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After a long and
arduous winter,
it’s wonderful to
see the tell-tale
signs that spring
has finally sprung.
In just a few short
weeks, the semes-
ter will end and we
will be congratulat-
ing another excep-
tional group of
Education Leader-
ship graduates as they embark upon new profes-
sional pathways.
Leo Tolstoy’s quote, “spring is the time of plans
and projects,” is fitting as we reflect upon our ac-
complishments and consider new ideas for the
coming year. This time last year, our first online
cohort had progressed to the halfway mark and the
program had reached enrollment capacity for our
Fall 2015 cohort. Now, as our first online cohort is
preparing to graduate, high interest and demand
has pushed program growth. We started two new
online cohorts, one in the fall and the other this
spring. As we continue to refine our online course
offerings, we have begun to explore additional de-
livery options, such as hybrid models and 1.5 credit
modules.
Admissions season began on April 1 with a robust
application pool. The Fall 2016 online cohort filled
within weeks, and we are on track to fill the cam-
pus and cohort slots quickly as well. I would like to
thank our EDLE faculty and staff for all the extra
hours they have spent following up on applications,
navigating the new admissions system, and con-
ducting candidate interviews. Because of their hard
work and dedication, we expect the EDLE program
to be at capacity once again this fall.
In other news, I am pleased to announce that our
associate membership application to the University
Council for Educational Administration (UCEA) was
accepted on February 8, 2016. Membership to this
prestigious organization will benefit our candidates
and faculty and help to fulfill our commitment to
advancing knowledge, practice, and service to our
community. The UCEA convention will be held in
Detroit this fall, where the EDLE faculty will attend
a new member reception and celebrate our induc-
tion into the organization.
This issue of the newsletter includes special highlights
from this year’s AERA conference. We represented the
EDLE program in full force, with many of our faculty
members and doctoral students presenting their re-
search during the conference. This issue also features
short interviews with some of our award- winning grad-
uates. Buddy Lint, Prince William County Schools prin-
cipal of the year, offers his perspective regarding lead-
ership in practice. We also shine a spotlight on EDLE
Program Award Winner 2016, Kirby Sypek. She offers
her perspective looking back on what she’s learned
about leadership and looking forward to the future. We
also feature other outstanding new administrators in
our “Graduates on the Move” section. We are always
interested to hear from our graduates, so please con-
tact us as you move forward in your career! Your sto-
ries are important to program faculty and candidates.
We welcome the opportunity to feature you!
Spring is also a time of transitions, and the same can
be said for the Education Leadership Program. After
four years, our work study student, Nafi Hasan, is grad-
uating in May with an undergraduate degree in Fi-
nance and Economics. Nafi has been an integral part
of the EDLE staff, working closely with Donna Martinez-
Vallejos and Cherie Antonellis to help support our fac-
ulty and students. In addition to the many daily tasks
he completes in the office, Nafi has updated our data-
bases, helped facilitate our conferences, and designed
the layout for all of the EDLE newsletters. We will miss
him very much, but wish him the best in his profession-
al career as a financial analyst!
We must also say goodbye to Dr. Richard Moniuszko,
who will retire from Mason at the end of May. In his
short two years with the program, Dr. Moniuszko be-
came a critical member of the EDLE team, taking the
lead on EDLE 618: Supervision and Evaluation, as well
as teaching doctoral level courses and advising both
masters and doctoral candidates. We will miss him
greatly, but we know how much he’s looking forward to
spending time with his children and grandchildren both
in South Carolina and Hawaii!
As the EDLE online program has officially launched, we
must now say goodbye to our Instructional Designer,
Dr. Ying-Ying Kuo. Dr. Kuo has been instrumental in
our learning of online andragogy and course design.
Under her guidance, we have grown into confident and
capable online instructors, and we are very grateful for
the patience and compassion she demonstrated
throughout this process.
