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Current GSC Representatives

Amy Reynolds 

2013-15 GSC Representative

Amy Reynolds is a doctoral student at the University of Virginia in the Educational Administration and Supervision Department and a graduate research assistant for the UCEA Headquarters Office. Her research interests include selection processes for school-level leaders and the context and impact of state policies for school leader preparation and licensure. Her methodological interests include both quantitative (e.g. HLM) and qualitative (e.g. policy archaeology) techniques. Prior to her work at the University of Virginia, Amy was a high school biology and chemistry teacher in Chicago Public Schools and Charlottesville City Schools, wrote curriculum and served as the Division Advisory Moderator for a Chicago charter school, and served as a science teaching Fellow Adviser for the Chicago Teaching Fellows.

Daniela Torre

2013-15 GSC Representative

Daniela Torre is currently pursuing her Ph.D. in Education Policy at Vanderbilt University. Her research interests include school improvement, English learners and immigrant students, and teacher quality. Prior to beginning her doctoral studies she was an elementary school teacher for five years in both Washington, D.C. and Brooklyn  New York. She earned her B.A. from Washington University in St. Louis and her M.A. from American University in Washington, D.C. 


Hilary Lustick

2014-16 GSC Representative

Hilary Lustick is a PhD candidate in Educational Leadership at the Steinhardt School of Education, Culture and Human Development at New York University.  She has also served as a research associate at the Research Alliance for New York City Schools and an adjunct professor of Philosophy of Education, History of Education, and Gender and Education.  Her dissertation research focuses on alternatives to suspension and expulsion such as restorative justice, specifically what it means for a majority-white teaching staff to implement such practices equitably with linguistically, culturally, and ability diverse students.  Before starting her PhD, Hilary taught high school English in Boston and Brooklyn, and served as a community organizer with both youth and adults around issues of public education.  She is also a poet and is published in several literary magazines as well as an anthology of Jewish lesbian poetry called Milk and Honey. Hilary holds a B.A. in English from Tufts University and a Masters in Secondary English Education from the Harvard Graduate School of Education.

Isaiah McGee

2014-16 GSC Representative

Isaiah McGee is a doctoral student at the University of Iowa in Educational Leadership and Policy Studies Department. he also serves as the assistant human resource executive for the Des Moines Public Schools, focusing on diversity policies. His research interests include the impact of social and cultural capital in implementing school policies and the impact of cultural proficiency and responsiveness training in schools. Isaiah previously worked for the Iowa Department of Education as a policy and equity consultant and spent six years as a special education, economics, history and government teacher and assistant football coach.  Isaiah holds a B.A. in History and Political Science from Cornell College and a Masters in Teaching from Drake University. 

Jada Phelps-Moultrie

2014-16 GSC Representative

Jada Phelps Moultrie is a doctoral candidate in the Urban Education Studies program at Indiana University, Indianapolis. She is one of the first recipients of the Executive Dean’s Doctoral Fellowship Award at Indiana University. Before entering the doctoral program, she worked for over ten years in education for a number of schools across the country from Houston ISD to Milwaukee Public Schools. Within her tenure, Jada held a range of leadership positions such as Instructional Coach, Dean of Instruction, and Principal. Her research agenda focuses on the effects of the African Holocaust (also known as the Maafa) on the school experiences of Black students, their parents, families, and communities. She plans on conducting a critical ethnography for her dissertation researching Black parents and families in the Washington state community. 

James Vines

 2012-14 GSC Representative

James is a third year doctoral student in the Educational Leadership, Higher Education, program at Clemson University.  He is also pursuing a Policy Studies Certificate from the Strom Thurmond Institute of Government and Public Affairs. He is currently a Graduate Research Assistant for the Charles H. Houston Center for the Study of the Black Experience in Education.  James has worked as a Mental Health Counselor prior to pursuing his Ph.D.  His current research focuses on cyberbullying policies at the state and federal level.  

Jasmine Ulmer

 2012-14 GSC Representative

Jasmine Ulmer is a third year doctoral student in Educational Leadership at the University of Florida. She served as a teacher and instructional coach for six years; during this time she worked to expand teacher involvement in educational policy at the state and federal level.  Her research focuses on differentiated leadership pathways, the role of teacher leaders in educational policy development, and qualitative research methodologies.     


