Reuven Bar-On, Ph.D.

Dr. Bar-On is a Senior Assessment Consultant at CSEE who holds a research position at the University of Texas Medical Branch where he directs research in emotional intelligence. He has been involved in studying and applying emotional intelligence since 1980. Dr. Bar-On coined the term "EQ" in 1985 to describe his approach to assessing emotional intelligence, which culminated in the creation of the first measure of this construct to be published by a psychological test publisher (the Bar-On Emotional Quotient Inventory published by Multi-Health Systems in 1997). His conceptual and psychometric model of this construct is described in the Encyclopedia of Applied Psychology (Academic Press, 2004) as one of the three major models of emotional intelligence today. He has been involved in numerous research projects related to emotional intelligence, including a 25-year longitudinal study designed to examine how this construct develops from birth to young adulthood; additionally, he has recently been asked to act as a senior advisor in applying emotional intelligence in education in the US, UK and South Africa. In addition to more than 20 publications on emotional intelligence including two edited books (the Handbook of Emotional Intelligence published by Jossey-Bass in 2000 and Educating People to Be Emotionally Intelligent to be published by Heinemann Educational Publishers in 2006), Dr. Bar-On was a guest editor of a special issue of Perspectives in Education on the topic (2003), and has recently been asked to serve on the editorial board of the South African Journal of Education.

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Susie Case

Susie received a BA and MA at Harvard University in Decision Sciences and an MBA from Harvard's School of Business. She has worked and consulted in the corporate and non-profit sectors and has taught at Columbia Business School as an Adjunct Professor. Susie is committed to helping to develop socially, emotionally and ethically informed data driven goal setting and implementation tracking systems to support school improvement.

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Madhabi Chatterji, Ph.D.

Madhabi Chatterji, PhD is a Senior Research Consultant to CSEE. She is Associate Professor of Measurement, Evaluation and Education and Co-Director, Assessment and Evaluation Research Initiative (AERI) of The Campaign for Educational Equity at Teachers College, Columbia University. Her research interests are broad, and currently focus on optimizing research designs for gathering scientific evidence on field-based programs and interventions; utility of mixed-method designs in conducting impact evaluations; designing effective assessment systems; development and validation of construct measures with classical test theory and Rasch measurement models; and standards-based educational reforms and issues of educational equity. She is the author of many publications including Designing and Using Tools for Educational Assessment. Boston, MA: Allyn & Bacon (2003).

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John Devine, Ph.D.

John is a member of CSEE's faculty and the coordinator of CSEE' comprehensive school safety project. He was the Co-Chair of the Academic Advisory Council for the National Campaign against Youth Violence and is on the New York Academy of Sciences panel for Adolescent Violence Prevention. He is the founder and former director of the New York University School Partnership Program, a collaborative project between NYU and the New York City Board of Education. He is the author of an award-winning ethnography, Maximum Security: The Culture of Violence in Inner City Schools (University of Chicago Press, 1996), co-author of the forthcoming volume Making Our Schools Safe: Physically, Socially and Emotionally and numerous articles and papers dealing with the phenomenon of violence in American schools.

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Brian Dickerson

Brian is the Project Manager for the Ohio School Climate Survey Project. Brian has worked as Director of Youth Services, Center for Community Alternatives; Project Director of Precise and Choices II at the Center for Community Alternatives; Deputy Director for Program Services at Community Access Incorporated, Access ETC; as well as at a number of additional educational and youth development schools and centers. Brian is also a consultant and trainer at CSEE.

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Phyllis Durden Ph.D.

Dr. Durden, a member of CSEE's consultation staff, has been a professional educator since 1978 with experiences as a K-12 teacher, principal, and superintendent. She has worked as a national project director, a state official, and faculty member. Her professional goals are to actively contribute to the collective effort in achieving a democratic society and to positively affect the knowledge, thinking, enhanced perception, and professional practice of educational leaders. Dr Durden's efforts have been and continue to be focused on initiating and facilitating systemic change through leadership.