Greetings from the EDLE Academic Program Coordinator
INSIDE THIS
ISSUE
Greetings from
the EDLE
Coordinator
1
Highlights from
the 2016 AERA
Meeting
2
Principal of the
Year
3
EDLE Program
Winner 2016
3
EDLE Graduates
on the Move
4
EDLE 2016
Graduation
Information
5
EDLE Office
Reminders
5
CEHD Core
Values
6
Volume 8, Issue 1
Spring 2016
Education Leadership
Ge
org
e M
aso
n
Un
ive
rsit
y
Anne-Marie Balzano
EDLE Program Coordinator
SPECIAL POINTS OF INTEREST:
Effective mid-May
new registration
instructions will be
available on
MyMason for
Cohort students.
Check MyMason for
important program
updates.
Campus/online
registration is now
open for fall 2016.
The Education Leadership Program was
well represented at AERA's Centennial Cel-
ebration from April 8-12 at the Walter
Washington Convention Center in Washing-
ton DC. Below are highlights of student
presentations from this year’s annual
meeting:
Scott Bauer and
Lori Wilt Silver
There is little
extant theory
framing the role
of isolation in
predicting vari-
ous outcomes
relating to the quality of work life of school
principals. Building on previous work, this
paper examines the relationships between
isolation, self-efficacy, job satisfaction,
burnout, and intention to leave the job
using structural equation modeling on a
sample of first-year principals from a
Southeastern US state. Results affirm the
import of isolation as an antecedent of
each outcome, in particular principals’
sense of efficacy.
Theresa Carson and Sonya
Douglass Horsford
This mixed methods re-
search study examines the
relationship between
school leadership, parent-
school involvement and its
Continued.. Page 2
In addition, Jessica Schwartzer has been
appointed to serve as Division A’s Gradu-
ate Student Council Connect Series Co-
Chair. Mason’s EDLE faculty also contin-
ue to play important leadership roles
within AERA and Division A. Dr. Sonya
Horsford served on Division A’s Early
Career Award and Nominating Commit-
tees and AERA’s Government Relations
Committee and Dr. Scott Bauer will con-
tinue his service on Division A’s Program
Committee as Program Chair for the
2017 Annual Meeting. Congratulations to
all!
We would also like to congratulate Dr.
Robert Smith and former EDLE Academic
Coordinator Dr. David Brazer on the pub-
lication of their new book Striving for
Equity: District Leadership for Narrowing
Opportunity and Achievement Gaps.
Striving for
Equity: District
Leadership for
Narrowing
Opportunity
and Achieve-
ment Gaps
Based on in-
depth inter-
views, Striving
for Equity brings
to light the com-
plex and illumi-
nating stories of
thirteen longtime superintendents—all
leaders of the Minority Student
Achievement Network (MSAN)—who
were able to make progress toward
narrowing opportunity and achieve-
ment gaps in traditional school districts
with diverse populations and multiple,
influence on academic outcomes for Eng-
lish Learners (ELs) from the perspective of
administrators, parents, and students of
two elementary schools that are experienc-
ing rapidly increasing EL student enroll-
ment. Research focusing on ELs claims that
school leaders who are successful in build-
ing strong relationships with EL families
have a significant impact on parent-school
involvement and support for student learn-
ing. These relationships, in turn, positively
impact EL student motivation, self-efficacy,
and academic outcomes. The results of this
study indicate that school leaders who suc-
cessfully build strong relationships with EL
families have a significant impact on au-
thentic parent-school involvement, which
improves EL student motivation, self-
efficacy, and academic outcomes.
Anthony S. Terrell
A collective case
study methodology
is used to explore
how high school
turnaround princi-
pals leveraged the
professional devel-
opment of teachers to raise student
achievement. The study also sought to cap-
ture the characteristics of the professional
development programs principals imple-
mented. Interview data were collected from
five turnaround principals and from teach-
ers who served under their leadership. Da-
ta were analyzed to determine the frequen-
cy with which principals and teachers re-
ferred to specific leadership approaches.
