School of Education
Associate Professor of Education
Director, Educational Leadership Program
Office phone: (716) 375-2363
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Plassmann Hall B42
While I am in my second year at St. Bonaventure University, I have taught nearly 30 courses, largely in school leadership preparation at the doctoral, educational specialist, and master's degree levels. Courses also applied for supervisory and pedagogical certificates involving initial and continuous licensure in several states: Arkansas, Georgia, Kentucky, Indiana, New York, North Carolina, Michigan, Ohio, South Carolina, Tennessee, and Virginia. Equally important, I also taught courses that led to terminal degrees in two of these states.
- Ed.D., Educational Administration, Teachers College-Columbia University, 2004
- M.A., American History, University at Albany, 1992
- M.S. Ed., Educational Administration and Policy Studies, University at Albany, 1990
- M.A., Social Sciences, University at Albany, 1985
- B.A., American History Education, University at Albany, 1978
I earned seven graduate credits (three courses) in special education at Hunter College, City University of New York, 1978-1979
Kentucky Licenses from the Educational Professional Standards Board (Five-year renewable credentials due to expire on June 30, 2025)
- NYS Permanent Certification: School District Administrator
- NYS Permanent Certification: School Administrator and Supervisor, K-12
- NYS Permanent Certification: Social Studies, 7-12
- School Superintendent
- School Principal
- Instructional Supervisor
- Social Studies, 6-12
- Social Studies, 5-9
- 18.5 years of higher education faculty experience in school leadership preparation and one semester teaching introduction to micro-economics. Full-time pedagogical experience has occurred in regionally accredited institutions.
- 17.5 years of public-school experience featuring 11 years as a secondary social studies teacher and 6.5 years as a school administrator (principal, assistant principal, director of instructional services, and special education director).
My scholarly interests are writing and publishing in the topics of school finance, institutional school leadership, and comparative school choice policy. Most recent publications and work-in-progress publications include:
- Bynoe, T., Bounds, S. & Martinez, D.G. School finance for building leaders. Rowman & Littlefield. (Submitted for Publication).
- Bynoe, T. & Downes, T. (2022). COVID-19 and school finance: Adjusting to downturns and accommodating the costs of online education. In Downes, T. & Killeen, K. Recent advancement in education finance and policy. Information Age Publishing.
- Bynoe, T. & Downes, T. COVID-19 and school finance: Adjusting to downturns and accommodating the costs of online education. Presented invited and accepted paper to the World Educational Leadership Conference (Online), September 9, 2022. Zug, Switzerland.
- Shaw, S. & Bynoe, T. (Spring 2022). Student sense of belonging and psychological safety on GPA: Predicting measures of student success. Biblical Higher Education Journal, 18, 31-51.
- Bynoe, T. & Constantinides, M. An explanatory quantitative study of the funding policies supporting British multi-academy trusts and American charter schools (In-progress). Accepted and presented at the European Conference on Educational Research (Online conference), September 6-10, 2021, Geneva, Switzerland.
- Bynoe, T. (2022). Visionary and mission-minded school leadership grounded in adult learning theory. In LaVenia, K. & May, J. (Eds.), Case studies in leadership and adult development: Applying theoretical perspectives to real world challenges. Routledge-Taylor and Francis Group.
- Bertram, A. & Bynoe, T. (Spring/Summer 2020). An explanatory correlational study of budgets and audits among Bay Mills Community College Charter Schools. Journal of School Business Management. 32(1).
In addition to publications, I serve on the editorial/review boards of about 10 professional journals in various topics in education.
Please review my CV for a listing of all publications, scholarly activities, awards received, and grants obtained.
Given the analysis of my pedagogy during recent years, I have embraced a teaching philosophy that emphasizes principles of progressivism, essentialism, and constructivism. My teaching philosophy also embraces the core values of equality and fairness.
Furthermore, my teaching philosophy promotes a model school leadership that effectuates meaningful and lasting change; this type of change seeks to transform schools into strong learning communities.
Progressivism, Essentialism, and Constructivism:
The emphasis of progressivism in my teaching philosophy maintains the conviction that education is largely designed to train students to become critical thinkers and problem solvers. This conviction requires students to excel as model learners capable
of responding to the most insurmountable challenges. And this ability to respond to challenges enables learners to formulate enduring solutions to difficult problems and intractable policies.
Equality and Fairness – Core Values:
The focus of essentialism in my teaching
philosophy advocates strongly for students to learn from a rigorous, core curriculum. And so, it is critically important that all graduate students exhibit a higher level of literacy to excel as critical thinkers. This attainment of high literacy
skills relates positively and consistently to those students and societies that are most productive.
My teaching philosophy reflects the tenets of constructivism since optimal learning occurs when students are placed in settings that
enable them to inquire, create, and re-create learning experiences. This emphasis of inquiry-based learning accelerates the learning process for students. Although true constructivist learning experiences are rare, authentic constructivist experiences
reveal that students’ learning levels often exceed those levels originally thought to be attainable.
My teaching philosophy reflects the premise that education is the great social equalizer. As such, this philosophy statement reinforces the principles that Horace Mann highly prized when this founder of the common school movement envisioned education
as an institution designed to facilitate social mobility, especially among those less fortunate. Therefore, the notions of equality and fairness are central to his philosophy with the overall purpose to preserve and perpetuate the nation’s
democratic principles and institutions.
Model School Leadership:
Finally, my teaching philosophy endorses a model of school leadership that effectuates meaningful and enduring change in a given school enterprise. This means that effective leadership incorporates systems thinking, strategic planning, optimal
resource allocation, ongoing faculty supervision, strong interpersonal skills, and solid school-community relations. Against the backdrop of these leadership competencies, an educational administrator or a teacher-leader is able to transform
ineffective schools to become high-performing learning communities.
CURRENT RESEARCH INTERESTS/PROJECTS
Please see Accomplishments section above.
PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
Traveling and golf. Please read CV
ADDITIONAL BIOGRAPHICAL INFORMATION
In 1999, the New York State School Boards Association approved my membership on the New York State Board of Regents.