Dr. Kris Melloy has been an educational professional for 46 years. Dr. Melloy has served the profession as a classroom teacher, school administrator, university professor, and student success coach.
Publication: Melloy, K. J., Cieminski, A., & Sundeen, T. (2021). Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools. Journal of Research on Leadership Education.
Summary: Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have a background in special education, and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills in leading inclusive schools. The study's results contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.
Publication: Melloy, K. J., Cieminski, A., & Sundeen, T. (2021). Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools. Journal of Research on Leadership Education.
Summary: Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have a background in special education, and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills in leading inclusive schools. The study's results contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.
Dr. Phillip Caldwell II
As a son and citizen of Detroit, my mission is to partner with key stakeholders to develop and implement practices, policies and procedures that accelerate equitable access to educational opportunities and achievement for all students. This commitment has led me to answer the call to apply my technical skills, experiential knowledge, and leadership acumen toward reestablishing the academic health and fiscal solvency of our schools. I hold the rank of Assistant Professor in the Department of Leadership & Counseling within the College of Education at Eastern Michigan University. I am also Co-Coordinator for our Educational Leadership program. Over the past two year, I was awarded both the John W. Porter Distinguished Chair in Urban Education & Michael G. Morris Endowed Chair for Outstanding Faculty Members.
Publication: Caldwell II, P., Richardson, J. T., Smart, R. E., & Polega, M. (2022). The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy. Journal of Education Human Resources, 40(4), 524-563.
Summary: This research investigates Michigan’s system for funding public schools, particularly for Black students, via critical race theory, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. Through its continued reliance on local property taxation, the school finance system in Michigan is just another example of how laws and policies reinforce structural racism and discrimination against Black students. This study can discern a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.
Follow on LinkedIn: linkedin.com/in/phillip-caldwell-ii-9a82591a3
As a son and citizen of Detroit, my mission is to partner with key stakeholders to develop and implement practices, policies and procedures that accelerate equitable access to educational opportunities and achievement for all students. This commitment has led me to answer the call to apply my technical skills, experiential knowledge, and leadership acumen toward reestablishing the academic health and fiscal solvency of our schools. I hold the rank of Assistant Professor in the Department of Leadership & Counseling within the College of Education at Eastern Michigan University. I am also Co-Coordinator for our Educational Leadership program. Over the past two year, I was awarded both the John W. Porter Distinguished Chair in Urban Education & Michael G. Morris Endowed Chair for Outstanding Faculty Members.
Publication: Caldwell II, P., Richardson, J. T., Smart, R. E., & Polega, M. (2022). The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy. Journal of Education Human Resources, 40(4), 524-563.
Summary: This research investigates Michigan’s system for funding public schools, particularly for Black students, via critical race theory, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. Through its continued reliance on local property taxation, the school finance system in Michigan is just another example of how laws and policies reinforce structural racism and discrimination against Black students. This study can discern a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.
Follow on LinkedIn: linkedin.com/in/phillip-caldwell-ii-9a82591a3