Student pass rates on standardized math
and reading tests were used to measure
student achievement. A cross-case analysis
of cases revealed key leadership considera-
tions and professional development plan
characteristics.
Mason’s EDLE Program Well Presented
at AERA's Centennial Meeting
Above: Striving for
Equity Book Cover
We embrace growth and change as a healthy part of life, and I am no exception to that rule. While serving as the EDLE Academic Pro-
gram Coordinator over the last three years has been a highlight of my professional career, I am pursuing new opportunities to cultivate
professional and program growth by conducting research in the area of distance education. I will couple my research interests with
continued service to our program by teaching classes each semester and working on service-related projects. With this my last newslet-
ter, I take this opportunity to thank the EDLE faculty and staff for their unwavering support during my tenure as coordinator. Through
our teamwork, the EDLE program has continued to grow and I know the plans and projects we have initiated will strengthen the pro-
gram for years to come.
On behalf of the EDLE faculty and staff, we wish you a restful and relaxing summer and look forward to seeing you again in Fall 2016!
Highlights from the 2016 AERA (American Educational Research Association) Meeting
The Impact of Job Isolation on New Prin-
cipals' Sense of Efficacy, Job Satisfac-
tion, Burnout, and Persistence
School Leadership for English Learner
Success: More Than an Instructional
Issue
The Role of Teacher Professional Devel-
opment in Turnaround Principals' Ap-
proach to Raising Student Achievement New Publications from EDLE Faculty
Continued.. Page 3
Jack, principal of Ashland Elementary
School, who are also former EDLE gradu-
ates. Lint’s tenure at New Dominion be-
gan in 2010 and since that time, he has
led the faculty in learning how to collect
and analyze data to inform instruction,
focused on closing the achievement gap
in reading and writing, implemented a
school-wide behavior plan, and supported
the effective use of technology in class-
rooms. New Dominion Alternative Center
serves students who are considered at-
risk and have behavior challenges, and
Lint’s passion and respect for his stu-
dents and teachers is palpable. When
asked what advice he had for new admin-
competing agendas. Drawing on cur-
rent research in organizational learn-
ing, the authors introduce a frame-
work consistent with the systemic
perspective of these superintendents
to help school leaders who want to
prioritize the narrowing of gaps.
Core chapters are devoted to discuss-
ing in detail the central strategies of
these superintendents, and illustrat-
ing how each of these leaders em-
ployed them in their particular circum-
stances. This book reveals the multi-
faceted, personal nature of this work and factors that proved
to be most critical to progress.
Above: Rob Smith
EDLE Faculty
“The book is an excellent, easy read
that provides a practical set of consid-
erations and a framework for action
for those who strive for excellence and
equity for ALL children.”
-Jerry Weast (Founder and CEO, Part-
nership for deliberate excellence,
and former superintendent, Mont-
gomery County Public Schools, Mary-
land.) Above: David Brazer for-
mer EDLE Faculty
Former EDLE Graduate Named Prince William County Principal of the Year
istrators he said, “Always stay true to what
got you involved in education to begin
with. Never lose sight of what is im-
portant: the kids. When in administra-
tion, we tend to get lost in all of the poli-
tics and parental involvement, but when
you stay true to why you got involved in
education in the first place, you will never
lose sight of what is important; the chil-
dren.” On behalf of the faculty and staff of
the EDLE program, we would like to con-
gratulate Buddy on his tremendous ac-
complishments!
Prince William
County Schools
named Michael
“Buddy” Lint,
former EDLE
graduate (2006)
and current
principal of New
Dominion Alter-
native Center,
Principal of the
Year. Lint was
selected from
among three principals nominated for this
award, including Neil Beech, principal of
Osbourn Park High School and Andrew
Above: Michael Lint
EDLE Program Award Winner 2016
My name is Kirby
Sypek and I am a
third grade teacher
for the Fairfax Coun-
ty Public School
System. I have
taught in the third
and fifth grade, and
currently am the
Local Level IV 3rd
Grade Advanced
Academics teacher.
