Learn from Top Tier Educators and Researchers
The University of Delaware’s online M.Ed. in Teacher Leadership in the School of Education was developed by a full-time faculty of experts in research and practitioners in the field of education. They come to us with rich, diverse backgrounds and deep knowledge of the emerging field of teacher leadership.
When Dr. Farley-Ripple thinks about teacher leadership, the word that comes to mind is “empowerment.” She earned her degree in 2008 in Education Policy from the University of Pennsylvania and pursues research focused on the use of evidence in decision-making at the classroom, school, district, and state levels. Through these experiences, Dr. Farley-Ripple has come to believe that teachers can and should have a voice beyond their own classrooms and that teachers’ knowledge and experiences are critical in designing policies that impact student learning. She translates this belief into her two teacher leadership courses with the goal of helping teachers develop skills and knowledge that empower them to have an even greater impact on their schools, districts, and communities.
Along with fellow UD researcher Henry May, Dr. Farley-Ripple was awarded a $5 million grant by the Institute of Education Science and the National Center for Education research to establish a Center for Research Use in Education (CRUE) at the University of Delaware. She and her colleagues will be studying the connections and gaps between education research and school practices.
Dr. Farley-Ripple is currently co-leading the IES-funded Center for Research Use in Education and a Spencer-funded project examining teachers’ use of data for instructional decision-making. She has published research in respected journals such as Educational Researcher, Educational Policy, the American Journal of Education, Educational Management, Administration, and Leadership, and Urban Education. She is also an active member of the policy and practice communities through research partnerships with districts and community organizations, coordinating and advising in education leadership programs, working with the Delaware Department of Education around assessment and data use, and participating in Delaware’s cohesive leadership system for statewide leadership preparation reform.
Dr. Rachel Karchmer-Klein began her career in education as an elementary classroom teacher in upstate NY. She pursued her interest in reading and writing by first earning her reading specialist certification and then her Ph.D. in Reading Education at Syracuse University. Dr. Karchmer-Klein started her university career at Virginia Commonwealth University in Richmond, before joining the University of Delaware where her research focuses on the relationships between Internet technologies and literacy, particularly the practical implications of technology use in K-12 education. Her work has been published in practitioner and research journals and she presents at state and national conferences. She serves on editorial review boards for several literacy journals, the Publications Committee for the Literacy Research Association, and is a member of the Board of Directors of the International Literacy Association. Dr. Karchmer-Klein serves as the coordinator of the master’s in teacher leadership program and is an instructor for two courses.
Dr. Karchmer-Klein received the 2016 Technology in Reading Research Award from the International Literacy Association’s (ILA) Technology in Literacy Education Special Interest Group (TILE-SIG). This award is given to reading researchers who have made significant contributions to research on classroom literacy instruction and technology integration. She was also presented with the 2016 Distinguished Faculty Award, given by the UD School of Education to recognize outstanding achievement in research, teaching and/or service.
Dr. Bill Lewis has been a classroom teacher since 1986. He began his career teaching English language arts in Pennsylvania public schools and now teaches undergraduate and graduate courses in literacy education, writing and young adult literature at the University of Delaware, where he received his Ph.D. in 2007. His passion is working with teachers on literacy related professional development initiatives in content-area classrooms, and helping all teachers build connected reading and writing opportunities into their instruction. Dr. Lewis strives to develop effective teacher leaders who can design, implement and support curriculum that encourages independent readers and thinkers, while meeting the demands of our new standards.
Dr. Lewis was awarded an instructional improvement grant to promote teaching and learning that advances the University of Delaware’s teaching mission, and give greater visibility to innovation in higher education. He was also awarded a School of Education Distinguished Faculty Award as well as the Venezky Award for Creative Research in Literacy.
Dr. Elizabeth Soslau fell in love with teaching and teacher leadership when she served as a middle school teacher and a school-based teacher leader in the Philadelphia public school district. She earned her Ph.D. from the University of Delaware and her research focuses on teacher education, experiential learning, and adaptive teaching expertise. Currently, Dr. Soslau teaches undergraduate and graduate courses about action research methodology, diversity, and equity. A large portion of her time is spent in elementary and middle schools as a field instructor for full-time teacher candidates. She enjoys learning with educators who work hard to improve their school communities.
Dr. Soslau received the Frank B. Murray Dissertation Research Award in 2010, and is a reviewer for a number of publications including Teaching and Teacher Education, Journal of Teacher Education, and Action in Teacher Education.
Dr. Chrystalla Mouza is an associate professor of Instructional Technology. She earned an Ed.D., M.Ed., and M.A. in Instructional Technology and Media from Teachers College, Columbia University and completed post-doctoral work at the Educational Testing Service (ETS). She has expertise in the learning sciences including teacher learning, applications of technology in K-12 classrooms, and teaching and learning outcomes in ubiquitous and mobile computing environments. She is a principal investigator on several projects funded by the Delaware Department of Education to improve teacher quality in high-need schools, a co- PI on a National Science Foundation grant that will provide teacher professional development in computational thinking, and the learning scientist on two National Science Foundation projects that seek to improve climate change education by providing effective professional development to teachers.
Dr. Mouza is the recipient of the 2010 Distinguished Research in Teacher Education Award from the Association of Teacher Educators and serves on the editorial board of the Journal of Technology and Teacher Education. Dr. Mouza received the 2013 Distinguished Faculty Award, given by the UD School of Education to recognize outstanding achievement in research, teaching and/or service.