Colleen Capper

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CONTACTING US

Main Office

Educational Leadership & Policy Analysis
School of Education
UW-Madison
253 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
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Dr. Colleen Capper

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Dr. Colleen Capper


Educational Leadership & Policy Analysis (ELPA)

270-H Education Building  binoculars icon
1000 Bascom Mall
Madison, WI 53706-1326
Office: 608/263-9994
Fax: 608/265-3135

capper@education.wisc.edu

Curriculum Vitae

Personal Biography

Colleen A. Capper is a professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison and co-founder of Integrated Comprehensive Systems for Equity, and co-founder and co-director of the National Leadership for Social Justice Institute and Academy. With expertise in equity and social justice, her research and teaching focus on systems change in educator preparation and in schools and districts that advance the learning of all students and eliminate opportunity and achievement gaps. She has published extensively on leadership for social justice and equity, including three books: Leading for Social Justice: Transforming Schools for All Learners; Meeting the Needs of Students of All Abilities: Leading Beyond Inclusion (2nd edition) (both with Elise Frattura), and Educational Administration in a Pluralistic Society. Professor Capper is editor of the Routledge series: Leadership for Equity and Diversity. After completing her undergraduate work in special education at Indiana University, Bloomington, Dr. Capper spent five years as a United Methodist missionary in the Appalachian Mountain region of southeastern, Kentucky where she served as a special education teacher, administrator of special programs, and founding director of a nonprofit agency for preschool children and adults with disabilities. She then completed her masters and doctorate at Vanderbilt University. In 2007, she received the University Council for Educational Administration Master Professor of the Year. She works with universities, schools, and districts across the country on redesigning service delivery and maximizing achievement for all students in integrated ways.


Education

BS, Special Education with Distinction, Cum laude
Indiana University
Bloomington, IN

EDD, General Administrative Leadership
Peabody College of Vanderbilt University
Nashville, TN

M Ed, Special Education: Students with Visual Impairments and Severe Disabilities
Peabody College of Vanderbilt University
Nashville, TN


 

 

Teaching Interests

Leadership for Equity and Diversity, Leadership for Inclusive Schooling, Organizational Theory and Behavior; Organizational Theory and Critical Epistemologies, Qualitative Research Methods, Advanced Qualitative Research and Critical Epistemologies, Research Methods in Educational Administration, and Advanced Research Methods with expertise in on-line learning, distance education and course web-site development and use. Capper's research is intertwined with her teaching and advising in that she co-founded the department's Executive PhD Program centered on leading for equity and excellence, and has chaired more than 60 PhD student dissertations to completion. Her former students are advancing the leadership for equity work as university faculty and leaders in the education field, including Don Fraynd, formerly of the Chicago Public Schools, Director of School Turn-Around and currently of TeacherMatch; Madeline Hafner, Director of the Minority Student Network, and Dang Chonwerawong, university diversity administrator at the University of Wisconsin-Madison. More than a dozen of Capper's former students are university faculty including George Theoharis (Syracuse University), Martin Scanlan (Boston College), John Nash (University of Kentucky), Frank Hernandez (Southern Methodist University), Terrance L. Green (University of Texas-Austin) and Lee Frazer (Ft. Lewis College, CO).

Scheduled Teaching

  • Fall 2016 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2016 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2016 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2016 - Advanced Qualitative Methods & Critical Epistemologies
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: On-line
     
  • Spring 2016 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2016 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2016 - Leadership for Inclusive Schooling
    Course Prefix: 305, Course Number: 835, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2016 - National Leadership for Social Justice Academy
    Course Prefix: 305, Course Number: 502, Section: 004, Maximum Credit Hours: 1, Course Level: Undergraduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2016 - National Leadership for Social Justice Institute
    Course Prefix: 305, Course Number: 502, Section: 003, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2016 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2015 - Critical Epistemologies and Organizational Theory in Education
    Course Prefix: 305, Course Number: 940, Section: 010, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2015 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2015 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2015 - Advanced Qualitative Methods & Critical Epistemologies
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2015 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2015 - Leadership for Inclusive Schooling
    Course Prefix: 305, Course Number: 835, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: On-line
     
