APPROACHES TO CONTEXUAL FACTORS RELATED TO IMPLEMENTATION AND SUSTAINMENT OF PROFESSIONAL LEARNING

COMMUNITIES

Abstract

This qualitative study examined how elementary school leaders from K-5 schools in eastern New York address contextual factors in implementing and sustaining Professional Learning Communities (PLCs). Senge (1990) stated that structures need to be in place to create and facilitate collaborative communities. Drawing on Senge's (1990) organizational learning (OL) theory, this study sought to understand leaders' views on organizational structures, information, communication, and control processes in relation to PLCs. The study revealed that time is the greatest constraint for PLC implementation and sustainment; and contractual limits to school day structures pose challenges to allocating adequate time for teacher learning. Staffing shortages are another key restraint; these limit teacher availability to participate in PLCs via released time during the school day. Despite these obstacles, leaders described that they optimize these limited resources by creating efficient structures in support of teacher collaboration and communication. The findings underscore the need for policy makers to support school leaders and teachers in creating more opportunities for collaboration and learning, moving beyond reactive educational reform initiatives focused on accountability measures.

Biography

Jessica Fudge began her career in education as a special education paraprofessional in a NYC D75 program in Queens NY in 2012 and then a classroom teacher in 2018. She transitioned to an administrative role as a Unit Coordinator at P224@314 in Jamaica Queens in 2023. Jessica believes that teacher empowerment and collaboration are the key to ensuring high academic achievement for all students. Jessica earned her Bachelor of Arts degree with distinction in Psychology at Queens College, completed her master’s in both general and special education from Hunter College, and also holds an advanced degree in Literacy Education from Queens College. Jessica is a wife and mother of two boys who have been her greatest teachers in life.

Dr. Juliet L. Gevargis-Mizimakoski

Signature Pathway Cohort 10

DISSERTATION TITLE

HIGH SCHOOL TEACHERS’ PERCEPTIONS OF THEIR MULTI-TIERED SYSTEM OF SUPPORTS TIER 1 PREPARATION AND CLASSROOM PRACTICES: A QUALITATIVE STUDY

Abstract

Multi-Tiered System of Supports (MTSS) promotes an equity-based concept of inclusive education, as opposed to a place-based concept, thus shifting the focus from who is included, to what is included (McCart & Miller, 2020; Sailor et al., 2018). In this qualitative study, I sought to understand high school teachers’ views about the purpose and design of MTSS and to what extent teachers were prepared, particularly through professional development to implement Tier 1 MTSS practices. Analysis of data collected through semi-structured interviews with 15 high school core content area teachers from schools with MTSS teams revealed that strong MTSS processes are built on what already exists, including effective communication and follow through. Findings also revealed that teachers believe MTSS is not a pathway to classification; rather, it serves as a mechanism to support students in the general education classroom. These findings make an important contribution to the literature on MTSS at the high school level by describing how teachers were prepared to implement practice to support the academic, behavioral, and social–emotional needs of all students in their classrooms through Tier 1 MTSS support. Recommendations for future research and recommendations for districts, schools, and MTSS teams are also included.

Biography

Juliet has been an educator and leader for over 20 years. She currently serves as the Assistant Principal of Dobbs Ferry High School where she has supported the introduction and development of an MTSS team at the high school. Prior to Dobbs Ferry, Juliet served as the Principal of Irvington High School; and served as Assistant Principal at Tappan Zee High School, where Juliet co-authored a grant and was awarded a $780,000 multi-year Federal Foreign Language Assistance Program Grant resulting in the introduction of new world languages at the elementary, middle, and high school levels. Juliet earned her bachelor’s degree double majoring in Political Science and Communications and Media Studies, graduating Magna Cum Laude from Fordham University’s Honors Program. She also holds Master of Education degree from Fordham University; and a Master of Science in Administration from the College of St. Rose.

Dr. Stephanie Gumbs-Bennett

Dissertation Completion Pathway

DISSERTATION TITLE

A QUALITATIVE STUDY OF BLACK WOMEN SUPERINTENDENTS’ USE OF CRITICAL SPIRITUALITY AS LEADERS

Abstract

African American women comprise only 1.4% of superintendents leading school districts in the U.S. (Grogan & Nash, 2021). These professionals face challenges to their leadership driven by systemic inequities deeply embedded in traditional leadership perceptions regarding race and gender, and are contending with being undervalued and overlooked, overwhelming exhaustion, stress, burnout, strain on the health and well-being, and unfair job expectations (Kingsberry & Jean-Marie, 2022). This begs the question: How do these women persist and prevail, seemingly against the odds? The purpose of this qualitative study was to amplify the voices of African American women superintendents by chronicling their experiences of professional advancement in public education. Drawing on Dantley’s (2003) theoretical framework of critical spirituality, this qualitative study further sought to understand the ways in which African American women used spirituality as they encountered challenges and barriers in superintendent leadership. Informed by narrative inquiry, this study collected data through multiple semi-structured interviews with African American superintendents to uncover challenges to their leadership and identify how spirituality was a strategy for overcoming challenges. The findings of the study revealed four themes: (1) Servant Leadership, prioritizing the needs of others as a “calling” for their leadership; (2) Identity Matters, how African American women leaders centered their race and gender in voicing their commitments; (3) Spiritual Leaders, the role of spirituality in their leadership; and (4) Equity Warriors, how these leaders sought to dismantle systemic educational inequities. Following a discussion of these findings, this study provides recommendations for local school districts and leadership professional development programs.

Biography

In Stephanie’s 30-year career, she has made leadership contributions to the UFT NYC’s Teacher Center Consortium, NYS Department of Education, NYC Department of Education, Brooklyn Hospital Board of Trustees Advisory Board, Franklin Covey’s Executive Leadership, The National Association for the Advancement of Colored People (NAACP), and the NYCDOE Chancellor’s Office. Stephanie spearheaded numerous humanitarian initiatives aimed at uplifting the underprivileged and fostering sustainable development, including service projects in New York City, serving as a doula in hospitals in impoverished countries, and volunteering at orphanages in Tanzania. Stephanie recently published her first children’s book reminding children and the reader of their greatness. Stephanie is a mother of 2 children, Omari and Afiya, and wife to her husband Keith for over 35 years. Stephanie’s hope is that her life reflects Mahatma Gandhi quote to: “Be the change that you wish to see in the world.”

