Manhattanville College Doctoral Program in Educational Leadership

Presenting Our 2019 - 2021 Graduates 1

Signature Pathway

Manhattanville Doctoral Program in Educational Leadership

The 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 non-profit 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.

Offered in partnership with:

Putnam | Northern Westchester Board of Cooperative Educational Services The Doctoral Program in Educational Leadership is designed for practicing and prospective leaders and experienced educators in P-20 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 is 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 importance of having a terminal degree in the field of education.

Celebrating a Decade of Excellence!

Dissertation Completion Pathway

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

Higher Education Leadership Pathway

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 Manhattanville College higher education leadership concentration is the only program in the region that decisively addresses what higher education leaders need to know to navigate challenges and opportunities in today’s climate of change.

LOVE

Behind Leadership

The "Love Behind Leadership" fund was established in 2015 by EdD alumni to pay it forward to the Doctoral Program in Educational Leadership at Manhattanville College.

An investment in this fund provides students with recognition for their work, showcases the prestige of our program, and introduces the broader community to our amazing students and grads.

Congratulations to the Classes of 2019-2020 and 2020-2021 “Unprecedented!”

This word was most often used to describe our challenging realities as COVID-19 shrouded and disrupted our routines. We quickly became tired of hearing this year, but it perfectly captures your unparalleled experiences. You finished your doctoral degree during a pandemic. “Unprecedented” is the resilience, self-efficacy, and motivation that you all demonstrated and that led to your prodigious success.

“Can you hear me now?”

This past year has felt like we’ve been trapped in a telecommunications ad. Or maybe The Truman Show. We adapted and realized an inverse relationship between technology and time – the more adept we became at using the former, the less control we felt over the latter. Through it all, you maintained clarity of focus – not only finishing your dissertation research but embodying the scholarship you conducted. You sought to address teacher burnout, academic dishonesty, gender bias, racism, and sexual violence among many other issues. You studied – and provided – professional development, training, coaching, accountability. Emotional intelligence and mindfulness were your assets as you attended to the well-being of students and lead team meetings with empathy and care.

“You’re on mute.”

While this might be one of the most uttered phrases of the past year, it will never apply to you!

You’ve amplified voices of marginalized populations, from LGBT youth to first generation students, from English Language Learners to racially minoritized students and leaders. Your proclivity for empowering, advocacy-oriented inquiry elevated equity efforts and social justice. In sum, your authentic leadership as scholar-practitioners will continue to fuel your upward mobility! You make us proud!

To the Valiant of heart, nothing is impossible!

Carpe diem!

Congratulations to Dr. Steve Caldas Thank you for a decade of excellence!

Presentation of Doctoral Program Awards for Outstanding Service and Distinguished Dissertation Research 2019-2020 & 2020-2021

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MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Dr. Jeremy Barker Winner of the 2020 Manhattanville College Doctoral Program in Educational Leadership, Outstanding Service Award Jeremy Barker, the Assistant Superintendent for Administration & Personnel in the Mamaroneck Union Free School District, is a 2019 graduate of the Manhattanville doctoral program and member of Cohort 8.

From the moment Jeremy entered the Educational Leadership coursework, he distinguished himself as “outstanding” in terms of leadership and service to the program. At the time, Jeremy served as building principal with years of experience as an educational administrator. From that perspective, Jeremy supported aspiring administrators in their quest to move to new career challenges. Through his mentorship and guidance, students felt ready to embark on exciting career goals.

As Jeremy advanced in his own career, he continued to “give back” to the Manhattanville community through student presentations, job fair participations, and graduate career guidance sessions. These sessions helped our graduates prepare for job searches and interviews.

Jeremy is one of our program’s greatest supporters. Recently, as a district office administrator, Dr. Barker provided Zoom program informational meetings to interested teachers in his school. He discussed ways in which Manhattanville advanced his career goals and shared his positive experiences about the program, encouraging others to join the ranks of Manhattanville alum. As a member of the Advisory Board, Jeremy offers insightful suggestions about the ways in which we can enhance our program for current and future students.

In every aspect, Jeremy Barker represents outstanding service to the Manhattanville community.

MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

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Dr. Derek Schuelein Winner of the 2020 Manhattanville College Doctoral Program in Educational Leadership, Distinguished Dissertation Research Award Derek took on the task of trying to determine the degree to which teacher course recommendations had any relationship with how well students ultimately performed on the array of Advanced Placement tests that measure success in these courses. Though a seemingly straightforward research question, the actual answers could only be determined after countless hours of tedious and painstaking data collection, data cleaning, and sophisticated data analysis. This year’s Distinguished Dissertation Research Award contains Derek’s answers in 14 complex graphical models and 40 detailed tables full of advanced multivariate statistics. The overarching answer was that there is little relationship between whether a student is recommended for a course, and how well they ultimately do an AP tests for that course. A simple question, a complex series of analyses to validly answer it, and a relatively straightforward answer. However, the answer—that teacher recommendations in the district he studied have little relationship to how students ultimately perform—is a shocking one. Derek has revealed a potentially serious problem that some teachers may be a roadblock to qualified students moving on to taking advanced courses which may determine their entire career path. Hopefully other researchers will pursue this important issue and help determine just how widespread this problem might be, and then offer solutions to improve it.

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MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Dr. Kaitlyn Sassone Winner of the 2021 Manhattanville College Doctoral Program in Educational Leadership, Outstanding Service Award Dr. Kaitlyn Sassone, The Director of Technology for the Rye City Schools, is a January 2021 graduate of the Manhattanville doctoral program and member of Cohort 9 as well as a graduate of the School Building and School District Leader Professional Diploma in the Educational Leadership Department.

When Kaitlyn began the educational leadership program, tweets, texts and Instagram messages were emerging technology. No one could have imagined the way our technological environment would change over the past 10 years. However, Dr. Sassone envisioned the potential and began to provide technology supports for her district and our students while in the educational leadership program. As a person who goes above and beyond the expected, Kaitlyn created extraordinary web-based resources for our students and graduates. These resources function as an informational base to this day and we continue to build on the foundation she created.

As an adjunct in the educational leadership department, Kaitlyn interacts with teachers across the region. These teachers report that Dr. Sassone provides a level of support well beyond the classroom experience. Over the past year, the pandemic changed the way school personnel interacted with technology. The sudden shift created a significant amount of stress for teachers and administrators, but Kaitlyn’s approach to handling the concerns helped our students move forward confidently in these unchartered waters.

Despite Dr. Sassone’s position as Director of Technology during one of the most challenging times known in education and the amount of time required for her position, she contributes considerable time to the department. She served as the chair of the Educational Leadership Gala Committee and is an active member of our Love Behind Leadership committee. These hours of service to our students and programs demonstrate support for Dr. Sassone’s recognition for the Outstanding Service Award. We appreciate greatly her many contributions.

MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

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Dr. Bernadette Kingsley Co-Winner of the 2021 Manhattanville College Doctoral Program in Educational Leadership, Distinguished Dissertation Research Award Bernadette Kingsley entered our Signature Concentration as an elementary school teacher working in a private school in Connecticut. She entered at a time when the New York State Department of Education had mandated that public school teacher performance appraisal include a validated definition of effective teaching and an indicator of student performance as measured by the mandated state accountability testing. In fact, most public schools in both Connecticut and New York had adopted the Danielson Framework for Effective Teaching in response to this mandate.

Bernadette was immediately drawn to the implications of these policy mandates with particular focus on teachers’ sense flourishing in their chosen profession. This became the focus of her dissertation research. As she began reading in the professional literature, she immediately acknowledged that she needed to develop an expertise in flourishing and the factors that promote or inhibit it. She then devoted an entire academic year to reading in the field of developmental psychology as well as completing a 3-credit course in Advanced Quantitative Research Methodology.

The outcome of her efforts is an award-winning doctoral dissertation that was the first application of this theoretical framework (flourishing) to the profession of teaching. And, by the way, her empirical evidence has raised serious questions about the construct validity of the most widely used definition of effective teaching and the ethical implications of using same to evaluate teachers.

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MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Dr. Dorinda Sawyer Co-Winner of the 2021 Manhattanville College Doctoral Program in Educational Leadership, Distinguished Dissertation Research Award Dorinda began her dissertation voyage of a thousand miles with a simple research question: how does social capital influence the mathematics achievement of African American high school males? The long and circuitous quest that Dorinda embarked upon to answer this seemingly simple question was anything but simple. By the time Dorinda had reached the end of her trek, she had tamed the beast of an enormous national dataset, mastered an extremely complicated quantitative methodology that has terrified lesser mortals, and ultimately crafted elegant statistical models fit for a Da Vinci or a Newton.

Dorinda’s valiant efforts ultimately lead to the discovery of not one, but multiple truths about the complex and interwoven influences on the academic achievement of both African American and White males. Throughout her long, arduous odyssey in search of what at times seemed illusive truths, Dorinda continuously displayed an unflappable strength of character which should be an inspiration to all who aspire to academia’s highest prize. She stands as a stellar example of all that is praiseworthy about Manhattanville’s doctoral program in educational leadership.

MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

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Presentation of the 2019-2020 Graduates of the Manhattanville College Doctoral Program in Educational Leadership Dr. Natalie L. Aleman Dr. Jeremy Barker Dr. Martin D. Cox Dr. Maher El Jamal Dr. Janety Encarnación Dr. Phyllis Fein Dr. Natasha Maureen Freeman-Mack Dr. Raymond Darío González Dr. Ty Graves-Defrietas Dr. Nicole N. Joseph Dr. Roy B. Martin Dr. Margaret Podesta McDonald Dr. Joan M. O’Keeffe-Foley Dr. Kennybel Peña Dr. Marco F. Pochintesta Dr. Ivy Tilson Rentz Dr. Derek Robert Schuelein Dr. Sharlise R. Smith-Rodriguez Dr. Adam F. VanDerStuyf

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MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Dr. Natalie Aleman D I S S E R TAT I O N T I T L E

UNDERSTANDING THE EXPERIENCES OF FIRST-GENERATION DOCTORAL STUDENTS: A GROUNDED THEORY STUDY

Abstract:

Higher education institutions need to better understand the experiences of First-Generation graduate students enrolled in doctoral programs in order to evaluate and assess how to best support this population. The purpose of this grounded theory study was to describe the process of the First-Generation college students’ scholar identity development and their self-perceived strengths in order to increase their level of persistence.

Specifically, appreciative inquiry was used to understand the experiences of First-Generation college students in doctoral programs to identify the attributes and qualities they perceived as contributing to their success.

Seventeen First-Generation college students currently enrolled in doctoral programs were interviewed and asked to draw their scholar identity.