I completed my Education Leadership
degree with a concentration in Special
Education so I could be prepared to be a
leader for all students. My goal is to gain
more leadership experiences so I can
become an Assistant Principal and then
Principal in the near future! My teaching
and leadership motto is “Teamwork
Makes the Dream Work!”
My experiences throughout my time at
George Mason were memorable and
meaningful to me. Completing internship
hours at a local middle school and with
the FCPS Instructional Services Math
Department helped me learn about the
collective energy and dedication that is
needed to support a diverse population.
Attending classes with professors and
classmates with varied backgrounds and
unique perspectives enhanced my under-
standing of ethical, moral, and school
leadership. Using the UBD model to create
my ideal program for educators during my
Curriculum class was one of my favorite
projects. I am excited to continue to build
my own capacity to support students and
teachers at my school. Above: Kirby Sypek
EDLE Graduates on the Move Page 4
is not just a prerequisite for high school, it is
a prerequisite for life.
The EDLE program at Mason was truly a life
changing experience. I was part of a cam-
pus cohort and it was extremely valuable to
work with other professionals at different
stages in their educational career. I felt
supported by my professors and appreciat-
ed the way each of them challenged me and
my classmates to look at situations through
various lenses. Having taught for 9 years, I
think I fell into the trap that many teachers
do, thinking that there is no room for growth
or change. The EDLE program helped me
discover new strategies to not only lead, but
also teach.
All of the courses in the EDLE program
are impactful. The internship was extremely
valuable as one can imagine. You really
don't know what you don't know, and so
being able to experience a situation first-
hand will help down the road.
EDLE 690: Using Research to Lead has
been helpful because education is so data
driven and a leader must be able to gather,
analyze, and utilize data to improve instruc-
tion and performance. And, contrary to
what many people might believe, numbers
can lie. They tell whatever story you want
to tell, so knowing your data well can really
help you as a leader.
EDLE 618:Supervision and Evaluation was
just a fun and informational class for
me. I've always embraced the role of men-
tor and I feared that becoming an adminis-
trator would force me to have to put that
aside. The course helped me see that you
don't always have to lead from the
front. Walking side by side with someone
and helping to steer them is just as im-
portant and sometimes the more desired
approach.
I wish I'd known that it is okay to not worry
so much about things I have no control
over. I spent my first year as an Assistant
Principal trying to establish myself in a new
school community and only finding suc-
cess when I stopped trying to make every-
one happy. This year as Principal, I recog-
nize what my personal goals are and have
worked with my staff to create a vision for
our school that reflects the demands of
our students, staff, and community. At the
end of the day though, I can only control
me. If I'm happy with the guy in the mirror,
everything else will take care of itself.
Which courses/assignments in particular
did you find most helpful and why?
Ty Harris finished the
EDLE program in Summer
2013. He currently holds
the position of Principal
at Mary Ellen Henderson
Middle School in Falls
Church, VA.
I love interacting with middle school stu-
dents. It can be such a difficult, yet re-
warding group to work with. We are con-
stantly trying to find new ways to offer
authentic learning experiences and I am
surrounded by amazing teachers that
make my job easy. I enjoy collaborating
with them and building their capacity to
lead. We also have a very involved group
of parents that have supported me as I've
tried to implement new programs at the
school. I like having the latitude to take
risks as we search for ways to break down
the silos that often exist with stakeholders
when it comes to education. Our parents
and the Falls Church community are true
partners in our efforts to ensure that every
kid that walks into MEH receives the best
education imaginable. Everyone has
bought into my mantra that middle school
In what ways do you feel the EDLE pro-
gram helped you shape your leadership?
What aspects of your new position do
you enjoy the most?
Above: Ty Harris
What is the one thing you wished you
knew before entering administration?
Stephanie Baran
finished the EDLE
program in Spring
2013. She currently
holds the position of
Assistant Principal
at Horizon Elemen-
tary School in Ster-
ling, VA..
