CPED May Show & Tell Tuesday

Extreme Makeover: CPED Edition

Date: Tuesday, May 16, 2023

Time: 1:00 - 2:00 PM ET 

In our first two years as CPED members, we at Hunter College, we went through a major overhaul (extreme makeover) of our EdD in Instructional Leadership. Involving faculty members from three different departments in the School of Education, we attempted to better align our program to CPED design principles, borrowing programatic aspects that we learned about at CPED convenings. In this session we will share our makeover process, highlight successes from the implementation of our revised program, and share lessons learned over the past four years with our new and improved program.

Presenters:
Marshall A. George

Dr. Marshall A. George holds an endowed chair, the Olshan Professor of Clinical Practice, at Hunter College-City University of New York. He is the Program Director of the EdD program in Instructional Leadership at Hunter. He has been in a higher education faculty member in teacher education for twenty-six years. Prior to that he taught language arts in grades 7-12 for ten years. Marshall has a great deal of experience working with elementary, middle, and high schools in the New York City region in the area of literacy professional development. Marshall is the past chair of the Conference on English Education and also served on the Executive Committee of the National Council of Teachers of English, where is a very active member and leader. His scholarship focuses on literature for adolescents and professional development for teachers and he has more than 40 publications in academic journals, books, and educational blogs.

Jennifer F. Samson

Jennifer F. Samson, is Associate Professor of Special Education and faculty in the EdD program at Hunter College School of Education. Dr. Samson is focused on teacher quality with a specific interest in the literacy outcomes of English language learners and students with disabilities. The main question that motivates her work is “How can teachers be more effective when working with students who are culturally, linguistically, and ability diverse?” Her scholarship has included analyses of national datasets to better understand language minority students and their teachers, particularly as it relates to special education and literacy outcomes. Findings from Dr. Samson’s work have implications for both policy and practice and have been featured in the Journal of Learning Disabilities, Reading and Writing, Teachers College Record, and Teaching Exceptional Children.

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