Kym Acuna
Associate Professor of Educational Leadership
Midwestern State University
Professional Experience
I am an Associate Professor and Chair of Graduate and Adult Education at Midwestern State University where she has been for the last 10 years. I teach in the doctoral and master’s program in educational leadership. Prior to becoming chair of the department, I served as the program coordinator for the Master of Educational Leadership and helped develop the Texas Higher Education Board and SACSCOC applications for creating the first doctoral program at Midwestern State. I also served as program coordinator for this program, EdD in Educational Leadership.
Prior to coming to Midwestern State, I was the founding principal of a middle school in Zacatecas, Mexico. I was principal there for 6 years. Prior to that I taught undergraduate and high school English as a second language in Mexico.
1. Summarize your most important and/or recent publications and presentations and indicate your current research interests or focus.
My primary areas of research and presentation focus around: social justice, personal leadership, student success, and service learning. My most recent publications include:
Acuna, K., & Zamora Robles, S. (in press). Modeling Transformative Culturally Responsive Leadership with Teachers to Foster an Equitable School Culture. In B. Cager, J. Tussey, & L. Haas (Eds.), Culturally Responsive Leadership for Social Equity and Academic Justice in Schools. IGI Global. DOI: 10.4018/978-1-6684-7482-2.
Medellin, K., Gupta, D., & Acuna, K. (2021). Teaching Strategies During a Pandemic: Learnings and Reflections. In M. Niess, & H. Gillow-Wiles (Ed.), Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (pp. 194-211). IGI Global. http://doi:10.4018/978-1-7998-7222-1.ch010
Acuna, K. & Blacklock, P.J. (2021). Mastery teachers: How to Build Success for All Students in Today’s Classroom. Journal of Higher Education Theory and Practice, 22(1).
Acuna, K. (2021). Developing School Leaders for Diverse Learners through Online Service Learning. International Journal of Education and Social Science. 8(2). ISSN 2410-5171.
My most recent presentations include:
· Acuna, Kym. (2023). “Modeling Transformative Culturally Responsive Leadership Framework within North Texas Schools: An exploration” Texas Council of Professors of Educational Administration, Austin.
· Acuna, Kym. (2022). “Framing and EdD Program through an Equity and Social Justice Lens” University Council for Educational Administration, Seattle.
· Acuna, Kym. (2022). “Stories from Leading through Crisis: Preparing Leaders for What Comes Next” International Council of Professors of Educational Leadership, Denver.
· Medellin, K., Acuna, K, & Gupta, D. (2022) “Teaching Strategies During A Pandemic: Learnings And Reflections” Southwest Educational Research Association Conference, New Orleans, LA.
· Acuna, Kym. (2021). “Building Cultural Capacity through Service Learning in an Online Graduate Course” Engagement Scholarship Consortium Conference, Virtual.
· Acuna, Kym. (2021). “Birth of an EdD Program in Educational Leadership: A Social Justice Foundation” International Council of Professors of Educational Leadership, Virtual.
· Blacklock, P.J. & Acuna, Kym. (2021). Mastery teachers: How to Build Success for All Students in Today’s Classroom. American Educational Research Association, Virtual.
· Acuna, Kym. (2021). “Supporting Principal Candidates through the Pandemic via Distance Learning” World Future Forum, Virtual.
· Medellin, K., Gupta, D., & Acuna, K. (2021). “Teaching Strategies During A Pandemic: Learnings And Reflections” MSU Texas Celebration of Scholarship, Wichita Falls, TX
2. Briefly indicate your experience with NCPEA/ICPEL and the larger profession and any organizational roles you have held in the past in professional associations.
I have been an active member of ICPEL since 2020. I have presented at each conference and served actively on JEDI since it’s inception. Recently, I have co-lead an effort to create a model of interactive learning for community outreach by JEDI that will presented at the 2023 ICPEL conference and piloted in the Fall semester.
3. Briefly indicate why you wish to serve as a member of the ICPEL Executive Board.
Associate Professor of Educational Leadership
Midwestern State University
Professional Experience
I am an Associate Professor and Chair of Graduate and Adult Education at Midwestern State University where she has been for the last 10 years. I teach in the doctoral and master’s program in educational leadership. Prior to becoming chair of the department, I served as the program coordinator for the Master of Educational Leadership and helped develop the Texas Higher Education Board and SACSCOC applications for creating the first doctoral program at Midwestern State. I also served as program coordinator for this program, EdD in Educational Leadership.
Prior to coming to Midwestern State, I was the founding principal of a middle school in Zacatecas, Mexico. I was principal there for 6 years. Prior to that I taught undergraduate and high school English as a second language in Mexico.
1. Summarize your most important and/or recent publications and presentations and indicate your current research interests or focus.
My primary areas of research and presentation focus around: social justice, personal leadership, student success, and service learning. My most recent publications include:
Acuna, K., & Zamora Robles, S. (in press). Modeling Transformative Culturally Responsive Leadership with Teachers to Foster an Equitable School Culture. In B. Cager, J. Tussey, & L. Haas (Eds.), Culturally Responsive Leadership for Social Equity and Academic Justice in Schools. IGI Global. DOI: 10.4018/978-1-6684-7482-2.
Medellin, K., Gupta, D., & Acuna, K. (2021). Teaching Strategies During a Pandemic: Learnings and Reflections. In M. Niess, & H. Gillow-Wiles (Ed.), Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (pp. 194-211). IGI Global. http://doi:10.4018/978-1-7998-7222-1.ch010
Acuna, K. & Blacklock, P.J. (2021). Mastery teachers: How to Build Success for All Students in Today’s Classroom. Journal of Higher Education Theory and Practice, 22(1).
Acuna, K. (2021). Developing School Leaders for Diverse Learners through Online Service Learning. International Journal of Education and Social Science. 8(2). ISSN 2410-5171.
My most recent presentations include:
· Acuna, Kym. (2023). “Modeling Transformative Culturally Responsive Leadership Framework within North Texas Schools: An exploration” Texas Council of Professors of Educational Administration, Austin.
· Acuna, Kym. (2022). “Framing and EdD Program through an Equity and Social Justice Lens” University Council for Educational Administration, Seattle.
· Acuna, Kym. (2022). “Stories from Leading through Crisis: Preparing Leaders for What Comes Next” International Council of Professors of Educational Leadership, Denver.
· Medellin, K., Acuna, K, & Gupta, D. (2022) “Teaching Strategies During A Pandemic: Learnings And Reflections” Southwest Educational Research Association Conference, New Orleans, LA.
· Acuna, Kym. (2021). “Building Cultural Capacity through Service Learning in an Online Graduate Course” Engagement Scholarship Consortium Conference, Virtual.
· Acuna, Kym. (2021). “Birth of an EdD Program in Educational Leadership: A Social Justice Foundation” International Council of Professors of Educational Leadership, Virtual.
· Blacklock, P.J. & Acuna, Kym. (2021). Mastery teachers: How to Build Success for All Students in Today’s Classroom. American Educational Research Association, Virtual.
· Acuna, Kym. (2021). “Supporting Principal Candidates through the Pandemic via Distance Learning” World Future Forum, Virtual.