Dr. David Francis Jacob

Signature Pathway Cohort 6

DISSERTATION TITLE

OVERCOMING INSTITUTIONAL ISOMORPHISM: TEACHERS’ EXPERIENCE DURING THE IMPLEMENTATION OF ELEMENTARY SCIENCE CURRICULUM AFTER PARTICIPATION IN DEVELOPMENT

Abstract

When educational leaders supervise the implementation of standardsbased curricula, they should understand the forces acting on classroom teachers during that implementation process. This study investigated the lived experience of 20 elementary teachers who developed, piloted, and implemented an Elementary Science Curriculum (ESC). Using DiMaggio and Powell’s theoretical lens of Institutional Isomorphism, this qualitative study sought to identify the coercive, mimetic, and normative mechanisms that teachers faced when implementing the ESC, and to understand in what ways their involvement in the process of curriculum development shaped their perception of the implementation. This interpretive inquiry addressed the overarching question: In what ways is a teacher’s participation in the curriculum development process meaningful to their lived experience in the classroom during school-wide implementation? Data of interview transcript data revealed several findings including that teachers do not have enough time; that taking on something new is hard; that their curriculum work is more than just following standards; and their joy when their students “get it.” This study is relevant to educational leadership because school leaders should consider the relationship between learning standards and curriculum implementation and how these elements influence each other in the classroom.

Biography

David Jacob is the Regional Science Coordinator for Putnam Northern Westchester Board of Cooperative Educational Services. He also serves as the director of the Science 21 program used by districts across New York. David has been an educator in Clarkstown Central School District in New York as a teacher, building, and district administrator; Hackensack High School in New Jersey as a Science teacher; and Rockledge High School in Florida as a Science teacher. David started his educational career in the US Army, working with medical research and training at the Uniformed Services University of the Health Sciences in Washington, DC. He also graduated from the US Army Air Assault and Rappel Master schools in Fort Campbell, KY. David earned two Bachelor of Science Degrees from the University of Central Florida in 1992, one in Science Education with a minor in Biology and the second in Liberal Studies concentration in Biology, Chemistry, Education, and Health Sciences. He earned a Master of Arts in Educational Leadership in 2004 from New Jersey City University.

Dr. Raymond Loverso

Signature Pathway Cohort 7

DISSERTATION TITLE

THE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFICACY AND THEIR PROFESSIONAL DEVELOPMENT: A QUANTITATIVE STUDY

Abstract

A Nation at Risk, released 40 years ago, enumerated the systemic flaws in the U.S. education system, and highlighted science education as an area of concern. The Next Generation Science Standards, released in 2013, demanded a shift in science instruction from isolated content to studentdirected investigations and sense-making (Krajcik et al., 2014; Wilson et al., 2015). The purpose of this quantitative study was to investigate the relationship between elementary teachers’ science teaching self-efficacy and the components of effective professional development as proposed by Darling-Hammond et al. (2017). The study aimed to contribute to the existing literature relating to the influence of professional development on teaching self-efficacy, with a specific focus on science teaching self-efficacy in K-5 elementary teachers. The research design for this study incorporated the use of a new survey tool, which measured the perceptions of K-5 elementary school teachers relating to their experience with Darling-Hammond et al.’s (2017) components of effective professional development, as well as their perceived efficacy in teaching science lessons that incorporate science and engineering practices, disciplinary core ideas, and crosscutting concepts. The results of this study showed that effective professional development has statistically significant and meaningful effect sizes on different dimensions on science teaching self-efficacy, with the greatest effect size observed on disciplinary core ideas, or science content. The findings and implications of this study are important for both researchers and practitioners as they reinforce previous findings about the powerful influence of effective professional development. Moreover, the findings of this study can inform decision making at the federal, state, and local school district levels, ultimately improving the quality of science education in our elementary schools.

Biography

Raymond Loverso is the Assistant Superintendent for Curriculum, Instruction and Assessment for the Syosset Central School District. Previously, he worked as the K-12 Coordinator for Science and Technology Education in Syosset and worked as a High School science teacher and department chair in Rye Neck Union Free School District in Mamaroneck. He received his BA in Chemistry and MA in Secondary Education from Hunter College, as well as an Advanced Diploma in Educational Leadership from Queens College. Raymond knew he wanted to be a teacher from his first day of kindergarten. He was raised in the Bronx and still resides there with his partner, who is a music educator in New York City public schools.

Dr. Jessica Maracallo

Higher Education Pathway Cohort 5

DISSERTATION TITLE

A QUALITATIVE STUDY OF SECONDARY TEACHERS’ THINKING ABOUT HISPANIC STUDENTS IN THEIR IMPLEMENTATION OF EQUITY-FOCUSED PEDAGOGICAL PRACTICES

Abstract

The resolution of educational disparities for Hispanic students is a continual endeavor embedded deeply in historical, societal, and educational norms. Without deliberate structural and systematic initiatives, these educational inequities cannot be eliminated. This interpretive qualitative study delved into how New York state suburban, public-school, secondary contentarea teachers framed their thinking and pedagogical strategies concerning educational inequity. The focus was on the teachers’ efforts to establish a fair learning environment that ensured equitable educational opportunities for Hispanic students. The study uncovered secondary content-area teachers’ understanding of educational equity in the classroom and explored how they described identifying and addressing inequities for secondary Hispanic students in their schools with at least a 25% Hispanic population. Interviews were conducted with 16 public-school, secondary content-area teachers, and data were analyzed through (a the cognitive frames of deficit, diversity, and equity and (b) the lens of single- and double-loop learning behaviors. Teachers’ thoughts on equity were framed by questioning their understanding and pedagogical practices. In addition to describing their own classroom practices, the teachers reflected on systematic structures and institutional practices that created and perpetuated inequities for Hispanic students in their schools. Teachers’ perspectives on the challenges of educational inequities influenced how they implemented initiatives to promote equity for students of color in their classes and the overall learning environment.