From this study, an emergent theory of metamorphosis related to the development of the scholar identity of First-Generation college students emerged. This development can be viewed in four stages: confidence, perseverance, empowerment, and the eventual reclaiming of the scholar identity. The First-Generation college students in this study described the ways their scholar identities developed and changed throughout their undergraduate and graduate experiences. Overall, this study contributes to better understanding how First-Generation college students develop their scholar identity throughout their undergraduate and graduate-level experiences to determine the best way to support their persistence.

Haikus were written for each participant based on the words, language, vocabulary, and terms used by each participant in his/her interviews.

Biography:

Born to immigrant parents from Ecuador, Dr. Aleman is not only a FirstGeneration American, but she is also a First-Generation college student.

Working with and assisting diverse student populations is what Dr. Aleman is most passionate about. Her drive comes from providing educational access to all students and supporting them in their academic endeavors.

She believes that all students should feel a sense of belonging within their higher education environments and that their participation in the academic conversation and community is valuable. Dr. Aleman currently works for New York University’s Opportunity Programs as the associate director of academic services. Through her work in Opportunity Programs (a program serving low-income, minority, and First-Generation college students), she is able to apply her doctoral research.

HIGHER EDUCATION LEADERSHIP PATHWAY

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Dr. Jeremy Barker D I S S E R TAT I O N T I T L E

THE ROLE OF TRAINING IN THE PROFESSIONAL SELF-ACTUALIZATION OF TEACHER AIDES: A CASE STUDY OF TWO SUBURBAN NEW YORK ELEMENTARY SCHOOLS

Abstract

As a result of the implementation of the Individuals with Disabilities Act (IDEA) and other cultural and economic factors, the role of teacher aides in K-12 public schools in the United States has shifted profoundly beginning in the late 20th century. In today’s public schools, teacher aides have much more direct roles in supporting the academic, behavioral, and social-emotional needs of students. This significant change in teacher aides’ roles in the educational process has raised questions about the appropriateness of the training provided to this population, both preservice and in-service. The purpose of this study was to examine this issue through a case study of two elementary schools in one suburban New York district. Through the lenses of Maslow’s (1943) hierarchy of human needs and Bolman and Deal’s (2013) human resources frame, the researcher gathered data from questionnaires, interviews, observations, and document analyses to consider the role that training has in supporting teacher aides’ preparedness for their professional responsibilities.

Additionally, the role of training in creating the conditions to promote self-actualization and nurture high levels of job satisfaction for teacher aides was examined. As an analysis of practice study, findings informed recommendations to the client district with the goal of designing teacher aide training that is beneficial for both the individual and organization.

Biography

Dr. Barker earned a bachelor’s degree in elementary education from Florida Atlantic University and began his first teaching position as a second-grade teacher with Palm Beach County Schools. After relocating in 1999, Dr. Barker taught 1 year in Brooklyn before being hired by the Rye City School District. In 2004, Dr. Barker assumed his first administrative role, spending 2 years as assistant principal at Murray Avenue School in the Mamaroneck Union Free School District. After earning a master’s degree in educational leadership and policy from Fordham University in 2005, Dr. Barker was named principal of Samuel J. Preston Elementary School in the Harrison Central School District in 2006. In 2015, Dr. Barker moved to the South Orangetown Central School District in a central office leadership role as Director of Human Resources. In 2016, Dr. Barker began the doctoral program in educational leadership at Manhattanville College. In 2018, Baker’s dissertation research was awarded the Mary K. Humphreys Memorial Scholarship for its potential to positively impact the school experience of students with disabilities. In 2019, Dr. Barker returned to the Mamaroneck Union Free School District as Assistant Superintendent for Administration and Personnel.

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SIGNATURE PATHWAY

Dr. Martin D. Cox D I S S E R TAT I O N T I T L E

LEADING SCHOOL ADMINISTRATION TEAM MEETINGS TOWARD CLARITY AND COHERENCE: AN ANALYSIS OF PRACTICE OF THE SIX ELEMENT FUNNEL PROTOCOL

Abstract

As school administrators meet to discuss multiple topics connected to district operations, it is important that such meetings are characterized by clarity and coherence connected to the district’s mission, vision, and goals.

This analysis of practice study looked at the effectiveness of a protocol that uses six elements during school administration team meetings. This study was intended to find out how well the six-element funnel protocol, when used during meetings, would result in clarity and coherence that led to agreement toward action. The study found that four of the elements—topic, essential question, constructive dialogue, and action— were intended to operate in a linear manner in the funnel protocol, while the elements of reflection and paraphrasing were nonlinear. During the study, I found that when using the elements of the funnel protocol during meetings, it was necessary for the lead administrator and participants to be flexible with the usage of the six elements. The findings also revealed that social constructiveness theory had a direct connection to the 13 meetings in the study where school administrators interacted in varying ways while questioning, inquiring, seeking to understand, paraphrasing, and reflecting with each other.

Biography

Dr. Cox earned a bachelor’s degree in communications from Ohio University in 1981, and a master’s degree in elementary education from Nazareth College of Rochester, New York. Martin began a career as an educator as a substitute teacher at St. Rose School in Santa Rosa, California. Later, while relocated back in Rochester, Martin was a firstgrade teacher at Allendale Columbia School, a fourth-grade teacher in the Rochester City School District and a third-grade teacher at Mendon Center Elementary in the Pittsford Central School District. Following 13 years as an elementary teacher, Martin then spent seven years as an elementary school principal, and the past 11 years as a school superintendent. Martin was superintendent of schools at the Fillmore Central School District, Sodus Central School District, and is currently a superintendent of a district located in the Hudson Valley region of New York State where he oversees 13 schools and more than 8,400 students.

DISSERTATION COMPLETION PATHWAY

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Dr. Maher El Jamal D I S S E R TAT I O N T I T L E

THE RELATIONSHIP BETWEEN AUTHENTIC LEADERSHIP AND EMPLOYEE RETENTION IN SMALL BUSINESSES

Abstract

The purpose of this qualitative study was to examine the relationship between authentic leadership and job retention in a small business setting.

Businesses, including small businesses, can be put at risk if their skilled workers leave (James & Mathews, 2012). Upon identifying 5 authentic leaders who operate small businesses located in the New York metropolitan area, 5 employees were selected from each business who met the established criteria for participation. Data collection included administering the Self-Rater version of the Authentic Leadership Questionnaire (ALQ), followed by the Rater version of the ALQ, administered to their employees to verify that the employees also saw the leaders as authentic. The leaders, and the employees, who’d been surveyed were then interviewed.

Six leader qualities were identified through data analysis: empathy, loyalty, consciousness, feeling of family, trust, and reciprocity. These coalesced as the way employees were treated by their leader and affected their decision to remain.

Biography

Dr. El Jamal has more than four decades of small business experience and owns and operates numerous small businesses in the New York area.

He received his bachelors from Purchase College (SUNY) and his MBA from Long Island University. He is married and has five children and plays racquetball in his free time.

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DISSERTATION COMPLETION PATHWAY

Dr. Janety Encarnación D I S S E R TAT I O N T I T L E

TEACHER AND ADMINISTRATOR PERCEPTIONS OF NEW YORK STATE’S COMPREHENSIVE ELL/MLL EDUCATION PLAN (NYS CR-PART 154): A QUANTITATIVE POLICY ANALYSIS

Abstract

This quantitative policy analysis study examined the perceptions of educational professionals regarding New York State Commissioner’s Regulations (CR) Part 154 and the eight principles of New York State’s Blueprint for English Language Learners Success in six southern New York State suburban school districts. The results of this study revealed that participants were overall supportive of the existing policy revisions.

They agreed less strongly that the policy’s revisions would have an impact on the educational success of English Language Learners/Multilingual Learners. Demographic differences were generally not found among the participants of this study regarding their agreement with the changes to the existing policy. However, the results indicate that age may have been a factor in how participants perceived the procedural mandates, with the age 50+ group showing higher levels of agreement with these mandates than the 40–49 age group. Based on these findings, recommendations are given to practitioners, school administrators, school board members, and state policy developers.

Biography

Dr. Encarnación has been in the field of education for over 25 years, supporting urban and suburban school initiatives in ENL/bilingual education, special education, literacy, trauma informed practices, and promoting culturally responsive schools. She is currently working as an elementary school assistant principal in the Poughkeepsie City School District. Prior to her current position, she worked for the Dutchess County BOCES as the assistant principal for the Career and Technical Institute and as the principal of the BOCES Academic Summer School Program. As an instructional specialist in special education and bilingual education, she served as the NYSED technical support contact for the Mid-Hudson and Lower-Hudson Valley regional districts. Dr. Encarnación has presented at regional, state, and national conferences on topics that have included culturally responsive teaching, specially designed instruction for English language learners, making CTE settings accessible to students with disabilities, differentiating a language disability from a second language need, and unbiased speech and language assessments for English language learners. In April 2020, Dr. Encarnación defended her dissertation.

DISSERTATION COMPLETION PATHWAY

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Dr. Phyllis Fein D I S S E R TAT I O N T I T L E

THE INFLUENCE OF CULTURAL AND BEHAVIORAL NORMS ON ACADEMIC INTEGRITY AT ONE COMMUNITY COLLEGE

Abstract

A growing and urgent need exists for higher education stakeholders to understand whether exposure to specific influences increases or decreases a student’s attitude and ultimate behavior in the academic setting. This qualitative study among thirty-five community college students in the Northern United States utilized Ajzen's theory of planned behavior (Ajzen, 1991) to identify how perceptions of cultural norms could influence the commitment to academic integrity and academic honesty.

The findings showed that despite behavior of socialized cheating and peer intimidation, it was possible to reframe students’ commitment and perception of education in a positive light with consistent institutional support, faculty who maintained a norm of classroom integrity, and programs like plagiarism education training. Participants reported that publicly enforced rules governing academic dishonesty could mitigate the saliency of academic misconduct in the classroom and overcome the potential carry over of norms from high school. In addition, students in the study who had an underdeveloped moral identity were vulnerable to peer influence. The challenge is addressing those students who have intentionality in their cheating behavior and could create peer intimidation and a classroom norm of academic dishonesty. In those cases, faculty and administrators could optimize the student relationship for re-engagement.

Recommendations for future studies include the need for moral reminders and intervention in the form of community activities and rewards.

Biography

Dr. Fein is currently the curriculum chairperson of the marketing program and full-time business faculty at a community college located in New York where she has worked for the last nineteen years. In addition to her academic career, she has lead innovation teams at beauty leaders Estee Lauder and L’Oreal as well as completing the fashion-buying program in luxury women’s wear at Saks Fifth Avenue in New York City. She earned both her Bachelor of Business Administration degree in marketing and Master of Business Administration degree in marketing from the Stern School of Business at New York University in New York City. Dr. Fein has earned the Professional Certificate in Innovation and Technology at Massachusetts Institute of Technology in Cambridge, Massachusetts.

