Now an educator for more than 20 years, Roszena Haskins \u201917 Ed.D. was not like her colleagues, who were inspired to become educators at an early age. It was not until her undergraduate college years at Temple University in Philadelphia, where she was studying radio, television, and film, along with English, that she thought about teaching.<\/p>\n
On Temple\u2019s campus, Haskins remembers observing many local inner-city children of color who were not in school during the day asking for money. Before handing over whatever change had, she spent time with them, talking about education. \u201cYou\u2019re on a college campus, where there is potential and opportunity,\u201d she would tell them. When she would ask them where they went at the end of the day, they would mention the local community center. During her junior year, she started volunteering there. \u201cIt was there that I found my calling,\u201d she says.<\/p>\n
Excited about her newly found passion in volunteering with underserved children, she went home to share the news with her family. They encouraged her to, \u201cFinish your undergraduate degree first, come home and do some substitute teaching, and then consider going back for a master\u2019s degree.\u201d<\/p>\n
That is exactly what she did.<\/p>\n
Having grown up in Hartford, Conn., Haskins decided to go back to schools she was familiar with to get her substitute teaching experience. While there, she started to have questions about students and certain behaviors, and how they would respond to her or her instructions.<\/p>\n
\u201cThere was one boy who was very active,\u201d she says. \u201cI found him to be joyful, and I wanted to understand him better. Then I learned about this thing called ADHD. That experience led me down the pathway to special education.\u201d<\/p>\n
Once she had a year of practical experience under her belt, Haskins went on to complete a graduate program at University of Saint Joseph in West Hartford, focusing her student teaching at the elementary and high school levels before entering her first official year of teaching at Hamden (Conn.) High School.<\/p>\n
\u201cI loved it,\u201d she says. \u201cMy first year of teaching was probably the best of my career.\u201d<\/p>\n
Transition into Administration<\/strong><\/p>\n After teaching for three years, she was invited to apply for a special education teaching position at a high school in Alexandria, Va., an area that had been a home away from home for Haskins during her undergrad years, where she had lots of friends and connections.<\/p>\n Within a year, Haskins was promoted to department chairperson, and then one year later, tapped for a central office, district-wide position, one she accepted willingly.<\/p>\n \u201cPart of my training in Connecticut was to be a team player, to pitch in and leave no student behind, and do whatever it took to keep students central in everything you do,\u201d she says.<\/p>\n In the new role, she served as the middle school special education coordinator and as supervisor for school nurses and school psychologists for a 11,000-student school district. Continuing her education \u2014\u00a0this time in school psychology \u2014\u00a0became top of mind again for her, though she did consider becoming a nurse.<\/p>\n \u201cAfter supervising them, I learned so much from the nurses, about caring, compassion, service delivery, and the whole child,\u201d Haskins says. \u201cI learned to apply a holistic approach to my practice, and this I learned from the nurses.\u201d<\/p>\n She completed an educational leadership graduate program at George Mason University, when Connecticut came calling once again. Ultimately, Haskins found herself a school administrator role in West Hartford, where would she spend 11 years. There, she connected with the then superintendent, Karen List \u201983 Ph.D., a Neag School alumna who would become an inspiration and advocate for Haskins, and who would appoint her director of continuing education for the district.<\/p>\n \u201cI\u2019ve had the privilege of working with Dr. Haskins for 11 years,\u201d says List.\u00a0\u201cShe accomplishes her work with dignity, elegance, and actions that reflect the best interests of students.\u00a0<\/em>High expectations guide her decision-making and communicate confidence.\u201d<\/p>\n Haskins also connected with the current superintendent, Tom Moore, who she calls a \u201ctremendous mentor, colleague and friend\u201d during her time at West Hartford. Moore \u2014 along with the school board \u2014 appointed Haskins to her current role as the director of continuing education and diversity advancement.