My absolute favorite part of my new posi-
tion is working with the teachers to help
troubleshoot and find creative ways to
help support student growth. For instance
I am finding that I am pulling out some of
my favorite go to strategies of teaching to
share and then get feedback from the
classroom teacher. It is nice to see my
vision of being an instructional leader in-
stead of a manager come to fruition.
It helped me be realistic on my strengths
and weaknesses. It helped support my love
for being a lifelong learner and being more
open minded in my thoughts and practices
in the education field.
The course materials that I have relied on
most so far are my law and teacher evalua-
tion/walk through documents. Being an
assistant principal requires that I deal with
many delicate and varied special education
cases. Learning all about the laws, policies,
and regulations pertaining to special educa-
tion has allowed me to be better prepared
in my dealings with students, parents, and
professionals. My teacher evaluation course
with Dr. Upperman has helped me pinpoint
the many approaches I have available to me
when evaluating teachers at different expe-
In what ways do you feel the EDLE pro-
gram helped you shape your leadership?
What aspects of your new position do
you enjoy the most?
Above: Stephanie
Baran
rience levels, in addition to helping me
provide constructive feedback.
I wish I would have known more about how
to work with a principal or under a princi-
pal. The EDLE program did a fabulous job
preparing me to run a school solo, but it
would have been beneficial to have more
guidance on how to handle being under an
established principal whose methods and
ideas do not always align with what I have
learned. I rely on Michael Fullan’s book
“Leading in a Culture of Change” which
was suggested by Dr. Woody in my very
first class in my cohort, for advice and
guidance. I try to approach my principal as
I would a veteran teacher, realizing that we
both have the same goals, but more back-
ground and preparation for this would
have been beneficial.
Which courses/assignments in particular
did you find most helpful and why?
What is the one thing you wished you
knew before entering administration?
Continued.. Page 5
EDLE 2016 Graduation Information
For candidates who plan to graduate in Spring 2016 with a Masters degree, the
late graduation application is available on Patriot Web. Commencement is sched-
uled for May 14, 2016. The deadline for Summer 2016 graduation applications is
June 28. Before applying to graduate, please make sure to complete a degree audit
through Degree Works to ensure all requirements have been met. If there is a prob-
lem with your graduation application, the Registrar’s Office will send a message to
your Mason email account. Be sure to check your Mason email regularly and if you
are notified of a problem, please address it promptly.
Congratulations to all our Spring and Summer graduates!
In mid-May, new cohort registration instructions will be available on MyMason. We encour-
age all our cohort students to review these instructions as soon as possible. As a reminder,
George Mason is offering a 15% tuition discount for Virginia educators not already receiv-
ing a cohort discount. The discount must be applied for each semester and will not be
given until you have registered for classes. For more information, please visit: http://
cehd.gmu.edu/tuition-discount-for-virginia-educators
EDLE Office Reminders
Kelly Durso finished
the EDLE program in
Fall 2015. She cur-
rently holds the posi-
tion of Assistant
Principal at Olde
Creek Elementary
School in Fairfax, VA..
As a comprehensive services site (CSS),
Olde Creek Elementary School gets to
work with students who have not been
successful in other educational environ-
ments. I love that we can provide the aca-
demic, behavioral, and emotional supports
that these students require to be success-
ful. I also love that since my school has
students from other schools from various
area of Fairfax County Public Schools, I get
to work with other leadership teams,
teachers, and families to help determine
the services that can best meet the needs
of students accessing special education
services.
The EDLE program taught me that there is
not one specific approach to leadership.
No two members of our cohort were the
same - we all brought different back-
grounds and perspectives to the program,
and our differences is what made us all
grow and develop. Through my interac-
tions with my professors and my class-
mates, I was able to observe and reflect
on different leadership styles. I know that
different leaders approach situations dif-
ferently, but I can be confident in the deci-
sions I make if I am able to act according
to what is best for the students.
