Current Educational Leadership ED.D. Students

chenelle boatswain

Year of Entry: 2017
Faculty Advisor: Jon Supovitz
Educational Background: Boston College, BA Psychology, Education Minor; Harvard Graduate School of Education , EdM Risk & Prevention
Research Interests: 5-12 School Design, K-12 School Leadership
Professional Goals: Design and operate a school that integrates promising practices of behavioral health care with those of high performing schools

Jordan d'olier

Year of Entry: 2015
Faculty Advisor: Jon Supovitz
Educational Background: B.A., Claremont McKenna College, Econ-Accounting & Psychology; M.Ed., University of Hawaii at Mānoa, Education & Teaching
Research Interests: District reform, leadership training, capacity building
Professional Goals: To ensure students of Hawaii have access to the best educational system in the Nation.


Year of Entry: 2014
Faculty Advisor: Rand Quinn
Educational Background: B.A., Harvard University, Middle Eastern Studies; M.S.Ed., University of Pennsylvania, Urban Education
Research Interests: I am interested in Career and Technical Education (CTE). Particularly, I am studying how CTE influences students (both college bound and professionally bound students), teachers, and communities. Furthermore, having taught at a high school in North Philly for the last eight years, I enjoy thinking about language arts, social studies, teacher development, and community service.
Professional Goals: Although I am completing my principal certification, my heart belongs in the classroom. I hope to find more ways for teachers to serve as school leaders.

Sarah Gudenkauf

Year of Entry: 2017
Faculty Advisor: Jon Supovitz
Educational Background: Bucknell University, B.S., Animal Behavior; Lamar University M.Ed., Education Leadership
Research Interests: I am interested in the systems, structures, and leadership skills that lead to the successful implementation of acadmic programs, curriculums, and instructional practices in K-12 school systems.
Professional Goals: After completing my degree, I hope to use my new knowledge and research about successful frameworks to support schools and school systems in implementing academic programs through school leadership or system level leadership supporting and working alongside other leaders.


Year of Entry: 2015
Faculty Advisor: Jon Supovitz
Educational Background: B.A., Washington University in St. Louis, Urban Studies and Education Studies; M.Ed., Boston University, Curriculum & Teaching
Research Interests: My primary research interests are topics related to public school district leadership: district support of chronically low-performing schools, central office organization (specifically principal supervision), and district leadership pipelines.
Professional Goals: I hope to work for a public school district in a central office role related to academics, innovation or strategy.

Serrano Legrand

Year of Entry: 2016
Faculty Advisor: Rand Quinn
Educational Background: Northeastern University, Bachelor of Science in Business Administration, Finance and Social Entrepreneurship 
Research Interests: I am interested in researching existing school models that fully integrate the community into both its organizational culture and operational strategy. In addition, I am fascinated by the role innovation can play in schools and school systems and the impact it has on both student achievement and teacher satisfaction. 
Professional Goals: My goal is to be an educational entrepreneur. I want to either run or be a part of a private organization that works to build public education.

Richard liuzzi

Year of Entry: 2015
Faculty Advisor: Rand Quinn
Educational Background: B.A. University of Pennsylvania, Cultural Anthropology and Political Science; Ed.M. Harvard Graduate School of Education, Technology, Innovation, and Education


Year of Entry: 2015
Faculty Advisor: Rand Quinn
Educational Background: B.A. with honors, Georgetown University, Government; M.Ed., American University, Educational Policy and Leadership
Research Interests: I am interested in researching how central offices, as important agents of change, adapt organizationally to evolving teacher preparation and teacher quality needs in their unique districts. What central office feedback mechanisms are in place and how do leaders use this data to adjust their own policy design and implementation? How best can districts coordinate with teacher preparation programs, both traditional and alternative? What professional development structures or staffing models improve teacher retention? 
Professional Goals: My general goal is to reform central office operations and policy making in lower performing urban school districts. Whether that means I'll stay in Philadelphia, return to D.C. or go somewhere completely new, is up in the air!