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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Garrison, René

Titles/Responsibilities Program Director, Differentiated Instruction
Associate Professor
Academic School
School of Education
Academic Department Differentiated Instruction
Contact Information Office Phone: (716) 375-4078
Email: rgarriso@sbu.edu
Office Location/Hours Plassmann Hall, B06
Courses Taught
  • DIFF 510. Differentiated Instructional Strategies 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 598. Contemporary Field Research and Practicum in Standards-based Differentiated Instruction 
  • SPED 440. Curriculum Adaptation and Instruction for Students with Special Needs
Academic Degrees
  • Ph.D., Education, Special Education, State University of New York at Buffalo
    • Dissertation title: Wroblewski, R. E. (2006). What happens after 3:00?: The social relationships of adolescents with Down syndrome. Dissertation presented to the faculty of the Graduate School of Education at the University at Buffalo. Available at UMI Dissertations [on-line].
     
  • M.S.Ed., Exceptional Education, State University of New York College at Buffalo
  • B.S., Elementary and Exceptional Education, State University of New York College at Buffalo
Other Education
Professional Background
Accomplishments
  • Bardsley, M. E., Berkes, E. J., English, S., Gradwell, J. M., Lesniak, K M., McCarthy, D. S., Mosley, M. , Shanahan, L.E., & Wroblewski, R. E. (2007) Invited presentation – Peer Support Groups for Writing and Research in Graduate School and Beyond. Presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL.
  • Parmar, R. S., Wroblewski, R. E., Clements, D., & Sarama, J. (In Press). Measurement. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics
  • Wroblewski, R. E. (April 2007). Through a New Looking Glass: Social Interactions of Adolescents with Disabilities Through an Educational/Sociological perspective. Paper presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL
  • Wroblewski, R. E. (November, 2006). Just Get Out of the Way: How Teenaged Boys Include Their Friends with Disabilities in Recreational Activities. Presented at the 2006 TASH conference, Baltimore, MD
  • Wroblewski, R. E. (November, 2006). In the Author’s Chair: Preservice Teachers Write Children’s Books About Disability. Presented at the 2006 TASH conference, Baltimore, MD
  • Wroblewski, R. E., Reddish, J., & Ferdinand, P. (May, 2006). Once Upon a Time: Preservice Teachers Write Children’s Books About Disability. Presented at Inclusive Schools and Communities: Building Capacity Through Learning Communities, sponsored by the New York State Education Department. Rye Town, NY
Teaching Philosophy

My basic philosophy of teaching is based on two firmly held beliefs.

  • First, that all people are capable of learning. I strongly believe that if a student is not learning in my class, then I must change something in order for that student to be successful. I teach courses in Differentiated Instruction, which means providing different opportunities for students to engage in learning given their own background knowledge, interests, and strengths. I strive to practice what I preach and differentiate instruction in my own courses as much as possible, while still holding high standards for all students.
  • Second, I believe that learning should not be a painful experience. I want my students to enjoy learning and try to design class activities that push their thinking and allow them to take academic risks in a safe environment. I believe that if learners are actively engaged and excited about the class, then they can’t help but learn
Current Research Interests/Projects
  • Inclusion of students with moderate, multiple, and severe disabilities
  • Utilization of natural support networks for students with significant disabilities
  • Differentiating instruction for students with disabilities and/or academic giftedness
  • Social relationships of adolescents with Down Syndrome
Other Interests/Community Involvement
  • Active in community Boy Scouts and Girl Scouts
  • Chairperson, TASH Personnel Preparation Committee
  • Judge, International ThinkQuest Competition
Website Links