Dr. Patricia “Pat” Poole-Parrilla (EdD ‘23) reflected on her 91ֱ�� experience with deep appreciation for the faculty and the exceptional support she received at 91ֱ��.

Her first encounter with the program came through conversation with Renee Gargano (then assistant director of the doctoral program), who welcomed her into the Dissertation Completion Pathway. The program's 15th anniversary celebration holds a deeply personal significance, representing what she describes as "a celebration I should be having for myself." The support that 91ֱ�� provided her has demonstrated the program's commitment to meeting students exactly where they are in their personal and professional journeys.

Dr. Poole-Parrilla described 91ֱ��'s doctoral program as uniquely designed to cultivate scholars who understand that resistance is often necessary to do what is right. She stated that the program allows for reflective practice which helped her discover her passion and sharpen her lens around justice-driven research in education. She emphasized how the program helped her understand her own origin story and connect it to her mission of building scholarship rooted in purposeful justice work. The concept of “origin story” refers to how one self-authors their history, their journey, cultural influences that shaped them, their worldview, and who they are today. In education, “origin stories” are a teaching tool to engage students in learning about themselves and others, fueling creative thinking, reflection, and development of voice. Origin stories are foundational to Pat’s scholar-practitioner identity. 

Dr. Poole-Parrilla’s research centered on reflective practice in teacher preparation, specifically examining how pre-service educators learn to teach Black and Brown students beyond traditional academic instruction. Drawing from her extensive experience as a principal in Brooklyn, and Baltimore, Dr. Poole-Parrilla's dissertation "Novice Teachers' Reflections on Their Preparation for and Practice with Black and Brown Students" investigates whether schools of education create immersive opportunities for future teachers to reflect on their own origin stories. Her work advocates for cultural humility and inquiry into teacher education, hoping to influence public schools to design learning environments that capitalize on the intelligence and creativity of all students, particularly Black and Brown communities.

The relationships and mentorship at 91ֱ�� proved instrumental to Dr. Poole-Parrilla's success, with Dr. Susan Iverson serving as an instrumental faculty member who became her dissertation chair and provided the supportive, teaching-focused guidance she needed to complete. She also acknowledges the support of Renee Gargano and Pat Gannon, along with Dr. Sara Henry and the "Finish Strong" program that helped maintain her momentum toward completion. The care and attention she experienced during in-person coursework and online advising demonstrated that 91ֱ�� not only supported its student body through challenges but also maintained the high academic standards expected of a doctoral program.

Currently serving as a Professional Development Schools Liaison and Field Supervisor with 91ֱ��, Dr. Poole-Parrilla oversees pre-service teacher supervision and provides professional development for the school to which she’s assigned. She remains committed to advancing justice work in education, particularly within teacher preparation programs, and has embraced the role of mentor herself, working closely with current doctoral students. Her experience reinforced her belief in the importance of "finding your people" and the necessity of partnerships between students and advisors for successful completion. 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the 91ֱ�� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

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Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

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The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

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Dr. Joi Sampson (EdD ‘22) reflected on her 91ֱ�� journey as both “challenging and invigorating,” a transformative experience that fulfilled her personal dream of earning a doctorate while advancing her professional career. Today, she serves as Assistant Provost for Academic Engagement at Mercy University, where she applies the lessons of her research and her 91ֱ�� experience to foster inclusion, belonging, and student success. 

For Dr. Sampson, the 15th Anniversary of the EdD program carries deep personal and professional meaning. On a personal level, it represents the achievement of a lifelong dream she once thought might not be possible. At the time she enrolled, she was working at 91ֱ�� and unsure if pursuing a doctorate would fit into her life. The launch of the Higher Education pathway provided exactly the opportunity she needed, allowing her to advance academically while balancing her work and family responsibilities. Professionally, the program was “life-changing,” opening doors to leadership roles and equipping her to advocate for equity and inclusion in higher education. She views the 15th doctoral program anniversary not just as a celebration of longevity, but as a recognition of the program’s impact in shaping strong, mission-driven leaders across the field of educational leadership. 

One of her most vivid memories was participating in a travel study elective to Italy, an experience she describes as eye-opening and enriching. There, she explored international approaches to higher education, including innovative “badge” systems for credentialing, and was inspired by graduate students conducting dissertations in English despite it not being their first language. This opportunity expanded her perspective as a scholar-practitioner and underscored the importance of global collaboration in education. 

