Doctorate of Education (Ed.D.)

Educational Leadership and Policy Studies
Howard University
2005

Certificate of Advanced Graduate Study

Educational Leadership and Policy Studies
Howard University
2001

Master of Teaching

Special Education
The University of Virginia
1994

Bachelor of Arts (B.A.)

Spanish
The University of Virginia
1994

Leadership for Special Education

Leadership for Diverse Student Populations

Black Women who Lead in Education

Teacher and School Leader Recruitment

ELPS 521- Educational Administration and Governance

The goal of the Educational Administration and Governance course is to facilitate candidates’ deep thinking concerning substantive aspects of administration and governance. Candidates will examine and critique the extent to which social justice and equity exists for students who have traditionally experienced oppression at the societal level, as well as in  micropolitical public schools in the United States. Using Critical Race Theory as the theoretical framework, candidates will be provided learning opportunities to understand, challenge, reflect upon and make practical applications of administrative theory and policy vis-à-vis the impact upon Black and Brown students. Utilizing key elements of both democratic classroom and adult learning theories, governance structures and the underpinnings of policy-making will also be covered in this course through a contemporary examination of interest groups that shape the ways in which public education as a socio-political function is conceived, perceived, structured and implemented.

ELPS 514- Organizational Change

This course is a study of major ideas on school improvement/change, and change within universities past and present, and of emerging research on the condition of public education in the U.S. In addition, an in-depth examination of reform proposals for changing the organization of schools, the instructional program, and the roles of students, teachers, school administrators, and external stakeholders will be examined through a cultural lens and at times through an African centered lens. This is a theoretical/change theory course.This course explores theories and models of change in organizations and their applicability to educational organizations and the work done in them. The course pays particular attention to aspects of decision-making, leadership and organizational change and to the influence of internal and external actors. The course also examines many of the administrative practices and processes common in educational organizations.

EDAP 254: Concept Cases in Administration and Supervision

The purpose of this course is to provide students through use of simulations, case studies, and vicarious experiences, the challenges, problems, and problem-solving opportunities in school leadership and supervision. It will expose students to approximations of the real world of the practitioner through the use of the case study method in the review of essential information in simulated situations. The course is also designed to wholly prepare students for the School Leaders Licensure Assessment, which is required for school leader certification in most states.

Summer Faculty Fellowship, Howard University, 2019

The Walter and Theodora Daniel Endowed Educational Research Fund, School of Education, Howard University, 2018-2019

Research Grant to conduct research on the Leadership of Black Women

Alumna of the Year, Reflective Practitioner, Howard University School of Education, 2014

Book Chapter: A laying on of Hands

Chapter 6: A laying on of Hands: How Black women shaped my leadership through communal connection in Personal Narratives of Black Educational Leaders

In this chapter, the author explores the theme of what she call communal connection as she describe her experiences as a Black woman leader in education. While each character has her own respective awakening experience, she arrives at this experience as a result of the sense of mutuality she shares with the women with whom she commingles.

Book Chapter: Personnel Preparation in Transition Education

Chapter 3: Personnel Preparation in Transition Education: A High Need for Historically Black Colleges and Universities in Transitioning Children with Disabilities: From Early Childhood through Adulthood

The importance of providing access to high-quality, evidence-based transition education activities for students with disabilities cannot be overstated. Such activities may include a transition curriculum offered in the elementary years through graduation; integration of transition education themes and concepts into core academic content at the secondary level; and a data-driven transition plan that is collaboratively developed, implemented, and monitored by a multidisciplinary team, including students and their families. 

Continuing HBCUS’ Historical Commitment to Personnel Preparation

Continuing HBCUS’ Historical Commitment to Personnel Preparation: Preparing Transition Professionals to Serve Students of Color with Disabilities

Given HBCUs’ historical commitment to populations of color, these institutions have demonstrated the ability to prepare culturally responsive teachers who understand the academic, development and social behaviors of students of color, and African- American students in particular. As a chief supplier of teachers in today’s workforce, HBCUs are uniquely positioned to train and develop personnel who are prepared to meet the needs of students of color with disabilities in transition education, an area of significant need.

To promote teacher diversity, Ed schools must look beyond GPA and SAT scores. Here’s how Howard University does it.

To promote teacher diversity, Ed schools must look beyond GPA and SAT scores. Here’s how Howard University does it.