Doctor of Education (Ed.D.)

Educational Leadership
Fordham University
2015

Master of Science in Teaching (M.S.T.)

Adolescence Social Studies
Fordham University
2005

Master of Public Administration (M.P.A.)

Public Administration
State University of New York at Albany
2003

Bachelor of Arts (B.A.)

Political Science
State University of New York at Albany
2001

Antiracism and Culturally Responsive Leadership, Diversity Pipeline Recruitment, Developing Critically Conscious Educational Leaders

Dr. Waite uses critical race theory (CRT) as a foundational analytical tool and theoretical framework in her scholarship and practice.

ELPS 422: Seminar Educational Policy

ELPS 384: Practicum in School Administration and Supervision

ELPS 520: Financial Managment in Education

ELPS 455: Ethics in decision making

Paula Silver Case Award

Waite received the prestigious 2024 University Council of Education Administration’s Paula Silver Case Award for her teaching case study, "Are Educational Leaders of Color Truly Able to Lead for Equity? Maintaining the Status Quo or Disrupting Unequitable Systems?"

Disrupting Dysconsciousness

Disrupting Dysconsciousness: Confronting Anti-Blackness in Educational Leadership Preparation Programs

This article examines liberatory pedagogical practices utilized in graduate level courses offered within an educational leadership preparation program (ELPP). The research explores how these tools support the development of culturally responsive school leadership and actively anti-racist leaders in a program purporting to develop social justice-oriented school leaders.

Towards a Theory of Critical Consciousness: A New Direction for the Development of Instructional and Supervisory Leaders

Towards a Theory of Critical Consciousness: A New Direction for the Development of Instructional and Supervisory Leaders

COVID-19 and the demand for racial justice caused the dark underbelly of white supremacy to be laid bare during 2020. These events call for a reexamination of the ontological and epistemological frameworks in academe and specifically within the field of educational leadership. The legacy of white supremacist ideology prevails as the existing and accepted ontological and epistemological perspectives of history offered in PreK-12 through post- secondary education. The political, economic, and social context highlights the need for instructional and supervisory leaders to be culturally responsive school leaders. This requires that programs preparing these leaders must grapple with and problematize the existing narratives purported in PreK-12 and post-secondary education; and recognize that racism, implicit bias, discrimination, and anti-Blackness are foundational issues in the field.

National Leadership Standards and the Structured Silence of White Supremacy

National Leadership Standards and the Structured Silence of White Supremacy

National standards for educational leaders became a prominent discussion in the mid- to late 1980s as the idea of what administrators needed to know to lead schools evolved. This chapter furthers this discussion and includes an overview of both the national standards and national educational leadership standards. The chapter starts with the dominant historical narrative espoused in the field of education about standards and goes on to briefly review that same narrative about national educational leadership standards. The chapter then interrogates the accuracy of the dominant narratives by juxtaposing the historical realities related to the context of the time and challenges the idea that national educational leadership standards are inclusive and objective.

Are Educational Leaders of Color Truly Able to Lead for Equity?

Are Educational Leaders of Color Truly Able to Lead for Equity? Maintaining the Status Quo or Disrupting Unequitable Systems?

This case study challenges current and aspiring leaders to consider how essential the development of their own critical consciousness is for leaders who identify as anti-racist and culturally responsive school leaders.