Kristina Brezicha

 2013-15 GSC Representative

Kristina Brezicha is a doctoral candidate at The Pennsylvania State University in Educational Theory and Policy and Comparative International Education program. Her research focuses on student voice, school reforms and improvement including leadership development and teacher quality. Prior to beginning her doctoral program, she taught elementary special education students in New York City. She holds two Master degrees, one in Politics and Education from Teachers College, Columbia University and the second in Urban Education from Mercy College.  

Rod Whiteman

 2012-14 GSC Representative

Rod Whiteman is a third year doctoral student in Education Policy Studies at Indiana University. Prior to his graduate work, Rod taught middle and high school choral music. At IU, he has served as a graduate research assistant at the Center for Evaluation & Education Policy and has taught social foundations of education in the teacher education program. Rod¹s research examines how public policy affects schools as organizations, and the identity development of school leaders within organizational contexts. 

Yinying (Helen) Wang

2012-14 GSC Representative 

Yinying (Helen) Wang is an assistant professor of educational leadership in Educational Policy Studies Department at Georgia State University. She earned her Ed.D. in Urban Educational Leadership at the University of Cincinnati. She primarily utilizes quantitative method and social network analysis to study educational technology leadership in the digital age. Her publications focus on schools’ use of social media, technology in organizational communication, and digital inequities in virtual schools. As the research associate at University Council for Educational Administration (UCEA) Center for Advance Study of Technology Leadership in Education (CASTLE), she conducts interview series on educational technology leadership researchers around the world. She was also a UCEA’s 2011–13 Barbara L. Jackson Scholar and 2013 David L. Clark Scholar.

 Past GSC Representatives

Erin Anderson

 2011-13 GSC Representative

 Erin is a graduate assistant with UCEA and a doctoral student in Administration and Supervision in the Curry School at the University of Virginia. She worked as a teacher, a Team Leader, and the Dean of School Culture and Discipline. Her research interests include urban school reform and the role of school leaders in school turnarounds.  


Amanda Werts

2011-13 GSC Representative 

 Amanda is a recent graduate of Clemson’s Educational Leadership PhD program where she also received a graduate certificate in Policy Studies. Currently, she works at Appalachian State University as research faculty in the Dean’s office working on College assessment efforts. Amanda’s research interests center around accountability in P12 and Higher Education context with specific interest in the idea of P20 policy and practices and the relationship between accountability demands and those that must make sense of them.

Bradley W. Davis

2011-13 GSC Representative 

Bradley W. Davis is an Assistant Professor of Educational Leadership and Policy Studies at the University of Texas at Arlington. He is a mixed-methods researcher with an emphasis on critical, quantitative methodology. His research interests include social justice leadership, public school administration (particularly the principalship), leadership policy, and education law. His research seeks to bridge the work conducted by equity-minded, qualitative educational administration scholars with the analytic approaches finding increased influence in current educational policy development. Prior to joining UT Arlington, Bradley was a Texas public school educator, a graduate research assistant with the University Council for Educational Administration, and most recently a researcher with the Department of Educational Administration at the University of Texas at Austin. 

Madeline Mavrogordato

Madeline Mavrogordato is an assistant professor of K-12 educational administration in the College of Education at Michigan State University. She received her Ph.D. in Leadership and Policy Studies at Peabody College, Vanderbilt University. Dr. Mavrogordato’s research centers on issues surrounding school reform and improvement for disadvantaged student populations. She utilizes both quantitative and qualitative methods to investigate how the social context of education, implementation of educational policies, and school leadership shape educational outcomes for underserved students, particularly immigrants and English language learners.  

Richard Gonzales

Richard is an assistant professor of educational leadership at the University of Connecticut Neag School of Education. He is a former teacher, principal and district-level administrator. His research interests include leadership, school improvement, urban education and schools as organizations. He currently serves as Coordinator of the Preparing Leaders for Urban Schools collaborative project with the Hartford Public Schools.



Sedat Gumus

Sedat Gumus is an assistant professor of Educational Administration at Mustafa Kemal University, Turkey. He earned his MA and PhD in Educational Administration, K-12 at Michigan State University. Dr. Gumus's research interests include preparation of school principals, instructional leadership, and comparative and international education. He uses both qualitative and quantitative methods in his research.