Professor of Educational Leadership, 
Graduate Teacher Education

Phone: (412) 294-2291
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• University of Michigan, Educational Studies - Teacher Education, 2003
• City University of New York Queens College, Secondary Education English, 1994
• State University of New York New Paltz, Secondary Education English, 1991

• Duquesne University, professor and department chair, 2011-2022
• Washington State University-Vancouver, professor and partnership coordinator, 2003-2011
• New York City Public Schools, high school English teacher, 1993-1999

Select Recent Publications

• Sands, S., Margolis, J., & Murphy, M.  (2022). Understanding teacher leadership in New York City through complexity theory. International Journal of Complexity in Education 3(1), 1-32.
• Margolis, J., & Berg, J.  (2022). Coupling coaching with model classrooms: amplifying individual and organizational change. The Learning Professional 43(2), 62-65.
• Comstock, M., & Margolis, J. (2020). Tearing down the wall: making sense of teacher leaders as instructional coaches and evaluators. Journal of School Leadership 31(4), 297-317.
• Margolis, J.  (2020). The semi-formality of teacher leadership on the edge of chaos. Harvard Educational Review 90(3), 397-418.
• Margolis, J., & Strom, K.  (2020). Assessing the success of teacher leadership: The case for asking new questions.  Professional Development in Education 46(4), 607-621.
• Strom, K., Margolis, J., & Polat, N. (2019). Teacher professional dispositions: much assemblage required. Teachers College Record 121(11).
• Margolis, J.  (2018). Self-study research as a source of professional development and learning within a School of Education. In Ritter et al. (Eds.), Teaching, Learning, and Enacting of Self-Study Research (pp. 11-21).  Springer Press.

Award

2017 International Professional Development Association (IPDA) Best Article of the Year Award: The missing link in teacher professional development: student presence.”

My teaching philosophy is grounded in a sense of third space — bringing together individual learners and disciplinary content in synergy. This is a constant balancing act, and there is no perfect formula. Because of this, I believe that any teaching philosophy must be flexible to the moment and the ancient art of paying attention to the learner and the learning situation.

• Teacher leadership
• School change
• Complexity theory
• Integrating academic content & social-emotional learning