· Medellin, K., Gupta, D., & Acuna, K. (2021). “Teaching Strategies During A Pandemic: Learnings And Reflections” MSU Texas Celebration of Scholarship, Wichita Falls, TX
2. Briefly indicate your experience with NCPEA/ICPEL and the larger profession and any organizational roles you have held in the past in professional associations.
I have been an active member of ICPEL since 2020. I have presented at each conference and served actively on JEDI since it’s inception. Recently, I have co-lead an effort to create a model of interactive learning for community outreach by JEDI that will presented at the 2023 ICPEL conference and piloted in the Fall semester.
3. Briefly indicate why you wish to serve as a member of the ICPEL Executive Board.
- I wish to serve as a member of the ICPEL Executive Board to contribute to the Mission of ICPEL. My particular areas of interest are professional development for professors of educational administration, promoting social justice in education, and refining the knowledge bases for preparing practicing administrators and professors of educational administration.
Wesley Henry
Wesley Henry, Ph.D.
Assistant Professor of Educational Leadership and Policy
Central Connecticut State University
Summary of Professional Experiences
I am currently an Assistant Professor of Educational Leadership and Policy at Central Connecticut State University where I teach in the principal preparation program and Ed.D. program, including advising several doctoral candidates. During the 2022-2023 academic year, I also oversaw the administrative internship component of our principal candidates’ coursework.
I moved to Connecticut in 2022, and prior to this, I served as an Assistant Professor at California State University Monterey Bay (CSUMB) where I was the founding faculty member for a new principal preparation program as well as a Program Coordinator for the Master of Arts in Education degree. I also worked as a Visiting Assistant Professor at the University of Redlands, where I taught in the Ed.D. program and supported the educational leadership master’s degree. Additionally, I have several years of experience as a lecturer in the University of Dayton’s Ed.D. program and many years of teaching associate experience before I began my full-time faculty career.
Prior to my faculty career, I served as a higher education administrator at the University of Washington (UW), ending my time there as the Graduate School’s Director of Academic Program Review and Strategic Initiatives for UW’s three-campus system. I also served as the Assistant Director of the Master’s in Education Policy at UW, a program I helped launch.
I started my career as a public high school teacher in the School District of Philadelphia and hold my work as a teacher at the core of my professional identity. I earned a dual Bachelor’s Degree at the University of Georgia, a Master’s Degree at the University of Pennsylvania, and a Ph.D. in Educational Leadership and Policy Studies at the University of Washington. I also earned a Graduate Certificate in Nonprofit Management from the University of Washington’s Evans School of Public Policy and Governance.
Summary of Research Agenda and Scholarship
My research interests are rooted in the professional learning of educators, how this learning factors into setting organizational dynamics, and the role of communities in equity-focused organizational change and improvement.
I have published numerous peer-reviewed journal articles in publications, including Education and Urban Society, The School Community Journal, the Journal of Cases in Educational Leadership, and Theory and Practice in Rural Education. Additionally, my work is featured as chapters in peer-reviewed books, including the Handbook of Social Justice Interventions in Education, Continuous Improvement: A Leadership Process for School Improvement, Equity and Access: An Analysis of Educational Leadership Preparation, Policy, and Practice, and Navigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education.
My work has also appeared in other venues including the University Council for Educational Administration (UCEA) Review and a forthcoming issue of Kappan Magazine. Additionally, I have presented over 40 peer-reviewed conference presentations at conferences including the International Council of Professors of Educational Leadership (ICPEL), the American Educational Research Association (AERA), the University Council for Educational Administration (UCEA), and the California Association of Professors of Educational Administration (CAPEA).
I am driven to pursue a research agenda with a strong commitment to scholarship that emphasizes equitable opportunities and academic outcomes for diverse learners. I have engaged in this scholarship across rural and urban contexts to understand how leaders develop institutional agendas that are responsive to their local communities. Finally, I am focused on producing scholarship in the area of leadership preparation. In addition to administrative preparation, I am invested in better understanding how professional learning for other leaders, such as teacher leaders, can foster more equitable and inclusive schools.
Experience with ICPEL and Professional Organizations
I have been engaged with ICPEL for several years as a member, through conference presentations, and as an avid reader of ICPEL’s publications. It would be an honor to serve ICPEL as a member of the Executive Board, and I believe the lessons I have learned through a variety of board service experiences will position me to make meaningful contributions to ICPEL. For example, prior to my move to Connecticut last summer, I was very involved in California’s ICPEL affiliate.
I served as the Treasurer for the California Association of Professors of Educational Administration (CAPEA) as well as a term as a member of the Board before being elected to the Treasurer position. Engagement with this ICPEL state affiliate was a highly valued professional experience. I have also been very involved in professional organizations beyond the ICPEL family. For example, I have a long history of engagement with the University Council for Educational Administration (UCEA). From 2016 to 2019, I was involved with the UCEA Program Design Network, starting as a doctoral student participant and ending my time as an Assistant Chair within the network. This work convened faculty invested in redesigning their preparation programs with an emphasis on equity, inclusion, and social justice. I was also a member of the UCEA Graduate Student Council, and during this time, I served on the planning committee for several Graduate Student Summits, a special conference for graduate students held before the annual UCEA Convention. I have also served in a variety of capacities during UCEA conventions including convention session chair and faculty discussant for the Graduate Student Summit. Beyond UCEA, I have served as a journal reviewer for a variety of publications including Educational Policy, the Journal of Cases in Educational Leadership, Leadership and Policy in Schools, and ICPEL’s state affiliate journal, Educational Leadership and Administration: Teaching and Program Development.
I also have varied board service experience outside of the educational leadership field. For example, during my time in Seattle, I served two terms on the Cascade Public Media/KCTS 9 (PBS) Community Advisory Board, including a term as Chair. KCTS 9 is the primary Public Broadcasting Service affiliate serving Western and Central Washington and British Columbia. During my time living in Georgia, I was appointed by my county commissioners to serve on a regional state Mental Health, Addictive Diseases, and Developmental Disabilities Board. Finally, as a faculty member at California State University Monterey Bay, I was elected to serve as Chair of the Faculty Senate’s campus-wide Budget and Resource Management Committee.
These experiences helped shape my understanding of the important role transparent and consistent communication and a service-orientation play in sustaining healthy organizations. Additionally, I learned about fostering constituent engagement with attention to the diverse needs and interests of stakeholders, including the importance of engaging a racially, culturally, and geographically diverse membership.
Brief Statement of Interest for ICPEL Board Service
It would be an honor to serve as a member of the ICPEL Executive Board. I know that I will have the capacity to contribute to ICPEL’s important work in meaningful ways, and I do not seek this opportunity lightly. I will share that unfortunately, I am not able to attend the conference in person this year due to mandatory travel for a fellowship, but I am presenting and participating virtually and look forward to attending next year and for years to come. This one-time conflict in no way reflects my commitment to this opportunity or the organization. I have a strong commitment to professional service, and this opportunity would allow me to contribute to an organization that has a meaningful presence in the educational leadership field and in my own career.