  • Summer 2015 - National Leadership for Social Justice Institute
    Course Prefix: 305, Course Number: 502, Section: 003, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2015 - National Leadership for Social Justice Institute - Academy
    Course Prefix: 305, Course Number: 502, Section: 004, Maximum Credit Hours: 1, Course Level: Undergraduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2015 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2014 - Critical Epistemologies and Organizational Theory in Education
    Course Prefix: 305, Course Number: 940, Section: 005, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2014 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2014 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2014 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2014 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2014 - Leadership for Inclusive Schooling
    Course Prefix: 305, Course Number: 835, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2014 - National Leadership for Social Justice Institute
    Course Prefix: 305, Course Number: 502, Section: 007, Maximum Credit Hours: 2, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2013 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2013 - Organizational Theory and Behavior in Education
    Course Prefix: 305, Course Number: 860, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2013 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 005, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2013 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2012 - Leadership for Equity and Diversity
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2012 - Organizational Theory and Behavior in Education
    Course Prefix: 305, Course Number: 860, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Leadership for Inclusive Schooling
    Course Prefix: 305, Course Number: 835, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2012 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2012 - Educational Leadership Academy
    Course Prefix: 305, Course Number: 502, Section: 001, Maximum Credit Hours: 1, Course Level: Undergraduate, Course Delivery Mode: Lecture
     
  • Summer 2012 - Educational Leadership Academy
    Course Prefix: 305, Course Number: 502, Section: 002, Maximum Credit Hours: 1, Course Level: Undergraduate, Course Delivery Mode: Lecture
     
  • Summer 2012 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2011 - Organizational Theory and Behavior in Education
    Course Prefix: 305, Course Number: 860, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Advanced Org Theory, Leadership, and Diversity
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2011 - Applied Research in Educational Administration
    Course Prefix: 305, Course Number: 890, Section: 32, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2011 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2011 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 032, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2011 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2010 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Fall 2010 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Spring 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Spring 2010 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 2, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Spring 2010 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2010 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 2, Maximum Credit Hours: 3, Course Level: Graduate
     
  • Summer 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Summer 2010 - Organizational Theory and Behavior in Education
    Course Prefix: 305, Course Number: 860, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2010 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2009 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2009 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 31, Course Level: Graduate
     
  • Fall 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Spring 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Spring 2009 - Leadership for Inclusive Schooling
    Course Prefix: 305, Course Number: 835, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Spring 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 31, Course Level: Graduate
     
  • Spring 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Summer 2009 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate
     
  • Summer 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Summer 2009 - Organizational Theory and Behavior in Education
    Course Prefix: 305, Course Number: 860, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Summer 2009 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)
     
  • Fall 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Fall 2008 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 2, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Fall 2008 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Spring 2008 - Seminar on Dissertation Research
    Course Prefix: 305, Course Number: 925, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Summer 2008 - Leadership for Inclusive Schooling
    Course Prefix: 305, Course Number: 835, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Summer 2008 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 32, Course Level: Graduate
     
  • Fall 2007 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 32, Course Level: Graduate
     
  • Fall 2007 - Student Services and Diversity in Elementary/Secondary Education
    Course Prefix: 305, Course Number: 735, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     

Program and Curriculum Development

  • Capper, C.A., & King, M.B., & Odden, A.R., & Shaw, J.
    Title: WI IDEA Executive PhD Co-Hort Program
    Date(s): September 1, 2006 - September 1, 2007
    Type: Program Development
    New or Revised: New
    Type: Graduate
    Effort: I co-founded this program with Odden, King, and Shaw. Prof. Kelley also helped with area superintendents for approval though I think she was on sabbatical when we developed it and sought department and university approval.

  • Capper, C.A.
    Title: K-12 Masters Cohort with a focus on social Justice
    Date(s): September 1, 2014
    Type: Program Development
    New or Revised: New
    Type: Graduate
    Effort: I began work with Prof. Kelley and the Association for Wisconsin School Administrators in the Fall of 2014 to develop a new masters program for principal preparation.

Research Interests

Capper's research and writing are centered on three related lines of inquiry: 1) Schools that raise and sustain the academic achievement of students of color, low income students, students with disabilities, language diverse students, and advanced learners of all demographics in inclusive ways; 2) preparing and developing leaders to lead these schools; and 3) multiple epistemological perspectives of organizations and administration that can inform the development and practice of leading for social justice. Professor Capper's current focus is leadership preparation. She is Editor of the Routledge Series: Leadership for Equity and Diversity. Professor Capper is building on a recent study where she examined how organizational theories can leverage integrated, socially just schools and districts. She is completing the first text in the field that grounds the study of organizational theories in critically oriented epistemologies.