Biography

Jessica Maracallo is currently an Assistant Principal of White Plains Middle School. As an educator for almost 23 years and prior to becoming an administrator, she worked as an elementary educational associate, bilingual language arts middle school teacher, middle school humanities teacher, and middle/high school reading specialist, where she worked with English Language Learners, special education students, and struggling readers. Jessica earned her Bachelor of Science in Elementary Education N-6, and her Master of Science in Literacy Acquisition 5-12 from The City College of New York; and earned her second Masters of Science in School and District Leadership from The College of New Rochelle. As a Hispanic, female school building administrator, providing educational equity is of utmost importance to her. Jessica is also a proud wife and mother to two young girls.

Dr. Jennifer M. Miller

Dissertation Completion Pathway Cohort Delta

DISSERTATION TITLE

A QUALITATIVE STUDY OF HOW COMMUNITY COLLEGE LEADERS IMPLEMENT AND SUSTAIN GUIDED PATHWAYS ORGANIZATIONAL CHANGE

Abstract

To increase student completion, community college leaders have been focused on implementation and sustainability of organizational change efforts, particularly guided pathways since 2015. Of particular interest to the field is how leaders engage in the change efforts and their approaches to overcoming challenges to implementing and sustaining these efforts. Although many different change efforts and types of change in higher education have been studied by researchers, the focus of my research was on describing guided pathways change thorough the perceptions of those leading the change effort. The purpose of this qualitative, interview study was to understand U.S. based public, non-baccalaureate granting community college pathways project leaders' perspectives of guided pathways organization change. Drawing upon Kezar’s (2018) change macro framework theory on how colleges change, this study further sought to understand how leaders managed the ongoing change process using the sub-theory of organizational learning. The research questions were (1) How do community college guided pathways project leaders describe implementing and sustaining organizational change, specifically guided pathways? and (2) How do community college guided pathways project leaders use concepts from organizational learning in implementing and sustaining guided pathways? Data were collected in semi-structured interviews from 16 pathways project leaders with a variety of titles and from colleges of varying sizes and geographic locations that participated in either a national- or state-based guided pathways institute model. The study found that guided pathways leaders perceived reflection, engaging with stakeholders, and communication mattered when implementing and sustaining guided pathways organizational change. Kezar’s (2018) organizational learning tenets were also perceived to matter in varying degrees to participants when implementing change in their colleges.

Biography

Jennifer Miller is the Assistant Vice Chancellor of Community College Support with SUNY, and the Executive Director of the New York State Success Center. She provides support and leadership for the statewide activities of SUNY’s 30 community colleges including projects related to grants management, operations, administration, marketing, and student success, as well as acting as a liaison for community college presidential searches. Prior to her role at SUNY, Jennifer served as the Director of Communications for the Commission on Independent Colleges and Universities (CICU); the Director of Business Partnerships and Corporate Relations for the College of Agriculture and Life Sciences at Cornell University; Manager of Economic Development at the Cornell Center for Technology Enterprise and Commercialization; and was a part-time instructor at Tompkins-Cortland Community College. Jennifer currently coteaches the SUNY Center for Professional Development Leading Change in Higher Education course and is a Gallup-Certified Strengths Coach. Jennifer holds a B.S. in Marketing and Management from Siena College and a M.A. in Organizational Communication from the University at Albany.

Dr. Glenetta C. Phillips

Higher Education Pathway Cohort 3

DISSERTATION TITLE

A QUALITATIVE STUDY OF FORMERLY INCARCERATED BLACK MALE STUDENTS’ RESILIENCE FOLLOWING PARTICIPATION IN A PRISON-BASED EDUCATION PROGRAM

Abstract

The purpose of this qualitative study was to describe the experiences of formerly incarcerated Black male students’ participation in a prison-based education program. Drawing upon the theory of resilience, this study sought to understand how the formerly incarcerated students rose above their many hardships like mental health disorders and trauma-informed systemic racism, depression, and wellness. Analysis of data collected from interviews with 12 Black males enrolled in community college revealed how participants drew upon their grit and pride to rise above oppressive situations. The findings from this study are important in that they illuminated how resiliency and having a sense of pride play a large part in identifying the link between mental health, trauma-informed disorders, impeded progress concerns, and racial discrimination which are the pivotal aspects of the study. Based on mental health challenges a person’s hope and resilience within a systemic world of incarceration can lead to severe post-traumatic stressors; yet, it could also leverage the students’ capabilities within themselves.

Biography

Glenetta Phillips has 18 years of experience as an Educator, Leader, and Program Administrator. Glenetta is currently the SUNY Westchester Community College Program Administrator of the Initial Teaching Educational Program, a coordinator of Experiential Education and Civic Engagement; and an Adjunct Faculty. She has managed grassroots program development and instructed in a co-teacher model to enhance the Applied Learning and Career Development infrastructure. She is an instrumental leader with wide-ranging expertise in Adjunct Instruction, Communication Studies, GED high school equivalency teaching, a Career Developer, and an Experiential Education and Civic Engagement project manager. Glenetta earned her Bachelor of Arts degree in Education and Certificate of Special Education at Chestnut Hill College; and completed her Master's in Elementary Education from Eastern University.