I am eager to support the organization’s current priorities and initiatives. In addition, I am interested in collaboratively identifying further opportunities for ICPEL to act as a connecting hub for educational leadership scholars, especially between annual conferences, to support the development of graduate students through mentorship, and to deepen connections with our practitioner colleagues. As we consider our practitioner members and potential members, I believe we have an opportunity to engage teacher leaders, and those who study teacher leadership in new ways. My research agenda and engagement with the field seeks to bridge the study of teacher leadership with the study of more traditional administrative leadership, and I believe ICPEL is uniquely positioned to lead this work.
My experiences with organizations including ICPEL’s state affiliate, the California Association of Professors of Educational Administration, helped me understand the importance of outreach to convene and connect a geographically diverse membership in ways that foster professional opportunities for our colleagues. I would so appreciate the opportunity to engage in similar service as a member of the ICPEL Executive Board. Please do not hesitate to reach out with any questions regarding my candidacy (henry@ccsu.edu). Thank you for your consideration.
Wesley Henry, Ph.D.
Assistant Professor of Educational Leadership and Policy
Central Connecticut State University
Summary of Professional Experiences
I am currently an Assistant Professor of Educational Leadership and Policy at Central Connecticut State University where I teach in the principal preparation program and Ed.D. program, including advising several doctoral candidates. During the 2022-2023 academic year, I also oversaw the administrative internship component of our principal candidates’ coursework.
I moved to Connecticut in 2022, and prior to this, I served as an Assistant Professor at California State University Monterey Bay (CSUMB) where I was the founding faculty member for a new principal preparation program as well as a Program Coordinator for the Master of Arts in Education degree. I also worked as a Visiting Assistant Professor at the University of Redlands, where I taught in the Ed.D. program and supported the educational leadership master’s degree. Additionally, I have several years of experience as a lecturer in the University of Dayton’s Ed.D. program and many years of teaching associate experience before I began my full-time faculty career.
Prior to my faculty career, I served as a higher education administrator at the University of Washington (UW), ending my time there as the Graduate School’s Director of Academic Program Review and Strategic Initiatives for UW’s three-campus system. I also served as the Assistant Director of the Master’s in Education Policy at UW, a program I helped launch.
I started my career as a public high school teacher in the School District of Philadelphia and hold my work as a teacher at the core of my professional identity. I earned a dual Bachelor’s Degree at the University of Georgia, a Master’s Degree at the University of Pennsylvania, and a Ph.D. in Educational Leadership and Policy Studies at the University of Washington. I also earned a Graduate Certificate in Nonprofit Management from the University of Washington’s Evans School of Public Policy and Governance.
Summary of Research Agenda and Scholarship
My research interests are rooted in the professional learning of educators, how this learning factors into setting organizational dynamics, and the role of communities in equity-focused organizational change and improvement.
I have published numerous peer-reviewed journal articles in publications, including Education and Urban Society, The School Community Journal, the Journal of Cases in Educational Leadership, and Theory and Practice in Rural Education. Additionally, my work is featured as chapters in peer-reviewed books, including the Handbook of Social Justice Interventions in Education, Continuous Improvement: A Leadership Process for School Improvement, Equity and Access: An Analysis of Educational Leadership Preparation, Policy, and Practice, and Navigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education.
My work has also appeared in other venues including the University Council for Educational Administration (UCEA) Review and a forthcoming issue of Kappan Magazine. Additionally, I have presented over 40 peer-reviewed conference presentations at conferences including the International Council of Professors of Educational Leadership (ICPEL), the American Educational Research Association (AERA), the University Council for Educational Administration (UCEA), and the California Association of Professors of Educational Administration (CAPEA).
I am driven to pursue a research agenda with a strong commitment to scholarship that emphasizes equitable opportunities and academic outcomes for diverse learners. I have engaged in this scholarship across rural and urban contexts to understand how leaders develop institutional agendas that are responsive to their local communities. Finally, I am focused on producing scholarship in the area of leadership preparation. In addition to administrative preparation, I am invested in better understanding how professional learning for other leaders, such as teacher leaders, can foster more equitable and inclusive schools.
Experience with ICPEL and Professional Organizations
I have been engaged with ICPEL for several years as a member, through conference presentations, and as an avid reader of ICPEL’s publications. It would be an honor to serve ICPEL as a member of the Executive Board, and I believe the lessons I have learned through a variety of board service experiences will position me to make meaningful contributions to ICPEL. For example, prior to my move to Connecticut last summer, I was very involved in California’s ICPEL affiliate.
I served as the Treasurer for the California Association of Professors of Educational Administration (CAPEA) as well as a term as a member of the Board before being elected to the Treasurer position. Engagement with this ICPEL state affiliate was a highly valued professional experience. I have also been very involved in professional organizations beyond the ICPEL family. For example, I have a long history of engagement with the University Council for Educational Administration (UCEA). From 2016 to 2019, I was involved with the UCEA Program Design Network, starting as a doctoral student participant and ending my time as an Assistant Chair within the network. This work convened faculty invested in redesigning their preparation programs with an emphasis on equity, inclusion, and social justice. I was also a member of the UCEA Graduate Student Council, and during this time, I served on the planning committee for several Graduate Student Summits, a special conference for graduate students held before the annual UCEA Convention. I have also served in a variety of capacities during UCEA conventions including convention session chair and faculty discussant for the Graduate Student Summit. Beyond UCEA, I have served as a journal reviewer for a variety of publications including Educational Policy, the Journal of Cases in Educational Leadership, Leadership and Policy in Schools, and ICPEL’s state affiliate journal, Educational Leadership and Administration: Teaching and Program Development.
I also have varied board service experience outside of the educational leadership field. For example, during my time in Seattle, I served two terms on the Cascade Public Media/KCTS 9 (PBS) Community Advisory Board, including a term as Chair. KCTS 9 is the primary Public Broadcasting Service affiliate serving Western and Central Washington and British Columbia. During my time living in Georgia, I was appointed by my county commissioners to serve on a regional state Mental Health, Addictive Diseases, and Developmental Disabilities Board. Finally, as a faculty member at California State University Monterey Bay, I was elected to serve as Chair of the Faculty Senate’s campus-wide Budget and Resource Management Committee.
These experiences helped shape my understanding of the important role transparent and consistent communication and a service-orientation play in sustaining healthy organizations. Additionally, I learned about fostering constituent engagement with attention to the diverse needs and interests of stakeholders, including the importance of engaging a racially, culturally, and geographically diverse membership.
Brief Statement of Interest for ICPEL Board Service
It would be an honor to serve as a member of the ICPEL Executive Board. I know that I will have the capacity to contribute to ICPEL’s important work in meaningful ways, and I do not seek this opportunity lightly. I will share that unfortunately, I am not able to attend the conference in person this year due to mandatory travel for a fellowship, but I am presenting and participating virtually and look forward to attending next year and for years to come. This one-time conflict in no way reflects my commitment to this opportunity or the organization. I have a strong commitment to professional service, and this opportunity would allow me to contribute to an organization that has a meaningful presence in the educational leadership field and in my own career.