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Bill Eyman

Bill Eyman is a member of CSEE's consultation staff. He recently retired from the Rhode Island Department of Education after a forty-four year career in public education and children's mental health. Bill has been a classroom teacher, alternative school director, co-founder and coordinator of a community-based children's mental health program and educational consultant and trainer as well as a member of CSEE's summer institutes. He has helped to create and to implement "Schools As Communities" plans in Rhode Island that address the social and emotional needs of everyone in the school, adults, students, and families. As for credentials, he has the traditional ones, a BA from Ohio University and an MA from Syracuse University, as well as those that come from real experience - years in the classroom, in the homes and in the community-at large.

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Susan Fountain

Susan Fountain is a member of CSEE's consultation faculty. She has worked as a trainer, curriculum developer and evaluator specializing in the areas of conflict resolution, social and emotional education, and global education. She has developed school-wide programs in conflict resolution, peer mediation, and bullying prevention and intervention for pre-school through high school levels. In addition to her work with CSEE, she has consulted with Creative Response to Conflict, the Early Childhood Social and Emotional Learning program, and Educators for Social Responsibility (Metro). She worked for 10 years with UNICEF as focal point for peace education, developing national programs in countries undergoing post-war reconstruction. Her international clients include the Canadian Department of Foreign Affairs and International Trade, ERIC Japan, the Landmine Survivors Network, the Middle East Children's Association, the UNESCO Associated Schools Project, UNICEF Belgrade, the UN Secretary-General's Study on Violence Against Children, and the United States Institute for Peace. Susan teaches conflict resolution at the graduate level at the International Center for Cooperation and Conflict Resolution (ICCCR) at Teachers College, Columbia University, where she helped design the introductory course in the ICCCR's certificate program; and at the undergraduate level in the Off-Campus College Program of Cornell University's School of Industrial and Labor Relations. She has developed curriculum materials for the United Nations Global Teaching and Learning Project, the US Fund for UNICEF, and is the author of six books for teachers on conflict resolution, social/emotional learning, and global education. She has an MS in education and is currently enrolled in the Ed. D. program in Adult Learning at Teachers College.

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Carol Foresta is a member of CSEE's consultation faculty. She has taught humanities, science, and English as a Second Language, in large and small middle and high schools on the upper west side of Manhattan, in Central Harlem, and in the South Bronx. Carol is the founding Principal emeritus of Bread and Roses Integrated Arts High School.  Currently, Carol teaches school leaders at the Bank Street College Principals Institute, and works as a research consultant with the Metropolitan Center for Urban Education at New York University and with the Center for Social and Emotional Education. Carol also serves as the Executive Director of The Center for Collaborative Education and the Progressive Education Network of New York. In that capacity, Carol acts as an advocate for small progressive public schools in New York City.

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Kecia Hayes

Kecia Hayes is a member of CSEE's consultation faculty. She received her PhD in Urban Education from the CNUY Graduate Center where she was a MAGNET Scholar. She is committed to the idea of education as a means to achieve social justice and community empowerment. Her research focuses on how social policies and practices impact the educational experiences of children and parents of color in urban communities, especially in terms of court-involved youth. As a practitioner, Kecia has extensive experience in the design and delivery of educational programs. She has taught graduate courses at the International Center for Cooperation and Conflict Resolution of Teachers College, Columbia University, and has been an educational consultant with organizations such as the Christian Children's Fund of South Dakota, New York University School of Education Metropolitan Center, and Rikers Island Educational Facility. Here publications include the volumes Metropedagogy: Power, Justice, and the Urban Classroom ; and City Kids: Understanding, Appreciating, and Teaching Them (which were both edited by Joe Kincheloe and Kecia Hayes).