Dr. Christina Ann Piazza

Signature Pathway Cohort 10

DISSERTATION TITLE

MIDDLE SCHOOL MATHEMATICS TEACHERS’ CONCEPTIONS OF LEARNING STYLES: INFLUENCES ALONG THE WAY AND POTENTIAL IMPACT ON INSTRUCTION

Abstract

A belief in the idea of learning styles (LS) is held by most people, including educators. The theory of learning styles conveys that individuals learn best in a certain way such as visual, auditory, or kinesthetic. An extension of this theory hypotheses that individuals learn best when material is presented in one’s preferred learning style, also known as the “meshing hypothesis” (Pashler et al., 2009. The “meshing hypothesis” is widely believed by the general public, educators, and even those with a background in neuroscience. Yet, neuroscience research shows the contrary. Individuals learn in a variety of ways. To this effect, learning styles have been labeled a neuromyth, resulting from an incorrect interpretation of brain research. The prevalence of this neuromyth raises concerns as K-12 and post-secondary educators continue to believe in learning styles and continue to use this belief as a basis for instructional decisions. This cycle of misinformation continues due to misguided beliefs. This study focused specifically on how middle school mathematics’ teachers conceptualize LS, influences that contribute to their belief in learning styles, and how their awareness of learning styles influences instruction. The results indicated a lack of consensus amongst middle school mathematics teachers’ definitions and conceptualizations of learning styles. Teachers’ beliefs are influenced by professional development, district practices, and personal experiences. Teachers reported their own learning style influenced the way they taught.

Biography

Christina Piazza is a 6th grade mathematics teacher in Ridgefield, CT. She has been an educator for over twelve years, teaching middle school mathematics across various districts in Connecticut, both urban and suburban. Christina finds joy in seeing her students grow as people and as mathematicians. Some topics of interest Christina focused on throughout her doctoral work are how the brain learns, the adolescent brain, educational neuroscience, and the experiences of middle school mathematics teachers. Christina earned a Certificate of Advanced Graduate Study in Special Education from Southern Connecticut State University; a Master of Arts in Secondary Education and Bachelor of Science in Mathematics and English from Sacred Heart University.

Dr. Robin Ruth Pitts

Higher Education Pathway Cohort 5

DISSERTATION TITLE

COACHING EFFECTIVENESS OF FIRST-YEAR PRINCIPALS OF LOW-PERFORMING SCHOOLS: AN INTERPRETIVE STUDY WITH AN ASSET-BASED APPROACH

Abstract

This research study investigates the coaching effectiveness of first-year principals in low-performing schools, employing the International Coach Federation (ICF) coaching framework. The study aims to provide insights into how successful ICF-coached principals perceive coaching's utility, transfer learning from coaching to their leadership roles, perceive added value during their transition into successful school leaders, and navigate institutional barriers in Targeted Support and Comprehensive Support and Improvement schools in New York State.The theoretical framework draws on Knowles' andragogy and Cox's adult learning theory, providing a lens for examining coaching's impact on leadership development. Findings indicate that successful principals construct the value of ICF coaching through a non-judgmental thought partnership, aligning coaching with instructional leadership concepts. They actively transfer learning from their coaches, manifesting in measurable personal and professional growth. The perceived value from coaching is transformative, contributing to improved leadership and prioritization skills. Despite institutional barriers, ICF-coached principals redefine challenges as opportunities, leveraging coaching for strategic problem-solving and leadership empowerment.This study contributes to understanding how quality ICF coaching supports new leaders in lowperforming schools, aiming to retain them in the educational workforce. The findings underscore coaching's proactive role in school improvement, emphasizing its value in leadership development and transformative growth. As educational systems grapple with the urgent need for success in low-performing schools, this research advocates for enhanced support structures and coaching initiatives to cultivate effective leadership, ultimately benefiting vulnerable schools and the broader educational landscape.

Biography

Robin Pitts’ career, which spans over 35 years within the New York City Public Schools, began as a teacher. Robin moved into the role of Assistant Principal, and later to the role of Principal which marked a pivotal point of the founding of The High School of Sports Management in Brooklyn, New York where she served for 13 years. Robin, who earned an Associate Coaching Certification from the International Coaching Federation, assumed the role of Leadership Development Coach at New York City Public School Central Office (Tweed). In this capacity, Robin engaged superintendents, deputy superintendents, principals, and central personnel in extensive training sessions, gaining a profound understanding of leadership dynamics and the Multidimensional Principal Performance Review tool with the LearnerCentered Initiative. Robin holds a Master's in Secondary Education and Mathematics from Brooklyn College.

Dr. Krista Joy Quinn

Dissertation Completion Pathway Cohort Delta

DISSERTATION TITLE

YOU MATTER: A QUALITATIVE STUDY OF HOW WRITING FACULTY SIGNAL TO STUDENTS THEY MATTER

Abstract

“Mattering” is a key component of success for students (Rosenberg & McCullough, 1981). For community college students, the classroom plays a critical role in their college experience (Lundberg, 2014). Among college courses, first-year writing classes hold particular significance for advancing student learning (Tedrow, 2020). Using Schlossberg's (1989) theory of marginality and mattering, this research sought to explain how faculty cultivate environments conducive to students feeling valued, significant, and like they matter. Interviews were conducted with 13 full time faculty members teaching in community colleges and the findings illuminated the ways in which faculty signal to students that their voices, experiences, and perspectives matter. Themes emerged surrounding inclusive and supportive pedagogical practices, affirming students’ abilities, intentionally making space for students in the classroom. This study also revealed the reflective nature of full-time writing faculty and explained how they use reflection to guide their pedagogical practices that signal mattering. The findings underscore the pivotal role of faculty-student interactions in fostering a sense mattering among students, particularly within the community college setting. Furthermore, implications for pedagogical approaches and faculty development initiatives are discussed, highlighting the importance of intentional efforts to prioritize student mattering in educational practice

Biography

Krista Quinn is currently the Coordinator of the English, Speech and ESL departments and an instructor of English at Rockland Community College. With over 20 years of teaching experience, Krista is passionate about teaching first year writing courses. Krista also has extensive experience teaching English at the high school level, as well as supervisory experience in the high school setting. Krista is committed to student success initiatives at Rockland Community College and has worked as a TRiO liaison and an academic advisor. She is currently the co-lead on a grant project to increase the use of OER in first year English and Communications classes. Krista is a two-time graduate of New York University’s Steinhardt School of Education, with a Bachelor of Science in Teaching of English 7-12 and her Master of Arts in Teaching of English 7-12. She also holds a NJ Teaching Certificate with Advanced Standing, as well as a NJ Supervisory Certificate.