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DISSERTATION COMPLETION PATHWAY

Dr. Natasha Maureen Freeman-Mack D I S S E R TAT I O N T I T L E

EXAMINING FIDELITY IN THE IMPLEMENTATION OF INSTRUCTIONAL COACHING

Abstract

The purpose of this study was to examine the fidelity of how one New York urban-suburban school district implemented instructional coaching. The data collected included district documents to ascertain how the district created goals to support the implementation and utilized the cognitive coaching model. It also included an examination of teacher influence to support instructional practices in the areas of classroom management, instructional strategies, and student engagement. The study formulated key findings in the areas of coaching implementation, cognitive coaching, coaching influence, collaboration, inconsistency, behavioral leadership traits, and coaching culture. This study identified an evident commitment initiated by the district to support instructional coaching to support students and increase student achievement. However, the data suggest the district goal could have been more clearly identified and consistently communicated to support the implementation of instructional coaching.

Similarly, the data gathered indicated the cognitive coaching model was not identified and consistently communicated to support a shared model for coaching. Therefore, teacher influence was inconsistent. The data further supported a re-visiting and re-examination of the goals for implementation and an understanding of cognitive coaching. These areas can assist districts in supporting teachers with job-embedded professional development that is non-punitive, non-threatening, and supports student learning.

Biography

For the past 20 years, Dr. Freeman-Mack has worked with a diverse population of students and teachers. She began her career teaching secondary English in a public school in New York City. During her educational journey, she has mentored teachers, facilitated professional development opportunities and teacher workshops on the Reading and Writing Workshop, and designed ELA curriculum on many levels.

She is quite familiar with coordinating International Baccalaureate (IB) programs and understanding the benefits of how an IB education seeks to provide inquiry-based instruction for all young minds. As a result, Dr. Freeman-Mack's experiences have shaped her into a versatile educator and administrator. This knowledge has undoubtedly enriched her understanding of the importance of culturalism, collaboration and creating inquiry-based opportunities for the young minds we serve.

SIGNATURE PATHWAY

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Dr. Raymond Darío González D I S S E R TAT I O N T I T L E

THE CONSTRUCTS DEFINING SCIENCE PROCLIVITY: A STRUCTURAL EQUATION MODEL

Abstract

This study developed a hypothesized structural equation model to explain the secondorder construct science proclivity. A nationally representative sample comprising over 21,440 ninth grade respondents within 940 schools served as the unit of response.

The model demonstrated good fit using the established goodness of fit indexes.

Additionally, science proclivity was validated to denote an inclination toward science based on the interplay of a respondent’s unique first-order factors of science identity, science utility, and science efficacy. Moreover, the science proclivity structural model demonstrated invariance between the two groups (males and females), and therefore could be considered a good model for either gender in evaluating science proclivity.

Science proclivity only partially explained credits earned in STEM by senior year.

Additionally, SES was not shown to be a good predictor of science proclivity. This study adds to the existing knowledge on factors that incline students to both study science and pursue science-based professions.

Biography

Dr. González is a native of the Bronx, NYC. His first week as a science teacher was the week of September 11, 2001. This transformative event solidified Raymond’s desire to positively impact the world through science education. Since 2002, Dr. González has worked as a tenured member of the science department at the Fordham Preparatory School. As the coordinator of the I-STEAM (Ignatian, Science, Technology, Engineering, Arts, and Mathematics) program, Dr. González has overseen the creation of an Aeronautical Science program, the introduction of robotics & coding clubs, and the creation of problem-based activities aimed at nurturing the individual students’ science proclivity. Since 2003, he has also worked to create effective science-enrichment curriculum as part of Science and Technology Entry Program (STEP) at Fordham University. As an adjunct professor in the Department of Education at Nyack College, he has worked to train pre-service teachers for impactful careers in science and mathematics education. Dr. González was inducted into the Phi Kappa Phi Honor Society in March 2007 (Fordham University) and the Kappa Delta Pi Honor Society in April 2019 (Manhattanville College). Dr. González’s work has been featured in the Bronx Times and WFUV radio. He earned a BS in biology from Fordham University in May 2000. At the Graduate School of Education (Fordham) he earned both an MST in adolescent biology (2007), and an MSED in curriculum and teaching (2014).

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DISSERTATION COMPLETION PATHWAY

Dr. Ty Graves-Defrietas D I S S E R TAT I O N T I T L E

JUST AND GOOD LEADERSHIP: SOCIALLY JUST LEADERS AND THEIR INFLUENCE ON ACADEMIC ACHIEVEMENT

Abstract

When examining the American public school system, students of color, specifically Black males can be metaphorically compared to the coal miners’ canaries. The trajectory of their academic outcomes serves as a harbinger of the country’s ranking when compared to other industrialized nations. Inasmuch, it is imperative that there be an adherence to the call to action towards equity and access for all students attending public schools.

This research was designed to draw attention to the educational stark reality that Black males face which consequentially results in the denial of favorable academic opportunities and limits their chance of success.

This multi-case study expanded the research that intersects critical race theory, the achievement gap, and social justice leadership; and highlighted the perceptions of four public school principals that through their daily procedures and adopted policies are improving the academic experience for their African American male students. The participants revealed how they encounter and execute the tenets of social justice leadership, and how they consciously and morally utilize their power in order to benefit the less powerful. Broadly, the findings of this research indicate that social justice leaders: ensure their students are exposed to a curriculum that is culturally responsive and rigorous; reject the notion of student academic or cultural deficit and engage in consistent racialized discourse with their staff; improve the overall learning context; and employ restorative justice based disciplinary policies.

Biography

Dr. Graves-Defrietas is the senior director of education for Escape the Box Inc. As an advocate for educational equity, she took part in a national education reform in the Middle East which caused her to relocate and teach in the United Arab Emirates. Her research interests examine critical race theory and its intersection with educational leadership, policy, practice, and the achievement gap.

SIGNATURE PATHWAY

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Dr. Nicole N. Joseph D I S S E R TAT I O N T I T L E

“FEELIN’ SOME KIND OF WAY”: THE LIVED PROFESSIONAL EXPERIENCES OF MIDLEVEL BLACK WOMEN ADMINISTRATORS IN COMMUNITY COLLEGES THROUGH THE LENS OF BLACK FEMINIST THOUGHT

Abstract

Midlevel administrators in academia are critical in “developing policies that create institutional and social change” (McClinton & Dawkins, 2012, p. 5).

Black women are the least likely to be recruited, retained, and advance from these positions and they are also more frequently hired in positions where their leadership and authority are limited (Glover., 2012, p.5). The purpose of this critical qualitative study is to describe the lived professional experiences of midlevel, Black women administrators in community colleges. Drawing upon the domains of power in the critical social theory, black feminist thought (BFT) as the theoretical lens, this study uncovers how race shapes the participants’ experiences and impacts their leadership and influence within their professional domains. The domains of power of BFT include structural, disciplinary, hegemonic, and interpersonal. Data was collected through 17 individual semi-structured interviews with participants who self-identified as Black women midlevel administrators responsible for a department or a division within a community college. The titles of these women included coordinators, directors, assistant deans, and deans. Participants were in their current positions for no less than one year and supervised at least one professional staff member. This study found that participants worked in institutional climates where they were the burden bearers, experienced persistent micro aggressive behavior, and endured the effects of White privilege. Participants in this study described a maternal leadership style, Sankofa leadership, and shared the impact of mentorship on their professional lives. This study found that despite institutional culture, participants acted as change agents and perceived their contributions to have value within their institutions.

Biography

Dr. Joseph has over 20 years of experience in higher education administration and teaching. She is a collaborative administrator in higher education with a passion for strategic planning and implementing strategies to meet program and institutional goals. She has expertise in fiscal oversight, staff management, facility management, strategic marketing, and supervising projects with diverse stakeholder groups. She is currently the division coordinator/director of the Ossining Extension Center, one of five extension centers of Westchester Community College (WCC). Prior to employment at WCC, Dr. Joseph was the student development director at Norwalk Community College (NCC). During her tenure at NCC, she developed a comprehensive curricular and co-curricular student development department that included student success initiatives, cultural enrichment programs, wellness education, leadership development and fitness education that responded to the diverse needs of the college community.

Dr. Joseph has also worked as an adjunct instructor at NCC and WCC in their communications departments and NCC in their English and college success departments, and now as an adjunct in the Manhattanville College Doctoral Program. Dr. Joseph holds a BA from the University of Connecticut, an MS in education from the University of Bridgeport, an EdM in higher education administration from Columbia Teachers College, and an EdD in educational leadership from Manhattanville College.

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HIGHER EDUCATION LEADERSHIP PATHWAY

Dr. Roy B. Martin D I S S E R TAT I O N T I T L E

ELEMENTARY TEACHERS’ EXPERIENCE AND PERCEPTION OF MINDFULNESS-BASED PRACTICE IN THE CLASSROOM SETTING: A MIXED METHODS STUDY

Abstract

The purpose of this study was to explore elementary teachers’ (K-6) experiences and perceptions of the implementation of a mindfulnessbased program in their specific grade level classroom. The research was conducted within Westchester, Putnam, and Rockland County in New York State and used a convergent parallel mixed method approach. The data from this study revealed that a significant number of elementary teachers were introduced to mindfulness-based programs through fellow teachers or administrators. Additionally, the data indicated that many elementary teachers were introduced through professional development, yoga, or their own research. Some teachers reported they had received no formal training to implement a mindfulness program while others reported extensive training. The study found that elementary teachers identified several barriers to effective implementation: time, student buy-in, school structure and recourses/ training, and student behavior.

Elementary teachers also described supports like consistency of practice, administration and building staff, and the breathing practice. Finally, the study found teachers felt their students benefited from mindfulness practice in the following ways: increased social skills, a positive attitude and behavior, an increased self-regulation/ self-awareness and focus, and are generally calmer, more relaxed, and less stressed.

Biography

Dr. Martin is currently a 6th grade English teacher in Westchester County, New York. Prior to his time in Westchester, he was a 5th grade teacher at P.S 96 Richard Rodgers located in the Bronx, New York, and Icahn Charter School 5, also located in the Bronx, New York. During this time, he has worked with many different learners and students, who come from different backgrounds and experiences. Throughout his years of teaching, he has contributed to the school community in numerous ways. He has served as a target assistant teacher for the 3rd, 4th, and 5th graders, coordinated guitar club, cook shop class, and lacrosse club. Additionally, he has tutored in the areas of ELA and math. Before becoming a fully certified teacher, Dr. Martin was a classroom aide at Green Chimneys School, which is a Residential Treatment Center in Brewster, New York.

He worked closely with children diagnosed with behavioral disorders, emotional disturbances, posttraumatic stress disorder, autism, and multiple learning disabilities. His goal as an educator is to have a positive influence on the world and change lives.

