Patricia Burns (Pat) is a founder of San Miguel Academy, an independent, middle school for underserved boys in Newburgh, NY. She researched and authored the feasibility study, which ushered in the school's start-up in 2006. Pat has been a member of the Board of Trustees since inception and played a pivotal role in the school's advancement, financial planning, curriculum development and strategic partnerships. Pat held numerous positions at the school and served on both the Executive and Finance Committees of the Board of Trustees. She is currently serving on the Education Committee. Prior to starting San Miguel Academy, Pat taught high school mathematics at the Harvey School. With an MBA from NYU's Stern School of Business, Pat worked in banking and the financial services sector for more than a decade. She decided to combine her business experience with her educational interests by pursuing a master’s degree in Mathematics Education from Teachers College. Most recently, Pat obtained a M.Ed. in Independent School Leadership from the Klingenstein Program at Teachers College. She currently advises clients on all aspects of school start-ups, including creation of business plans, financial analysis, securing investors, and human resource allocation.
Courses: School Finance: Resource Allocation for Nonprofits (ORLA 4876)
Michel de Konkoly Thege joined LREI – Little Red School House & Elisabeth Irwin High School, a pre-K through 12th grade independent school in lower Manhattan, in November 2002 first as its Director of Finance and Operations and later as assistant head of school. Prior to joining LREI, Michel worked in a variety of legal and business positions at Shearman & Sterling, Rabobank Nederland and The Bond Market Association, principally in the areas of corporate finance and risk management. In addition, Michel was on the board of trustees and finance committee of LREI before he joined LREI. He currently teaches English and history in LREI’s high school. Michel has also served on a number of accreditation visiting committees for the New York State Association of Independent Schools, as well as on NYSAIS’s Business Affairs Council and its Healthcare Consortium Advisory Committee.
Michel has previously served on the boards of the Poetry Project at St. Mark’s Church in the East Village and the Children for Children Foundation, now part of the Points of Light organization, and currently serves on the board of the Cornelia Connelly Center, an all-girls Catholic middle school in the East Village. He graduated with a B.A. in 1974 from Wesleyan University and with a J.D. in 1978 from the University of Pennsylvania Law School. He recently completed a master’s degree at Wesleyan.
Courses: School Finance: Resource Allocation for Nonprofits (ORLA 4876)
Nicole L.B. Furlonge, Professor of Practice and Director of the Klingenstein Center, earned her Ph.D. in English from the University of Pennsylvania. She earned her M.A. from the University of Michigan and B.A. from the University of Pennsylvania. Prior to joining Teachers College, Dr. Furlonge served as Director of Teaching and Learning at the Holderness School, where she facilitated professional learning for faculty and developed LEARNS (Listening, Engaging, Asking, Reflecting, Networking, Sharing), a framework for formative professional learning and inquiry. She has taught English and served as English Department Chair and Director of Diversity at several independent schools, including St. Andrew's School (Delaware), The Lawrenceville School, and Princeton Day School. Dr. Furlonge is the author of Race Sounds: The Art of Listening in African American Literature, published by University of Iowa Press. Her book demonstrates listening as an interpretive, creative, and civic act that leads to deeper engagement with identity and racial difference. Currently, Dr. Furlonge’s research examines the intersections between listening, cognitive neuroscience, cultural competency, school leadership and adult learning. Ultimately, she is interested in investigating ways to cultivate the habits of a listening mind.