I am eager to support the organization’s current priorities and initiatives. In addition, I am interested in collaboratively identifying further opportunities for ICPEL to act as a connecting hub for educational leadership scholars, especially between annual conferences, to support the development of graduate students through mentorship, and to deepen connections with our practitioner colleagues. As we consider our practitioner members and potential members, I believe we have an opportunity to engage teacher leaders, and those who study teacher leadership in new ways. My research agenda and engagement with the field seeks to bridge the study of teacher leadership with the study of more traditional administrative leadership, and I believe ICPEL is uniquely positioned to lead this work.
My experiences with organizations including ICPEL’s state affiliate, the California Association of Professors of Educational Administration, helped me understand the importance of outreach to convene and connect a geographically diverse membership in ways that foster professional opportunities for our colleagues. I would so appreciate the opportunity to engage in similar service as a member of the ICPEL Executive Board. Please do not hesitate to reach out with any questions regarding my candidacy (henry@ccsu.edu). Thank you for your consideration.
Maria Roberts
Maria B. Roberts, Ed. D.
Associate Professor of Educational Leadership University of Nevada, Las Vegas
Professional Experience
I am an Associate Professor of Educational Leadership at the University of Nevada, Las Vegas (UNLV). My responsibilities include teaching, research, and service. I teach and supervise students in the Master’s and Doctoral Programs in Educational Leadership in
preparation for principal and superintendent employment. I developed the Doctor of Education in Educational Leadership at UNLV with the inaugural cohort enrolling in the Summer of 2019. The degree is based on the National Educational Leadership Preparation standards for district leaders. Five of the eleven inaugural cohort members have graduated with their doctorate degrees. I am currently creating the courses for an online master’s program with a projected enrollment date of Fall 2024. During my tenure at UNLV, I have also served as the Associate Dean for Academic and Professional Programs for the College of Education, providing me with higher education administrative experience. I collaborated with UNLV administrators on university and college initiatives in this role. I also served as a state commissioner on the Nevada Department of Education’s Commission of Professional Standards for Educators and Administrators. Additionally, I was appointed to participate in various state committees to advise the legislature on state initiatives to increase the educator workforce. As Associate Dean, I was instrumental in obtaining millions in funding for our educator preparation programs. I am in my sixth year at UNLV.
Before employment at UNLV, I served two years as an Associate Professor of Educational Leadership at Texas A&M- Texarkana (TAMUT). My responsibilities at TAMUT included teaching and supervising students in the principal and superintendent certification courses within the Master’s and Doctoral programs. Other duties included assisting in developing and approving the Doctoral Program in Educational Leadership, collaborating on grant writing, and solving accreditation issues as they arose.
I began my academic career at the University of Texas- Rio Grande Valley (UTRGV), where I served as an Assistant and Associate Professor of Educational Leadership. In addition to teaching, research, and service, I developed the online version of the
Masters in Educational Leadership program at the university. I created all accreditation materials to submit to the State of Texas for program approval and served as the Assessment Coordinator for the principal preparation program. I also liaised with the assessment office and our program’s students. I supervised the online Master’s
program and ensured compliance with all state requirements for our principal preparation program's online and face-to-face versions.
Before working in academia, I served over 20 years as a teacher and administrator in South and Central Texas public schools. I taught students in bilingual classrooms, served as principal, supervised a district’s math and science CIA alignment, managed special programs for school districts, and provided professional development in math and science instruction. In addition, I collaborated with district personnel to write and administer grants. One funded grant that stands out was supporting effective instruction for English Language Learners. As an administrator for this grant, I partnered with the local university to provide the coursework for a Master’s in Educational Leadership, emphasizing Bilingual Education. All my teaching and administrative experience has
been in predominantly Hispanic, ELL, high-poverty schools in urban and rural communities. My success as an administrator was the emphasis on CIA alignment, equity for all students, effective first instruction in the classroom, and continuous school improvement.
Recent Research
My research has predominantly emphasized equity in education to promote student success at all levels of education. This interest focused on improving PK-12 instruction, leadership, and leadership preparation programs for students from Hispanic, Black, and other underrepresented groups in our education system. My interest in these topics comes from my intersectional membership and the associated experiences encountered as a female Hispanic rising through a White, male-dominated profession. I succeeded in our public education system and now advocate for equity of opportunity for all underrepresented groups at all levels of education. My experience in higher education
further strengthened my life-long commitment to equity by identifying and addressing barriers to the educational success of aspiring leaders from underrepresented groups. In Higher Education, my research includes studying the various components of educator preparation programs, from entrance requirements to pedagogy and student support, to determine how to optimize conditions for the enrollment, retention, and success of underrepresented groups in our leadership preparation programs. These areas include the need for online access to vital preparation programs and experienced educational leaders as instructors in leadership preparation programs.
My current research has centered on ways to diversify the principal pipeline to better align with the demographics of our public schools. Research shows that:
● A positive correlation has been found between student achievement and having a school leader from the same background (Tillman, 2004).
● Black school leaders serve as role models for black students, correlating to higher achievement in Black students (Tillman, 2004). ● Hispanic principals have created a communication bridge between home and school, increasing student performance (Fisher, 1998).
● School leaders of the same background as their students can help them navigate social nuances in education and the larger society (Johnson, 2006).
I have addressed my effort to improve access to quality leadership and leadership preparation through my research and practice. My interest has grown to include students in conference presentations and publications as empowerment to encourage their interest in doctoral program enrollment and careers in higher education. I am a strong proponent and advocate for experienced school and district administrators teaching in our leadership preparation programs. My latest study was to find aspiring leaders’ recommendations to increase the enrollment and success of Hispanic and Black students in a university principal preparation program. My studies have been published in various educational leadership journals, such as the Journal of Research in Leadership Education, Journal of Educational Administration, Journal of School Leadership, International Journal for Educational Leadership Practice and Policy, Journal of Hispanic Higher Education, and International Journal of Educational Leadership Preparation.
Experience with ICPEL and Other Professional Organizations
I have presented at ICPEL on diversifying our leadership pipeline, innovative school design for student success, leadership preparation content, and bullying in higher education. My initial contact with ICPEL was through publications in the organization’s journals. My interest in the continuous improvement of principal preparation programs moved me into joining, presenting, and publishing with ICPEL. In addition to presenting and publishing with ICPEL, I joined JEDI to further my advocacy for justice, equity, diversity, and inclusion of all in public education in the PK-12 and higher education
settings. We are currently working on a special edition journal for studies in JEDI topics to promote the support and development of junior faculty and practitioners.
At AERA, I was a member of the Educational Leadership Special Interest Group (SIG) and reviewed proposals for the conference in this area. At UCEA, I was a presenter and reviewer for Educational Leadership submissions. At the American Association of Colleges and Universities (AACU), I was a delegate for our College of Education, representing educational preparation in general and educational leadership preparation. We worked on developing the themes for the annual conference, administering an award in educational leadership, and setting goals for the committee and organization.