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Teddy Holtz

Teddy Holtz Frank, L.M.S.W. is a senior advisor to CSEE. She works as a Licensed Master Social Worker, organizational consultant, educator and author, specializing in leadership development and organizational change. She is also the former Director of the Hudson Valley Student Support Services in New York State. Ms. Holtz Frank has authored many papers, most recently the Handbook for Developing Supportive Learning Environments (2005).

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Mary Grenz Jalloh

Mary Grenz Jalloh is the Founder and Executive Director of the New York State Center for School Safety, a government coordinating agency for school violence prevention. Ms. Jalloh has served as a health education consultant for the Northwest Regional Educational Laboratory in Portland, Oregon, Department of Health in NY, American Cancer Society, Carolina Hospitals, the Girl Scouts, and the University of North Carolina. Previously she was an administrator at a county health department in North Carolina, and a member of the faculty at the University of Missouri School of Medicine. She is the author of a textbook in rural sociology, co-author of book chapters on school violence prevention, and parenting education; curricula on safe school planning, and violence prevention for educators; and author of numerous journal articles on health education, violence prevention, and youth development. Ms. Jalloh holds graduate degrees in public health (M.P.H., University of NC ­ Chapel Hill), rural sociology (M.S., University of Missouri), and education (C.A.S., SUNY- New Paltz). She is a certified health education specialist (CHES), is Board Certified in School Crisis Response from the National Center for Crisis Management (B.C.S.C.R.), and is certified as a school business administrator (SBA) in New York State. While an undergraduate student at Oberlin College, Ms. Jalloh attended Fourah Bay College in Sierra Leone during her junior year. She serves as a board member of the National Organization of Sierra Leoneans in North America (NOSLINA) and is a Disaster Services Human Resources System (DSHR) volunteer for the American Red Cross.

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Leo Dannny Mallonga, M.A., Ed.M., Ed.D. Cand.

Leo is a member  of CSEE's visiting faculty. He is an organizational development consultant specializing in group process and conflict resolution. He comes from Columbia University's International Center for Cooperation and Conflict Resolution (ICCCR), where he was the Senior Program Administrator and Marketing Director.  He is currently a doctoral candidate of Educational Administration as well as an adjunct instructor at Teachers College, Columbia University.

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Andrea Mandel, Ph.D.

Andrea Mandel, Ph.D. is a member of CSEE's visiting faculty. She has worked as an English teacher educator and a teacher in public schools, Dr. Mandel's professional life has been dedicated to child-centered, inquiry-based and reflective teaching and teacher education. As an outgrowth of her hands-on approach to teaching English Education core courses in Methods, Curriculum and Research, Dr. Mandel knows the importance of creating opportunities for teachers to revisit theory-in-action, and to collaborate in university-school networks and action-research projects. It is for these reasons that Dr. Mandel introduced Teacher Talk Network at Stony Brook University, an organization for beginning and experienced teachers to deepen and extend the conversations begun in coursework. In her professional work, she has been influenced by a wide range of educators, networks, and research efforts, many already firmly linked to New York City Schools: Maxine Green and The Lincoln Center Institute for the Arts; Denny Taylor's Literacy Research; Pat Carini's Prospect Center for Education and Research; Sondra Perl's Composing Process; and Foxfire Core Principles. Through exploring activities, resources, and dialogues such as those above, educators are informed about what needs to change in professional development. As a project researcher for The School and Classroom Design Project, (Danforth Grant), a collaboration between City College Secondary Education Program,(CUNY) and a NYC Middle School, Dr. Mandel helped design a site-based MA program aimed at school change.

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Sue Ruskin-Mayher, Ph.D.

Sue is the director of the Middle Schools Program at the Bank Street College of Education. She has extensive experience as a Staff Developer in the New York City Public Schools. She has also worked as a curriculum development specialist for the Office of the Manhattan High Schools Superintendent. Dr. Ruskin-Mayher began her career in education as a junior high school English Language Arts and Social Studies teacher at Junior High School 118 in the Bronx.

