Pearl Rock Kane, professor of education at Teachers College, Columbia University, holds the Klingenstein Family Chair for Independent School Education. She earned a master of arts degree from Smith College and a doctorate from Columbia University. Professor Kane serves as the director of the Klingenstein Center and is the advisor for the master's degree programs. Professor Kane taught and served as an administrator in public and private schools in Michigan, Massachusetts and New York. She is a member of two boards, Uncommon Schools, a charter management organization that nearly 50 schools, and Brooklyn Prospect Charter School in Brooklyn, NY where she is a founding board member.
Professor Kane is the editor of three books—"The First Year of Teaching: Real World Stories from America's Teachers," "The Colors of Excellence: Attracting and Keeping Faculty of Color in Independent Schools," and "Independent Schools, Independent Thinkers." She has written numerous book chapters and published articles about independent schools on issues of leadership, governance, leadership transitions in international schools, professional development and the attraction and retention of teachers. Currently, she is conducting research on the interaction of independent and charter schools and on how gender influences career aspirations.
Professor Kane is the recipient of a number of honors and awards including an award for teaching excellence from Teachers College, an outstanding achievement award from the Heads Network, and an award for promotion of international schools from ECIS.
Courses: Private School Leadership (ORLA 4071), Privatization & Choice (ORLA 4058)
Patricia Burns (Pat) is a founder of San Miguel Academy, an independent, middle school for underserved boys in Newburgh, NY. She researched and authored the feasibility study, which ushered in the school's start-up in 2006. Pat has been a member of the Board of Trustees since inception and played a pivotal role in the school's advancement, financial planning, curriculum development and strategic partnerships. Pat held numerous positions at the school and served on both the Executive and Finance Committees of the Board of Trustees. She is currently serving on the Education Committee. Prior to starting San Miguel Academy, Pat taught high school mathematics at the Harvey School. With an MBA from NYU's Stern School of Business, Pat worked in banking and the financial services sector for more than a decade. She decided to combine her business experience with her educational interests by pursuing a master’s degree in Mathematics Education from Teachers College. Most recently, Pat obtained a M.Ed. in Independent School Leadership from the Klingenstein Program at Teachers College. She currently advises clients on all aspects of school start-ups, including creation of business plans, financial analysis, securing investors, and human resource allocation.
Courses: School Finance: Resource Allocation for Nonprofits (ORLA 4876)
Michel de Konkoly Thege joined LREI – Little Red School House & Elisabeth Irwin High School, a pre-K through 12th grade independent school in lower Manhattan, in November 2002 first as its Director of Finance and Operations and later as assistant head of school. Prior to joining LREI, Michel worked in a variety of legal and business positions at Shearman & Sterling, Rabobank Nederland and The Bond Market Association, principally in the areas of corporate finance and risk management. In addition, Michel was on the board of trustees and finance committee of LREI before he joined LREI. He currently teaches English and history in LREI’s high school. Michel has also served on a number of accreditation visiting committees for the New York State Association of Independent Schools, as well as on NYSAIS’s Business Affairs Council and its Healthcare Consortium Advisory Committee.
Michel has previously served on the boards of the Poetry Project at St. Mark’s Church in the East Village and the Children for Children Foundation, now part of the Points of Light organization, and currently serves on the board of the Cornelia Connelly Center, an all-girls Catholic middle school in the East Village. He graduated with a B.A. in 1974 from Wesleyan University and with a J.D. in 1978 from the University of Pennsylvania Law School. He recently completed a master’s degree at Wesleyan.
Courses: School Finance: Resource Allocation for Nonprofits (ORLA 4876)
David Diamond is an independent consultant focused on marketing and strategy. He helps small and mid-sized companies survive and thrive in a rapidly changing environment by identifying key strategies and guiding their implementation. His clients range in scope from packaged goods companies to technology companies to fine arts organizations to marketing services providers, and range in size from $5 million to $5 billion in annual sales. He began his career in packaged goods marketing at Procter & Gamble and other, smaller, consumer product companies. He subsequently spent 15 years in the marketing services industry, serving in senior management roles at ActMedia, Lamaze Publishing and Catalina Marketing Corporation. Businesses he has worked on have grown an average of 30% annually during his tenure. His education includes an M.B.A. from Columbia University and a B.A. from Carleton College. He currently serves on a variety of boards including Carleton College, Storm King Art Center, Manitoga and the ASSIST Foundation.
