My husband and I enjoy the outdoors, viewing wildlife and camping around the country. We have traveled as far away as Alaska, California, Colorado, Montana and Alberta, Canada; Colorado being my favorite. My daughter, son-in-law, and 4 grandchildren live in West Virginia where we camp in the beautiful mountains in the summer. My son lives close by and is an avid hunter, trapper and fisherman. We have two chocolate labs, Bailey and Nugent, who are our greatest companions.
I am still traveling the “good journey” to "becoming extraordinary.” Returning to St. Bonaventure University as a professor has been a dream come true. To have the opportunity to give back to the University for all it has done for me is humbling. To work with such bright and energetic colleagues and students is a gift I cherish. Giving back is a pleasure. Making friends before you need them is pure genius.
I have served as Program Director for the Adolescence Education Program since 2008. My educational experience includes school administrator at the intermediate and high school levels in general and alternative education for 18 years. I taught 4th, 5th, and 6th grades at Little Valley Central School for 14 years prior to that.
My professional preparation includes a B.S. in Elementary Education and an M.S. Ed. in Administration and Supervision from St. Bonaventure University. I completed my doctoral work (Ed. D) in Educational Leadership at Nova Southeastern University in Ft. Lauderdale, Fla. While at Nova, I completed two practicum learning experiences at the Nova campus and at Uppsala University in Sweden.
My dissertation is titled, "Authentic Professional Development," and is listed in the ERIC listings of research in professional development. My educational interests include alternative education, behavioral management, and professional development.
My doctoral research is a study of professional development and its impact on student achievement. The dissertation, Authentic Professional Development, involved tracking the changes in attendance, behavior, and academic achievement in students when teachers were afforded real-time professional development opportunities that were authentic, pertaining to what they do or experience, as part of their daily teaching responsibilities.
The results of the study indicated that when teachers were able to study, practice, and reflect on a continual and consistent basis as part of their work day and expectation, student achievement improved. The study also showed that attendance and behavioral issues declined.
This proves that when students attend school and are engaged in the classroom their academic achievement will improve. This is due to teacher engagement and focus on improved and correlated teaching processes and practices.
The full text of the study, Authentic Professional Development, can be found in the Educational Research Information Center (ERIC) listings.
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