Brief Statement for Serving on the ICPEL Executive Board
I frequently read about education and leadership in other countries to see how they compare to our U.S. model. I stay abreast of new ideas to present to students as I teach and mentor in our leadership preparation programs. I FELT IT WAS A GREAT MOVE when ICPEL moved from its national to international status. Frequent visits to other
countries’ schools are a unique and innovative component of ICPEL. Although I have not participated in that venture, I think it is a great way to enrich our understanding of education and leadership in general, and I hope to be able to join such a trip. Advocacy for equity in schools and higher education is a strong organizational motivator for me, as it has provided me with a level of belonging through membership in JEDI, which I had not experienced before.
Participating as an Executive Board member would provide me a larger platform to advocate for our faculty in leadership preparation and for equity at all levels of educational careers, in addition to supporting the promotion of ICPEL membership and
its goals. My experiences with ICPEL would be a testament to the effectiveness and inclusion of a former female Hispanic practitioner having a voice in an international organization that supports faculty who prepare effective school and district leaders. Our organization has much to offer. I am eager to find ways to increase membership and publicity for ICPEL and its goals.
Maria B. Roberts, Ed. D.
Associate Professor of Educational Leadership University of Nevada, Las Vegas
Professional Experience
I am an Associate Professor of Educational Leadership at the University of Nevada, Las Vegas (UNLV). My responsibilities include teaching, research, and service. I teach and supervise students in the Master’s and Doctoral Programs in Educational Leadership in
preparation for principal and superintendent employment. I developed the Doctor of Education in Educational Leadership at UNLV with the inaugural cohort enrolling in the Summer of 2019. The degree is based on the National Educational Leadership Preparation standards for district leaders. Five of the eleven inaugural cohort members have graduated with their doctorate degrees. I am currently creating the courses for an online master’s program with a projected enrollment date of Fall 2024. During my tenure at UNLV, I have also served as the Associate Dean for Academic and Professional Programs for the College of Education, providing me with higher education administrative experience. I collaborated with UNLV administrators on university and college initiatives in this role. I also served as a state commissioner on the Nevada Department of Education’s Commission of Professional Standards for Educators and Administrators. Additionally, I was appointed to participate in various state committees to advise the legislature on state initiatives to increase the educator workforce. As Associate Dean, I was instrumental in obtaining millions in funding for our educator preparation programs. I am in my sixth year at UNLV.
Before employment at UNLV, I served two years as an Associate Professor of Educational Leadership at Texas A&M- Texarkana (TAMUT). My responsibilities at TAMUT included teaching and supervising students in the principal and superintendent certification courses within the Master’s and Doctoral programs. Other duties included assisting in developing and approving the Doctoral Program in Educational Leadership, collaborating on grant writing, and solving accreditation issues as they arose.
I began my academic career at the University of Texas- Rio Grande Valley (UTRGV), where I served as an Assistant and Associate Professor of Educational Leadership. In addition to teaching, research, and service, I developed the online version of the
Masters in Educational Leadership program at the university. I created all accreditation materials to submit to the State of Texas for program approval and served as the Assessment Coordinator for the principal preparation program. I also liaised with the assessment office and our program’s students. I supervised the online Master’s
program and ensured compliance with all state requirements for our principal preparation program's online and face-to-face versions.
Before working in academia, I served over 20 years as a teacher and administrator in South and Central Texas public schools. I taught students in bilingual classrooms, served as principal, supervised a district’s math and science CIA alignment, managed special programs for school districts, and provided professional development in math and science instruction. In addition, I collaborated with district personnel to write and administer grants. One funded grant that stands out was supporting effective instruction for English Language Learners. As an administrator for this grant, I partnered with the local university to provide the coursework for a Master’s in Educational Leadership, emphasizing Bilingual Education. All my teaching and administrative experience has
been in predominantly Hispanic, ELL, high-poverty schools in urban and rural communities. My success as an administrator was the emphasis on CIA alignment, equity for all students, effective first instruction in the classroom, and continuous school improvement.
Recent Research
My research has predominantly emphasized equity in education to promote student success at all levels of education. This interest focused on improving PK-12 instruction, leadership, and leadership preparation programs for students from Hispanic, Black, and other underrepresented groups in our education system. My interest in these topics comes from my intersectional membership and the associated experiences encountered as a female Hispanic rising through a White, male-dominated profession. I succeeded in our public education system and now advocate for equity of opportunity for all underrepresented groups at all levels of education. My experience in higher education
further strengthened my life-long commitment to equity by identifying and addressing barriers to the educational success of aspiring leaders from underrepresented groups. In Higher Education, my research includes studying the various components of educator preparation programs, from entrance requirements to pedagogy and student support, to determine how to optimize conditions for the enrollment, retention, and success of underrepresented groups in our leadership preparation programs. These areas include the need for online access to vital preparation programs and experienced educational leaders as instructors in leadership preparation programs.
My current research has centered on ways to diversify the principal pipeline to better align with the demographics of our public schools. Research shows that:
● A positive correlation has been found between student achievement and having a school leader from the same background (Tillman, 2004).
● Black school leaders serve as role models for black students, correlating to higher achievement in Black students (Tillman, 2004). ● Hispanic principals have created a communication bridge between home and school, increasing student performance (Fisher, 1998).
● School leaders of the same background as their students can help them navigate social nuances in education and the larger society (Johnson, 2006).
I have addressed my effort to improve access to quality leadership and leadership preparation through my research and practice. My interest has grown to include students in conference presentations and publications as empowerment to encourage their interest in doctoral program enrollment and careers in higher education. I am a strong proponent and advocate for experienced school and district administrators teaching in our leadership preparation programs. My latest study was to find aspiring leaders’ recommendations to increase the enrollment and success of Hispanic and Black students in a university principal preparation program. My studies have been published in various educational leadership journals, such as the Journal of Research in Leadership Education, Journal of Educational Administration, Journal of School Leadership, International Journal for Educational Leadership Practice and Policy, Journal of Hispanic Higher Education, and International Journal of Educational Leadership Preparation.
Experience with ICPEL and Other Professional Organizations
I have presented at ICPEL on diversifying our leadership pipeline, innovative school design for student success, leadership preparation content, and bullying in higher education. My initial contact with ICPEL was through publications in the organization’s journals. My interest in the continuous improvement of principal preparation programs moved me into joining, presenting, and publishing with ICPEL. In addition to presenting and publishing with ICPEL, I joined JEDI to further my advocacy for justice, equity, diversity, and inclusion of all in public education in the PK-12 and higher education
settings. We are currently working on a special edition journal for studies in JEDI topics to promote the support and development of junior faculty and practitioners.
At AERA, I was a member of the Educational Leadership Special Interest Group (SIG) and reviewed proposals for the conference in this area. At UCEA, I was a presenter and reviewer for Educational Leadership submissions. At the American Association of Colleges and Universities (AACU), I was a delegate for our College of Education, representing educational preparation in general and educational leadership preparation. We worked on developing the themes for the annual conference, administering an award in educational leadership, and setting goals for the committee and organization.