Also during her doctoral studies, Joi was accepted to participate in the National Association of Student Affairs Professionals (NASPA’s) “Hill Days,” during which she, and other attendees, met with elected officials to discuss higher education policy.  She also learned about advocacy, strategic meetings with congressional offices, and a focus on advancing NASPA's policy goals for the student affairs profession. Insights and professional development acquired through this experience has continued to guide her as a scholar-practitioner.  

Joi’s dissertation, Our Voices Heard: A Critical Phenomenological Study of Black Professional Women’s Experiences in Predominantly White Institutions, was born from her own journey navigating discrimination and barriers in higher education. As a Black woman aspiring to leadership, she often found herself questioning whether her experiences of being overlooked for promotions, having her expertise doubted, or being subjected to harmful stereotypes were unique or part of a broader pattern. This personal questioning became the catalyst for her study, in which she sought to give voice to other Black professional women who, too often, are rendered invisible in academic spaces. Her research revealed stories of resilience, advocacy, and sacrifice—women who endured systemic bias and limited advancement opportunities yet stayed rooted in their institutions because of their deep commitment to students. Many participants described remaining in difficult positions not for personal gain, but because they felt a responsibility to ensure that underrepresented students had role models, mentors, and advocates. By centering these voices, Dr. Sampson not only documented the persistence of gendered racism in higher education but also highlighted the powerful contributions of Black women whose leadership is frequently unacknowledged. 

At Mercy University, Dr. Sampson’s leadership embodies the themes of her research in tangible and meaningful ways. In her role as Assistant Provost for Academic Engagement, she is deeply invested in building systems and practices that affirm belonging for all members of the campus community. Her work emphasizes that equity is not abstract—it shows up in the details, such as who is represented on promotional materials, whether events are accessible to all, and how students and colleagues are invited into decision-making spaces. She mentors both students and staff with intentional care, modeling the belief that authentic leadership comes from listening, validating, and challenging others to grow. Her approach demonstrates that systemic change can begin with small, consistent actions: making a flyer more inclusive, ensuring technology is accessible, or showing compassion in a moment of need. These actions, when multiplied across a campus, create a culture that values and sustains diversity, equity, and inclusion. 

Looking ahead, Dr. Sampson envisions her scholarship and leadership as tools to influence higher education beyond her immediate institution. She hopes her research will continue to spark dialogue about the subtle and overt ways in which bias shapes professional experiences and institutional outcomes. Her long-term goal is to see policies and practices that not only recognize inequities but also actively dismantle them. She is particularly passionate about supporting underrepresented students, believing that helping them to persist and graduate does more than award degrees—it changes the trajectory of families and communities. By strengthening pathways to belonging, access, and academic success, Dr. Sampson sees education as a vehicle for justice and opportunity. Her vision is clear: higher education must be a place where every student and professional can bring their full selves and thrive. 

Joi describes the EdD program’s legacy in three words: boundless, connection, and forward-thinking. For her, the program provided not only rigorous academic training but also lifelong relationships with colleagues and mentors who continue to shape her professional journey. She recalls that the program’s holistic and forward-looking approach helped her think critically about the evolving challenges facing higher education, particularly issues of equity and access.  

For Dr. Sampson, 91ֱ��’s EdD program represents more than an academic credential—it is a community of leaders who are deeply committed to creating meaningful change in education. As she reflects on the program’s legacy, she emphasizes: “91ֱ�� produces excellent leaders who care deeply about advancing education with purpose, compassion, and courage.” 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the 91ֱ�� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Maria Tartaglione who on Thursday, October 16, 2025, successfully defended her dissertation proposal. 

The title of Maria’s dissertation is: "A QUALITATIVE STUDY OF MIDDLE SCHOOL PRINCIPALS’ IMPLEMENTATION OF COLLEGE AND CAREER READINESS INITIATIVES: AN ECOLOGICAL ANALYSIS."

Overview of Problem: The most urgent educational problem in America’s educational system is the disproportionate college access for economically disadvantaged students. Subsequently, economically disadvantaged schools in the U.S. require principals to plan for implementing college awareness and career readiness initiatives.

Research Purpose: To describe how middle school principals (i.e., Grades 5–8) at economically disadvantaged schools implement college and career readiness initiatives through the lens of Bronfenbrenner’s ecological system.