SIGNATURE PATHWAY

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Dr. Margaret Podesta McDonald D I S S E R TAT I O N T I T L E

ELEMENTARY PRINCIPALS' PERCEPTIONS OF THEIR OWN PROFESSIONAL DEVELOPMENT

Abstract

The growing role of the elementary principal is directly connected to the need for valuable and effective professional development. A gap in the research exists surrounding professional development for elementary principals, including the characteristics that make this learning meaningful, effective, and accessible for these school building leaders.

Using sociocultural theory as a lens, this qualitative interview study was conducted in the Hudson Valley Region of New York State over a 2-month period with 15 individual principal interviews and document analysis. Three major themes emerged. First, elementary principals, regardless of years of experience, want to learn. Professional development for elementary principals must be prioritized, to help with the major limitation of time that was so apparent from this study. Collaboration, both formal and informal, was key to quality professional development for elementary principals, and development of more structured collaboration activities can support specific learning targets. Principals collaborate for connection, content learning, and sharing as critical friends for solving problems of practice.

A need for professional connection stands in stark contrast to another important outcome of this study: the discovery that elementary principals felt a sense of isolation in their role. Further, principals clearly defined that they seek relevant and practical learning opportunities that allow for principal autonomy to be scheduled as an ongoing support for reflection and follow-up and designed to assure the mutual participation of other elementary principals. Recommendations for practice include improving the quality and availability of effective professional development for elementary principals.

Biography

Dr. Podesta McDonald has been the Principal of Putnam Valley Elementary School since 2013. Before that, Dr. Podesta McDonald was an elementary teacher and an assistant principal in the Hendrick Hudson School District, in Cortlandt Manor, NY. Dr. Podesta McDonald also taught as an adjunct professor of graduate courses in education for Long Island University at Purchase, and English and education courses at Westchester Community College and Manhattanville College. Dr. Podesta McDonald earned her BA in psychology and elementary education from SUNY Potsdam.

She then earned her MA in language and literacy from City College of CUNY. Dr. Podesta McDonald earned her Advanced Master’s Degree in leadership and supervision through the FSLA Program with Bank Street College and BOCES.

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SIGNATURE PATHWAY

Dr. Joan M. O’Keeffe-Foley D I S S E R TAT I O N T I T L E

IMPROVING PROFESSIONAL DEVELOPMENT: A MIXED METHODS STUDY OF TEACHER MOTIVATION THROUGH INTRINSIC AND EXTRINSIC FACTORS

Abstract

Research has suggested professional development (PD) as a way of enhancing teacher instruction. Although research has shown that many factors improve its effectiveness, the role of teacher motivation has not been thoroughly assessed. Using Herzberg’s (1959) two-factor theory, this study set out to determine which factors, intrinsic and extrinsic, increased teacher engagement and disengagement, respectively, and how well school leaders address them. The findings showed the following for the role of intrinsic factors: (a) professional growth and the PD work itself including relevance to the classroom, presentation quality/presenter credibility, collaboration with colleagues, and choice are highly significant and school leaders are mostly planning for them; (b) autonomy over their own PD work is highly significant although school leaders are not planning explicitly for it; (c) recognition is significant although school leaders are not planning explicitly for it; and (d) although important, PD achievement is not the greatest motivator nor are school leaders effectively planning for it. The findings showed the following for the role of the extrinsic factors in teachers’ disengagement during PD: (a) lack of organization and management including work already known/repetitive work and work that is irrelevant to the classroom—an intrinsic factor—are dominant; however, school leaders are mostly attending to these; (b) poor working conditions including poor timing/too long, other work demands, and tired are significant; however, the findings were inconclusive for how school leaders were attending to them; (c) disruption to personal life, inadequate physical space, 2 negative relationships with supervisors, negative relationships with colleagues, and lack of compensation are not as significant; however, although some improvements need to be made, school leaders are attending to them; and (d) although school leaders are attending to it, lack of security was ruled out as significant.

Biography

Dr. Joan O’Keeffe-Foley is currently the director of science & technology education for the Harrison Central School District in Harrison, New York.

Prior to this position, she served as a science teacher at Dobbs Ferry High School in Dobbs Ferry, New York for 12 years and Michelangelo (M.S. 144) Middle School in Bronx, New York for 9 years. Over her 31 years as an educator, Dr. O’Keefe-Foley has served as a facilitator of professional development especially in the areas of science education, assessment, and curriculum development. She has also focused her attention on finding meaningful and engaging opportunities in the New York City tristate area for students to learn about science. In September 2019, Dr. O’Keefe-Foley successfully defended her dissertation.

SIGNATURE PATHWAY

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Dr. Kennybel Peña D I S S E R TAT I O N T I T L E

CHRONICLING THE UPWARD MOBILITY EXPERIENCES OF DOMINICAN LATINAS IN UNITED STATES HIGHER EDUCATION SENIOR LEADERSHIP: A NARRATIVE STUDY

Abstract

Limited attention has been given to the experiences of Dominican Latinas regarding their successes and challenges in achieving upward mobility as senior leaders within higher education. Drawing upon the theory of intersectionality, this narrative inquiry focused on a threefold purpose: (a) to amplify the voices of senior-level Dominican Latinas who achieved upward mobility in U.S. higher education, (b) to chronicle the experiences that contributed to the success of Dominican Latinas in higher education, and (c) to provide a description of how being a Latina of Dominican ethnicity supported and/or challenged their upward mobility. From the findings emerged the following themes: (a) synergistic support from instrumental women, (b) cultural gendered expectations and patriarchal assumptions, (c) isolation— “lonely in capital letters,” and (d) identity risks at the intersection of the “isms.” Participants described the obstacles faced by the Dominican Latinas in their upward mobility in higher education and what support systems they used to overcome such obstacles—ultimately offering awareness for other leaders to learn from and for higher education institutions to support structural equality and be more inclusive. Finally, this study adapted the metaphor of glass ceiling for Dominican Latinas as an amber enclosure, which is a combination of the individual, cultural, and organizational factors experienced after achieving upward mobility where racism and sexism can be enveloping, and discrimination can be felt.

Biography

Dr. Peña is a higher educational professional with a passion for helping scholars achieve their academic and career goals. Dr. Peña has held several higher educational roles within the City University of New York.

She has also founded her own coaching model, The Peña Modelä, in an effort to assist others to realize that “life goals have no expiration date.”

Her hopes are to empower others by sharing best practice approaches and provide them with the transparency of her life. Dr. Peña seeks to bring awareness of the challenges and barriers others like herself have needed to overcome while instilling in young girls the notion of self-empowerment and importance of mentoring in the efforts to break and remove barriers in their entirety. Her research has empowered her to launch a support system for other Dominican Latinas in the realms of education who are seeking the sisterhood and community deem beneficial to achieve upward mobility. Her hopes are to continue writing an empowerment book on her life, From 1.4 to EdD, alongside a children’s series with her children.

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DISSERTATION COMPLETION PATHWAY

Dr. Marco F. Pochintesta D I S S E R TAT I O N T I T L E

SCHOOL DISTRICT SUPERINTENDENT ENTRY: A STUDY OF SUPERINTENDENT EXPERIENCES IN ENTRY, PLANNING, PREPARATION, AND IMPLEMENTATION

Abstract

Superintendent entry is a critical period in which a superintendent must make the most of every opportunity to establish relationships with stakeholders, learn about the district, and act on the learning.

During entry, first impressions are critical. A superintendent with a welldeveloped entry plan can meet the challenges and complexities of entry in an organized manner. This multiple case study explored the entry experiences of five superintendents serving suburban districts in New York’s Lower Hudson Valley and asked how they used and designed entry plans, as well as how they established relationships with stakeholders, assessed their organizations, and initiated change during entry. Findings include, establishing relationships was a top priority; organizational learning happened in formal and informal ways; and that change was best approached collaboratively. Finally, superintendents in this study who implemented highly developed entry plans learned about their organizations, established relationships, and fostered trust with the community by publicly sharing their entry work and setting a standard of transparency.

Biography

After graduating with his Bachelor of Arts in Political Science from Fordham in 1988, Dr. Pochintesta taught Italian at St. Raymond’s High School for Boys in the Bronx. In 1990 he went on to teach social studies and the humanities at Intermediate School 144, also in the Bronx. In 1993, Dr. Pochintesta was offered a position at La Salle Academy, New York, as assistant principal. He continued in that role for 9 years before becoming principal. Dr. Pochintesta remained in that role until moving on to Arlington High School in Lagrangeville, New York, where he served as house principal for 3 years. In 2008, Dr. Pochintesta was appointed principal at John Jay Senior High, located in Hopewell Junction, New York.

His career advanced rapidly at this juncture as he moved from principal to assistant superintendent to superintendent in less than 6 years. Dr. Pochintesta is currently the superintendent of schools for the Pearl River Unified School District in Pearl River, a position he has held since 2014.

In addition to completing his Doctorate in Educational Leadership, Dr. Pochintesta received his Master of Science in Education degree in 2002 from the College of New Rochelle in New York, and his Master of Arts in Education in 1996 degree from Lehman College in the Bronx, New York.

DISSERTATION COMPLETION PATHWAY

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Dr. Ivy Tilson Rentz D I S S E R TAT I O N T I T L E

EXAMINING THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND STUDENT OUTCOMES IN OCCUPATIONAL AND PHYSICAL THERAPY ACADEMIC PROGRAMS

Abstract

The purpose of this quantitative study was to examine the relationship between the transformational leadership style of academic chairpersons and student outcomes (student pass rates on NBCOT and NPTE exams) in occupational and physical therapy academic programs. A self-administered web- based questionnaire composed of a demographic questionnaire and the Multifactor Leadership Questionnaire (MLQ) Leader Form 5x (short) was used to gather information from participants. Student pass rates on the NBCOT and NPTE between 2015 and 2017 were retrieved from the NBCOT and NPTE websites for all participating programs. Participant responses to the questionnaire and student pass rates on the NBCOT and NPTE were analyzed using Pearson’s correlation and coefficients, independent samples t-test, one-way ANOVA’s, MANCOVA, partial correlation, and zero order correlation to determine if a relationship existed between variables. The results indicated that no direct relationship existed between these variables. However, a moderate relationship was found between certain demographic variables (e.g., Professional Development and transformational leadership). The results of this study also suggested that occupational and physical therapy chairpersons who demonstrate transformational leadership behaviors may impact departmental factors (climate, pedagogy environment and student engagement), which may impact student outcomes in their programs. Additionally, Professional development may impact transformational leadership behaviors of academic chairpersons and/or because these academic chairpersons self-report high transformational leadership behaviors; they may be more likely to participate in professional development activities.