Grants and Sponsorships

  • 2008 - Amount: $30,000.00, "Leading For Equity And Excellence," Awarded By: School of Education, University of Wisconsin-Madison, Sponsor Type: University of Wisconsin-Madison, Colleen A. Capper.
    Abstract: Develop one half of the content of course ELPA 735 to an on-line format.
  • 2007 - Amount: $28,000.00, "Leadership For Inclusive Schooling," Awarded By: School of Education, University of Wisconsin-Madison, Sponsor Type: University of Wisconsin-Madison, Colleen A. Capper.
    Abstract: Develop one half of the content for course ELPA 835 to an on-line format.
  • 2001-2003 - Amount: $40,000.00, "Documenting Successful School Leadership Practices For Students Who Struggle," Awarded By: Wallace Reader's Digest Funds, Sponsor Type: Private, Colleen A. Capper.
  • 1994-1996 - Amount: $277,800.00, "Community-Based Interagency Collaboration: A Critical Ethnography," Awarded By: Spencer Foundation, Colleen A. Capper.
  • 1992-1992 - Amount: $10,852.00, "Exploring The Intersections Of Power In Community-Based, Student Services," Awarded By: Graduate School of University of Wisconsin-Madison, Colleen A. Capper.
  • 1990-1990 - Amount: $51,086.00, "Administrator Training Project," Awarded By: Wisconsin Department of Public Instruction, Sponsor Type: State, Colleen A. Capper.
  • 1989-1989 - Amount: $5,526.00, "The Impact Of Communities And School Administration Practices On Early Childhood Education For Poor Children With Disabilities And Poor Children At Risk: A Comparative Study," Awarded By: Graduate School of University of Wisconsin-Madison, Colleen A. Capper.
  • 1989-1989 - Amount: $32,988.00, "Administrator Training Project," Awarded By: Wisconsin Department of Public Instruction, Colleen A. Capper.
  • 1988-1988 - Amount: $7,434.00, "Poor Students With Disabilities: An Exploratory Study," Awarded By: Spencer Foundation Small Grant Program, Colleen A. Capper.
  • 1988-1988 - Amount: $32,988.00, "Administrator Training Project," Awarded By: Wisconsin Department of Public Instruction, Colleen A. Capper.
  • 1988-1988 - Amount: $5,388.00, "The Implementation Of The Early Childhood Education For The Handicapped Act, And Poor Children With Severe Disabilities: A Longitudinal Study," Awarded By: Graduate School of University of Wisconsin-Madison, Colleen A. Capper.