Brief Statement for Serving on the ICPEL Executive Board
I frequently read about education and leadership in other countries to see how they compare to our U.S. model. I stay abreast of new ideas to present to students as I teach and mentor in our leadership preparation programs. I FELT IT WAS A GREAT MOVE when ICPEL moved from its national to international status. Frequent visits to other
countries’ schools are a unique and innovative component of ICPEL. Although I have not participated in that venture, I think it is a great way to enrich our understanding of education and leadership in general, and I hope to be able to join such a trip. Advocacy for equity in schools and higher education is a strong organizational motivator for me, as it has provided me with a level of belonging through membership in JEDI, which I had not experienced before.
Participating as an Executive Board member would provide me a larger platform to advocate for our faculty in leadership preparation and for equity at all levels of educational careers, in addition to supporting the promotion of ICPEL membership and
its goals. My experiences with ICPEL would be a testament to the effectiveness and inclusion of a former female Hispanic practitioner having a voice in an international organization that supports faculty who prepare effective school and district leaders. Our organization has much to offer. I am eager to find ways to increase membership and publicity for ICPEL and its goals.
Anna Saiti
- Name of ICPEL Board candidate: Anna Saiti
I am a Professor of Management and Economics of Education, in the Department of Early Childhood Education and Care, School of Administrative, Economics & Social Sciences, University of West Attica, Athens, Greece. I am also the director of the Lab Leadership & Innovation of the School of Administrative, Economics and Social Sciences of the University of West Attica.
2015 was the first time I participated in the ICPEL conference held in Washington and since then, I have been systematically participating in ICPEL conferences (Puerto Rico 2017, Soka University (California) 2019, virtual conference (Denver) 2022). This year I co-sponsored the ELWB-ICPEL UWA conference and this coming July in Orlando (Florida) I will also be present at the conference with a paper presentation and co-chairing the International meeting.
My research interests focus on the educational leadership, management and economics of education, social inclusion (including migrants and refugees), social capital, school sustainability, relational assurance and health. I am the author of six books (in Greek) and four books in English published by Springer and Routledge publication. I have written several articles regarding educational leadership, management and economics of education, social inclusion (migrants and refugees), social justice, ethical decision making, strategic and sustainable leadership, higher education and migrants (and refugees) and health care, published by international scientific journals.
I have participated in several international conferences and I was involved in an applied international research project associated with School leadership and equity. I am an active member in International Scientific Organizations such as Educational Leaders Without Borders and was involved as the scientific head in a project on health economics and an Associate Scientific Head in a scientific project associated with labor market and professional well-beings of employees (organizational behavior), as well as in the project of the University of West Attica regarding the training of school educators in distance learning education, co-financed by the Greek State and the European Union. I am an Assistant Editor of the Journal: International Journal of Leadership in Education (Taylor & Francis) and member of the Editorial Board of the journal Research in Educational Administration and Leadership.
I have been (and continue to be) a reviewer for several international scientific journals and reviewer for book proposals.
Selective Publications
1. Book title: Higher Education in the Era of Migration, Displacement and Internationalization (co-authored by Arar, K., Kondaksi, Y. & Streitwieser, B.), Routledge Publications, 2022 This book received CIES Study Abroad Best Book Award in 2022 - Understanding school leaders and educators’ attitudes towards youth migrants: An experimental analysis (co-authored by Arar, K., Anysiadou, M. and Abo-Zaed Arar, E.) in Equity in Education & Society, 2022, 1(2), pp. 237–260. https://doi.org/10.1177/27526461221102458
- Arar. K. & Saiti, A. (2022). Revisiting and reimagining schools for shared life and peace in a conflict-ridden region through Dewey’s Lens. In Striano, M. & Sultana, R.G. (Eds) Dewey Education and the Mediterranean, (pp. 104-121), Leiden, The Netherlands: Brill Publishing
- Redesigning and Recomputing the Future of Education: The role of technology, the learning process, and diversity in learning systems (co-authored by Arar, K., and Guajardo, M.) in Power and Education, 2022 in press. Impact factor, 2021: 1.22
- The role of the school head in inclusion and cultural responsive leadership (co-authored by Arar, K., and Savvopoulos D.) in Journal of Educational Administration & History, 2022, To link this article: DOI: 10.1080/00220620.2022.2122419 Impact factor, 2021: 1.7
- Ethical Leadership, Ethical dilemmas and Decision Making among school administrators (co-authored by K. Arar) in Equity in Education & Society, 2022, Vol. 1, Issue 1, pp. 126-141
- The promotion of inclusive education through sustainable and systemic leadership (co-authored by G. Ketikidou) in International Journal of Leadership in Education, 2022, DOI: 10.1080/13603124.2022.2032368 To link to this article: https://doi.org/10.1080/13603124.2022.2032368
- Is Strategic and Sustainable leadership synonymous with effective leadership?, Journal of Leadership, Accountability and Ethics, 2021, 18(1), pp. 126-136.
- Conflicts in schools, conflict management styles and the role of the school leader: A study among Greek primary school educators, Educational Management, Administration and Leadership, 2015, Vol. 43, Issue 4, pp.582-609. Σύμφωνα με τη λίστα Association Business School, Academic Journal Quality Guide και στη κατηγορία Management Development and Education, το περιοδικό έχει βαθμό 1. (Grade 1) 2018 Impact factor: 1.804 2018 Ranking: 87 / 243 in Education & Educational Research. According to Scopus, this article, in the category job satisfaction; principals, was one of the three representative articles for the years 2015-2019.
- 10. Book title: Building for a Sustainable Future in Our Schools: Brick by Brick (co-editor by Rosemary Papa). Springer Publications, 2017
ICPEL is an international and social organization. It is a learning organization that facilitates the exchange of knowledge: thoughts, opinions, positions and proposals are expressed, resulting in an impact on society. ICPEL focuses on the development of educational leaders, with an emphasis on skills, in order to address the problems of work related to the human factor and its implications.
Educational leadership is related to vision, values and to the expression of quality through democratic and progressive ways of leadership. The activation and efficient utilization of an organization's human resources is key for the effective performance of an educational organization. It is important to understand the challenges of the working environment in educational organizations before addressing them in order to develop a positive and constructive organizational culture, one that will have a positive impact on peer relationships, resulting in higher levels of professional well-being and more rational decisions.
As indicated in my full CV (attached), the management and economics of education and educational leadership has been my field of study for the past 20 years. As such, my research is fully relevant to the goals and vision of ICPEL, namely to improve the efficiency and performance of educational units, leading to an improved educational policy for a more optimal performance of the educational system.
Lenford Sutton
Department of Educational Administration and Foundations
Illinois State University
Please accept this letter of interest as my nomination for the Board of the International Council of Professors of Educational Leadership.
For the past 20 years, I have assumed leadership roles in complex, challenging, and diverse communities in higher education. I began serving the public schools in Florida for 14 years as a teacher and administrator before I began working as an Assistant Professor and Coordinator for the Master's degree in Educational Administration at Florida A&M University, moved to a tenure-track faculty position at the Research-Intensive University of South Florida, served as the coordinator of the doctoral program at Alabama State and department chairs at Youngstown State and Illinois State Universities.
Currently, at Illinois State University, I serve as fiscal agent for 2.5 million dollars of sponsored research generated by the Center for the Study of Education Policy, the Illinois Center for Specialized Professional Support, and the National Board Resource Center, all housed within my unit, the Department of Educational Administration and Foundations.
