Educational Leadership
Neag School Increases Enrollment, Expands Program Locations to Help Combat Connecticut’s Teacher Shortage
Not only has the Neag School boosted enrollment in its teacher education programs, it also expanded its offerings to train more educators and support Connecticut schools
Neag School Alumna Donna Hayward Named National Principal of the Year
The National Association of Secondary Principals recently honored Hayward ’98 6th Year, ’10 ELP, who is principal of Haddam-Killingworth High School.
Three Neag School Faculty Members Receive Spencer Foundation Grants to Support Equity Research
Sakeena Everett, Alexandra Freidus, and Grace Player recently received the competitive awards, which support transformative, methodologically rigorous education research projects that help create a better, more equitable society.
Supporting Quarantined Learning in K-12 Schools
Britney Jones, Neag School of Education doctoral student in the Department of Educational Leadership, prepared the following rapid research brief with the Center for Education Policy Analysis, Research, and Evaluation (CEPARE).
Women Leaders Share Insights Through UConn ELLEvate Panel
The University of Connecticut’s Neag School of Education collaborated with UConn Women and Philanthropy this past Thursday to host “ELLEvate: Supporting Women in Leadership,” a panel discussing women’s experiences in leadership roles.
Using Book Clubs as a Professional Learning Tool
In a newly published journal article, Neag School Professor and adult learning expert Robin Grenier examines, with colleagues including Neag School alumna Kristi Kaeppel ’20 Ph.D., the use of book clubs and literature as a tool for enhancing the professional learning of employees across various organizations — from the military to nonprofits to health care. Voluntary, fiction-based book clubs, the researchers say, offer employees a nonformal setting for learning while critically raising consciousness within an organization.
UCAPP Projects Engage Families in Supporting Student Learning
Neag School students completing the UConn Administrator Preparation Program (UCAPP) this spring recently presented their capstone projects – the program’s signature final assignment in which students identify a need or opportunity for school improvement and work toward positive change. The UCAPP program went through a redesign in 2020 as part of a nationwide effort known as the University Principal Preparation Initiative (UPPI), funded by the Wallace Foundation. As a result of the redesign, the concept of family and parent engagement became a priority for the first organizational leadership course in UCAPP’s program of study.
The Payoff of Preschool: Investing in CT’s Youngest Residents
Preschool can help ensure that children reach their fullest potential. Research suggests that preschool has a strong, positive impact on children’s brain development, relationships, and knowledge acquisition, as well as a broader return on investment for society. This brief summarizes this research and investigates preschool access in Connecticut.
How Three Conn. Superintendents Are Navigating School Reopenings
The summer is typically a time for school superintendents to reflect on the previous school year and start thinking about the year ahead. However, preparation looks very different in the age of COVID-19 as school districts choose between three reopening models: fully in-person, hybrid, or remote.
Alumna Truth Hunter Named Neag School’s Next Dean’s Doctoral Scholar
“I want to take the information my students trusted me with and give it a voice, give it a platform, allow it to start new conversations, and new ways of thinking,” says Truth Hunter ’14 MA, Neag School of Education Dean's Doctoral Scholar. "That is how I hope to use my experience as a Dean’s Doctoral Scholar."