<\/p>\n \u201cI created the role of director of diversity advancement specifically with her in mind,\u201d says Moore. \u201cHers is the clearest voice for justice that I have known in my life, not because she shouts at people, but rather explains to people.\u00a0She has a sense of empathy that enables her to truly sense what others are feeling, and to reach them in ways that make them want to be better human beings. Roszena\u2019s work in West Hartford, and her legacy, will be felt for generations.\u201d<\/p>\n Haskins started to reflect on some of the most gifted leaders, mentors, and coaches she had throughout her career. \u201cI wanted to develop my craft like them,\u201d she says. \u201cI wanted to develop research-based knowledge and skills to emulate some of the best practice I\u2019ve seen in the field.\u201d<\/p>\n Realizing a doctorate would be the next step for her, she reached out to her mentors and teachers, who knew her goals and what she wanted to do. They all recommended the\u00a0Ed.D. program in educational leadership at UConn<\/a>. \u201cI remember someone saying, \u2018UConn is the flagship for what you want to get out of your educational program,\u2019\u201d Haskins says.<\/p>\n List, who was an adjunct professor in the Neag School\u2019s Department of Educational Leadership and is now a project director, was one of those advocates for UConn.<\/p>\n \u201cI recommended she consider the Neag School, knowing she could meet the challenge,\u201d says List. \u201cAlso recognizing that not only would she benefit, but those in the program with her would be enriched by Roszena\u2019s participation.\u201d<\/p>\n Support From Mentors<\/strong><\/p>\n For Haskins, a full-time school administrator who also had a family at home, the doctoral program was a busy time. \u201cIt was challenging to run a building, and to be a student yourself, and really focus on academic requirements,\u201d she says.<\/p>\n List, Haskins says, proved very supportive and understanding, and served as a sounding board when she needed it. List even recommended Haskins to be an instructor for Neag School\u2019s\u00a0PK-3 Leadership Program<\/a>, given her expertise in special education, diversity advancement, and school administration.<\/p>\n \u201cShe facilitates structured opportunities for cohort members to work together to construct meaning and apply it to their individual needs,\u201d says List. \u201cShe incorporates research and adult learning theory.\u00a0I could think of no one better to lead a module on Equity, Excellence, and Early Success for our PK-3 Leadership Program.\u201d<\/p>\n Haskins would find another mentor during her time in the Ed.D. program: her doctoral faculty advisor, Neag School assistant professor Sarah Woulfin.<\/p>\n \u201cShe created a rigorous learning culture, and I found it to be challenging and rewarding,\u201d says Haskins. \u201cShe was my strongest connection with the program, and I found her to be a gifted educator. She demonstrated skillful applications \u2026 and nudged me across the finish line. She was there, supportive, and I didn\u2019t want to let her down.\u201d<\/p>\n Woulfin says Haskins is a good fit for the program and for education in Connecticut. \u201cNeag\u2019s program was an excellent fit for her desire to learn about current research so that she\u00a0could make effective, equitable decisions to benefit Connecticut\u2019s education system.\u201d<\/p>\n \u201cRoszena\u2019s research will have an\u00a0impact on both districts and the community college system,\u201d adds Woulfin. \u201cHer research illuminates challenges in the transition from high school to postsecondary education \u2014 with particular attention to gaps in the nature of instruction in community colleges.\u201d<\/p>\n Inspiring Equity<\/strong><\/p>\n On the tail end of finishing her Ed.D., Haskins embarked on yet another initiative, exploring the realm of diversity with fellow colleague and Neag School alumna Kerry Jones \u201913 ELP through a multimedia storytelling project titled \u201cInspiring Equity<\/a>\u201d within their town of West Hartford, Conn.<\/p>\n \u201cIt was Kerry\u2019s brainchild, and we collaborated to lead this project that would show diversity around West Hartford,\u201d says Haskins. \u201cIt was intended to inspire community conversation and dialogue, and advance equity for our children.\u201d<\/p>\n