I spend much time listening to faculty and scanning the environment to determine points of contention and agreement among my colleagues. After that, I strategically think about ways to establish the narrative, supported by data, that appropriately frames complicated issues for a myriad of stakeholders, internal and external to the university. For this to happen, layers of a phenomenon must be unpacked and articulated up, down, and across the institution. To improve the department’s culture, we reorganized its operations so faculty would fully trust it through transparency, collaboration, consultation, respect, and constant recognition of their valued work. In addition, we developed a shared governance document for the academic unit. During my tenure, we’ve had one faculty member resign, and three others have earned promotions to Associate and Full Professor.
When I arrived in 2014 the department enrollment for P-12 programs was severely depressed over the previous three years. Accordingly, we developed a strategic budget for recruitment and outreach connected to program priorities. In my first three years as Chair, enrollment for all programs increased by 31%, 24%, and 40%, respectively. In 2015 we transitioned the department to a fall-only admission process; established a joint-integrated degree (Ed.S./Ed.D.) with Eastern Illinois University; redesigned the Illinois Superintendent Licensure program, launched a new Teacher Leader Certificate, and participated in the university program review of the College Student Personnel Administration program, Principal Preparation, Superintendent Endorsement, CPED doctoral concentration, Leadership Equity & Inquiry doctoral sequence, and the Higher Education Administration doctoral sequence; receiving the highest rating from the university leaving each program in good standing until 2027. Lastly, we developed Doctoral partnerships with New Leaders of Chicago and the Illinois Latino Council on Higher Education to provide access for underrepresented students; currently, our doctoral population of students of color is 53%.
Before my arrival, there was a significant increase in diversity among tenure-track faculty within the department, but it lacked written policies and governance which clearly articulated the shared values and ethos that guided how faculty agreed to work together. For that reason, we spent a lot of political capital to redefine and make explicit our collective agreements about we would function as a community of scholars. This was a 3-year process that resulted in the drafting of a Department Governance Document, a handbook each for Masters and doctoral students, and the establishment of an advisory board.
The mission of the Department of Educational Administration and Foundation is to prepare people from diverse backgrounds for leadership opportunities. Given the hyperpolitical partisan political climate of the nation, unfortunately, a few colleagues were not prepared for the organizational and cultural transformation the department underwent in support of the mission, and their resistance manifested in many ways.
After nine years in my current role as Department Chair at Illinois State University, the largest producer of teacher education professionals in the Midwest, I believe I have demonstrated the ability to push learning communities to evolve by motivating faculty, transforming curriculum, managing resources, establishing a vision, and raising funds.
At Alabama State University, I served as Program Coordinator for a highly productive doctoral program in Educational Leadership Policy and Law. We developed a framework for improvements consistent with the mandates of the federal court order under which the program was established. We invested enormous time in building relationships with faculty, listening to their concerns, and restructuring the program’s operations to build a healthy community where my colleagues would feel supported. During my tenure leading the ELPL, we hired one new faculty member, there was no faculty attrition, and the program retained the highest level of research productivity and service across the college and university. In 2011 we established the Education Law Society (ELS), a graduate student organization designed to provide students of the ELPL a forum for activism and an extension of their research agenda into local communities. Also, we worked with
the Dean of the College of Education and faculty will establish a dedicated gift fund for alumni contributions to support a 10th-anniversary celebration of the ELPL; to generate revenue for additional student scholarships.
I served as an Assistant Professor of Educational Leadership and Policy Studies at the University of South Florida. I was an instructor for Masters and Doctoral students, co-teaching with colleagues and mentoring students through state certification and defense of their doctoral dissertation research.
At Florida A&M University, a historically black institution, I joined an academic program with large master’s and doctoral enrollment but average scores on licensure exams. In response, we developed a seminar to prepare students for the Florida Educational Leadership Examination. The pass rate for the examination remained steady or increased as high as 82% during my tenure.
I have published 100 journal articles, paper presentations, and book chapters and served on the Editorial Boards of the Journal of Education Finance and Educational Considerations and the Board of Directors of two national organizations: the Education Law Association and the National Education Finance Academy. I have provided significant leadership to expand and enhance graduate program offerings for licensure and doctoral studies. Also, I have assisted in implementing EdTPA principles for Teacher Education programs, creating evidence for NCATE/CAEP reviews.
My research interests focus on education funding, public school privatization, the fiscal effects of educational reform, school desegregation, and education finance litigation. The results of my research have been published in various journals, including Educational Considerations, the International Journal of Education Reform, and the Journal of Education Finance. I was selected as a Distinguished Research & Practice Fellow in 2014 by the National Education Finance Academy, serve on the editorial board of the Journal of Education Finance, and is a past member of the Board of Directors of the Education Law Association and Board of Trustees for the National Education Finance Academy. I presented seven presentations at the ICPEL Conference from 2007 through 2010.
Latest Publications
Sutton, L.C., Lackland, Jonathan, (2023). Performance Funding and Commitment to Diversity Equity and Inclusion, religion. Paper presented at the National Education Finance Academy Annual Conference., Indianapolis, Indiana.
Sutton, L. (2023) The right court and the right religion. Implications for other Federal Programs. Paper presented at the National Education Finance Academy Annual Conference., Indianapolis, Indiana.
Sutton, L. (2023) Monetizing Faculty Workload. Paper presented at the National Education Finance Academy Annual Conference., Indianapolis, Indiana.
Sutton, L., Battacharya, A. Schloz, M. (2022) The free exercise clause takes center stage: The right court and the right religion. Journal of Education Finance
Sutton, L. (2019) State of the states: Illinois. Journal of Education Finance
Sutton, L., Beese, J. & Puckett, T. (2017). Special needs students in the struggle for the character of schooling in America. International Journal of Educational Reform, Vol. 26, No. 4 pp. 289-304.
Beese, J., Escue, C. & Sutton, L. (2015). The political boundaries of school choice and privatization in Ohio. Journal of the OCPEA Vol. 2 No. 2: pp. 39-45.
Why serve on Board at this time?
In 2022, the University Council for Educational Administration (UCEA) recognized me as the Linda C. Tilman Social and Racial Justice Award Recipient. My experiences are chronicled in his forthcoming book, “An Equity Walk in-Black in a Gated Learning Community.” During the current upheaval, a collectivist approach to innovation is warranted. Innovation lies at the intersection of faculty, campus academic disciplines, and institutional partnerships to create unexplored opportunities, something I spent a lot of time doing during my tenure as department chair. I am interested in working with this body to create scholarly publications and support services that will assist PK-20 institutions in navigating the current politics of education. Thank you for considering my nomination.
Department of Educational Administration and Foundations
Illinois State University
Please accept this letter of interest as my nomination for the Board of the International Council of Professors of Educational Leadership.