Biography

Dr. Tilson Rentz is currently a licensed occupational therapist and the president of Kidz Korner childcare centers in Westchester County, New York. Ivy is a graduate of York College where she received her Bachelor of Science in occupational therapy; Central Michigan University, where she received her master's degree in science administration; and Manhattanville College where she received her Doctorate in education. After graduating from York College, Dr. Tilson Rentz began working at United Cerebral Palsy in Nassau County for a year, before opening her own pediatric practice. Ivy executed contracts with Westchester County Department of Health and New York City Department of Education to provide pediatric therapy services to children. In 2002, Dr. Tilson Rentz opened her first childcare program in her home and then went on to open a commercial childcare program in 2007.

In 2009, she joined the faculty at York College as the academic fieldwork coordinator and taught various pediatric treatment courses. Dr. Tilson Rentz plans to return to teaching pediatric treatment courses in an occupational therapy academic program.

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DISSERTATION COMPLETION PATHWAY

Dr. Derek Robert Schuelein D I S S E R TAT I O N T I T L E

ASSESSING THE EFFICACY OF TEACHER RECOMMENDATIONS AS A PREREQUISITE TO STUDENT ENROLLMENT IN AP COURSES: A PATH ANALYSIS

Abstract

Teacher recommendations are a ubiquitous component of the process by which high schools place students into their classes, yet surprisingly little research has been conducted which sought to determine their efficacy. The purpose of this study was to examine both the relationship between measures of students’ prior academic achievement and teacher recommendations, as well as the relationships between teacher recommendations and students’ AP exam scores; AP exam scores were selected as an objective and consistent measure of students’ performance. Due to the amount of confidential student data required, all data was sourced from a single high school. A quantitative research design was used to examine the specific relationships between teacher recommendations, as well as separate measures of prior academic achievement, and students’ AP exam scores. Major findings included: (a) selected measures of prior achievement could not consistently explain whether or not students received teacher recommendations, (b) teacher recommendations had little relationship with how students ultimately performed on their AP exam, (c) there was no single, best predictor of students’ performance on AP exams, though PSAT score emerged as a strong predictor in many of the models.

Biography

After graduating from Penn State University with a degree in social studies education, Dr. Schuelein began his career as a high school teacher in New York City based on a desire to share his love of history and of learning with students. There, and subsequently, in school districts on Long Island and in Westchester, he had the opportunity to work with students from diverse backgrounds, many of whom possessed very different learning styles. Along the way, he developed a profound appreciation for the distinct set of experiences and personal traits that make each student’s educational journey so unique. Through the years, and in a variety of roles as an educator, he has maintained a commitment to a long-held belief that school should be a place where students are encouraged to explore new things, to take risks, and to treat each experience as an opportunity to learn and to grow. As he begins his 19th year in education, he remains eager to help our students fulfill their greatest potential by working to support a whole-child approach which includes their social, emotional, and academic growth. As a high school educator, Dr. Schuelein remains cognizant of the fact that we are guiding young men and women through their final steps in the path to adulthood. As such, he also believes strongly in helping students become independent thinkers who can advocate for their own needs and passions.

SIGNATURE PATHWAY

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Dr. Sharlise R. Smith-Rodriguez D I S S E R TAT I O N T I T L E

A QUALITATIVE CASE STUDY OF COLLEGE-INTENDING STUDENTS’ AND ADMISSIONS TEAM’S PERCEPTIONS OF THE COLLEGE CHOICE PROCESS AT ONE FOUR-YEAR PRIVATE COLLEGE

Abstract

Most high school students are encouraged to attend a higher education institution after they graduate from high school. For some students, the difficulty of the college choice process coupled with the support, or lack of support, from family and guidance counselors will determine how successful their transition will be. This qualitative case study drew upon Hossler and Gallagher’s (1987) Theory of College Choice and Schlossberg’s (1981) Transition Theory as the theoretical framework through which to analyze and describe the college-intending students’ decision making and the level of engagement of college personnel with the college-intending students. The study focused on the many factors students must consider when trying to translate their intentions of going to college into actually making the decision on which institution to matriculate to in the fall. The findings showed the level of effort exerted or needed by both the student and the college personnel to support the student throughout the college choice process. Some of the recommendations based on this study that could help institutions attract college-intending students to their institution could be to 1. Colleges should mirror the level of access of resources similar to what the students receive in high school; 2. Colleges should develop a robust and clear communication plan to students and families; and 3. Colleges should establish a parent outreach transition program.

Institutions should focus on what the students and families want to know, rather than what you want them to know.

Biography

Dr. Smith-Rodriguez has almost two decades of experience working in higher education, specifically at Manhattanville College. Her career path has focused mainly in the area of student affairs, with Dr. Smith-Rodriguez serving as resident director, assistant director of residence life, director of the Center for Student Success, and Title IX deputy coordinator. She presently serves as dean of students. She is committed to Manhattanville College students and enjoys assisting them develop their personal and career goals. Dr. Smith-Rodriguez earned her Bachelor of Arts in Liberal Studies from SUNY-Purchase in Purchase, New York, and her Master of Arts in Elementary Education from Manhattanville College, in Purchase, New York. She presently serves on the board of directors for the Purchase Community House, Inc., located in Purchase, New York. “Success results when preparation meets opportunity” (Joseph B. Wirthli).

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HIGHER EDUCATION LEADERSHIP PATHWAY

Dr. Adam F. VanDerStuyf D I S S E R TAT I O N T I T L E

LEADERSHIP AND THE CRAFTING OF COHERENCE IN AN ERA OF EDUCATIONAL ACCOUNTABILITY: AN ANALYSIS OF PRACTICE

Abstract

The purpose of this analysis of practice was to provide findings and recommendations on how, if at all, the leaders of one School District in eastern New York craft coherence between its core mission and set of beliefs and external educational accountability mandates established most recently by the No Child Left Behind, Race to the Top, and Every Student Succeeds Act initiatives. The study was conducted during a time of transition in the district, where after ten years of mission implementation, three leaders instrumental in the work retired. Data were collected over a thirteen-month period through individual interviews, naturalistic observations, and artifact analysis of documents provided to me by the district. The analysis found that the leaders have an understanding of the NYSED educational accountability mandates and that the leaders do not perceive the mandates to be effective in improving student outcomes.

Both leaders and teachers reported strong support of teachers toward implementing the mission in their classrooms. The analysis also revealed that increasing test scores were the priority. There is evidence that teacher implementation of the mission in classrooms was an instructional focus for the district, there was also evidence that teachers still struggled to see that teaching critical and creative thinking skills can be done concomitantly with teaching content. While an understanding of the language and tenets of the mission was prevalent across the district, there appears to be reluctance to move away from a more traditional teacher centered direct instruction approach with students in the classroom. Based on these findings, recommendations were provided for the client in the areas of priorities, mission, professional development, and research-based practices. In this educational accountability driven environment, the need for leadership, especially transformational leadership, has been critical.

Biography

Dr. VanDerStuyf has over 17 years-experience as a teacher, principal, director of special education & guidance and child study center, and director of pupil personnel services in the eastern region of New York. After a short career in pharmaceutical manufacturing as an engineer/supervisor at Merck and Company, Dr. VanDerStuyl made a career change to education and completed his Master of Science degree in exceptionalities at Bloomsburg University of Pennsylvania. Dr. VanDerStuyf has also completed a second master's in educational leadership from Bank Street College in New York through the Future School Leaders Academy, a partnership between Putnam/Northern Westchester BOCES and Bank Street College of Education.

DISSERTATION COMPLETION PATHWAY

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Presentation of the 2020-2021 Graduates of the Manhattanville College Doctoral Program in Educational Leadership Dr. Abdullah Yousef Al Atiqi Dr. Christine M. Arlt Dr. Jerrod Matthew Ortiz Blair Dr. Garfield Charles Dr. Julia DiSalvo Drake Dr. Shana Marie Eutsay Dr. Bernadette Jones Kingsley Dr. Nicole Mangiere Nover Dr. Alexandra Claire Pfleging Dr. Melissa E. Pittman Dr. Stephanie Leigh Rein Dr. Samantha Bretón Ross Dr. Kaitlyn Sassone Dr. Dorinda E. Sawyer Dr. Laurence Thomas Spring

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MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Dr. Abdullah Al Atiqi D I S S E R TAT I O N T I T L E

AN EXAMINATION OF THE RELATIONSHIP BETWEEN THE QUALITY OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT (PBIS) CLASSROOM SYSTEMS AND TEACHER BURNOUT

Abstract

Teacher burnout is a severe problem in the field of education. It impacts teacher turnover (Ingersoll & Smith, 2003), increases job resignations (Goddard & Goddard, 2006), and contributes to physical illnesses (Belcastro & Gold, 1983). One of the main reasons for teacher burnout is student behavior problems. The positive behavior intervention and support (PBIS) framework was made to help schools and teachers deal with student behavior challenges. Many studies focus on the relationship between PBIS and student outcomes (Aloe et al., 2014; Belcastro & Gold, 1983; Goddard & Goddard, 2006; Ingersoll & Smith, 2003; Sugai & Horner, 2006); however, little attention has been given to the PBIS’s relationships with teacher outcomes such as teacher burnout. This study’s purpose was to examine the direct and indirect relationship between PBIS classroom systems (CS) and teacher burnout (TB) through the mediating variable student behavior problems (SB), controlling for other important variables. The researcher collected data from 363 educators within at least 95 schools from K-12 school levels in New York and New Jersey.

The study design used structural equation modeling (SEM) to analyze the relationships among the three factors (PBIS CS, TB, and SB). The main findings indicate that teachers who implemented PBIS CS with high quality had significantly less burnout. Teachers who have more student behavior problems had significantly higher burnout. Teachers who implemented PBIS CS have significantly fewer student behavior problems. The study found that student characteristics can limit the effect of PBIS CS on student behavior problems.

Biography

Dr. Al Atiqi was born in Jubail Industrial City, Saudi Arabia. He attended Umm al-Qura High School in Jubail and graduated in 2001. He graduated from Imam Mohammad Ibn Saud Islamic University and received his bachelor’s degree in Islamic Religion Fundamentals in 2005. Directly after graduation, he held a job as an elementary school teacher for nine years. At that time, he received a certificate of appreciation and the award of Educational Excellence among Jubail City’s teachers. He decided to continue his studies and get a doctorate degree in educational leadership.

Arriving in the U.S., Dr. Al Atiqi started in 2012 to learn ESL at the University of Iowa English Institute and Seton Hall University until 2014. Then he received his master's degree from Felician University in 2016 and then his doctorate degree in educational leadership at Manhattanville College in 2021. His research interests are in Positive Behavior Interventions and Support (PBIS), teacher burnout, student behavior, and leadership issues. His objective is to be able to make remarkable differences in the education world and to work hard to develop educational institutes that he works with, to be an outstanding institution in the region, country, or world.