Courses: Private School Leadership (ORLA 4071), Practicum (ORLA 5362), Leadership Behavior in Private Schools (ORLA 5587), Equity, Inclusion and Strategic School Leadership (ORLA 5199)
Kenneth E. Graves
has served in public and Independent schools for the past decade as an award-winning English teacher, professional developer, educational technologist, and school leader. Dr. Graves currently serves as the Upper School (9-12) Ethics & Technology Coordinator at the Ethical Culture Fieldston School in the Bronx, NY, where leads the academic technology program at the Upper School, serves as a Form advisor, and teaches in the Ethics department. Kenny's research leverages cutting-edge quantitative methodologies to investigate the intersection of technology, school leadership, and social justice with large-scale data. His teaching and research interests also consider issues in leadership for computer science education, data-driven/evidence-based leadership practices, equity, ethics, and social issues in technology leadership in public and private schools, and critical quantitative methods. He has won several awards for his research, including the TC Walter Sindlinger Award and a 2016-2017 AERA Dissertation Grant Award. Dr. Graves was named as a University Council of Educational Administration (UCEA) Clark Scholar in 2018. Kenny has also served as a consultant to several educational non-profits, including CSNYC, The Data Science Institute at Columbia, The Center for Technology and School Change, Code/Interactive, Math for America, and IEEE's Society for the Social Implications of Technology. Kenny earned his Ph.D. In Education Leadership from Columbia University in the City of New York. He also holds a M.Phil. in Education Leadership from Columbia University, a M.A. in Instructional Technology and Media from Teachers College, Columbia University, and graduated magna cum laude from the University of Richmond with a B.A. in English, Secondary Education, and Latin American/Iberian Studies.
Michelle Greenberg-Kobrin is dean of students and lecturer-in-law at Columbia Law School, where she teaches in the areas of leadership, negotiation, conflict resolution and deal making. In her role as dean of students at Columbia Law School, Dean Greenberg-Kobrin oversees the student services office, which is responsible for student life and events, academic counseling, judicial clerkships, student journals, student organizations and other student-related matters. Prior to her appointment at Columbia, Dean Greenberg-Kobrin was an attorney in the corporate and securities and financial institutions groups at Arnold & Porter, where her practice included representation of both public and private corporations, funds and financial institutions. Her work encompasses mergers and acquisitions, initial public offerings, regulatory concerns and compliance issues. She received both her B.A. and J.D. from Columbia University. She serves on a number of not-for-profit boards and provides pro bono representation to a number of non-profits in the areas of immigration, micro-lending, divorce mediation and corporate governance. She lives in Riverdale, New York with her husband and their four children. Jay P. Heubert
Courses: Negotiation (ORLA 6020)
is professor of law and education at Teachers College, Columbia University, and adjunct professor of law at Columbia Law School. He teaches courses on legal and policy issues in education. His research focuses on civil-rights issues in K-12 education, including testing and accountability. He is also faculty chair of the School Law Institute, a professional-education program held at Columbia each summer. He received his J.D. cum laude from Harvard Law School, and his Ed.D. from the Harvard Graduate School of Education. Since 1998 he has taught education students and law students at Teachers College and Columbia Law School, and from 1985-1998 he did likewise at Harvard’s education and law schools. He has received teaching awards at both universities. He has also served as chief counsel to the Pennsylvania Dept. of Education, a trial attorney in the Civil Rights Division of the U.S. Department of Justice, a specialist on desegregation and gender equity in the School District of Philadelphia, and a high-school English teacher in rural North Carolina.
In 1997-1998, he directed a Congressionally-mandated study of high-stakes testing for the National Academy of Sciences. From 2000-2002, he was a Carnegie Scholar, conducting research on how promotion testing and graduation testing affect student learning and life chances, particularly for students of color, English-language learners and students with disabilities. In June 2001, he received the Harvard Graduate School of Education’s Alumni Award for Outstanding Contribution to Education. Courses: Law and Education (EDPA 4086)
Sonya Douglass Horsford
is 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 studies the history and politics of race, inequality, and leadership in U.S. education. She is the author of Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration
, which was recognized with a Critics Choice Book Award from the American Educational Studies Association. Her current research focuses on how school and community learders fulfill the promise of equality of educational opportunity for neglected and oppressed people. Sonya is an active member of the American Educational Research Association (AERA) and University Council for Educational Administration (UCEA). She is the recipient of the 2014 Whitney M. Young Commitment to Education Equality Award. Courses: Leadership and Social Justice (ORLA 4198)
Megan Laverty is associate professor of philosophy and education at Teachers College, Columbia University. Before joining Teachers College in 2005 she was assistant professor in the Educational Foundations Department at Montclair State University. She received her master of arts in philosophy from the University of Melbourne and her Ph.D. in philosophy from the University of New South Wales. As a philosopher of education, Professor Laverty’s research interest is moral philosophy with a focus on language, communication and concepts. She has published widely in these areas with articles forthcoming in Studies in Philosophy and Education, Educational Philosophy and Theory, and Educational Theory.