Research Design: Qualitative interpretive inquiry methodology

Sample: Principals currently serving in public economically disadvantaged middle schools located in the US for 5 or more years that have a student population of 25% or more on free and reduced lunch, Title I designation, state/local socioeconomic indicators, and have provided leadership for the implementation of college and career readiness initiatives for one or more years.

Data Collection: Semi-structured interviews with 12-15 Principals

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson 

DISSERTATION COMMITTEE MEMBERS: 
Dr. Martin Fitzgerald 
Dr. Nicole Joseph

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Melissa A. Barrow who on Thursday, October 16, 2025, successfully defended her dissertation proposal. 

The title of Melissa’s dissertation is "SHATTERING BARRIERS: EXAMINING THE UNDERREPRESENTATION OF BLACK AND HISPANIC FEMAIL PUBLIC SCHOOL SUPERINTENDENTS."

Overview of Problem:  Black and Hispanic women remain severely underrepresented in U.S. superintendent roles despite growing student diversity. Structural inequities, biased hiring, and racialized and gendered systems limit their advancement, with White males continuing to dominate leadership pathways and women of color facing the slowest progression from principal to superintendent (Mathews et al., 2024; Cruz, 2023).

Research Purpose:  To examine the lived experiences of current Black and Hispanic female school district superintendents. Grounded in Acker’s (1990) Theory of Racialized and Gendered Organizations, this study aims to explore how intersecting dimensions of race and gender have shaped their leadership trajectories, influenced their professional advancement, and continued to affect their roles as superintendents.  

Research Design:  This interpretive qualitative design explores how racialized and gendered organizational structures shape the underrepresentation of Black and Hispanic female superintendents. The study employs purposeful sampling, semi-structured interviews, and thematic analysis to capture participants lived experiences while ensuring credibility through triangulation, reflexivity, and transparency in data collection and interpretation.

Sample:  This study uses purposeful sampling of 12–15 self-identified Black and/or Hispanic female public school superintendents appointed by Boards of Education. Participants must have served at least one year, ensuring participants possess sufficient experience with the responsibilities, challenges, and decision-making processes central to district-level leadership.

Data Collection:  Semi-structured interviews will be conducted via zoom with 12–15 Black and/or Hispanic female superintendents.  

Dissertation Committee Chair: 
Dr. Susan V. Iverson 

Dissertation Committee Members:
Dr. Nicole Joseph
Dr. Sagrario Rudecindo-O’Neill

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Anibal Soler Jr. who on Thursday, October 16, 2025, successfully defended his dissertation proposal. 

The title of Anibal’s study is "THE ROLE OF SCHOOL SUPERINTENDENTS IN IMPROVING GRADUATION RATES IN LARGE NEW YORK SCHOOL DISTRICTS IN RESPONSE TO THE BLUE RIBBON COMMISSION."

Overview of Problem: Recognizing the inadequacies of traditional graduation measures, the New York State Education Department launched the Blue Ribbon Commission in 2022 to reassess and redesign graduation requirements, shifting towards more equitable, flexible, and competency-based standards (NYSED, 2022). The Commission's findings promise significant implications for educational policy and leadership, placing superintendents at the forefront of implementing innovative graduation standards. 

Research Purpose: The central purpose of this study is to explore how superintendents conceptualize, design, and implement dropout prevention and credit recovery strategies in alignment with or in response to the NY Inspires graduation reform plan. This study aims to explore and identify the pivotal role that school superintendents play in addressing the dropout crisis within their respective districts. 

Research Design: By employing a qualitative approach centered on semi-structured interviews and document analysis, this study aims to surface nuanced understandings of superintendent leadership practices within complex policy contexts. 

Sample: Two primary forms of data will be collected: semi-structured interviews and document analysis. These sources will provide a rich, triangulated understanding of how superintendents interpret and respond to the Blue Ribbon Commission’s recommendations through the NY Inspires framework. 

Data Collection: This study's primary data collection methods will include semi-structured interviews with superintendents and artifact analysis. These methods will allow for a rich, in-depth understanding of how school districts are responding to recommendations from the Blue Ribbon Commission and the strategies reflected in their district plans. 

Dissertation Committee Chair:  
Dr. Kenneth Mitchell 

Dissertation Committee Members:   
Dr. Joanne Marien
Dr. Betty A. Rosa

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Herman Scriven who on Wednesday, October 15, 2025, successfully defended his dissertation proposal. 