Publications

  • Capper, C.A. (2015). The 20th Year Anniversary of Critical Race Theory in Education: Implications for Leading to Eliminate Racism. Educational Administration Quarterly. 51(5), 791-833.
    Download Publication
  • Capper, C.A., & Frattura, E. (2015). Integrated Comprehensive Systems Series. Integrated Comprehensive Systems, Series.
    Online Publication/Abstract
  • O'Malley, M., & Capper, C.A. (2015). A measure of the quality of educational leadership programs for social justice: Integrating LGBTIQ identities into principal preparation. Educational Administration Quarterly. 5(2), 290-330.
    Abstract: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program’s commitment to social justice. Research method: The research design involved a cross-sectional survey instrument completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with cross-tabulation of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in-time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than being integrated throughout the program. Implications for research and practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed. It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.
    Download Publication
  • Capper, C.A., & Young, M.D. (2015). The equity audit as the core of leading increasingly diverse schools and districts. Leadership for Increasingly Diverse Schools, (pp. 186-197). New York, NY: Routledge.
  • Capper, C.A., & Young, M.D. (2014). Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators. Theory into Practice. 53(2), 158-164.
    Abstract: In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these conceptions are interrelated and intersecting. We conclude with a call to educators for social justice to change their work in several fundamental ways.
    Download Publication
  • Capper, C.A. Handbook of educational leadership for equity and diversity. Unpublished Manuscript, University of Wisconsin, Madison. New York, NY: Routledge.
  • Capper, C.A. (2013). Understanding and working successfully with the rich language, cultural, social class, ability, gender, and sexual orientation diversity in U.S. schools. Handbook of educational leadership for Equity and Diversity. New York, NY: Routledge.
  • Capper, C.A., & Green, T.L. (2013). Organizational theories and the development of leadership capacity for integrated, socially just schools. In L. Tillman & J. J. Scheurich (Eds.), Handbook of Educational Leadership for Equity and Diversity, (pp. 62-82).
    Download Publication
  • Scanlan, M., Frattura, E., Schneider, K., & Capper, C.A. (2012). Bilingual students within integrated comprehensive services: Collaborative strategies. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations. Charlotte, NC: Information Age Publishing.
    Download Publication
  • Capper, C.A., & McKinney, S.A. Preparing leaders for social justice: Lessons from an exemplary Counseling Psychology Department. Unpublished Manuscript, University of Wisconsin, Madison. 5(3.3), 73-106.
  • Capper, C.A., & Sharer-Robertson, B. [CPS] need[s] to let folks know ahead of time and they really need to listen to folks and not have their mind made up before they get to us. Unpublished Manuscript, University of Wisconsin, Madison.
    Abstract: Final Report for a study commissioned by the Department of School Turn-Around, Chicago Public Schools.
  • Capper, C.A., Rodriguez, M.A., & McKinney, S.A. (2009). Leading beyond disability: Integrated, socially just schools and districts. In C. Marshall, M. Oliva (Eds.), Leadership for social justice: Making revolutions in education. Upper Saddle River, NJ: Prentice Hall.
  • Capper, C.A., Schulte, K., & McKinney, S.A. (2009). Why school principals must stop all teasing, harrassment, and bullying in schools and how they can do so. Sexuality matters: Paradigms and policies for educational leaders..
  • McKenzie, K.B., Christman, D.E., Hernandez, F., Fierro, E., Capper, C.A., Dantley, M., Gonzalez, M.L., Cambron-McCabe, N., & Scheurich, J.J. From the field: A proposal for educating leaders for social justice. Unpublished Manuscript, University of Wisconsin, Madison. 44(1), 111-138.
  • Capper, C.A., & Frattura, E. (2008). Meeting the needs of students of all abilities: Leading beyond inclusion. Meeting the needs of students of all abilities: Leading beyond inclusion.. Thousand Oaks, CA: Corwin Press.
    Abstract: A Corwin Press and Council for Exceptional Children Best Seller
  • Frattura, E., & Capper, C.A. (2007). Leading for social justice: Transforming schools for all learners. Leading for social justice: Transforming schools for all learners. Thousand Oaks, CA: Corwin Press.
  • O'Malley, M., Asher, N., Beck, B., Capper, C.A., Lugg, C., Murphy, J., & Whitlock, J. (in press). Asking Queer(er) questions: Epistemological and methodological implications for qualitative inquirers. Qualitative Studies in Education.
  • Capper, C.A. Organizational Theory for Equity and Diversity. Manuscript in preparation. New York, NY: Routledge.
  • Capper, C.A. Leadership for Equity and Diversity Book Series. New York, NY: Routledge.
    Abstract: This exciting new series, Educational Leadership for Equity and Diversity, addresses the core areas of leader preparation and development in the field of educational leadership. By extending the foundations of the field to new conceptions of leadership that reflect educational diversity, equity research, and emerging theory, this series moves the educational leadership field forward. These powerful books from a diverse set of authors combine research, theory, and practice to support a new generation of scholarship. This series provides aspiring principals, assistant principals, district level leaders and researchers with the necessary tools to successfully lead inclusive and socially just schools.