Dr. Julianne B. Ross-Kleinmann

Dissertation Completion Pathway Cohort 1

DISSERTATION TITLE

ELEMENTARY TEACHER AND TECHNOLOGY LEADER TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE REGARDING NYS COMPUTER SCIENCE AND DIGITAL FLUENCY LEARNING STANDARDS

Abstract

This mixed-methods explanatory sequential study of K-6 classroom teachers and education technology leaders (ETLs) examined their technological pedagogical content knowledge (TPACK) and awareness of New York State’s Computer Science and Digital Fluency Learning Standards (NYS-CS/ DF). Combined, these may provide guidance for a successful rollout of the Standards. The quantitative data from this study suggests that teachers are fairly knowledgeable of the pedagogical and content TPACK domains and less knowledgeable in domains including technology. ETLs self-assessed higher in all technological areas, and they may use this knowledge to assist teachers in rolling out the Standards. Qualitative insights from interviews revealed four overarching themes: improving survey participation to foster self-reflection, adapting to evolving educational landscapes, empowering educators through professional development, and addressing technology equity and access. This research suggests support and resources that may enhance teacher technological skills, possibly leading to successfully integrating the NYS CS/DF Learning Standards. Additionally, this study seeks to contribute to the TPACK framework research on practicing elementary teachers.

Biography

Julianne “Juli” Ross-Kleinmann is currently the Data Analysis and Technology Integration Specialist at Ulster BOCES. Her interest in technology was sparked by early exposure to the LOGO programming language, leading to a decade-long volunteer engagement with the LOGO Foundation. A Delta Sigma Theta Sorority Inc. member for over 35 years, Juli is dedicated to community service, presenting on topics ranging from technology applications and data privacy to S.T.E.M. and maker spaces. She is particularly proud of co-presenting with her students, focusing on practical applications of computational thinking and project-based learning through programming languages like Scratch. Juli has a background in elementary education, early childhood education, and educational administration. Juli cherishes the support of her husband, Joseph, and their rescue dogs, Utah and Woolsey. Juli enjoys family dinners, Maine, cooking, and seeking out the best pizza joints. Julianne is the recipient of the 2022 Manhattanville Doctoral Program in Educational Leadership Judith Johnson Memorial Award.

Dr. Madeline Sanchez-Diamond

Signature Pathway Cohort 12

DISSERTATION TITLE

LEADING THROUGH CRISIS: THE ROLE OF EMOTIONAL INTELLIGENCE IN ELEMENTARY SCHOOL PRINCIPALS’ LEADERSHIP DURING THE COVID-19 PANDEMIC

Abstract

In March 2020, school leaders’ roles were unexpectedly and dramatically challenged as a result of the COVID-19 global pandemic which resulted in overnight school closures across the United States and an unexpected need to transition to online learning. What role might emotional intelligence have played in school principals’ leadership during those unprecedented times? The purpose of this qualitative study was to describe how elementary school principals applied EI as defined by Goleman’s (1995, 2001) model while leading during the initial phase of the COVID-19 pandemic. This study also sought to understand the unique leadership challenges that principals confronted while leading during the pandemic, and what forms of preparation principals deemed as useful to their leadership during the crisis. Two semi-structured interviews were conducted with each of the 14 elementary school principals in New York State. The findings of the study reflected the application of each of the four domains of emotional intelligence in participants’ descriptions of their leadership during the initial 18 months of the COVID-19 pandemic. Findings also reflected the extraordinary personal and professional emotional toll leading through crisis took on the participants, as well as what participants described as preparing them to lead through crisis. While findings from this study evidenced elementary school principals’ reliance on EI while leading through the pandemic, the study concludes that school leaders would benefit from increased awareness and formalized training in EI. The author offers recommendations to policymakers, district leadership, and Boards of Cooperative Educational Services (BOCES) regarding ways in which this might be accomplished.

Biography

Madeline Sanchez-Diamond is Director of English as a New Language, Dual Language, and World Language programs at Peekskill City School District in Westchester County, NY. Prior to her career in education, Madeline worked for a Fortune 100 company as a Workforce and Staff Development trainer. She began her career in education as an English as a New Language (ENL) teacher, and later transitioned to an ENL district instructional coach. She has served as Adjunct Professor of Multilingual studies at Pace University. Madeline is an alumna of Mercy College (BA, Organizational Leadership, New York University (M.A., Teaching English to Speakers of Other Languages), and College of Saint Rose (EdM, Educational Leadership). Madeline’s research interests focus on educational leadership and emotional intelligence.

Dr. Lauralyn Stewart

Signature Pathway Cohort 11

DISSERTATION TITLE

UNPLUGGED: EXPLORING THE RELATIONSHIP BETWEEN PARENTAL MONITORING OF SCREEN TIME AND IRRITABILITY, EMOTIONAL REGULATION, AND PROSOCIAL BEHAVIORS

Abstract

This quantitative study examined the influence of parental monitoring on 9- to 12-year-old young adolescents’ screen time. The study then explored how screen time influences adolescent behaviors. The aim of the study was to contribute to research and recommendations made by educators and medical professions to parents to help inform how parental monitoring may influence screen time and subsequent behaviors. Raising awareness of how parental monitoring may influence screen time and screen time may influence behaviors can elevate parents’ and educators’ concerns of increased screen time and therefore mitigate screen time usage. Policies and practices can be influenced and changed based on the results of this study. The National Institute of Health’s Adolescent Brain Cognitive Development (ABCD) study, a national longitudinal dataset, was used to understand the relationship between the variables. Family structures were controlled for when studying parental monitoring’s possible influence on screen time and subsequently children’s screen time possible influence on behaviors. The behaviors of specific focus consisted of irritability, emotional regulation, and prosocial behaviors. Bandura’s (1986) social learning theory was used to frame the study investigating the relationship between personal factors, environmental factors, and behaviors. Statistical analysis allowed for an indepth analysis that consisted of multiple regression.

