SCHOOL DISTRICT LEADER CERTIFICATE

The SDL Advanced Certificate program is designed for candidates seeking to become administrators at the district level (superintendents). This 12-hour program includes coursework in negotiations, superintendency, and central office leadership. NY SDL certification requires these 12 hours and 60 total graduate credits.

The SDL certificate program is also offered in a hybrid format, with some class sessions and some online work. SDL classes meet three times each semester on Saturdays, alternating by semester between the SBU Buffalo Center and the main campus in Olean.

With the permission of the program director, up to three (3) credit hours may be transferred into this program. 

SDL program requirements

Admission to the program requires:

  • Master’s degree in education or a certification-related area, with a 3.0 GPA or better
  • Teacher or school counselor certification, SBL certification recommended
  • Three years of K-12 school experience

Contact Information
If you wish to apply to this program, please contact the Graduate Admissions Office at St. Bonaventure University at (716) 375-2021 or gradsch@sbu.edu for graduate admission materials.

For more information regarding certification in school administration, please contact the program director:

Dr. Darlene McDonough
Plassmann Hall B42
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4026

News, Publications & Research

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Lawrence-Brown, Diana

Titles/Responsibilities Associate Professor
Academic School
School of Education
Academic Department Differentiated Instruction
Contact Information Office Phone: (716) 375-2165
E-Mail: dlawrenc@sbu.edu 
Website: http://sched.sbu.edu/faculty/dbrown/ 
Office Location/Hours Plassmann Hall, B16
Courses Taught
  • DIFF 503. Assessment of Students with Exceptionalities 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 515. Assistive Technology 
  • SPED 450. Advanced Teaching Methods for Students with Disabilities 
Academic Degrees
  • Ph.D., Department of Learning and Instruction, Inclusive Education, University at Buffalo
  • M.Ed., Educational Psychology, University at Buffalo
  • B.S.Ed., Elementary & Special Education, Clarion State College
Personal Interests/Community Involvement
  • Social justice issues
  • Reading
  • Music
  • Hiking/camping
  • Watching stand-up comedy.
Other Education
Professional Background
Accomplishments
  • Lawrence-Brown, D.& Sapon-Shevin, M. (2014). Condition Critical: Key Principles for Equitable and Inclusive Schooling. New York: Teachers College Press (Disability, Culture, and Equity series).
  • Magiera, K., Lawrence-Brown, D., Bloomquist, K., Foster, C., Figueroa, A., Glatz, K. Heppeler, D., Rodriguez, P. (2006). On the Road to More Collaborative Teaching. Teaching Exceptional Children Plus, 2(5), 1-12
  • Lawrence-Brown, D. & Muschaweck, K. (2004). Getting Started with Collaborative Teamwork for Inclusion. Catholic Education, 8(2), 146-161
  • Richardson, G., Lawrence-Brown, D., & Paige, S. (2004). Rejecting Pygmalion: The Social and Cultural Capital of Working-Class Women Ph.D. Students. Race, Gender, and Class 
  • Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive Strategies for Standards-based Learning That Benefit the Whole Class. American Secondary Education, 32(3), 34-62
  • Lawrence-Brown, D. (2000). The Segregation of Stephen. In Cornbleth, C. (Ed.), Curriculum Politics, Policy, and Practice. Albany: SUNY Press
Teaching Philosophy Given individualized supports, all students can learn utilizing authentic instruction that is grounded, applied, and assessed in "real-life" community environments.
Current Research Interests/Projects
  • Teacher education and curriculum, specializing in authentic and responsive pedagogy for diverse learners.
  • Interaction of education policy and practice, including how power is exercised in schools and who benefits.
  • History of education, especially inclusion of individuals with disabilities in schools, communities, and society.
Website Links