Presentations

  • Capper, C.A., Presenter & Author, & Heather, R., Presenter Only (2017, November 20). Implications of Disability Studies Theories for equity leadership across identities., University Council for Educational Administration, Denver, CO.
  • Capper, C.A. (2017, November 19). A Critical Conversation: Building Educational Leaders for Social Justice and Student Advocacy, University Council for Educational Administration, Denver, CO.
  • Capper, C.A., & Elise, F., Presenter & Author (2017, May 1). Integrated Comprehensive Systems for Equity: A Framework and Process for Eliminating Inequity, American Educational Research Association, San Antonio, TX.
  • Capper, C.A., Presenter & Author, & Heather, R., Presenter Only (2017, May 1). Black Feminist epistemology and organizational theory: Lessons for White people leading to eliminate inequities, American Educational Research Association, San Antonio, TX.
  • Capper, C.A., Presenter & Author (2016, November 20). Building culturally competent and globally literate educational leaders., University Council for Educational Administration, Detroit, MI.
  • Capper, C.A., Presenter & Author, & Roth, H., Presenter Only (2016, November 20). Evolution of social justice identity: Toward a theory of individual and organizational identity development toward social justice, University Council for Educational Administration, Detroit, MI.
  • Baxley, G., Presenter & Author, & Capper, C.A., Presenter & Author (2016, November 20). Insights from student, parent, community and school stakeholders for a social justice principal preparation program, University Council for Educational Administration, Detroit, MI.
  • Capper, C.A., Presenter & Author (2016). Capper, C. A. (2016). Educational Leadership After Obergefell v. Hodges. Invited panel presentationing, April 8-12,, American Educational Research Association Annual Meeting, Washington, D.C.
  • Capper, C.A., Presenter & Author (2016, April 12). The educational leadership preparation program equity audit., American Educational Research Association, Washington, D. C.
  • Capper, C.A., Presenter & Author (2015, November 23). Has the Social Justice Turn in Ed Leadership Failed To Transform Preparation Programs?, University Council for Educational Administration, San Diego, CA.
  • Capper, C.A., Presenter & Author (2015, November 23). Research Capacity Building Mini-Workshop: Incorporating LGBTIQ Topics Into Broader Research Designs within Educational Leadership., University Council for Educational Administration, San Diego, CA.
  • Capper, C.A., Presenter & Author (2015, November 23). The Dispositions, knowledge, and skills principals need to lead for social justice., University Council for Educational Administration, San Diego, CA.
  • Capper, C.A. (2015, April 20). LatCrit, Tribal Crit, and Asian Crit Theories: Implications for organizational theory and leading socially just schools, American Educational Research Association, Chicago, IL.
  • O'Malley, M., Presenter & Author, & Capper, C.A. (2015, April 20). Queering a Tempered Social Justice Discourse in Educational Research: Alternate Possibilities for Qualitative Inquirers, American Educational Research Association, Chicago, IL.
  • O'Malley, M.P., Presenter & Author, & Capper, C.A. (2014, November 23). Exceeding the canon of a tempered social justice discourse in educational leadership, University Council for Educational Administration, Washington, D. C.
  • Capper, C.A. (2014, November 23). Righting racial discourses in an era of colorblindness, University Council for Educational Administration, Washington, D. C.
  • Capper, C.A. (2014, November 23). The 20th anniversary of critical race theory in education: implications for leading to eliminate racism, University Council for Educational Administration, Washington, D. C.
  • Capper, C.A., Presenter & Author, & O'Malley, M., Presenter Only (2014, November 23). The tensions among individual identities, intersectionality, and social justice in leadership, University Council for Educational Administration, Washington, D. C.
  • Capper, C.A., & Young, M.D., Presenter & Author (2013, November 13). Ironies and Limitations of Educational Leadership for Social Justice: A call to Social Justice Educators, University Council for Educational Administration, Indianapolis, IN.
  • Capper, C.A., Discussant (2013, November 13). Social Justice Leadership in Special Education, University Council for Educational Administration Annual Convention, University Council for Educational Administration, Indianapolis, IN.
  • Capper, C.A., Presenter & Author (2013, November 13). U nderstanding and Working Successfully with the Rich Language, Cultural, Social Class, Ability, Gender, and Sexual Orientation/Gender Identity Diversity in Schools., University Council for Educational Administration Annual Convention, University Council for Educational Administration, Indianapolis, IN.
  • Capper, C.A., Presenter Only (2013, November 10). Preparing for Teaching as Part of the Academy: Lessons From UCEA Master Professor Award Winners, University Council for Educational Administration Annual Convention, University Council for Educational Administration, Indianapolis, IN.
  • Capper, C.A., Presenter & Author (2013, March 5). Understanding and working successfully with the rich language, cultural, social class, ability, gender, and sexual orientation diversity in U.S. schools., American Educational Research Association, San Francisco, CA.
  • O'Malley, M., Presenter & Author, & Capper, C.A. (2012). How UCEA member institutions prepare K-12 principals for equitable leadership for LGBTIQ youth, staff, and families., American Educational Research Association Annual Meeting, Vancouver, Canada.
  • O'Malley, M., Presenter & Author, & Capper, C.A. (2011). How UCEA institutions educate principals for equitable leadership for LGBTIQ persons: Implications for leadership preparation., University Council for Educataional Administration Annual Convention, Pittsburgh, PA.
  • Capper, C.A., Presenter & Author, & Green, T.L. (2010). Organizational theories and the development of leadership capacity for integrated, socially just schools, University Council for Educataional Administration Annual Convention, New Orleans, LA.