Biography

Lauralyn Stewart began her educational career in 2006 as a physical education teacher and athletic trainer in the Katonah-Lewisboro School District. In 2013, she joined the Chappaqua Central School District as a physical education and health teacher, and now serves as the assistant principal at Horace Greeley High School. Lauralyn earned two degrees from SUNY Cortland -- a B.S. in Athletic Training and a B.A. in Physical Education in 2004. After earning both of those degrees, she headed to the University of Albany as an athletic trainer for their football and baseball teams, and during this time, she received a M.S. in Curriculum Development and Educational Technology in 2006. Through the Future School Leaders Academy (FSLA) at Bank Street College of Education, she received her Master’s in Educational Leadership and earned her School Building Leader and School District Leadership certifications.

Dr. Victoria Lettieri Theofield

Signature Pathway Cohort 11

DISSERTATION TITLE

AN EXAMINATION OF NYC EARLY-CAREER ELEMENTARY TEACHERS’ EXPERIENCES, SELF-EFFICACY, AND INTENT TO REMAIN IN THEIR HIGH-NEED WORKPLACE: AN INTERPRETIVE INQUIRY

Abstract

The purpose of this qualitative interpretive inquiry was to describe the experiences of early-career, elementary teachers working in high-need schools in NYC. This study examined teachers’ experiences in the workplace and how their experiences contribute to their feelings of self-efficacy and intent to remain in their high-need school. Using a semi-structured interview protocol, in-depth interviews were conducted with 10 NYC teachers who were within their initial five years of teaching. A writing activity was also conducted to gain greater insight and check consistency in the data, or information teachers shared. Albert Bandura’s self-efficacy theory and the Department of Education’s human capital framework were used during the data analysis process. Analysis revealed that early-career elementary teachers in NYC high-need schools experience many challenges that impact their perceptions, self-efficacy, and intent. Teachers who reported more positive workplace environments had stronger, more supportive relationships with their administration and felt valued despite many workplace challenges like student behavior and attending to children’s’ diverse needs. Based on teacher feedback, building rapport between principals and teachers, while also providing opportunities to teach authentically, can help retain educators in high-need schools.

Biography

Victoria L. Theofield, currently a 4th grade elementary school teacher in a NYC public school in the Bronx, has taught many subject areas including physical education and health to students in grades K-6, teaching students with disabilities in kindergarten, English language learners, and even 6th grade ELA. She is also passionate about SEL curriculum and mindfulness in the classroom. Victoria earned her bachelor’s degree in childhood education and sociology in 2015 from Manhattanville [then-] College; completed a dual Master’s degree in Literacy and Children with Disabilities from St. John’s University in 2018, earning the dean’s convocation award. Born in Stony Brook, NY, and raised in St. James, NY, she currently lives with her husband, Kevin, and dog, Ghost, in Somers, NY. Victoria loves being outdoors, spending time with family, and being the head coach for the high school girls' soccer program at Edgemont Central School District.

Dr. Peter Gerard Vecchio

Signature Pathway Cohort 6

DISSERTATION TITLE

SHIPPING OUT: A QUALITATIVE STUDY OF CADET AT-SEA EXPERIENCES AND STUDENTS’ CAREER DECISIONS AT U.S. MARITIME ACADEMIES

Abstract

A shortage of professional mariners to work onboard commercial vessels exists in the United States and in the world commercial fleets. State maritime academies graduate third mates and third assistant engineers ready to take up these positions, yet even after their training, not all choose to do so. The purpose of this qualitative study was to understand how experiential learning at sea informs career decisions. This study interviewed recently graduated cadets from the five state maritime academies in the United States to gain an understanding of how being onboard a commercial vessel and experiencing the job first-hand informed their career decision making. Analysis of interview transcript data revealed that the allure of financial rewards and the aspiration to embark on maritime careers influenced participants’ career choices, motivating them to seek employment at sea. As they pursued this path in commercial shipping, many voiced their intention to curtail this experience. Using Kolb’s experiential learning theory (ELT) through its four-stage learning cycle, participants reflected and analyzed how they came to understand through their at-sea experiences that a maritime career is not solely centered on making a lot of money. They indicated that social and personal factors regarding the challenges of life at sea played a role in their career decisions, as mariners sought to strike a balance in their lives. Participants emphasized that maintaining a work-life balance was a significant factor in their decision to transition to shore-based positions; some immediately, others in the foreseeable future. Prioritizing personal happiness and the pursuit of contentment held significance for the participants.

Biography

A 1992 graduate of SUNY Maritime College, Peter Vecchio sailed as a watch officer with Military Sealift Command, Commodore Cruise Lines, and Windjammer Barefoot Cruises. During this period, he also sailed on board the Training Ship Empire State in every position through to Chief Mate. Coming ashore possessing an unlimited Master’s license, Capt. Vecchio has been teaching in the Marine Transportation Department at SUNY Maritime for the last 18 years, where he currently serves as Department Chair. Involved from its inception, he was part of the strategic planning process of the NSMV (National Maritime Security Vessel) project for replacing the nation’s current fleet of aging training ships. SUNY Maritime College was the recipient of the first of this new class of vessels in the Fall of 2023.