SIGNATURE PATHWAY

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Dr. Christine M. Arlt D I S S E R TAT I O N T I T L E

SUBURBAN ELEMENTARY SCHOOL PRINCIPALS' PERCEPTION OF EQUITY AND ITS INFLUENCE ON STUDENT LEARNING OPPORTUNITIES

Abstract

Defining and understanding what equity is and how to achieve it remain elusive within the field of education. As this leaves various interpretations of the concept of equity, principals are ultimately left to decide what equity is and how to provide equitable learning opportunities. The purpose of this generic qualitative study was to examine how suburban New York elementary school principals view equity and how, if at all, their perceptions are used in providing equitable learning opportunities for all students.

Additionally, this study sought to answer the level of responsibility principals believe they have in providing equitable learning opportunities. Through the lenses of social justice theory and social justice leadership theory, this researcher considered and analyzed the data obtained from semistructured interviews, document analysis, and memoing. The findings of this study suggested that principals share similar understandings of equity, yet do not share all of the same elements embedded in their definitions.

Based on the study’s findings, a number of recommendations and areas for future research were provided.

Biography

Dr. Arlt is an elementary school principal. She has been in the education field for over two decades, having served as principal in two different districts for 13 years. Prior to her principalships she was an assistant principal and elementary school teacher. Throughout her education career, Dr. Arlt has remained active in education issues. She serves on the board of directors for SAANYS, was an NTI participant and a consultant for NYSED for over a decade. Prior to entering the education field, Dr. Arlt worked in the mental health field as a counselor and staff developer. She earned her BS from SUNY Binghamton, her MS from LIU, and her MPS as well as her EdD from Manhattanville College.

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SIGNATURE PATHWAY

Dr. Jerrod Matthew Ortiz Blair D I S S E R TAT I O N T I T L E

SUPPORTING LGBTQ YOUTH THROUGH POLICY: HOW SECONDARY EARLY CAREER TEACHERS MAKE SENSE OF NEW YORK STATE DASA TRAINING AND POLICY

Abstract

Students in the United States have the right to attend school, learn, and participate in school activities without discrimination. Research has shown that LGBTQ students are more likely to experience bullying and discrimination. New York State’s Dignity for All Students Act provides a strict zero-tolerance policy for student discrimination, harassment, intimidation, and bullying on the basis of a student’s race, color, weight, ethnicity, religion, religious practices, disabilities, sexual orientation, gender or sex to address the gap between equity and the actual student.

Part of the NYS DASA legislation includes a 6-hour training on the intent of the law as a certification requirement. This study aimed to fill a research gap by connecting sensemaking theory to policy-prescribed antibullying training and the policy’s intent to protect an underrepresented population, in this case the LGBTQ students. Using data obtained from document analysis, observations of NYS DASA trainings, and semistructured interviews of early career teachers who attended the training, this qualitative inquiry examined how early career teachers made sense of the mandated 6-hour NYS DASA training, with a specific focus on how, if at all, their participation in the training affected their pedagogical decision-making when teaching LGBTQ students. The findings of this study illuminate the failure of NYS DASA training in contributing to the sensemaking process of early career teachers.

Biography

Dr. Blair is the K-12 supervisor of STEM at the Eastchester Union Free School District. He previously taught 7th grade science for 7 years and high school biology and chemistry for 8 years at the Harrison Central School District. Dr. Blair graduated from the State University of New York’s University at Buffalo with a BA in Biological Sciences, an Advanced Certificate in Educational Technology, and an EdM in Science Education 7-12. In conjunction with earning his EdD, Dr. Blair most recently earned a Professional Diploma in Educational Leadership and his New York State SBL and SDL Administrative Certifications at Manhattanville College through the “Bridge” program. Dr. Blair strives to utilize his doctoral experience to promote his educational philosophy in which all students have equitable access to education that builds 21st-century skills and nurtures the development of motivated, responsible, empathetic, and active citizens.

SIGNATURE PATHWAY

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Dr. Garfield Charles D I S S E R TAT I O N T I T L E

THE IMPLEMENTATION OF PERSONALIZED LEARNING AT MERRYWEATHER HIGH SCHOOL: A CASE STUDY

Abstract

The implementation of personalized learning (PL) in our nation’s public schools has been a hot topic over the past decade, and within recent years, nonprofit organizations as well as educators have embarked on various studies in order to gain additional understanding of PL. As schools and districts push to implement PL, classroom teachers as well as school administrators, especially at suburban high schools, lack adequate guidelines to support them in successfully implementing PL in their classes. This single case study ascertained teachers’ and buildinglevel administrators’ implementation of PL in a high school, Merryweather High School (MWHS), that has recently adopted this approach. The findings from the study revealed that student ownership, a collaborative and authentic learning experience developed in a PBL approach, strong teacher-student relationships, PD opportunities geared to teachers’ individual needs and increased teacher professional autonomy all played a major role in the school’s ability to implement PL. In order to mitigate the challenges of a successful implementation of PL, the study additionally identified the importance for the institution to align its structures and practices with the tenets of PL.

Biography

Dr. Charles is currently an Assistant Dean with the Greenwich Public Schools and has been an Assistant Dean for the past six years. Prior to this position, Garfield served as an English teacher, teaching courses such as: Medieval Literature, Essay Writing, Freshman English, Modern World Literature, and The Short Story. Dr. Charles served as the Coordinator for the Greenwich Public Schools 2020 Summer School Program. In working with the district's Deputy Superintendent, Human Resource Officer, and directors, Dr. Charles was responsible for running the first ever remote learning Summer School program for K3 - 12, along with a school based program for the Special Education students. In addition, Dr. Charles has served as the school’s Diversity Awareness Club advisor for the past six years, including coordinating the school’s annual Diversity Awareness Week. Dr. Charles’ efforts in helping to close the educational gap at GHS has led to his organization of the Empowerment Program for young men of color, and the Minority Student Network for GHS diverse student population. Dr. Charles is the recipient of the Susan J. Goldberg Memorial Teacher Award by the Holocaust and Human Rights Education Center (2010) for his contribution in supporting the work of the HHREC in Greenwich High School (GHS).

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SIGNATURE PATHWAY

Dr. Julia DiSalvo Drake D I S S E R TAT I O N T I T L E

FEMALE SUPERINTENDENTS’ PERCEPTIONS OF UNCONSCIOUS GENDER BIAS IN THE SUPERINTENDENCY: AN EXPLORATORY QUANTITATIVE STUDY

Abstract

This nonexperimental quantitative study of a nationwide sample of 532 female school district superintendents, the largest such sample to date, offers compelling evidence that unconscious gender bias exists on the job and further inhibits equitable female representation in the superintendency. The PSGBI:DE, a modified version of Tran et al.’s (2019) Perceived Subtle Gender Bias Index (PSGBI), was confirmed as a valid instrument for assessing female superintendents’ perceptions of unconscious gender bias and produced the same four factors as the original PSGBI (Tran et al., 2019). This study’s findings support Acker’s (1990) theoretical assertion that gender inequality is deeply embedded within organizational structures, patterns, and processes.

Respondents reported gender bias occurs more frequently than the profession acknowledges and suggested it derives primarily from sources other than superintendents’ colleagues. Notably, female school leaders reported that they were more likely than their male counterparts to be perceived as bossy than strong minded and that others often did not feel comfortable being subordinate to women. They further asserted ambitiousness is viewed differently for men and women, with significantly more agreement in urban vs. rural communities.

Female respondents over 65, and those with more education experience overall, reported more mentoring than younger counterparts. Mothers reported significantly less mentoring than non-mothers. Those with the least experience in education and the superintendency reported significantly more collegiality than those with more experience. Superintendents in both rural and urban communities reported significantly more collegiality than those in suburban communities. Further, disproportionality was found between Blacks and Whites with regard to collegiality. This study recommends policies and practices intended to disrupt the deeply embedded processes that perpetuate unconscious bias in today’s superintendency.

Biography

Dr. Julia DiSalvo Drake has been an elementary school principal for nearly 15 years. Her school building leadership experience began in New York City and subsequently in Dobbs Ferry, New York, for the last ten years as principal at Springhurst Elementary School. Dr. Drake began her career as a New York City Teaching Fellow teaching elementary special education in the Bronx and obtained an MS in elementary education. She then became a reading first coach and later joined the New York City Leadership Academy to be trained as a principal earning an advanced certificate with a major in school leadership.

Dr. Drake completed the Educational Policy Fellowship Program offered

by Columbia’s Teachers College and PNWBOCES and the School District Leadership program at Manhattanville. Dr. Drake has published in SAANYS Vanguard Magazine, has been a keynote speaker at Manhattanville College School of Education Dean's Symposium “Success as a New Teacher,” and has been an adjunct professor for Bank Street’s Future School Leader Academy.

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Dr. Shana Marie Eutsay D I S S E R TAT I O N T I T L E

THE PERCEPTIONS OF STUDENT AFFAIRS PRACTITIONERS ON MEETING THE HOLISTIC AND DIVERSE NEEDS OF COLLEGE STUDENTS

Abstract

The Division of Student Affairs seeks to provide all-inclusive services that meet the various needs of college student development, including the cognitive, cultural, social, and spiritual needs of students; yet, spiritual development is often overlooked. In order for Student Affairs practitioners to support college student development holistically, campus programs and student services must include spiritual expression. The purpose of this qualitative study was to understand how Student Affairs practitioners meet the holistic mandate of college student development. The major findings of this study indicated that Student Affairs practitioners endeavor to meet the holistic mandate through Meaningful Student Development, Experiential Diversity, Spiritual Reflection, Intentional Programming, and Institutional Influence. This study underscored significant information about the institution’s culture and leadership influence concerning student diversity and spirituality, which impact the effort to serve students holistically. The overarching themes that emerged throughout this study confirmed that Student Affairs practitioners are aware of student diversity within the context of spirituality and faith domains; however, they attribute their challenges and possible gaps within their holistic practice to limited diversity training, professional development, and institutional influence that demonstrate inflexibility towards cultural contexts.

Biography

Dr. Eutsay is a student affairs practitioner and a licensed minister. She has served as a residence hall director, student involvement coordinator, academic advisor, and counselor at Long Island University-Post campus.

Dr. Eutsay currently works at Fordham University as a director of programs within the graduate school of education. She obtained a Bachelor of Science in business management, a Teaching Certification, and a Master of Science in school counseling from Long Island University. In addition, Dr. Eutsay earned a Doctorate in Education from Manhattanville College with a concentration in Higher Education Leadership. It is through Dr. Eutsay’s passion for student development and exemplary work in ministry, she was appointed as the Assistant Campus Pastor of Long Island University. Shana attended United One Accord Theology Institute of Brooklyn New York. Dr. Eutsay has performed servant leadership and academic enrichment to youth and young adults throughout New York City and its neighboring states. Dr. Eutsay desires to use education as a platform to connect people to their life’s purpose. She believes that when you find your purpose it is at that moment you will begin to live a full, balanced, and successful life.