Using Research to Lead School Improve-
ment taught me how to truly study the needs
of a school in order to determine what a
school can do to improve. I was able to de-
sign my school improvement plan to meet
the specific needs that I had identified in my
school. I also loved that many of the courses
in the EDLE program utilized case studies as
learning tools. It was incredibly helpful being
able to determine appropriate courses of
action in real-world scenarios.
When I accepted this position in the middle
of a school year, I knew it was going to be
great, but also challenging. I feel that the
EDLE program successfully prepared me to
take on this challenge. I am taking the time
to get to know the culture and climate of the
school, while still addressing the daily tasks
assigned to me. I wish I could have had
more hands-on experience using the com-
puter software that is necessary for school
administrators to utilize on a daily basis.
Above: Kelly Durso
What aspects of your new position do
you enjoy the most?
In what ways do you feel the EDLE pro-
gram helped you shape your leadership?
Which courses/assignments in particular
did you find most helpful and why?
What is the one thing you wished you
knew before entering administration?
The EDLE program is proud of the
valuable partnerships we have built
with our surrounding school districts
and the role we play in advancing the
leadership capacity of our partners.
For fall 2016, we have successfully
recruited two new cohorts. The Re-
gional North 15 and Prince William 22
will begin in September 2016. Infor-
mation regarding spring 2017 cohorts
will be posted in the fall newsletter
and on the EDLE website.
For more information on up-coming
cohorts contact Dr. Farnoosh
Shahrokhi at [email protected].
Cohort News
Above: Cherie Antonellis, Donna Martinez-
Vallejos, Farnoosh Shahrokhi, and Nafi
Hasan
CEHD Core Values
In the context of an enduring college-
level and university-level commit-
ment to teaching, research and ser-
vice, the College of Education and
Human Development also holds the
following core values:
Collaboration
Collaboration is an important human
activity that involves shared respon-
sibility in promoting healthy, pro-
ductive lives and educational success.
We commit ourselves to work toward
these goals in genuine partnerships
with individuals, families, communi-
ty agencies, schools, businesses,
foundations, and other groups at the
local, regional, national and interna-
tional levels.
Ethical Leadership
In all professions represented by the
college, leadership is an essential
component denoting ability and will-
ingness to help lead professional
practice to higher levels. We commit
ourselves to practice ethical leader-
ship through deliberate and system-
atic attention to the ethical principles
that guide all leaders in a moral soci-
ety.
Innovation
We have a history of creating dynamic,
innovative programs and we are dedi-
cated to continue creating innovative
approaches in all areas of our work.
We commit ourselves to seeking new
ways to advance knowledge, solve
problems, improve our professional
practice and expand on our successes.
Research-Based Practice
The best practice in any discipline is
based upon sound research and profes-
sional judgment. We commit ourselves
to basing our instruction, scholarship
and policy recommendations on well-
established principles that, wherever
possible, emerge from research and
reflection on its implications for pro-
fessional practice.
Social Justice
Social justice embodies essential prin-
ciples of equity and access to all oppor-
tunities in society, in accordance with
democratic principles and respect for
all persons and points of view. We
commit ourselves to promoting equity,
opportunity, and social justice through
the college's operations and its mis-
sions related to teaching, research, and
service.
George Mason University
EDLE Program Office
Thompson Hall Suite 1300
4400 University Drive, MSN 4C2
Fairfax, VA 22030
Phone: 703-993-3633
Fax: 703-993-3643
Dr. Anne-Marie Balzano
EDLE Academic Coordinator
Phone: 703-993-5699
Dr. Farnoosh Shahrokhi
EDLE Outreach Coordinator
Phone: 703-993-2009
EDLE Vision
The Education Leadership Program is
dedicated to improving the quality of
pre-K-12 education through teaching,
research and service. Candidates and
practicing administrators engage in
course work devoted to experiential
learning, professional growth
opportunities, and doctoral research
that informs practice. We educate
exceptional leaders who act with
integrity as they work to improve
schools.
E D U C A T I O N L E A D E R S HI P
P R O G R A M C ON T A C T
I N F O R M A TI O N