  • O'Malley, M., Presenter & Author, & Capper, C.A. (2010). Understanding how UCEA institutions prepare K-12 principals for equitable leadership for LGBTIQ youth, staff, and families., University Council for Educataional Administration Annual Convention, New Orleans, LA.
  • Capper, C.A. (2008). Innovative Session: "What Would Harvey Say?": Thirty Years After the Assassination of Harvey Milk, the Political Status of Queers in US Public Schools, University Council for Educataional Administration Annual Convention, University Council for Educational Administration.
  • Capper, C.A. (2008). Organized and Facilitated Gay/Sraight Alliance Breakfast Meeting, University Council for Educataional Administration Annual Convention, University Council for Educational Administration.
  • Capper, C.A. (2008). Point/Counterpoint: A Discussion Towards Effective NCLB Reform: Social Justice Advocates Critique the Nuances of NCLB as it Impacts Disadvantaged Students, University Council for Educataional Administration Annual Convention, University Council for Educational Administration.
  • Capper, C.A. (2008). Symposium: Sexuality Matters: Paradigms and Policies for Educational Leaders, University Council for Educataional Administration Annual Convention, University Council for Educational Administration.
  • Capper, C.A. (2008). Town Hall: Social Justice in Our Leadership Programs in Relationship with Social Justice in the Practice of Graduates from our Leadership Programs, University Council for Educataional Administration Annual Convention, University Council for Educational Administration.
  • Capper, C.A., & Young, M. (2007). Educational leaders for social justice: Lessons from the trenches, American Educational Research Association Annual Meeting, American Educational Research Association, Chicago, IL.
  • Capper, C.A. (2007). He wants to be a girl?: Addressing the needs of transgendered students in middle schools., American Educational Research Association Annual Meeting, American Educational Research Association, Chicago, IL.
  • Capper, C.A. (2007). Integrating LGBT topics into leadership preparation: Real life case studies., American Educational Research Association Annual Meeting, American Educational Research Association, Chicago, IL.
  • Capper, C.A. (2007). School leader beliefs and practices that support and impede the full inclusion of students who are English language learners in general education classrooms., American Educational Research Association Annual Meeting, American Educational Research Association, Chicago, IL.
  • Capper, C.A. (2007). Spiritualities, epistemologies, and social justice: Implications for empirical research in educational leadership, American Educational Research Association Annual Meeting, Chicago, IL.
  • Capper, C.A. (2007). Leadership, social justice, and English Language Learners, University Council for Educataional Administration Annual Convention, Alexandria, VA.
  • Capper, C.A., & McKinney, S. (2007). Preparing leaders for social justice: Lessons from an exemplary counseling psychology department., University Council for Educataional Administration Annual Convention, University Council for Educational Administration,, Alexandria, VA.
  • Capper, C.A. (2007). Using real life LGBT case studies in leadership preparation., University Council for Educataional Administration Annual Convention, University Council for Educational Administration,, Alexandria, VA.
  • Capper, C.A. (2006). Leaders for social justice for real! Students and staff leaders from gay/straight alliances in texas schools., University Council for Educataional Administration Annual Convention, University Council for Educational Administration, San Antonio, Texas.
  • Capper, C.A., & Reed, L. (2006). The intersections of epistemologies, spiritualities, and social justice: Possible explanations for social justice contradictions., University Council for Educataional Administration Annual Convention, University Council for Educational Administration, San Antonio, Texas.
  • Capper, C.A. (2006). What exactly does a social justice school look like? Unpacking the contradictions, University Council for Educataional Administration Annual Convention, University Council for Educational Administration, San Antonio, Texas.
  • Capper, C.A. (2005). Preparing leaders for social justice: What school leaders need to believe, know, and be able to do, American Educational Research Association Annual Meeting, American Educational Research Association, Montreal, Canada.
  • Capper, C.A. (2005). A design for a comprehensive, social justice leadership preparation program., University Council for Educataional Administration Annual Convention, University Council for Educational Administration, Nashville, TN.
  • Capper, C.A. (2005). Integrating lesbian/gay/bisexual/transgender topics and their intersections with other areas of difference into the leadership preparation curriculum: Practical ideas and strategies., University Council for Educataional Administration Annual Convention, University Council for Educational Administration, Nashville, TN.
  • Capper, C.A., Theoharis, G., & Sebastian, J. (2005). Toward a framework for preparing educational leaders for social justice., University Council for Educataional Administration Annual Convention, University Council for Educational Administration, Nashville, TN.
  • Capper, C.A. (2004). Hope, courage, and servanthood; Integral elements of critically spiritual and prophetic educational leadership and moral decision making., University Council for Educataional Administration Annual Convention, University Council for Educational Administration, Portland, OR.
  • Capper, C.A. (2004). Social justice books for your courses: An interactive roundtable, University Council for Educataional Administration Annual Convention, University Council for Educational Administration, Portland, OR.
  • Capper, C.A. (2004). What is the immediate future for social justice in educational leadership? What needs to be done? What are next steps?, University Council for Educataional Administration Annual Convention, University Council for Educational Administration, Portland, OR.