Courses: Strategic Marketing for Academic Institutions (ORLA 4874)
Michelle Greenberg-Kobrin is dean of students and lecturer-in-law at Columbia Law School, where she teaches in the areas of leadership, negotiation, conflict resolution and deal making. In her role as dean of students at Columbia Law School, Dean Greenberg-Kobrin oversees the student services office, which is responsible for student life and events, academic counseling, judicial clerkships, student journals, student organizations and other student-related matters. Prior to her appointment at Columbia, Dean Greenberg-Kobrin was an attorney in the corporate and securities and financial institutions groups at Arnold & Porter, where her practice included representation of both public and private corporations, funds and financial institutions. Her work encompasses mergers and acquisitions, initial public offerings, regulatory concerns and compliance issues. She received both her B.A. and J.D. from Columbia University. She serves on a number of not-for-profit boards and provides pro bono representation to a number of non-profits in the areas of immigration, micro-lending, divorce mediation and corporate governance. She lives in Riverdale, New York with her husband and their four children. Jay P. Heubert
Courses: Negotiation (ORLA 6020)
is professor of law and education at Teachers College, Columbia University, and adjunct professor of law at Columbia Law School. He teaches courses on legal and policy issues in education. His research focuses on civil-rights issues in K-12 education, including testing and accountability. He is also faculty chair of the School Law Institute, a professional-education program held at Columbia each summer. He received his J.D. cum laude from Harvard Law School, and his Ed.D. from the Harvard Graduate School of Education. Since 1998 he has taught education students and law students at Teachers College and Columbia Law School, and from 1985-1998 he did likewise at Harvard’s education and law schools. He has received teaching awards at both universities. He has also served as chief counsel to the Pennsylvania Dept. of Education, a trial attorney in the Civil Rights Division of the U.S. Department of Justice, a specialist on desegregation and gender equity in the School District of Philadelphia, and a high-school English teacher in rural North Carolina.
In 1997-1998, he directed a Congressionally-mandated study of high-stakes testing for the National Academy of Sciences. From 2000-2002, he was a Carnegie Scholar, conducting research on how promotion testing and graduation testing affect student learning and life chances, particularly for students of color, English-language learners and students with disabilities. In June 2001, he received the Harvard Graduate School of Education’s Alumni Award for Outstanding Contribution to Education. Courses: Law and Education (EDPA 4086)
Sonya Douglass Horsford
is associate professor of education leadership and senior research associate at the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University, where she studies the history and politics of race, inequality, and leadership in U.S. education. She is the author of Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration
, which was recognized with a Critics Choice Book Award from the American Educational Studies Association. Her current research focuses on how school and community learders fulfill the promise of equality of educational opportunity for neglected and oppressed people. Sonya is an active member of the American Educational Research Association (AERA) and University Council for Educational Administration (UCEA). She is the recipient of the 2014 Whitney M. Young Commitment to Education Equality Award. Courses: Leadership and Social Justice (ORLA 4198)
Megan Laverty is associate professor of philosophy and education at Teachers College, Columbia University. Before joining Teachers College in 2005 she was assistant professor in the Educational Foundations Department at Montclair State University. She received her master of arts in philosophy from the University of Melbourne and her Ph.D. in philosophy from the University of New South Wales. As a philosopher of education, Professor Laverty’s research interest is moral philosophy with a focus on language, communication and concepts. She has published widely in these areas with articles forthcoming in Studies in Philosophy and Education, Educational Philosophy and Theory, and Educational Theory.
Courses: Ethics and Education (A&HF 4192)
Kevin Mattingly has been a science teacher, administrator, coach and dorm head for 35 years in day and boarding schools. Most recently he was dean of faculty and then director of teaching, learning & educational partnerships at the Lawrenceville School in New Jersey. Over the years he has helped start a school (Milton Academy's Mountain School), been a consultant to systemic school reform initiatives and worked with over thirty schools on curriculum design, teaching strategies and professional development programs. He has been involved with a variety of summer academic programs for students including the New Jersey Scholars, Vermont Governor's Institute on Science and Technology, Hotchkiss Summer Portals and a number of summer enrichment programs for public school students from New York City, Philadelphia and Trenton. He also has a background in experiential education and has led students and faculty on trips around the world. Professor Mattingly was a lead teacher in the Klingenstein Center’s Summer Institute for 17 years and has taught in their year-long and summer master’s leadership programs for the past ten years. He is currently the director of co-curriculum for the Riverdale School in New York City. He holds a Ph.D. in zoology and a B.A. in biological sciences from Indiana University.