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HIGHER EDUCATION LEADERSHIP PATHWAY

Dr. Bernadette Jones Kingsley D I S S E R TAT I O N T I T L E

EXPLORING THE ROLE OF TEACHER WELL-BEING ON EFFECTIVE PRACTICE: A PARTIAL LEAST SQUARES–STRUCTURAL EQUATION MODELING ANALYSIS

Abstract

Despite the positive correlates between teacher well-being and aspects of effective practice, there is a lack of theory-based research exploring the degree to which flourishing at work explains effective teaching. To address this gap, data from 255 K-12 teachers in NY, CT, and NJ were used in a PLS-SEM analysis to (a) validate theory-based frameworks for teacher flourishing (adapted from Seligman’s PERMA well-being framework) and effective teaching (assembled from Danielson’s Framework for Teaching), and (b) explain the relationship between the constructs. In the structural model, a social desirability factor was added to isolate potential bias from the proposed relationship. The results indicated that, with modification towards a meaning-orientation, the measurement model for teacher flourishing demonstrated validity. The FfT-based effective teaching construct did not present a valid measurement model and was substituted with a singleindicator, global estimate of effective teaching. In the structural model, teacher flourishing was a modest and significant determinant of effective practice, and it explained 26% of the variance in effective teaching.

These finding suggest that (a) flourishing appears to be a meaningful antecedent to effective practice, (b) the meaning of teachers’ work may be important to their well-being and, (c) caution should be exercised when using the FfT in an evaluative capacity because the framework did not demonstrate psychometric validity. Towards the generation of a valid model of effective teaching, future research may consider a systems approach to the framework that includes the determinants (inputs), teacher behaviors (throughputs), and student achievements (outputs) of effective practice.

Biography

Dr. Jones Kingsley is an experienced high school Biology, AP Biology, and Anatomy & Physiology educator who inspires students with her collaborative, problem-based, and experiential approaches to learning.

She cares about and is committed to understanding and cultivating the emotional well-being of students, teachers, and administrators.

She is fascinated by quantitative statistics and passionate about using measurement to make the important things matter. Outside of work, she enjoys reading, curling, playing ice hockey, and spending time with her family. Her research interests include quantitative methodologies, wellbeing in education, and effective teaching.

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Dr. Nicole Mangiere Nover D I S S E R TAT I O N T I T L E

A POLICY DISCOURSE ANALYSIS OF TIME: THE DISCURSIVE CONSTRUCTION OF TEACHERS AS MANAGED MANAGERS

Abstract

Teacher collective bargaining agreements are subject to limited research in the field of education. Previous researchers have counted the pages of contracts, and others have attempted to ascertain the connection between teacher collective bargaining agreements and student achievement. This research applies Policy Discourse Analysis (PDA) to examine the language of collective bargaining agreements.

PDA challenges the taken for granted assumptions of traditional policy analysis and applies a post-structural approach to interrogating the givenness of a problem. From the moment of inception, unions were plagued by the tension between professionalism and industrialism. This inquiry found that teachers are discursively constructed as managed managers. The dominant discourse of professionalism (constituting the teacher as professional), industrialism (constructing the teacher as laborer), and managerialism (constituting the teacher as managed manager) circulating with teacher collective bargaining agreements were identified. A marginalized discourse of democracy (constituting teacher as civic arbiter) was also identified. The tension between the dominant discourses creates a binary, either/or construction of the teacher. The teacher is either a professional or a laborer. However, when examined through a critical post-structural lens, what is made visible is the ways in which the teacher is constructed as a managed manger, they are both/ and. This tension limits the conditions of possibility for the teachers. This tension is most visible through the discourse of democracy that situates the teacher as a civic arbiter, aspiring to educate young minds, yet relegated to the position of teaching what is approved by the Board of Education. Implications of this research include shifting consciousness about the discourses we employ at the bargaining table.

Biography

Dr. Nicole Mangiere Nover is currently the assistant principal at Seven Bridges Middle School in Chappaqua, NY. Nicole began her career as a 2008 Teach for America Corps Member at PS 110X The Theodore Schoenfeld School. After teaching 3rd and 4th grade, Nicole transitioned to middle school and held a variety of teaching positions over seven years at KIPP Academy, a public charter school in the Bronx. Nicole began her administrative career at Putnam Valley Middle School in Putnam Valley, NY.

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Dr. Alexandra Claire Pfleging D I S S E R TAT I O N T I T L E

CONFRONTING THE CHALLENGES OF THE COVID-19 PANDEMIC: A QUANTITATIVE ANALYSIS OF THE RELATIONSHIPS AMONG SECONDARY TEACHERS’ PERCEIVED RESILIENCE, TRAIT EMOTIONAL INTELLIGENCE, AND SELF-EFFICACY

Abstract

Since schools shutdown in March of 2020 and would stay closed for the remainder of the 2019–2020 school year, considerable debate persisted regarding best practices in moving forward with instruction in a way that would slow the spread of COVID-19. Drawing upon Bandura’s (1977) self-efficacy theory, this quantitative study sheds light on the ways in which teacher resilience and self-efficacy were affected by trait emotional intelligence in the context of the COVID-19 pandemic. Although previous studies have suggested teachers usually rate their perceived well-being as low, this study provides evidence that well-being, one the subfactors of trait emotional intelligence, is an integral factor in perceived teacher self-efficacy. This suggests an urgent need for a focus on developing teachers’ well-being, as it is this factor upon which their self-efficacy relied on significantly during the crisis of the COVID-19 pandemic. Additionally, this research suggests self-control had a large effect on the resilience of teachers during the pandemic. Therefore, the data indicate that teachers’ self-control was integral in being resilient during the pandemic. Interestingly, teachers with more years of experience seemingly had higher levels of self-control. This study yielded an unexpected emergence of a latent variable, identified as Crisis Efficacy (CE). Those with CE have a stronger sense of well-being and self-control, which helps them be resilient and self-efficacious in contextually difficult situations. As such, CE aides in the ability to adapt in difficult situations, and in turn find success.

Biography

Dr. Alexandra Pfleging is currently an English teacher at Pascack Hills High School in Montvale, New Jersey. She teaches English I and Advanced Placement English Language and Composition. She is the moderator of the Female Empowerment Movement at Pascack Hills and serves as the social coordinator of the Pascack Valley Regional Education Association.

In April 2021, Dr. Pfleging successfully defended her dissertation entitled, "Confronting the Challenges of the COVID-19 Pandemic: A Quantitative Analysis of the Relationships Among Secondary Teachers' Perceived Resilience, Trait Emotional Intelligence, and Self-Efficacy".

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Dr. Melissa E. Pittman D I S S E R TAT I O N T I T L E

FRAMING INEQUITY: A QUALITATIVE STUDY UNDERSTANDING HOW SUPERINTENDENTS FRAME EQUITY EFFORTS FOR BLACK STUDENTS IN NEW YORK STATE SUBURBAN SCHOOLS.

Abstract

Addressing educational inequities for Black students is an ongoing process deeply rooted in historical, societal, and educational practices that will not be eradicated without strategic and systematic efforts. This qualitative study described ways in which superintendents in New York State suburban schools frame their thinking about educational inequity when attempting to provide equitable learning opportunities for Black students. Furthermore, this study uncovered superintendents’ understanding of educational equity and their thinking evolution by how they identified and addressed inequities for Black students in their districts. Interviews were conducted with 15 superintendents, and data were analyzed through the lens of single loop (Model I) and double loop (Model II) learning behaviors, and the cognitive frames of diversity, deficit, and equity. Major findings suggest superintendents used multiple frames to enact equity efforts for Black students in their districts. Superintendents engaged in efforts that were diversity-minded, deficit-minded, and equity-minded. Those who exhibited more equity-mindedness engaged in double loop learning and Model II behavior. These superintendents reframed their thinking about inequity by questioning and reflecting upon their underlying values, beliefs, and biases.

In addition to reflecting on their own actions, they also understood systematic structures and institutional practices creating and perpetuating inequities for Black students. It is important superintendents understand how their thinking about the problem of educational inequities shapes the way they enact equity efforts for students of color within their districts.

Biography

Dr. Pittman is currently the assistant principal at the Washingtonville Middle School, in Washingtonville, New York where she supports the educational experiences for students and families. Most of her over 20-year career in education has been in Washingtonville serving as an elementary teacher and administrator at the elementary and secondary levels. Melissa earned her Bachelor of Arts degree in psychology from Marist College in Poughkeepsie, New York which led to New York State Permanent Certification in elementary and special education. She continued educational pursuits completing a Master of Science degree in special education, with a concentration in culturally and linguistically diverse students from State University of New York at New Paltz, in New Paltz, New York. Melissa attended Massachusetts College of Liberal Arts in North Adams, Massachusetts which led to New York State School District Administrator certification. As a Black, female administrator, providing educational equity has always been a priority for Melissa. She has used her educational and personal experiences in educational settings as a student, teacher, and administrator to highlight the needs of students of color by offering strategies and insight to educators to improve experiences for students and families. Currently, Melissa serves on a district team developed to improve educational equity by focusing on areas such as bias awareness, identity development, cultural and racial literacy, and curriculum and instruction.

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DISSERTATION COMPLETION PATHWAY

Dr. Stephanie Leigh Rein D I S S E R TAT I O N T I T L E

CLOSING THE PARENTING GAP: THE UTILIZATION OF THE FORMULA BY PROFESSIONAL DEVELOPMENT SCHOOLS TO IMPROVE STUDENT SUCCESS CHARACTERISTICS

Abstract

Professional Development Schools (PDSs) partner with schools of education within colleges and universities in order to improve teacher preparation, research, and student outcomes. The engagement of primary caregivers and parents has been proven to be an important factor success for students in schools. Often missing from PDSs is an established framework to guide the way in which schools and primary caregivers teach and develop a common set of desirable qualities within children. The purpose of this research study was to quantitatively explore the relationships between and established parenting framework, PDSs, and the four success characteristics of Growth Mindset, Curiosity, High Personal Standards, and Service/Altruism. The results of the study indicate that the Master Parenting Roles of The Formula positively impact student success characteristics, indicating the potential benefits of PDSs adopting the parenting framework to be used in primary caregiver education and engagement, as well as by teachers and staff in order to develop success characteristics in all students.

Biography

Dr. Rein is an adjunct professor and curriculum consultant. She has presented at conferences, both nationally and internationally, on the topics of teaching global competence, student centered learning, literacy, and special education. Dr. Rein is a former special education teacher, literacy consultant, and professional development school liaison with a MAT in Elementary Education, and MPS in Special Education, and a CAGS in school-based educational leadership.

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Dr. Samantha Bretón Ross D I S S E R TAT I O N T I T L E

A QUALITATIVE STUDY EXAMINING ACTIVATION OF COLLEGE STUDENT BYSTANDER INTERVENTION DECISIONS IN POTENTIAL SEXUAL ASSAULT SITUATIONS

Abstract

This qualitative study explored what activates the decision of a bystander to intervene in a potential sexual assault situation in a college social setting.