Departmental Service

  • K-12 Masters Cohort Program Co-Chair
    Dates of Membership: 2014 - Pres.
    Accomplishments: Designed, implemented K-12 Masters Cohort Program with a focus on social justice.
  • Committee Chair. Period of Service: 2014 - Pres.

  • Program Committee
    Dates of Membership: 2014 - Pres.
  • Committee Member.

  • Faculty Senate
    Dates of Membership: 2009 - 2011
  • Committee Member. Period of Service: 2009 - Pres.

  • Human Resource Committee
    Dates of Membership: 2007 - 2013
  • Committee Chair.

  • Rich Halverson Tenure Committee
    Dates of Membership: 2006 - 2009

  • Access and Accommodation Resource Coordinator for the Department
    Dates of Membership: 1994 - 2000
  • Coordinator. Period of Service: 1994 - Pres.

  • Personnel Committee
    Dates of Membership: 1991 - 2000

School Service

  • Equity Committee
    Dates of Membership: 2015 - 2016
  • Faculty Representative. Period of Service: 2015 - 2015

  • Higher Education Committee, Department of Public Instruction
    Dates of Membership: 2007 - 2008
  • Member. Period of Service: 2007 - 2008

  • Student Awards Committee
    Dates of Membership: 2005 - 2009

  • Diversity Strategic Direction Task Force
    Dates of Membership: 1998 - 2004
  • Chair. Period of Service: 1998 - 2004

Public Service

  • National Leadership for Social Justice Institute
    Dates of Membership: 2011 - Pres.
    Accomplishments: I co-direct this Institute in 2012, 2013, 2014.
  • Co-Director.

  • Madison Metropolitan School District
    Dates of Membership: March 2010 - March 2013
  • Consultant. Period of Service: March 2010 - March 2013

  • Molloy College
    Dates of Membership: Nov. 2010 - Nov. 2011
  • Consultant. Period of Service: Nov. 2010 - Nov. 2011

  • Chicago Public Schools
    Dates of Membership: June 2009 - Oct. 2009
  • Consultant. Period of Service: June 2009 - Oct. 2009

  • Department of Public Instruction– Higher Education Committee
    Dates of Membership: 2007 - 2008
    Accomplishments: As a representative of the School of Education, I was a lead member of a committee devoted to the implementation of a summer, 2008, forum, for professors of teacher education across the state. The focus is on preparing teachers for all learners. We met for 2-3 hours every single month for ten consecutive months (September – June, 2008). I also made a formal presentation at this Forum in the Dells.

  • Barbara Jackson Scholars Mentor
    Dates of Membership: 2006 - 2008
    Accomplishments: Attended a full day session at AERA in 2006 and a ½ day session at UCEA regarding this program. Met with my mentee at both conferences and am communicating with her between conferences. This program nominates Ph.D. students of color who wish to be faculty members for this program. Scholars are then assigned a faculty mentor from another university to help prepare them for a faculty career. This program is quite impressive, with at least 30 students of color participating each year.

  • Fundraising: Gay/Straight Alliance for Safe Schools
    Dates of Membership: 2006 - 2008
    Accomplishments: Raised over $13,000 for the Gay/Straight Alliance for Safe Schools as a part of completing Ironman Wisconsin in 2006, 2007, and the Ironman World Championships in 2008.

  • International Journal of Qualitative Research, Journal of School Leadership, Educational Administration Quarterly
    Dates of Membership: 2006 - 2008
  • Reviewer, Journal Article. Period of Service: 2006 - 2008

  • UCEA, Gay/Straight Alliance Special Interest Group
    Dates of Membership: 2006 - 2007
    Accomplishments: Co-founder with Catherine Lugg, I chaired the UCEA session for this group.
  • Committee Chair. Period of Service: 2006 - 2007

  • Educational Administration Quarterly
    Dates of Membership: 1988 - Pres.
  • Reviewer, Journal Article. Period of Service: 1988 - Pres.

  • Educational Researcher
    Dates of Membership: 1988 - Pres.
  • Reviewer, Journal Article. Period of Service: 1988 - Pres.

  • Urban Review
    Dates of Membership: 1988 - Pres.
  • Reviewer, Journal Article. Period of Service: 1988 - Pres.

  • University Council for Educational Administration
    Accomplishments: David Clark Seminar Participant - We meet 2 days prior to AERA to mentor new graduate students into the professorate.
  • Guest Speaker. Period of Service: Jan. 2012 - April 2012

  • American Educational Research Association
    Accomplishments: Chair of Session: Uncovering Social Justice.
  • Chairperson.

  • American Educational Research Association
    Accomplishments: Chair - Session on Culturally Responsive Leadership.

  • American Educational Research Association
    Accomplishments: Discussant - Diverse Perspectives on Decision-Making.

  • Educational Administration Quarterly
  • Reviewer, Journal Article.

  • Educational Researcher
  • Reviewer, Journal Article.

  • Julie Causton-Theoharis, Syracuse University
  • Tenure Portfolio Review.

  • Laurie Johnson, Boston College
  • Tenure Portfolio Review.

