Educational Leadership and Quality
Jonathan A. Supovitz
Jonathan Supovitz is the Executive Director of the Consortium for Policy Research in Education (CPRE) headquartered at University of Pennsylvania Graduate School of Education. At University of Pennsylvania, Supovitz is professor at the University of Pennsylvania's Graduate School of Education and director of the Consortium for Policy Research in Education (CPRE).
Cailen O'Shea
Dr. O'Shea earned his Ph.D in Educational Leadership and Higher Education in 2019 from the University of Nebraska-Lincoln. He received his Masters of Arts in Teaching of Middle Level Mathematics in 2016 and a Masters of Education in Educational Administration in 2014 from the University of Nebraska-Lincoln. Dr. O'Shea earned his Bachelor of Science in Education and Human Sciences in 2010 also from the University of Nebraska-Lincoln and is currently an Assistant Professor in the Department of Educational & Organizational Leadership at North Dakota State University.
Sade Bonilla
Penn GSE, The Leadership Academy, and prominent researchers receive $3 million federal grant to research effective culturally responsive school practices
The grant will support the development of a research-based took-kit and resources to push practitioners towards meaningful culturally responsive school practices.
Leading Improvement in Challenging Times Guide
An introduction to tools & skills for educational leaders to adapt in times of crisis.
Watch Training Video
Listen to Educational Leadership in Challenging Times Podcast
The Influence of Teacher Leadership Programs on Teacher Leaders, Teachers, Schools, and Districts
Teacher leadership is increasingly recognized as a promising strategy to improve the quality of instruction in U.S. schools. Despite the rising number of teacher leadership programs in the country, there is a paucity of knowledge about the work that teacher leaders (TLs) engage in, how educators experience teacher leadership and the impacts of these efforts on teacher leaders themselves and on districts, schools, teachers, and students.
Principal as caregiver of all: responding to needs of others and self
When the school buildings closed in the spring, educators and families faced unknown challenges of supporting students remotely and continuing to provide the necessary resources for student learning and well-being. Principals responded with advocacy and compassion.