For the past 20 years, I have assumed leadership roles in complex, challenging, and diverse communities in higher education. I began serving the public schools in Florida for 14 years as a teacher and administrator before I began working as an Assistant Professor and Coordinator for the Master's degree in Educational Administration at Florida A&M University, moved to a tenure-track faculty position at the Research-Intensive University of South Florida, served as the coordinator of the doctoral program at Alabama State and department chairs at Youngstown State and Illinois State Universities.
Currently, at Illinois State University, I serve as fiscal agent for 2.5 million dollars of sponsored research generated by the Center for the Study of Education Policy, the Illinois Center for Specialized Professional Support, and the National Board Resource Center, all housed within my unit, the Department of Educational Administration and Foundations.
I spend much time listening to faculty and scanning the environment to determine points of contention and agreement among my colleagues. After that, I strategically think about ways to establish the narrative, supported by data, that appropriately frames complicated issues for a myriad of stakeholders, internal and external to the university. For this to happen, layers of a phenomenon must be unpacked and articulated up, down, and across the institution. To improve the department’s culture, we reorganized its operations so faculty would fully trust it through transparency, collaboration, consultation, respect, and constant recognition of their valued work. In addition, we developed a shared governance document for the academic unit. During my tenure, we’ve had one faculty member resign, and three others have earned promotions to Associate and Full Professor.
When I arrived in 2014 the department enrollment for P-12 programs was severely depressed over the previous three years. Accordingly, we developed a strategic budget for recruitment and outreach connected to program priorities. In my first three years as Chair, enrollment for all programs increased by 31%, 24%, and 40%, respectively. In 2015 we transitioned the department to a fall-only admission process; established a joint-integrated degree (Ed.S./Ed.D.) with Eastern Illinois University; redesigned the Illinois Superintendent Licensure program, launched a new Teacher Leader Certificate, and participated in the university program review of the College Student Personnel Administration program, Principal Preparation, Superintendent Endorsement, CPED doctoral concentration, Leadership Equity & Inquiry doctoral sequence, and the Higher Education Administration doctoral sequence; receiving the highest rating from the university leaving each program in good standing until 2027. Lastly, we developed Doctoral partnerships with New Leaders of Chicago and the Illinois Latino Council on Higher Education to provide access for underrepresented students; currently, our doctoral population of students of color is 53%.
Before my arrival, there was a significant increase in diversity among tenure-track faculty within the department, but it lacked written policies and governance which clearly articulated the shared values and ethos that guided how faculty agreed to work together. For that reason, we spent a lot of political capital to redefine and make explicit our collective agreements about we would function as a community of scholars. This was a 3-year process that resulted in the drafting of a Department Governance Document, a handbook each for Masters and doctoral students, and the establishment of an advisory board.
The mission of the Department of Educational Administration and Foundation is to prepare people from diverse backgrounds for leadership opportunities. Given the hyperpolitical partisan political climate of the nation, unfortunately, a few colleagues were not prepared for the organizational and cultural transformation the department underwent in support of the mission, and their resistance manifested in many ways.
After nine years in my current role as Department Chair at Illinois State University, the largest producer of teacher education professionals in the Midwest, I believe I have demonstrated the ability to push learning communities to evolve by motivating faculty, transforming curriculum, managing resources, establishing a vision, and raising funds.
At Alabama State University, I served as Program Coordinator for a highly productive doctoral program in Educational Leadership Policy and Law. We developed a framework for improvements consistent with the mandates of the federal court order under which the program was established. We invested enormous time in building relationships with faculty, listening to their concerns, and restructuring the program’s operations to build a healthy community where my colleagues would feel supported. During my tenure leading the ELPL, we hired one new faculty member, there was no faculty attrition, and the program retained the highest level of research productivity and service across the college and university. In 2011 we established the Education Law Society (ELS), a graduate student organization designed to provide students of the ELPL a forum for activism and an extension of their research agenda into local communities. Also, we worked with
the Dean of the College of Education and faculty will establish a dedicated gift fund for alumni contributions to support a 10th-anniversary celebration of the ELPL; to generate revenue for additional student scholarships.
I served as an Assistant Professor of Educational Leadership and Policy Studies at the University of South Florida. I was an instructor for Masters and Doctoral students, co-teaching with colleagues and mentoring students through state certification and defense of their doctoral dissertation research.
At Florida A&M University, a historically black institution, I joined an academic program with large master’s and doctoral enrollment but average scores on licensure exams. In response, we developed a seminar to prepare students for the Florida Educational Leadership Examination. The pass rate for the examination remained steady or increased as high as 82% during my tenure.
I have published 100 journal articles, paper presentations, and book chapters and served on the Editorial Boards of the Journal of Education Finance and Educational Considerations and the Board of Directors of two national organizations: the Education Law Association and the National Education Finance Academy. I have provided significant leadership to expand and enhance graduate program offerings for licensure and doctoral studies. Also, I have assisted in implementing EdTPA principles for Teacher Education programs, creating evidence for NCATE/CAEP reviews.
My research interests focus on education funding, public school privatization, the fiscal effects of educational reform, school desegregation, and education finance litigation. The results of my research have been published in various journals, including Educational Considerations, the International Journal of Education Reform, and the Journal of Education Finance. I was selected as a Distinguished Research & Practice Fellow in 2014 by the National Education Finance Academy, serve on the editorial board of the Journal of Education Finance, and is a past member of the Board of Directors of the Education Law Association and Board of Trustees for the National Education Finance Academy. I presented seven presentations at the ICPEL Conference from 2007 through 2010.
Latest Publications
Sutton, L.C., Lackland, Jonathan, (2023). Performance Funding and Commitment to Diversity Equity and Inclusion, religion. Paper presented at the National Education Finance Academy Annual Conference., Indianapolis, Indiana.
Sutton, L. (2023) The right court and the right religion. Implications for other Federal Programs. Paper presented at the National Education Finance Academy Annual Conference., Indianapolis, Indiana.
Sutton, L. (2023) Monetizing Faculty Workload. Paper presented at the National Education Finance Academy Annual Conference., Indianapolis, Indiana.
Sutton, L., Battacharya, A. Schloz, M. (2022) The free exercise clause takes center stage: The right court and the right religion. Journal of Education Finance
Sutton, L. (2019) State of the states: Illinois. Journal of Education Finance
Sutton, L., Beese, J. & Puckett, T. (2017). Special needs students in the struggle for the character of schooling in America. International Journal of Educational Reform, Vol. 26, No. 4 pp. 289-304.
Beese, J., Escue, C. & Sutton, L. (2015). The political boundaries of school choice and privatization in Ohio. Journal of the OCPEA Vol. 2 No. 2: pp. 39-45.
Why serve on Board at this time?
In 2022, the University Council for Educational Administration (UCEA) recognized me as the Linda C. Tilman Social and Racial Justice Award Recipient. My experiences are chronicled in his forthcoming book, “An Equity Walk in-Black in a Gated Learning Community.” During the current upheaval, a collectivist approach to innovation is warranted. Innovation lies at the intersection of faculty, campus academic disciplines, and institutional partnerships to create unexplored opportunities, something I spent a lot of time doing during my tenure as department chair. I am interested in working with this body to create scholarly publications and support services that will assist PK-20 institutions in navigating the current politics of education. Thank you for considering my nomination.