Dr. Jennifer M. Walsh

Signature Pathway Cohort 13

DISSERTATION TITLE

A QUALITATIVE INQUIRY INTO THE IMPLEMENTATION OF THE SOCIOCULTURAL COMPETENCE PILLAR IN AN ELEMENTARY DUAL LANGUAGE PROGRAM

Abstract

The purpose of this qualitative inquiry was to explore the implementation of the third pillar of Dual Language Education (DLE), sociocultural competence. Teachers’ perceptions of the structures both supporting and challenging implementation of the pillar were examined. An Elementary (K-5) Two-Way Immersion (TWI) DLE Program in the lower Hudson Valley served as the setting for this research. Sociocultural competence includes appreciation for diverse cultures, identity development, and proficiency across cultures (Howard et al., 2018). Document analysis provided insight into the federal, state, and local laws and guidelines guiding DLE. Artifact analysis allowed for understanding of the signs, symbols, and relics observable in a DLE classroom. Interviews were used to explore teachers’ perceptions of the strategies that support the implementation of the sociocultural competence pillar and the challenges they face. Classroom observations were used to examine student interactions and instructional practices. Institutional theory served as the guiding framework for this study. The three vital pillars that make up institutions, regulative, normative, and cultural cognitive systems, represented the structures that support DLE implementation and specifically the sociocultural competence goal. Findings stemming from this study can guide and inform future decisions by school and district leaders in regard to implementation of the DLE sociocultural competence goal.

Biography

Jennifer Walsh has served as the Mathematics Department Chair for Sleepy Hollow Middle School and High School since 2007. She manages a department of 18 middle school and high school teachers, providing professional development, curriculum guidance, classroom support, collaboration, and department supervision. Prior to 2007 Jennifer served as a Mathematics Coach and Mathematics teacher at Louis D. Brandeis High School in Manhattan. Jennifer is currently serving in her first term as a School Board Trustee in the Pawling Central School District. Jennifer earned her Bachelor of Science degree with distinction, double majoring in Mathematics and Economics at the University of Michigan; her master’s degree in education from Harvard University; and a master’s degree in School Administration from Touro College.

Dr. Sheri Delena Warren

Dissertation Completion Pathway

DISSERTATION TITLE

A CRITICAL QUALITATIVE STUDY OF INTERSECTIONALITY AND IDENTITY DEVELOPMENT OF 1.5 AND SECOND-GENERATION IMMIGRANT BLACK WEST AFRICAN MUSLIM FEMALES

Abstract

Even as the number of African immigrants in the United States in increasing, attention to their lived experiences, and specifically on Black West African Muslim adolescent females, has been absent. The purpose of this narrative inquiry was to describe the identity development of Black West African Muslim adolescent females. Drawing upon intersectionality theory, this research sought to understand how various dimensions of identity, including race, ethnicity, gender, and religion, converged to construct the participants' sense of self. Through two 90-minute semistructured interviews with 10 participants, this study chronicled the lived experiences of 1.5 and second-generation Black West African, Muslim adolescent females by retelling their stories in meaningful ways that allowed their voices to be heard and their views to be known. The findings of the study revealed three themes that captured the lived experiences of the participants. They expressed that their adultification was restrictive, muted their individuality and was often the source of duress. Additionally, they conveyed a sense of invisibility and isolation in the school and peer worlds as a result of racism, sexism, xenophobia, and Islamophobia. Finally, the participants employed acts of resistance as a form of selfactualization. The study provides recommendations for practice for school recruitment officers, educators, social service workers, mental health practitioners and religious institutions.

Biography

Sheri Warren, during the past 31 years, has served as an educator, both pedagogical and supervisory at the New York City Department of Education. As a teacher, she taught Literacy and Social Studies at the middle school level. Currently, she is the Principal of the Knowledge and Power Preparatory Academy (K.A.P.P.A.); a role in which she has served for the past 19 years. Sheri earned her Bachelor of Arts degree from Howard University; Master’s Degree in Elementary Education from Lehman College; and a Certificate of Advanced Study in Educational Administration from New York University. Upon completion of her doctoral degree, she intends to pursue her dream of establishing a community-based organization that serves Black girls and young women. Sheri is the proud mother of a young adult son and daughter.

Dr. Devon Anderson Winters

Dissertation Completion Pathway Cohort 1

DISSERTATION TITLE

DEVELOPING CAREER SELF-EFFICACY: HIGH SCHOOL ALUMNI PERCEPTIONS OF THE IOWA BPA EXPERIENCE

Abstract

Limited research exists on how students make meaning of their experience in high school career and technical student organizations (CTSOs) specifically related to self-efficacy sources of influence. The purpose of this qualitative study was to describe perceptions of 25 Iowa Business Professionals of America alumni. Criteria for recruiting alumni included that they must have a) graduated high school in 2018 or 2019, b) attended the two Iowa BPA conferences during both their junior and senior years, and c) attended BPA national conferences for both their junior and senior years. Perceptions were explored through the lens of Bandura’s theory of self-efficacy, specifically the four sources of influence of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and physiological responses. The research findings revealed several key themes: confidence and accomplishment, career and college preparedness, meaningful relationships, and emotional maturity. Overall, BPA emerges as a transformative platform that equips individuals with confidence, skills, and clarity about their career trajectories, emphasizing the importance of inclusive environments and diverse experiences within the organization. However, this study found students who were not afforded leadership opportunities, such as the leadership conference or local officer teams, may have gained more from their experience had they been able to participate.

Biography

Devon Anderson Winters is currently a Career and CTSO Coordinator for the Waterloo Community School District. She holds multiple degrees from the University of Northern Iowa including a Master of Arts in Educational Technology and Bachelor of Arts in Early Childhood, Elementary, and Secondary Business Education. She has been a dedicated Secondary Business Teacher in Waterloo for 25 years preparing students for their future. Devon’s passion for Career and Technical Student Organizations (CTSO) began while she was in high school, continued throughout her professional career, and led her to start BPA chapters at three school districts within the state of Iowa. As a CTE leader, she continues to promote student organizations and encourage more teachers to become involved. While pursuing her doctoral degree at Manhattanville University, she had been exploring perceptions of how Iowa BPA alumni make meaning of their experiences in relation to career self-efficacy.