Purposive sampling via social media posts and email communication with members of a professional student services community of practice yielded 24 participants in their sophomore, junior, and senior years from colleges and universities across the U.S. This study underscored the existence of barriers that make intervening to prevent a potential sexual assault more than just a simple yes or no decision, even if a student recognizes the problem, believes they should help, and has ideas about how to disrupt the situation. The gap that exists between a student’s willingness to intervene to prevent a potential sexual assault and their ability to do so when a situation arises is called the “Intent-to-Action” (I-t-A) gap. The factors that influenced hesitation or inspiration to act within the I-t-A gap were emotions (fear and insecurity) and situational factors (peer relationships and community interactions) that bystanders believed would impact their assessment and decisions about whether to get involved in preventing a potential sexual assault, highlighting the interconnectedness of the relationship and community factors of the socio-ecological model. The efficacy of bystander, intervention-focused sexual violence prevention programs could be improved by including content that prepares students for their emotional responses and introducing strategies they can use to mitigate those concerns. Training should include opportunities to practice new skills in ambiguous scenarios that are similar to the potential sexual assault situations they are likely to encounter.

Biography

Dr. Ross is a native of Seattle, Washington. She works at the United States Military Academy as the Sexual Harassment and Assault Response and Prevention Program Manager. She previously worked as the program manager of healingSPACE, the only Sexual Violence Resource Center in Bergen County, New Jersey. She served 24 years as an engineer officer in the United States Army, retiring in 2014. Her final assignment was as the professor of military science for the Mohawk Battalion ROTC Program hosted by Siena College in Albany, New York.

Dr. Ross holds a bachelor’s degree from the University of Washington and a master’s degree from Chapman University in psychology. She is a certified marriage and family therapist in the state of New York and a National Board-Certified Counselor.

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HIGHER EDUCATION LEADERSHIP PATHWAY

Dr. Kaitlyn Sassone D I S S E R TAT I O N T I T L E

TEACHERS PERCEPTIONS AND SELF-EFFICACY WHEN IMPLEMENTING TECHNOLOGY IN ELEMENTARY CLASSROOMS GRADES 3-5: A MIXEDMETHODS STUDY

Abstract

Integrating technology into the classroom is more than just putting tools and hardware in front of children. To provide high-quality instruction, educators need to understand the relationship between pedagogy and technology.

When technology is integrated into the classroom in a meaningful way, students become more engaged and they learn to take control over their own learning. This builds the capacity for student-centered learning. As technology advances and access increases, teachers’ confidence and ability to implement new technologies may be impacted. Due to the COVID-19 pandemic in 2020, educators were faced with integrating technology in the classroom at a much higher capacity. The purpose of this explanatory sequential mixed-methods study was to determine elementary teachers’ perceptions of technology, what makes them want to use technology, and how they believe technology will enhance studentcentered learning. In addition, teachers’ technological pedagogy, teaching pedagogy, and self-efficacy of educational technology were studied. Lastly, since the COVID-19 outbreak in the United States, the researcher was interested in learning how teachers’ perceptions of the instructional uses of technology have changed as a result of teaching remotely during the pandemic. The results of this study identified teachers’ self-efficacy and what makes teachers want to integrate technology to enhance studentcentered learning.

Biography

Dr. Sassone is the Director of Technology/Chief Information Officer for Rye City School District. She has been in the education field for many years, having served as the DOT, staff developer, and teacher. Throughout her education career, Dr. Sassone has remained active in leading new educational initiatives in her district. In 2019, Dr. Sassone was awarded the TELL Award for Outstanding Innovative Leader in Westchester, New York. She earned her Bachelor of Arts from Mount Saint Mary College in Childhood/Special Education/Information Technology, her MS in Educational Technology from Pace University, and her MPS as well as her EdD from Manhattanville College.

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Dr. Dorinda E. Sawyer D I S S E R TAT I O N T I T L E

ANALYZING THE RELATIVE INFLUENCE OF SOCIAL CAPITAL ON THE MATHEMATICS ACHIEVEMENT OF BLACK MALE HIGH SCHOOL STUDENTS VIA THE MEDIATING INFLUENCE OF STUDENT ENGAGEMENT: A STRUCTURAL EQUATION MODEL

Abstract

The purpose of this study was to determine the extent to which Intra-school Social Capital, ISC, (i.e., parent-school involvement, parent-teacher interactions, teacher-student support, student- peer relations, etc.,) and External-School Social Capital, ESC, (i.e., parent-home involvement, family structure, as well as neighborhood and/or community involvement, etc.,) influence Black male high school mathematics achievement, MATH, through the mediating variable student engagement, SE, controlling for a host of other important extraneous variables. Utilizing personal-use data obtained from the High School Longitudinal Study of 2009 (HSLS:09, Ingles et al., 2011), this study found empirical evidence of a link between social capital and math achievement. More specifically, this study found that the direct and indirect effects of external-school social capital on math were stronger than the direct and indirect effects of intra-school social capital on math score. This study also found evidence that the effect of external-school social capital on the math score was second only to socioeconomic status. These findings indicated that social capital, not race, may be fueling race-based academic achievement disparities. Implications for practice and recommendations for operationalizing social capital to improve mathematics achievement for all students are discussed.

Biography

Prior to pursuing doctoral studies at Manhattanville College, Dr. Sawyer worked about 10 years as a middle school classroom mathematics teacher and math interventionist in Durham, NC. She also worked as a program developer with a nonprofit in New England, designing and presenting professional development workshops for middle school educators.

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SIGNATURE PATHWAY

Dr. Laurence Thomas Spring D I S S E R TAT I O N T I T L E

AN EXAMINATION OF THE EFFECT OF THERAPEUTIC ALTERNATIVES TO OUT OF SCHOOL SUSPENSION

Abstract

The education field has long wrestled with how to best handle students who behave in an unsafe manner towards other students and the traditional response has been to suspend them (Adams, 2000; Black, 2016; Cerrone, 1999; Fabelo et al., 2011; Rumberger et al.,2016). The purpose of this study was to explore the use of a therapeutic intervention as an alternative to out of school suspension regarding to student outcomes and staff perceptions of efficacy. Specifically, this study examined the implementation of a school-based arrest diversion program that shortens time of out of school suspension by engaging students in a diagnostic / prescriptive process that matches their needs to one of five evidencebased therapies: aggression replacement training, dialectical behavioral therapy, functional family therapy, interactive journaling, or Teen Intervene.

A predominantly quantitative explanatory sequential design was used to examine student disciplinary, attendance, and course passing rates over time, both pre- and post-suspension, followed by interviews of staff charged with administering the program to better understand the data gathered.

Results indicate that the therapeutic intervention reduces the likelihood of school dropout, and all interventions reduce recidivist behaviors. Results further indicated that intervention pathways studied did not appear to affect course passing or attendance behaviors. Opportunities to improve upon the intervention protocol and improve upon student results are discussed.

Biography

Dr. Spring began his studies at the State University of New York at Geneseo, majoring in history, minoring in psychology, and earning a certificate to teach social studies. He continued his academic pursuits at the University of Rochester, earning a Master of Science degree in educational leadership. Later, he pursued his doctorate in education at Vanderbilt University and Manhattanville College. He has served as a social studies teacher, assessment trainer, assistant principal, special education director, assistant superintendent for instruction, high school principal, and superintendent of schools throughout his 30-year career.

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Thank you!

A special thanks to Faculty and Staff who have contributed so much to the success of our Doctoral Program and students: Dr. Michael E. Geisler President

Ms. Christine Dehne

Provost and Vice President of Academic Affairs

Dr. Shelley B. Wepner

Dean of School of Education

Dr. Lenora Boehlert

Chair and Assistant Professor, Educational Leadership

Dr. Susan V. Iverson

Professor & Director of Doctoral Program in Educational Leadership; & Coordinator for Higher Education Leadership pathway

Ms. Renée Gargano

Assistant Director of the Doctoral Program in Educational Leadership

Dr. Peter Troiano

Associate Professor, Educational Leadership & Coordinator of Dissertation Completion Pathway

Faculty Dr. Stephen Caldas

Professor, Educational Leadership

Dr. Joanne Marien

Clinical Faculty, Educational Leadership

Dr. Kenneth Mitchell

Associate Professor, Educational Leadership

Dr. Robert Monson

Associate Professor, Educational Leadership

Dr. Joseph Phillips

Clinical Faculty, Educational Leadership

Dr. Yiping Wan

Professor, Educational Leadership

Adjunct Faculty Dr. Ruben Barato Dr. Laura Bigaouette Dr. Victoria Fantozzi Dr. Martin Fitzgerald Dr. Sara Henry Dr. Nicole Joseph Dr. Seann Kalagher Dr. Sebastian Persico Dr. Cindy Porter

Doctoral Program in Educational Leadership Staff Ms. Patricia Gannon Administrative Assistant

Ms. Lynda Hanley

Education Librarian for The Doctoral Program

Ms. Dominique Mason Administrative Assistant

Friends and Affiliates of the Manhattanville College Doctoral Program in Educational Leadership Administration and Staff of Orange-Ulster BOCES Dr. Lynn Allen Ms. Julianna C. Feliciano Ms. Jody Green Heartful Editor Ms. Jennifer Iervolino Dr. Laurence Krute Dr. Diane Lang Dr. Robert Mangione Ms. Paula Moskowitz Ms. Linda Putorti Mr. Jeff Rosedale Ms. Heidi Sakanaka Ms. Danielle Wachter Ms. Alissa Wilson

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We would like to thank the Manhattanville College School of Education Faculty and Staff, the Manhattanville College Doctoral Alumni Association, 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 of the doctoral students and 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.

Educational Leadership Advisory Committee 2020-2021 Dr. Angela Adamu Dr. Jeremy Barker Dr. Laura Bigaouette Dr. Lenora Boehlert Dr. Alison Carson Dr. Marjorie Castro Dr. Cheryl Champ Ms. Renée Gargano Dr. Diane Gómez Dr. Debbie Hand Dr. Ronald Hattar Dr. Emily Hersh Dr. Susan V. Iverson Dr. Nikki Josephs Dr. Kenneth Mitchell Dr. Letitia Payne Dr. Cindy Porter Dr. Raymond Sanchez Dr. Patrick Sullivan Dr. Shelley B. Wepner

MANHATTANVILLE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Manhattanville Doctoral Program in Educational Leadership

A special thanks to those who contributed to the publication of this Graduation Magazine: Renée Gargano, Dominique Mason, Susan Iverson, Patricia Gannon, Lynda Hanley, Heidi Sakanaka, Danielle Wachter, & Tricia Herbold, Art Director, Design Specialist PNW BOCES