The title of Herman’s dissertation is: "EXPLORING COACHES' PERCEPTIONS OF ACADEMIC SUPPORT PROGRAMS FOR AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS: A QUALITATIVE STUDY."

Overview of Problem: African American high school football players face unique academic and social challenges that hinder their success, particularly within predominantly White institutions where existing support systems may not adequately meet their needs.

Research Purpose: The purpose of this study is to investigate high school football coaches’ perceptions of academic support programs. It aims to identify the strengths, limitations, and opportunities for improvement in these programs specifically for African American high school football players

Research Design: This study will utilize qualitative research design. Guided by the ARCS model—Attention, Relevance, Confidence, Satisfaction—this research will explore coaches' perceptions of their roles in supporting African American student-athletes' academic success and assess the effectiveness of existing academic support programs. This approach aims to deepen the understanding of the relationship between coaching strategies and academic support, ultimately seeking to improve educational outcomes for these athletes. 

Sample: The sample for this study will consist of 10 to 15 active and retired high school football coaches with a minimum of two years of coaching experience. 

Data Collection: Data collection will involve semi-structured interviews, allowing for open-ended discussions that encourage coaches to share their insights and experiences freely. Each interview will be conducted via Zoom, recorded with participants' consent, and subsequently transcribed for thematic analysis to identify key perceptions regarding academic support for African American student-athletes.

DISSERTATION COMMITTEE CHAIR:  
Dr. Shelley Wepner

DISSERTATION COMMITTEE MEMBERS:   
Dr. Peter Troiano
Dr. James Brown

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Colleen Fratinardo who on Monday, October 13, 2025, successfully defended her dissertation proposal.

The title of Colleen’s dissertation is: "EXAMINING THE RELATIONSHIP BETWEEN JOB SATISFACTION COMPONENTS AND EARLY CHILDHOOD EDUCATORS' WORKPLACE EXPERIENCES IN HAWAI‘I." 

Overview of Problem: Early childhood educators (ECEs) play a critical role in supporting the development and learning of young children during a pivotal stage of growth. However, the field continues to grapple with high turnover rates, instability, and workforce dissatisfaction. Up to 30% of early childhood teachers leave their jobs annually, often due to low pay, lack of benefits, poor working conditions, and limited opportunities for professional growth and advancement. Despite these challenges, ECEs often report moderate to high levels of job satisfaction derived from meaningful interactions with children and the intrinsic rewards of the profession.  Job satisfaction is a multidimensional construct that includes both intrinsic and extrinsic elements. These include coworker relations, supervisor support, the nature of the work, pay and promotion, and the general working conditions (Bloom, 2010). Understanding how these dimensions relate to ECEs’ perceptions of their workplace is necessary to support the workforce and ensure continuity of care and quality educational outcomes for children. 

Research Purpose: The purpose of this quantitative correlational study is to examine whether, and to what extent, there is a relationship between five components of job satisfaction—coworker relations, supervisor relations, nature of the work, pay and promotion, and working conditions—and early childhood educators’ workplace experiences in Hawai.i. The study will utilize the Early Childhood Job Satisfaction Survey (ECJSS) to measure job satisfaction. The study is situated within NAEYC-accredited preschools across the islands of O’ahu and Hawai’i, targeting approximately 90 early childhood educators, including both lead teachers and teaching assistants. By focusing on this population, the study aims to inform administrative practices and policies that foster higher satisfaction in early childhood settings 

Research Design: A quantitative descriptive research design will be used for the proposed investigation.  

Sample: The sample size is 90 early childhood teachers. Leavy (2017) posited that research participants should be identified and recruited based on the research purpose and questions or hypotheses in a study. The general population in this study is comprised of all early childhood educators. The target population is 500 early childhood educators, preschool and pre-kindergarten teachers, and assistants working in programs accredited by the National Association for the Education of Young Children (NAEYC) in Hawaii. 

Data Collection and Analysis: Raw survey data will be exported from SurveyMonkey and imported into SPSS for cleaning and analysis. Initial data screening will identify missing or invalid responses. Cronbach’s alpha will be calculated to assess the internal consistency reliability of the ECJSS in this sample. Composite scores will be created by averaging responses on the instrument. The ECJSS composite score will serve as the primary variable in the planned analyses. Correlational statistics will be produced to explore relationships between job satisfaction components and demographic variables. 

DISSERTATION COMMITTEE CHAIR: 
Dr. Yiping Wan  

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nora Broege
Dr. Michael Abel 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Nelyda Perez, who on Monday, October 13, 2025, successfully defended her dissertation proposal.