  • Racine Unified School District
  • Consultant.

  • Whitefish Bay School District
  • Consultant.

  • Minneapolis Public Schools and Hamline University Leadership Academy
  • Consultant.

  • Ashwaubenon School District
  • Consultant.

  • Enrique Aleman, University of Utah
  • 5th Year Reviewer.

  • Equity and Excellence for All Students
    Accomplishments: Professional Development Workshop for 300 school district staff, Ashwaubenon School District. Paid consultancy.

  • Jean Madsen, Texas A&M
  • Promotion to full professor.

  • Named 2008 Educator of the Year Award for the Gay Straight Alliance for Safe Schools

  • Minority Student Network Pre-Conference
  • Keynote Address.

  • Minority Student Network Pre-Conference
  • Keynote Address.

  • Wisconsin Promise Conference
  • Consultant.

  • Equity and Excellence for All Students
    Accomplishments: Professional Development Workshop for 90 special education/student services staff, administrators, and school board members, Ashwaubenon School District. Paid consultancy.

  • Leading for social justice: Lessons from the Trenches
    Accomplishments: Professional Development for all Verona Administrators (pro bono).

  • Madison Metropolitan School District: evaluation of the East High School, special education and ELL service delivery
    Accomplishments: I was invited by the Madison Metropolitan School District to be part of a team to conduct an evaluation of sorts of the East High School, special education and ELL service delivery at the school. Starting in September, this team met 2 hours every single week for the entire semester. We also conducted one to one and focus group interviews with about 25 special education, general education, and ESL staff at the school, and collected an analyzed extensive equity audit data. I served as lead writer for the group and produced a final report that I spent about 40 hours on. We shared the findings with Alan Harris, the principal, and with Pam Nash and Jack Jorgenson at a District meeting. This was pro-bono.

  • University Council for Educational Administration
    Accomplishments: Co-Director of David Clark Seminar.

Awards and Honors

  • David Clark Seminar Scholar
    Organization: University Council for Educational Administration and American Educational Research Association
    Purpose: Scholarship/Research
    Scope: International
    Date(s): April 1, 2012 - May 1, 2012
  • Educator of the Year
    Organization: Gay/Straight Alliance for Safe Schools
    Purpose: Service, Community
    Date(s): 2008
  • Co-Director and Sponsoring Faculty
    Organization: University Council for Educational Administration
    Scope: National
    Description: Invited to serve as sponsoring faculty in National Graduate Students Seminar at annual meeting of American Educational Research Association
    Date(s): 2007
  • Emerald Award
    Organization: International Journal of Educational Administration
    Scope: International
    Description: Award for best journal article in the International Journal of Educational Administration
    Date(s): 2007
  • Master Professor of the Year
    Organization: University Council for Educational Administration
    Date(s): 2007
  • David Clark Seminar Scholar
    Organization: University Council for Educational Administration and American Educational Research Association
    Purpose: Scholarship/Research
    Scope: International
    Description: Invited Co-Director of the Seminar
    Date(s): April 1, 2007 - May 1, 2007
  • David Clark Seminar Scholar
    Organization: University Council for Educational Administration and American Educational Research Association
    Purpose: Scholarship/Research
    Scope: International
    Date(s): April 1, 2007 - May 1, 2007
  • Invited Scholar
    Organization: Miami of Ohio University
    Description: Invited as one of four international scholars in education to Miami of Ohio University for their Education Summit
    Date(s): 2005
  • Invited Scholar
    Organization: Miami of Ohio University
    Description: Invited as one of four international scholars in education to Miami of Ohio University for their Education Summit
    Date(s): 2002
  • David Clark Seminar Scholar
    Organization: University Council for Educational Administration and American Educational Research Association
    Purpose: Scholarship/Research
    Scope: International
    Date(s): April 1, 2001 - May 1, 2001
  • Elite Scholar in Educational Administration
    Description: Selected as one of fifty elite scholars in educational administration as measured by publication productivity by
    Date(s): 1999
  • Reviewer of the Year
    Organization: Educational Administration Quarterly
    Description: Selected as Reviewer of the Year by Educational Administration Quarterly
    Date(s): 1995
  • Invited Scholar David Clark Seminar
    Organization: University Council for Educational Administration and American Educational Research Association
    Purpose: Scholarship/Research
    Scope: International
    Description: Invited so share my research/publications and mentor graduate students in the field aspiring to be professors at this annual seminar.
    Date(s): April 1, 1994 - May 1, 1994

Memberships

  • American Educational Research Association (AERA)
    Scope of Organization: International, Member Since: September 1, 1988
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