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Senior consultant and visiting faculty member at CSEE. Bill is the Director of the Centers for Men and Young Men and the Director of Continuing Education (Psychology) at McLean Hospital; and is Assistant Clinical Professor (Psychology) in the Department of Psychiatry at Harvard Medical School. He is an internationally recognized authority on boys and men. He has served on the U.S. Presidential initiative, The National Campaign Against Youth Violence and is a consultant to The United States Secret Service, including its collaborative Safe Schools Initiative with the U.S. Department of Education. He is the author of many books including the Real Boys Workbook (Random House/Villard, 2001) and Real Boys Voices (Random House, 2000/paperback, Penguin, 2001)

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Ellen Raider, M.A.

Ellen is a member of CSEE's faculty. She is a recognized authority in the field of conflict resolution, negotiation, and mediation training. Since 1978, she has taught international negotiation skills to thousands of corporate executives and diplomats in the United States and abroad. Her clients have included the United Nations, the European Economic Community, IBM, AT&T, General Electric, and Schering International. In 1988, she was asked to set up the training department of the research-based International Center for Cooperation and Conflict Resolution at Teacher's College, Columbia University. Ms. Raider holds a Masters of Education Degree in Educational Psychology (Social and Group Processes) from Temple University and has done additional graduate work in Cultural Anthropology at the New School for Social Research.

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Margaret Jo Shepherd, Ed. D.

Margaret is a member of CSEE's faculty and the co-director of the Non Verbal  Disorders Work Group. She is Professor Emeritus of Education, Teachers College, Columbia University, where she established the College's Learning Disability Program. In 1967, Dr. Shepherd created degree-granting programs to train teachers and educational specialists to work with learning disabled students. She directed these programs until 1998 when she retired from her tenured faculty position. She taught at Teachers College for 30 years. During the same time, Dr. Shepherd created a diagnostic and tutoring center at Teachers College (originally known as The Child Study Center). Today, as part of The Center for Educational and Psychological Services, it provides a practicum site for teachers and psychologists, as well as services for children and families. She continued to work at the Center until 1998, even though she had relinquished its directorship. Dr. Shepherd was chair of the 1988 group that created a Professional Development School for Teachers in New York City's Community School District #3. This project, which received five years of Ford Foundation funding, is a model for community/university partnerships and practice-centered teacher education - providing preparation for beginning teachers, as well as continuing education. She was a member of the Urban Network to Improve Teacher Education and Japan/United States Teacher Education Consortium. From 1980 through 1993, she helped train teachers in Ontario, Canada during summer institutes conducted at the University of Waterloo. For 25 years, Dr. Shepherd has been a consultant to the Office of Special Education and Rehabilitative Services, US Office of Education, and to the New York City Board of Education. She has served on many national educational advisory boards, as well as editorial boards of professional educational journals.

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Cecile Wren

Cecile Wren is a member of CSEE's consultation faculty. She was the principal at Jericho Middle School for eight years and worked collaboratively with her staff to design and implement a resilient middle school that articulates a clear vision, social and emotional literacy strategies, and research-based best practices. As a result, Jericho Middle School has been recognized as a New York State Network Support School, as well as a High-Performing Gap Closing School which now provides support to middle schools throughout New York State. Mrs. Wren and her staff have presented at both local and state conferences and frequently host school visitations. Mrs. Wren was the past-president of the Nassau County Middle School Principal's Association; was a Liaison to the New York State Education Department; Co-chairs the Social and Emotional Literacy Forum (SELF), is a member of the executive committee for the Social and Emotional Wellness (SEW) Forum sponsored by the North Shore/LIJ Mental Health Alliance, and serves on the Love Is Not Abuse Advisory Board for Liz Claiborne Inc.. She has over 30 years experience as an educator and her experiences include: Middle and High School Mathematics Teacher, Technology Coordinator, Dean of Students, as well as, an Elementary Principal.

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