Courses: Program Leadership (ORLA 5052), The Practical Implications of Learning Theory for Leadership in Schools (ORLA 4199)
Elana Sigall received her A.B. from Princeton, magna cum laude, and then taught public high school in Brooklyn. Next she went to Harvard Law School, where she earned her J.D. cum laude. After clerking for a federal judge in California, she practiced law in New York City.
For much of her career, she has specialized in education-related legal issues. She has worked in the not-for-profit sector. Her past clients include charter schools and the ACLU Women’s Rights Project. More recently, Prof. Sigall served as the Chief Executive Officer for Special Education Policy at the New York City Department of Education and as Governor Andrew Cuomo’s Deputy Secretary of Education
Courses: Law and Education (EDPA 4086)
Pete Simpson has served as assistant director at the Klingenstein Center since graduating from the Center's full-year master's degree program. He previously taught math, music and technology while serving as co-head of the middle school and PK-12 math department coordinator at Journeys School in Jackson, WY, interned at Park School in Brookline, MA and was a choral director for PALS Children’s Chorus. Pete has also worked in both sales and investment banking. He graduated from Dartmouth College and attended the Klingenstein Summer Institute.
Courses: Practicum in School Leadership (ORLA 5362)
Rebecca Stilwell is an Organizational Psychologist who independently consults with schools, districts, and other for- and non-profit organizations. Her work ranges from managing change, developing school culture, professional collaboration, leadership development, strategic planning, curriculum design as well as research and evaluation. She is dedicated to working collaboratively with stakeholders in organizations to co-create and implement comprehensive change plans for organizational development. Prior to becoming an Organizational Psychologist, Rebecca taught in public, private, and international schools. Her current research focuses on leader behaviors that support effective change and approaches to change in education. Rebecca earned her Ph.D and M.A. in Social-Organizational Psychology at Teachers College, Columbia University and her B.A. in Psychology at the University of California, Los Angeles.
Courses: Research (ORL 5521)
Jeff Wack’s 30-year career has spanned consulting and academia, but in both fields he has seen himself as a champion of marketing theory and its applications. Jeff is a Duke alum, earned his doctorate at Yale, then taught graduate marketing there for twenty years before joining Columbia in 2015. In addition to consulting to many for-profits, Jeff has worked with the leadership teams of more than a hundred private educational institutions, from Columbia to start-up independent schools, to help them adopt the contemporary marketing practices schools must have to thrive. He is also the founder of the annual Strategic Marketing & Advancement Institute, now in its 20th year, which 1,400 independent school heads and director-level administrators have attended. Jeff has served on a number of independent school-related boards, including the international scholarship program and The Association of Boarding Schools' current North American Boarding Initiative. He is honored to be the only marketing expert to have served as a trustee of the National Association of Independent Schools. Jeff's curriculum vitae is available at www.jtwack.com. Jeffrey M. Young
Courses: Strategic Marketing for Academic Institutions (ORLA 4874)
is a Professor of Practice in Education Leadership at Teachers College, Columbia University. Before joining the faculty at TC, Dr. Young served as Superintendent of Schools in Cambridge, MA from 2009 through 2016, following terms as Superintendent in Newton, Lexington and Lynnfield, MA. He began his career in education as an English teacher, Department Chair, and Curriculum Coordinator in Brookline, MA. Dr. Young was a member of the Adjunct Faculty at the Boston University School of Education and has delivered talks at various institutions of higher learning as well as at the International Education Conference in Beijing, China. Among his distinctions, he has been recognized by the Massachusetts Association of School Superintendents with the President’s Award; Brandeis University with the Levitan Award for Leadership; and the Cambridge NAACP with the Martin Luther King, Jr. Award for his work “to provide an effective, innovative education to ALL of Cambridge’s children regardless of race or class.” Dr. Young received a B.A. in English and American Literature from Brandeis University, a Masters Degree in Education from Tufts University, and a Doctorate in Education from the Harvard Graduate School of Education. As a new member of the TC faculty, Dr. Young is struggling with his identity as a fan of the Boston Red Sox. Course: Leadership in Schools and Communities (ORLA 4199)