Faculty | Ph.D in Education Leadership Program | Education Leadership | Organization and LeadershipSkip to content Skip to main navigation
Program Director: Dr. Ellie Drago-Severson
Office Location: 206C Zankel
Office Hours: By appointment. Given your schedule and preference, I can meet in person, by phone, and via Skype.
Ellie Drago-Severson is Professor of Education Leadership and Adult Learning & Leadership at Teachers College, Columbia University. A developmental psychologist, Ellie teaches, conducts research, and consults to school and district leaders, teacher leaders and organizations on professional and personal growth and learning; leadership that supports principal, teacher, school, and leadership development; and coaching and mentoring in K–12 schools, university settings, organizations, and other contexts.
She is also an internationally certified developmental (Immunity to Change ITC) coach who works with principals, assistant principals and teacher leaders to build internal and organizational capacity and achieve goals. Her work is inspired by the idea that schools must be places where adults and children can grow, and she is dedicated to creating the conditions to achieve this and to helping leaders and educators of all kinds to do the same on behalf of supporting adults and youth. 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.
At Teachers College, Ellie is director of the PhD Program in Education Leadership, teaches aspiring and practicing principals in Columbia University’s Summer Principal Academy and aspiring superintendents in the Urban Educators Leaders Program, and also coaches principals, assistant principals and teacher leaders in the Cahn Fellows Program for Distinguished Leaders. She is also faculty lead for Leadership for School Change developmental Institutes, which are offered at Teachers College to support internal and organizational capacity building.
Ellie’s work explores the promise of practices that support adult development, leadership development, and capacity building, within schools and across systems. Ellie’s work has been recognized by and supported with awards from the Spencer Foundation, the Klingenstein Foundation, and Harvard Graduate School of Education where she served as Lecturer on Education for eight years. While serving on faculty at Harvard (1997—2005), Ellie was awarded the 2005 Morningstar Award for Excellence in Teaching and a teaching award for excellence at Harvard’s Extension school. More recently, Ellie received three outstanding teaching awards from Teachers College.
Ellie is author of the best-selling books Helping Teachers Learn: Principal Leadership for Adult Growth and Development (Corwin, 2004) and Leading Adult Learning: Supporting Adult Development in Our Schools (Corwin/The National Staff Development Council, 2009)—as well as Becoming Adult Learners: Principles and Practices for Effective Development (Teachers College Press, 2004) and Helping Educators Grow: Practices and Strategies for Supporting Leadership Development (Harvard Education Press, 2012). She is also a co-author of Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools (Corwin, 2013), Learning Designs: Reach the Highest Standard of Professional Learning (Corwin, 2014) and The Art of Feedback: Tell Me So I Can Hear You (Harvard Education Press, forthcoming 2016). Currently she is writing, A comprehensive model for individual, school and systemic change: The promise of a developmental approach. Learn more by visiting her faculty profile.
Alex J. Bowers is an Associate Professor of Education Leadership at Teachers College, Columbia University, where he works to help school leaders use the data that they already collect in schools in more effective ways to help direct the limited resources of schools and districts to specific student needs. His research focuses on the intersection of effective school and district leadership, data driven decision making, student grades and test scores, student persistence and dropouts. His work also considers the influence of school finance, facilities, and technology on student achievement. Dr. Bowers studies these domains through the application of Intensive Longitudinal Data analysis (ILD), such as data visualization analytics, multilevel and growth mixture modeling, and cluster analysis heatmap data dashboards.
He earned his Ph.D. in K12 Educational Administration from Michigan State University, and previous to teaching and education research, spent a decade as a cancer researcher in the biotechnology industry, with a M.S. in Biochemistry, Microbiology and Molecular Biology, and a B.S. in Biochemistry. Dr. Bowers is the recipient of multiple awards, including the 2012 American Educational Research Association's (AERA) Emerging Scholar Award for Division A (Administration, Organization and Leadership), and the 2012 University Council for Educational Administration (UCEA) Jack A. Culbertson Award for outstanding early faculty research. He was named an Outstanding Reviewer of the Year for the journals American Educational Research Journal (2009) and Educational Administration Quarterly (2012).
Dr. Bowers is a faculty advisor to the Harvard Strategic Data Project and currently serves on the editorial boards of the journals Educational Administration Quarterly and the Journal of Education Finance and is co-editor of volume 4 (2013) volume 5 (2014) and volume 6 (2015) of the Information Age Publishing book series International Research on School Leadership. In 2012-2013, he served as the 2013 AERA Division A annual meeting program chair and is currently the 2015-2017 co-chair of the AERA Districts in Research and Reform Special Interest Group. Learn more on the faculty website.
Mark Anthony Gooden is the Christian A. Johnson Endeavor Professor in Education Leadership and Director of the Endeavor Leadership Initiative in the Department of Organization and Leadership at Teachers College, Columbia University. Within that Department, he is also Program Director of Education Leadership. His research interests include the principalship, anti-racist leadership, urban educational leadership and legal issues in education. His research has appeared in a range of outlets including American Educational Research Journal, Educational Administration Quarterly, Teachers College Record, Review of Educational Research, Journal of School Leadership, Urban Education, Journal of Research on Leadership in Education, The Journal of Negro Education, Brigham Young University Education and Law Journal, Education and Urban Society, The Sage Handbook of African-American Education and The Principal's Legal Handbook and others. Dr. Gooden served two terms as a member of Executive Committee and is Immediate Past President of the University Council for Educational Administration (UCEA), a consortium of 100 higher education institutions committed to advancing the preparation and practice of educational leaders for the benefit of schools and children. Dr. Gooden has served on various committees for the American Educational Research Association (AERA) and is a member of the Educational Law Association (ELA).
Before entering higher education, Dr. Gooden served as a secondary mathematics teacher and department chairperson who facilitated professional development workshops for and with teachers and educational leaders in Columbus Public Schools. He has spent 16 years in higher education developing and teaching courses in leadership, equity, law, and research methods. During that time, he has also developed, designed, and facilitated professional development courses in diversity/inclusion, leadership, and law. Dr. Gooden co-developed with Ann O'Doherty a teaching module for UCEA that helps leaders better understand how examining their beliefs, attitudes, and racial awareness can improve their ability to support diverse learners. The module is entitled Building a Community of Trust Through Racial Awareness of Self and is available gratis. Dr. Gooden also serves as Associate Editor of Urban Education and he is on the boards of the Journal of Cases of Educational Leadership and the Journal of Research on Leadership in Education.
Dr. Gooden received his B.A. in Mathematics from Albany State University. He also earned his M.Ed. in Mathematics Education, a second M.A., and a PhD in Policy and Leadership, all from The Ohio State University. Dr. Gooden has been trained as a cognitive coach and an executive coach. He is also a registered provider of multiple instruments on leadership development and cultural awareness including The Intercultural Development Inventory® (IDI®), MBTI® Step II™ Interpretive (Leaders’) Report, and the Fundamental Interpersonal Relations Orientation–Behavior® (FIRO-B®) Assessment.
Dr. Gooden can be reached via email at firstname.lastname@example.org and/