CHAIR
Dr. Steven M. Carlo
Assistant Professor Monmouth University scarlo@monmouth.edu
Steven M. Carlo, Ph.D., is an assistant professor of educational leadership at Monmouth University, where he teaches graduate-level courses in education law, policy, and research methods. His research lies at the intersection of legal literacy, policy implementation, and educational equity. He is currently engaged in projects exploring AI-assisted decision-making tools for school leaders, the legal and political dimensions of education reform, and mental health access for first-generation college students. Dr. Carlo brings experience as a former K–12 educator and a background in civics education reform, which informs both his scholarly and applied work. He is currently leading the development of NJLeadGPT, a closed-circuit AI-assisted tool o support New Jersey school administrators navigating legal and policy compliance protocols. His recent work appears in Educational Evaluation and Policy Analysis, Review of Educational Research, and West's Education Law Reporter. Dr. Carlo is honored to serve as Chair of the Law and Education SIG and is committed to supporting members' efforts to advance research and practice at the intersection of law, policy, and justice in education.
PROGRAM CHAIR
Dr. Rodrick S. Lucero
Executive Director for Educator Preparation Programs & Certification Texas A&M University rlucero@tamu.edu
Dr. Lucero began his award-winning career as a high school teacher, coach, and administrator in several school districts in Colorado which ignited a passion for effective teacher preparation as the primary lever for continuous improvement in every school and Clinical Practice as the fulcrum. He moved to Colorado State University as a professor and university administrator where this passion strongly informed his instruction, his speaking engagements, and his national voice. He then served as Vice President of AACTE in Washington D.C., where, among many things, he was honored to lead of The Clinical Practice Commission Report entitled, “A Pivot Toward Clinical Practice, its Lexicon, and the Renewal of Educator Preparation” (Jan, 2018). This national report offers support and guidance for the implementation of clinical practice. Currently, Dr. Lucero served as an Educational Consultant, working with the American Institutes of Research and the CEEDAR Center establishing processes, and strategies for implementing clinical practice for all learners. Additionally, he has applied his experiences in developing The National Center for Clinical Practice in Educator Preparation (NCCPEP) where he serves as Co-Founder, President/CEO. Currently he serves as the Executive Director for the Office of Educator Preparation Programs and Certification, and as a Professor at Texas A&M University in College Station, TX. His career is representative of his passion for bringing PK-12 contexts and higher education together as one profession, a profession that “owns” the educational space in the United States, asserts its expertise, and works to ensure high quality pedagogical practices are the cornerstone of learning. Dr. Lucero advocates for practices which empower all educators to apply deep learning experiences bound by content, pedagogy, relevance, and engagement for every PK-12 student. Clinical practice frames the complex nature of effective instruction and is the lens that guides Rod’s passion for educational excellence and his vehement advocacy for the educational enterprise.
SECRETARY/TREASURER
TBA
WEBMASTER
Kendall L. Fujioka
Ph.D. Student University of Washington kfujioka@uw.edu
Kendall Fujioka, J.D., M.S.W. is a Ph.D. student in Educational Policy, Organizations, and Leadership at the University of Washington College of Education. With a multidisciplinary background in education, law, and social work, Kendall’s research examines students’ civil rights and education finance reform. Her work is guided by a strong commitment to equity, inclusion, and justice in public education systems. Kendall’s research focuses on federal and state-level education policy, especially as it impacts students who have been historically underserved by school systems, including those who are low-income, foster or homeless, racially marginalized, or identified with disabilities.
The SIG is governed by the Executive Committee, made up of the Chair, Program Chair, Secretary Treasurer, and Web Master. The SIG bylaws were approved by the membership, reviewed and approved by AERA with minor modifications.