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New York Faculty
Craig Adamson, Ph.D., Provost and Associate Professor, is a veteran restorative practitioner with more than 20 years of experience delivering counseling and educational services to delinquent, dependent and at-risk youth. As President of the IIRP model programs, Community Service Foundation and Buxmont Academy, where he has worked since 1995, Dr. Adamson has developed and implements innovative approaches that utilize restorative practices. These approaches include community-based alternative-to-placement programs for delinquent youth, restorative practices academic environments that reconnect and re-engage learners and drug and alcohol programs that support successful futures.
John W. Bailie, Ph.D., is President of the International Institute for Restorative Practices (IIRP). Dr. Bailie is a frequent presenter at national and international conferences on education reform and civil society development. He has initiated major research projects on restorative practices in schools and frequently publishes on the application of restorative practices in leadership, social innovation, adult learning and education reform.
Alex J. Bowers
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, organization and HR, 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), data science, and “Big Data” analytics, 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 being the first person to win both the AERA Emerging Scholar Award for Division A (Administration, Organization and Leadership), and the UCEA Jack A. Culbertson Award for outstanding early faculty research, both in 2012. He was named an Outstanding Reviewer of the Year for the journals American Educational Research Journal(2009) and Educational Administration Quarterly (2012 & 2016). 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 theJournal 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. He has served as Principal or co-Principal Investigator on over $1.5 million in externally funded research grant projects. 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.
Kevin P. Brady is currently an associate professor in the Department of Leadership, Policy and Adult and Higher Education at North Carolina State University in Raleigh, North Carolina. Previously, he was an assistant professor in the Department of Educational and Community Programs at the City University of New York–Queens College. His current research interests include student and teacher free speech and expression, legal issues involving student discipline, special education law, school finance, blended learning distance education course development, and educational technology issues involving today’s school leaders. Brady’s peer-reviewed scholarship appears in a wide array of leading educational law, policy, and technology journals, including the Brigham Young University Education and Law Journal, Children’s Legal Rights Journal, Distance Education, Education and the Law, Education and Urban Society, Journal of Education Finance, Journal of Interactive Online Learning, Journal of Online Learning and Teaching, Journal of School Leadership, International Journal of Educational Reform, NASSP Bulletin, Review of Research in Education, and West’s Education Law Reporter.
Sling De La Cruz
Sling C. De La Cruz has worked with Special Education and Bilingual students and trained her colleagues through professional development sessions in differentiated instruction, the Common Core Standards, and using the Special Education Student Information System as well as SMART Board Technology. Sling received special recognition for fostering a developmentally responsive classroom and aligning curriculum to the Common Core Standards. She also serves on her school’s Quality Review Panel. Ultimately, Sling hopes to lead a school where each child is given an equal opportunity to attain a diverse, adaptive, creative, rigorous, and multi-faceted education regardless of their background, abilities or socioeconomic status
Sonya Douglas Horsford
Sonya Douglass Horsford is an Associate Professor of Education Leadership and Senior Research Associate at the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University, where she examines the history and politics of race, inequality, and leadership in U.S. education.
Horsford's research on Black school superintendents and school desegregation remain foundational to her scholarship, which is concerned primarily with how school and community leaders fulfill the promise of equality of educational opportunity for neglected and oppressed peoples. These themes are central to Horsford's book, Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration, and current projects examining the paradox of race and social justice leadership discourses in education research, practice, and policy.
Horsford is an active member of Divisions A and L of the American Educational Research Association (AERA) and University Council for Educational Administration (UCEA).
Dr. Ellie Drago-Severson is an Associate Professor of Education leadership and Adult Learning & Leadership. Her Ed.M. and Ed.D. are from Harvard, where she taught from 1997 - 2005. As a teacher and qualitative researcher, she is passionate about school leadership for adult development, supporting principals, teachers and other school leaders in their professional and personal growth and learning, and transformational learning across the life span. Drago-Severson's work centers on bridging research and practice. 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 the author of three recent books: Leading Adult Learning: Supporting Adult Development in Our Schools (Corwin/Sage pub, 2009), 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 Book of the Year for 2004 by the National Staff Development Council. And, NSDC selected Leading Adult Learning as their book for the Fall 2009. Ellie is currently writing, Creating Spaces that Nurture Leadership Development, which will be published by the Harvard Education Press in 2011, and Leading and Learning Together (Corwin/Sage Press, 2011). Her recent books, teaching and research explore the value of practices that support the process of adult development. 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) with Robert Kegan 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 and does serve 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 domestically and internationally.
Terri N. Watson is an Assistant Professor in the Department of Leadership and Special Education at The City College of New York. A Harlem native, her research examines the practices of urban school leaders and the impact of school reform initiatives on children and communities of color. Dr. Watson is currently engaged in a grant-funded longitudinal study of the leadership practices in a large predominately Black and Latino high school. Through this research-practice partnership, she works closely with the school’s leadership team to strengthen parent engagement and school-community relations in ways that support student success. Her scholarship may be found in the following journals and books: The Journal of Negro Education, the Journal of Cases in Educational Leadership, The School Community Journal, Leadership and Policy in Schools, the Journal of Ethical Educational Leadership, and in the books, Confronting Racism in Higher Education: Problems and Possibilities for Fighting Ignorance, Bigotry and Isolation (Information Age Publishing), Bridging the Theory-Practice Divide: Pedagogical Enactment for Socially Just Education (Backalong Books), and Racially and Ethnically Diverse Women Leading Education: A World View (Emerald Publishing).