Lily Woo has served as the principal of PS 130 Manhattan, District 2 for over 24 years. As principal, she helped transform the school from a Title I School in Need of Improvement (SINI) into a recognized NYC, NYS and US Department of Education Title I Distinguished School.
Lily has served in many roles in the NYC public school system throughout her career; she has worked as an ESL teacher, an ESL staff developer, and then later as a director for a demonstration project for the Division of High Schools. In 1981, she joined the NYS Education Department as an associate, working in the field of ESL and bilingual education. She returned to the NYC public school system in 1990 as Principal of PS 130 from where she retired in August 2014.
Lily received the NYC and NYS Departments of Education’s Title I Distinguished Educator Award in 2002 and was one of the 16 principals to be selected for the first cohort of the Cahn Fellows Program in 2003. In 2004, she was selected by the World Olympics Committee as an “Everyday Hero” and ran part of the New York City leg of the Summer Olympics torch relay that year. In 2010, she received the “Principal of the Year” Blackboard Award for her work at her school and for her service to the community. Over the years, she had served on many Chancellor’s Advisory Committees, as a mentor principal for the NYC Leadership Academy and as an adjunct instructor at Baruch College’s Aspiring Leaders Program. She currently serves as an adjunct instructor at Bank Street College’s Principals Institute.
Lisa A. Sahulka joins the Cahn Fellows after a role as Chief Operating Officer at The Southern Poverty Law Center. Ms. Sahulka served as Chief Financial Officer for the Juvenile Welfare Board (JWB) of Pinellas County, Fla. She provides educators with free resources that teach schoolchildren to reject hate, embrace diversity and respect differences. She is a career-long proponent of administrative effectiveness in mission-driven enterprises. During more than 15 with JWB, she developed infrastructure and processes supporting some 60 external programs serving thousands of children each year. Prior to moving to Florida, she served positions with CARE, Covenant House, and the Jacob Riis Settlement House. She also served as an adjunct professor at Eckerd College in St. Petersburg, and served abroad at Casa Alianza in Antigua, Guatemala, and the International English Schools in London.
Veronica has provided administrative and programmatic support to all OSCP initiatives since September 2014. Previously, she served as a college assistant in the Baruch College Department of Law. Veronica is a graduate of the Zicklin School of Business at Baruch College, CUNY, where she earned a Bachelor of Business Administration degree in Organizational Psychology. Veronica is passionate about statistics and is taking courses to learn more about quantitative analysis.
Professor of Education, Teachers College, Columbia University
Eleanor Drago-Severson is Professor of Education in the Organization and Leadership Department of Teachers College, Columbia University . Her research and teaching passions include school leadership, qualitative research methods, and supporting adult development in K-12 schools, ABE/ESOL programs and higher education contexts. Ellie is author of two recent books: Becoming Adult Learners: Principles And Practices For Effective Development (Teachers College Press, 2004) and Helping Teachers Learn: Principal Leadership For Adult Growth And Development (Corwin Press, 2004). Helping Teachers Learn was awarded the Outstanding Staff Development Book of the Year for 2004 by the National Staff Development Council.
A developmental psychologist, Dr. Drago-Severson's work is inspired by the idea that schools must be places where adults as well as children can grow. She served as lead researcher on the Adult Development Team of the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University and consults to schools and educational leaders on matters of principal and teachers' professional development, and leadership that supports adult development and learning. Ellie has served as teacher, program designer, program director, consultant, and professional developer in a variety of educational contexts including higher education, Adult Education Community Centers, and K-12 schools in Florida , New York and Massachusetts .
Terrence E. Maltbia
Senior Lecturer, Organization and Leadership, Director, Columbia Coaching Certification Program, Teachers College, Columbia University
Dr. Terrence E. Maltbia is a seasoned professional with over 20 years of diverse experience as an external and internal organizational effectiveness consultant, thought leader and educator. Dr. Maltbia came to Teachers College after two years of running his own consulting practice, Organizational Effectiveness Consulting and Training (Ofx), where he provided research-based solutions to clients in the area of strategy formulation, organization and leadership development, executive coaching, and workplace diversity.
Terry enjoyed a successful career with Westvaco Corporation (now MeadWestvaco), where he held many posts including Transition Consultant during the merger with Mead Corporation, Vice President Organizational Effectiveness Center of Excellence, Director Corporate Development and Training, Special Assistant to the Executive Vice President, Group Manager Marketing Personnel Development, Sales Training Manager, Manager College Relations and Corporate Employment, Sales Managers, and Sales Representative. He also spent two years as a Senior Consultant for Rath and Strong, a process improvement firm based in Boston.
Associate Professor, Sociology & Education Policy, Teachers College, Columbia University
Dr. Carolyn Riehl's research reflects a broad concern for how schools can be organized and administered so that they are lively, humane, equitable, and productive settings for learning and accomplishment for both teachers and students, especially students who traditionally have been poorly served by schooling.
She situates her scholarship at the juncture between sociology of education and organizational and administrative studies, the fields in which she pursued graduate training. The sociological perspective addresses the dynamic interrelationships among individuals, social groups, organizations and institutions, and wider sociocultural contexts, with particular regard to issues of equity. The administrative/organizational perspective covers technical, interpretive, and critical approaches to the design and administration of school programs and structures and the intricacies of culture and meaning in schooling. These fields are complementary in their attention to educational practice and to the cultural and institutional foundations of that practice. They converge in questions about how to organize and administer schools. Yet their concerns, while overlapping, are not identical.
Sociological approaches to schooling explore the role of schools within society and their effects on individuals and groups, but almost never frame administration as an important aspect of the social order of the school. Administrative approaches focus on leadership and administrative practice, organizational dynamics, and the process of change, but rarely look at school organization and administration through wider interpretive perspectives on human action or social structure.
Her work tries to build bridges across these disciplines and to generate unifying approaches to the problems of knowledge and practice that they raise. Dr. Riehl's scholarship reflects different epistemological traditions, ranging from "soft positivism" to interpretive and critical studies; she finds something of value in each tradition. She utilizes both qualitative and quantitative methods in her empirical work. Her research has clustered around three general themes: studies of school organization; studies of the practice of school administration and leadership; and scholarship on research. An additional theme focusing on issues of diversity and equity stretches across all three clusters. She can be reached via email at email@example.com, or by telephone at 212-678-3728.