The title of Nelyda’s dissertation is: "PRINCIPALS’ PERCEPTIONS OF CULTURALLY RESPONSIVE SCHOOL LEADERSHIP IN SUBURBAN ELEMENTARY SCHOOLS."

Overview of Problem: Suburban school districts across the United States are experiencing significant demographic shifts, leading to increasingly diverse student populations that reflect broader societal changes. Despite these shifts, many suburban elementary school principals report feeling underprepared to address systemic inequities, cultural disconnects, and the social-emotional needs of students from historically marginalized communities.

Research Purpose: Focusing on suburban elementary schools, this qualitative study seeks to gain insight into how elementary principals define and implement culturally responsive leadership practices to address the social and academic needs of an increasingly diverse student population.

Research Design: Thematic analysis will be used to identify patterns and insights related to leadership practices, organizational change, and community engagement.

Sample: Data will be gathered from 15 elementary school principals purposefully selected to provide perspectives from suburban contexts experiencing demographic change.

Data Collection: Semi-structured interviews with elementary principals will be conducted, supplemented by the collection of district-level data to allow for triangulation of findings.

Dissertation Committee Chair: 
Dr. Martin Fitzgerald 

Dissertation Committee Members: 
Dr. Shelley Wepner
Dr. Elford Rawls-Dill

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Gelaine Williams, who on Tuesday, October 14, 2025, successfully defended her dissertation. 

The title of Gelaine’s dissertation is, "INTERPRETIVE INQUIRY OF CAREER CENTER PRACTITIONERS AT COMMUNITY COLLEGES INTERPRETATIONS OF THE NACE CAREER READINESS COMPETENCIES." 

Overview of Problem: The public and political discourse regarding whether college graduates are career-ready has heightened the accountability pressures for higher educational institutions. Scholars have investigated this career readiness phenomenon at four-year colleges with limited focus on the community college.  Therefore, this study will examine the career readiness dilemma from the perspective of community college career practitioners.

Research Purpose: The purpose of this study is to describe how career center practitioners at community colleges interpret the National Association of Colleges and Employers (NACE) Career Readiness Competencies for their student career preparation work.

Research Design: An interpretive qualitative study will be utilized to explore perspectives of Career Center practitioners at community colleges using the theoretical lens of Kolb’s Experiential Learning Theory.

Sample: The research sample will consist of 15 career center practitioners from across the United States who have served in their current role as Director, Coordinator or Manager for at least three years.

Data Collection: Data will be collected from semi-structured, one-on-one, 60-90-minute participant interviews. 

Dissertation Committee Chair: 
Dr. Susan V. Iverson 

Dissertation Committee Members:
Dr. Robert M. Mangione
Dr. Gwendolyn D. Roundtree Evans

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Alan Tenreiro who, on Tuesday, October 14, 2025, successfully defended his dissertation proposal. 

The title of Alan’s dissertation is: "THE STATE TAKEOVER OF A STRUGGLING URBAN DISTRICT: EXAMINING TEACHER MOTIVATION AND JOB SATISFACTION."

Overview of Problem: State takeover in failing school districts is often implemented to address systemic challenges. These reforms frequently disrupt and overlook the experiences of teachers, whose motivation and job satisfaction are pivotal to the success of educational initiatives. Despite teachers’ essential roles in the classroom, a significant gap exists in describing teachers’ experiences in the context of state takeover.

Research Purpose: This study aims to understand and describe teachers’ experiences regarding motivation and job satisfaction in the context of state takeover in a large urban school district. It specifically explores how teachers describe their experiences of autonomy, competence, and relatedness, as outlined by Deci and Ryan’s (2020) self-determination theory.

Research Design: This exploratory-descriptive qualitative study utilizes semi-structured interviews to capture teachers’ perspectives.

Sample: The sample will include current secondary teachers (grades 6–12) in ELA, math, and science who were employed in the district before and during the state takeover, with at least 3 years of experience in the district prior to the takeover.

Data Collection: Data will be collected through Zoom (audio-only) interviews guided by an interview protocol.  All audio interviews will be recorded and transcribed using Otter.ai dictation software.

Dissertation Committee Chair: 
Dr. Martin Fitzgerald 

Dissertation Committee Members: 
Dr. Peter Troiano
Dr. Jack Warner

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ��, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership