Erin Anderson, Ph.D., is an Associate Professor of Educational Leadership at the University of Rochester and the Sheila and William Konar Director of Urban Education Success. She leads a professional learning program for leadership teams to implement an equity-oriented continuous improvement methodology. Her experience in K-12 middle and high schools initiated her interest in creating more equitable and inclusive spaces for students historically marginalized by the education system, as well as in improving schools to ensure the well-being of both students and educators. Her research focuses on planning, leading, and implementing continuous school and district improvement as well as leadership preparation. She is the co-editor of a book titled Continuous Improvement: A Leadership Process for School Improvement and the first author of a co-authored book, Leading Continuous Improvement in Schools: Enacting Leadership Standards to Advance Educational Quality and Equity.

 

 

Shelby Cosner is the Morrill M. Hall Endowed Chair in Educational Administration at the University of Georgia, Mary Frances Early College of Education. Cosner is an expert on the capacity-building and improvement-oriented work of school leaders, the preparation and development of educational leaders, and the continuous improvement and evaluation of preparation/development programs for educational leaders. She examines these issues more generally as well as for a variety of equity-oriented aims. She leads multi-disciplinary teams that design and test (e.g., randomized control trial, cluster randomized trial) learning designs for teachers, teacher leaders, school leaders, and district leaders.  She is also an expert in partnerships, including university-district partnerships, research practice partnerships, and public-private partnerships. She has extensive experience with and passion for cultivating these sorts of partnerships in settings throughout the US and abroad.  

 

 

Frank Perrone is an Associate Professor of Educational Leadership in the Department of Educational Leadership and Policy Studies. I earned my undergraduate degree in English from Indiana University (’04) and my Ph.D. in Administration and Supervision from the University of Virginia (’17). Before entering academia, I taught and worked as a teacher leader in public, private, and charter school settings in the United States and abroad, most recently in Philadelphia. My primary research interests include principal preparation, education policy, and the principal’s role in teacher career trajectories, including teacher recruitment and retention. My recent research on these topics has been published in AERA Open, Educational Researcher, and Journal of Education Human Resources, among other journals.

 

 

Dr. Meagan S. Richard is an Assistant Professor of Urban Education, Leadership, and Policy Studies at the University of Massachusetts Boston. She is a scholar in the field of school leadership, specializing in issues of social justice as they relate to leadership practice and preparation. A key output of Dr. Richard’s research is an empirically-grounded framework of justice-centered school leadership practice, which delineates five key domains of leadership practice that school leaders can use to advocate for students, families, and communities (Richard, 2024). Dr. Richard takes a critical lens in her research, rejecting neoliberal policies rooted in capitalism, individualism, and privatization. In line with this, her research has examined the intersections of hostile policy contexts with justice-centered school leadership practice, and how to prepare leaders to pursue justice within such contexts. Her research has been published in journals such as the Journal of Educational Administration, Education Sciences, The Urban Review, Journal of Cases in Educational Leadership, and the International Journal of Leadership in Education, among others. Her research has also been recognized multiple times by AERA Division A, won the Leadership for School Improvement SIG’s 2023 Dissertation of the Year award, and was an Honorable Mention for the Leadership for Social Justice SIG’s 2023 Dissertation award. Dr. Richard earned her PhD from the University of Illinois-Chicago. 

 

 

Kathleen M. W. Cunningham, Ph.D. is an Associate Professor in the Leadership, Learning Design, and Inquiry Department at the University of South Carolina. Cunningham’s current research focuses primarily on leadership preparation programming, improvement science, and university-district partnerships. Her research is published in journals such as the Journal of Research in Leadership Education, Leadership and Policy in Schools, Journal of Educational Administration, and Education Policy Analysis Archives. She has co-authored two books: Redesigning Educational Leadership Preparation for Equity: Strategies for Innovation and Improvement and Leading Continuous Improvement in Schools: Enacting Leadership Standards to Advance Educational Quality and Equity. 

 

 

Kristin Shawn Huggins, Ph.D., is an associate professor of Educational Leadership in the Department of Educational Leadership and Sport Management at Washington State University (WSU). Dr. Huggins’ teaching and research is focused on leadership development for district and school improvement. Her recent work has been published in Educational Administration Quarterly, International Journal of Mentoring and Coaching in Education, and International Journal of Leadership in Education. Dr. Huggins has been the program coordinator for three different Master’s and principal certification programs at WSU, as well as the state-wide educational doctorate program. From 2011-2018, she was an associate editor for Journal of Research on Leadership Education.

 

 

Dr. Jayson Richardson is a full professor in the Department of Educational Policy, Planning, & Leadership in the School of Education at William & Mary.  He earned a Bachelor of Science in mathematics education with a minor in Spanish from Indiana University-Purdue University Indianapolis. After teaching mathematics on the Navajo Reservation in Arizona and in inner-city Indianapolis, I attended Indiana University–Bloomington. I earned a Master of Science degree in curriculum and instruction with a focus on international and intercultural education. After living in London for a few years and extensive global travel, I earned a Ph.D. in Educational Policy and Administration from the University of Minnesota-Twin Cities, focusing on comparative and international development education. He teaches research methods, educational leadership, foundations of K-12 educational leadership, and technology leadership. My research focuses on digital technologies and their impact on school leadership, transformation, innovation, and the student experience. My primary interest is in exploring how school administrators lead deeper-learning and innovative learning organizations that prepare future-ready students. He is the editor-in-chief of the Journal of Educational Administration. He has written or co-authored over 80 articles in the following journals: Comparative Education Review, Educational Administration Quarterly, International Journal of Education and Development using ICT, Information Technology for International Development, Journal of International Development, Journal of School Leadership, Review of Policy Research, and The Teacher Educator.

 

Dr. Jennifer K. Clayton is the Interim Academic Dean and a Professor of Educational Leadership and Administration. She previously served as the Chair of the Department of Educational Leadership and the Interim Director of Accreditation and Assessment for GSEHD. Dr. Clayton's research on leadership development, the educational administration internship, and professional learning for school leaders has appeared in more than 40 publications. She has delivered more than 50 presentations to school districts and research conferences. Dr. Clayton has been nominated for several teaching awards at GW, including the Bender Teaching Award twice and the Honey Nashman Spark-A-Life award. Prior to her work in higher education, Dr. Clayton served as a Social Studies teacher and in administrative roles in several school districts around the country. She holds a Ph.D. and Education Specialist (Ed.S.) in Educational Leadership from Old Dominion University, a M.A. in Educational Administration from Rutgers University, and a B.A. in History, with minors in Secondary Education and Sociology from James Madison University.

 

 

Dr. John E. Critelli Jr. serves as the Program Director for the PROPEL University–District Partnership Program between Florida Atlantic University and Broward County Public Schools.  His professional and scholarly interests include principal preparation, partnerships, instructional coaching, leadership tracking systems, and the responsible use of generative AI in Master’s programs. Dr. Critelli previously contributed to the Wallace Foundation’s University Principal Preparation Initiative (UPPI) and currently serves as part of a University Mentor team on the current ECPI project, supporting other university preparation programs’ use data to better understand leader development and post-program graduate success.

 

 

Dr. Summer Pannell is a Professor and Department Chair of the Department of Education and Child Development at San Jacinto College. Additionally, she serves as a statewide school improvement leadership coach for the Mississippi Department of Education, affiliate faculty member for the National Youth Advocacy and Resilience Research Center (NYARRC) at Georgia Southern University, and Associate Editor of the Georgia Edcuational Researcher Journal.  Her research centers on safe and supportive school structures, specifically through leadership preparation and enhancing school climate. She has received multiple awards, including the Excellence in Teaching Award at Stephen F. Austin State University and the Outstanding Research & Scholarly Activity Award at the University of Houston-Victoria. Dr. Pannell has co-authored one book, Bridging the Leadership Gap: A School Leader's Guide to Balancing Instructional and Managerial Leadership, published over 30 journal articles and book chapters, and secured over $1.5 million in grant funding to support research and school improvement. As a principal, she was honored with the Mississippi Department of Education’s Champion of Change Award for her school closing achievement gaps. Dr. Pannell holds a PhD in Educational Leadership from the University of Mississippi, an MEd in Curriculum and Instruction from Union University, and a BSE from Delta State University.

 

Dr. Uriegas spent 17 years as a teacher, coach and principal in Texas public schools. He graduated from the University of Texas with a Bachelor of Arts in history, Southwest Texas State University with a Master of Education in secondary education and Texas A&M University-Kingsville with an EdD in educational leadership. His research interests are centered on rural education with focuses on post-secondary readiness, students of poverty, and career and technical education.