Dr. Esther Yoon

Dissertation Completion Pathway Cohort 2

DISSERTATION TITLE

DONT MAKE WAVES: UNDERSTANDING ASIAN CULTURAL VALUES’ INFLUENCE ON THE DECISION TO SEEK SPECIAL EDUCATION SERVICES

Abstract

This study examines how cultural values may influence East Asian parents seeking educational services for their child. Using the lens of acculturation theory to analyze qualitative and quantitative data, findings reveal a complicated relationship between racial identity and the special education space. The quantitative data substantiates a statistical disproportionality in special education classification among East Asian students while qualitative data illumines two key factors: the perceived assumption of “model” minority status, on the part of educators/schools; and a cultural orientation that privileges and values academic achievement to such an extent that the lack of achievement results in great shame, stigma, and feelings of hopelessness. The implications of these findings are widespread and could inform policy and practice around special education services as well as the extent to which schools can serve as inclusive spaces for all families, regardless of racial/ethnic background and ability.

Biography

Esther Yoon currently works at the Digital Data Design Institute at Harvard, where she builds relationships with faculty and research staff in the field of generative artificial intelligence. She has worked in public and private sectors in both urban and suburban K-12 school districts as well as higher educational institutions. Esther earned her B.S. in Communication Sciences and Disorders from Northwestern University; and an M.Ed. in Special Education from Vanderbilt University. Her research interests are in education, sociology, and ethnographic research, and she studies issues related to culture, identity, and equity in education. She loves sports, cooking, and reading. She lives in Boston, MA and enjoys serving in her community with her two children.

The “Love Behind Leadership” Fund was established in 2015 to pay it forward to the Manhattanville University Doctoral Program. Rebranded as “EmpowerEdD Leadership” in 2024, this fund empowers doctoral students by supporting their research, providing support for travel to present, recognizing their doctoral achievements, and supporting their writing. An investment in this fund provides students with recognition for their scholarship, showcases the prestige of the program, and introduces the broader community to the incredible doctoral students and alumni.

Every donation creates an enduring tribute to a person in whose honor or memory the donation is made. This contribution endures through recognition of one’s donation that leaves a legacy of your generosity and support for the Doctoral Program in Educational Leadership.

We thank you for your generosity and support of students in the Doctoral Program in Educational Leadership.

We would like to thank the Manhattanville University School of Education Faculty and Staff for their ongoing support of the doctoral students and program, the dissertation committee members who gave their time and expertise, Orange Ulster BOCES for providing a satellite location, and the PNW BOCES Center for Educational Leadership for their ongoing support as partners of the Doctoral Program in Educational Leadership.

Thank you!

A special thanks to Faculty and Staff who have contributed so much to the success of our Doctoral Program and students:

Dr. Frank Sánchez President

Ms. Christine Dehne

Provost and Executive Vice President

Dr. Brian V. Carolan Dean of School of Education

Dr. Susan V. Iverson Chair, Professor & Director of Doctoral Program in Educational Leadership

Dr. Martin Fitzgerald

Assistant Director of the Doctoral Program in Educational Leadership

Dr. Peter F. Troiano

Visiting Associate Professor, Educational Leadership; and Coordinator of Dissertation Completion and Higher Education Leadership Pathways

Dr. Shelley B. Wepner

Professor and Dean Emeritus, Educational Leadership; and Coordinator of Signature Pathway

Faculty

Dr. Nora Broege

Assistant Professor, Educational Leadership

Dr. Robert Feirsen

Coordinator and Visiting Associate Professor, Educational Leadership

Dr. Joanne Marien

Clinical Faculty, Educational Leadership

Dr. Kenneth Mitchell

Visiting Associate Professor, Educational Leadership

Dr. Yiping Wan

Professor, Educational Leadership

Adjunct Faculty

Dr. Julie Alexander

Dr. Laura Bigaouette

Dr. Lamesha Brown

Dr. Angela Clark-Taylor

Dr. Sara Henry

Dr. Nicole Joseph

Seann Kalagher, Esq.

Dr. Nicole M. Nover

Dr. Sagrario Rudecindo-O’Neill

Dr. Joseph Phillips

Dr. Robert Monson

Doctoral Program in Educational Leadership Staff

Ms. Serafina Martorano

Administrative Assistant

Ms. Paula Moskowitz

Education Librarian for the Doctoral Program

A very special thanks to the Board and Administration of Putnam Northern Westchester BOCES, our partners in offering the Doctoral Program in Educational Leadership.

Dr. Lynn Allen

Ms. Tasha Wright

Ms. Stalina Hernández-Feliciano and the Administration and Staff of PNW BOCES

Friends and Affiliates of the Manhattanville University Doctoral Program in Educational Leadership

Heartful Editor

Ms. Dominique Mason

Ms. Jessica Tully

Ms. Jessica Cox

Ms. Rocio De la Roca Vasquez

Dr. Gerald Ardito

Ms. Lorena Parada

Ms. Meghan McGivney

Dr. Robert Mangione

Office of the Registrar

Student Financial Services Office

Mr. Jeff Rosedale

Dr. Victoria Fantozzi

Ms. Danielle Wachter

Ms. Lynda Hanley

Ms. Renee Gargano

Dr. Diane Lang and the Administration and Staff of Orange-Ulster BOCES

Educational Leadership Advisory Committee 2023-2024

Dr. Angela Adamu

Dr. Lynn Allen

Dr. Jeremy Barker

Dr. Laura Bigaouette

Dr. Brian V. Carolan

Dr. Alison Carson

Dr. Marjorie Castro

Dr. Cheryl Champ

Dr. Robert Feirsen

Dr. Martin Fitzgerald

Dr. Michelle Gosh

Dr. Debbie Hand

Dr. Ronald Hattar

Dr. Emily Hersh

Dr. Susan V. Iverson

Dr. Nicole Joseph

Dr. Kenneth Mitchell

Dr. Letitia Payne

Dr. Cindy Porter

Dr. Edwin Quezada

Dr. Sagrario Rudecindo-O’Neill

Dr. Patrick Sullivan

Dr. Debra J. Thomas

A special thanks to those who contributed to the publication of this Graduation Magazine

Dr. Susan V. Iverson

Dr. Martin Fitzgerald

Ms. Serafina Martorano

The Creative Services Department at Putnam Northern Westchester BOCES