Courses: Ethics and Education (A&HF 4192)
Kevin Mattingly has been a science teacher, administrator, and coach for 35 years in day and boarding schools. Before becoming the current director of the co-curriculum at Riverdale School (NYC), he was dean of faculty and then director of teaching, learning & educational partnerships at the Lawrenceville School (NJ). Over the years he has helped start a school (Mountain School in VT), been a consultant to several systemic school reform initiatives and worked with over forty schools on curriculum design, teaching strategies, assessment, and professional learning programs. He has been involved with a variety of summer academic programs for students including the New Jersey Scholars, Vermont Governor's Institute on Science and Technology, Hotchkiss Summer Portals and a number of summer enrichment programs for public school students from New York City, Philadelphia and Trenton. Dr. Mattingly also has a background in experiential education and has led students and faculty on trips around the world. He was a lead teacher in the Klingenstein Center's (Columbia University) Summer Institute for 17 years and has taught in their year-long and summer master’s leadership programs for the past 15 years. For the Center he was the primary content author of the edX MOOC, The Science of Learning--What Every Teacher Should Know, and has most recently worked with schools in China, Vietnam, Tanzania, and India incorporating best practice instructional and assessment strategies based on cognitive science research. He holds a Ph.D. in ecology and a B.A. in biological sciences from Indiana University.
Courses: Program Leadership (ORLA 5052), The Practical Implications of Learning Theory for Leadership in Schools (ORLA 4199)
Eliza McLaren is the director of marketing and communications and the founding director of the Institute for Innovative Teaching and Learning at Rye Country Day School, a Pre-K through Grade 12 independent school in Westchester, New York. In her years at RCDS and previously at Roland Park Country School in Baltimore, Maryland, she has launched and led several school-wide strategic initiatives, taught history at the middle and high school levels, and coached field hockey, rock climbing, and softball. She has held a variety of responsibilities relating to admissions, diversity and inclusion, accreditation, faculty and student leadership development, professional development, curricular scope and sequence, faculty recruitment/onboarding/retention, and capital and annual fundraising. Eliza currently teaches an elective entitled Global Issues and Social Entrepreneurship in the RCDS upper school. Eliza serves on the board of directors for the Maryland Book Bank and holds a B.A. in history from Barnard College, an M.A. in teaching social studies from Teachers College, and an M.Ed. in independent school leadership from the Klingenstein Center. She lives in Rye, New York with her husband and two children.
Courses: Strategic Marketing for Academic Institutions (ORLA 4874)
Reshan Richards is Adjunct Assistant Professor in the Math, Science, and Technology department at Teachers College, Columbia University and Associate at Columbia University’s School of Professional Studies. He is also CEO & Chief Learning Officer at Explain Everything, which he co-founded and the co-author of Blending Leadership: Six Simple Beliefs for Leading Online and Off. Reshan has an Ed.D. in Instructional Technology and Media from Teachers College, Columbia University, an Ed.M in Learning and Teaching from Harvard University, and a B.A. in Music from Columbia University. In addition to advising several startup companies, he serves on the board for Montclair Kimberley Academy in New Jersey and the ISTE Program Committee, and he previously served on the Apple Distinguished Educators Advisory Board.
Courses: Issues in Educational Technology and Leadership (MSTU 5198)
Rebecca Stilwell is an Organizational Psychologist who independently consults with schools, districts, and other for- and non-profit organizations. Her work ranges from managing change, developing school culture, professional collaboration, leadership development, strategic planning, curriculum design as well as research and evaluation. She is dedicated to working collaboratively with stakeholders in organizations to co-create and implement comprehensive change plans for organizational development. Prior to becoming an Organizational Psychologist, Rebecca taught in public, private, and international schools. Her current research focuses on leader behaviors that support effective change and approaches to change in education. Rebecca earned her Ph.D and M.A. in Social-Organizational Psychology at Teachers College, Columbia University and her B.A. in Psychology at the University of California, Los Angeles.
Courses: Research (ORL 5521)