Meet Dr. Donna Ledford, an Adjunct Professor for Thomas University’s new Educational Leadership programs, with years of experience and true passion for leadership.
What programs do you teach at Thomas University? What drew you to this field of study? What keeps you excited about it?
I teach in the Division of Education graduate program at Thomas University, and I am thrilled to begin working in the new Educational Leadership degree program in the Fall of 2022. This program will consist of: Educational Leadership (Tier I) Certification-Only, M.Ed. in Educational Leadership (Tier I) Certification, and Ed.S. in Educational Leadership (Tier II) Certification.
I was drawn to leadership early in my teaching career after being assigned a student-teacher to support my classroom. I found myself enjoying coaching, growing, and supporting student teachers and colleagues, which led me into school leadership. As a school administrator, I discovered my niche supporting teachers and leaders through coaching, feedback, and professional learning and realized the impact school leaders have on students and teachers. While teacher quality is the most important factor influencing student achievement, effective principal leadership is the second most influential factor.
I am passionate about helping school leaders create positive school cultures grounded in high expectations and support for teaching and learning. Effective school leadership can change the trajectory of the future for both students and teachers, which is why every school must have effective principals and school leaders.
How will the educational leadership programs better prepare/equip educators for the current climate they are facing? How will they help them tackle the challenges of COVID and post-COVID teaching?
The Educational Leadership programs at Thomas University have been specifically designed to support emerging school and district leaders during these challenging times. Since the Educational Leadership program is new at Thomas University, the program and courses were intentionally created to equip leaders with the different skill sets needed to successfully lead schools and districts in the wake of the pandemic.
The program is designed to center on the intentional integration of social-emotional learning. The focus on social-emotional learning, culturally responsive teaching, and equity throughout courses in the program will help leaders support students and staff using a holistic approach resulting in a positive school climate focused on student and teacher success.
The courses are also designed to include job-embedded tasks that provide students with practical application of research and theory into their own unique individual settings during this time of COVID-19 pandemic challenges.
What attracted you to teach at Thomas University? What sets them apart?
I was attracted to Thomas University because of its consistent focus on developing programs and schedules that will meet the learning needs of practicing educators. The blended synchronous and asynchronous approach to learning in eight-week terms allow for more content to be learned each semester while catering to the professional needs of the students.
In addition, the teaching faculty in the Division of Education at Thomas University are field practitioners with school- and district-level leadership experience that link theory and practice and effectively guide candidates through job-embedded tasks in their setting. I believe Thomas University’s approach that leverages the expertise of practitioners in the field as instructors, as opposed to solely utilizing high-level researchers, results in a more authentic experience and deeper learning for students.
What is your professional background as an educator?
I have been in education for over 30 years, and I have been a:
- Teacher
- Instructional lead teacher
- Assistant principal
- Principal
- Assistant superintendent
- Adjunct instructor
- Executive education consultant
I received my B.S. in Elementary Education at Florida State University and my M.Ed. in Early Childhood Education at Emory University in Atlanta. I became interested in leadership during my time at Emory and went on to get my Ed.S. in Educational Administration and Supervision at the University of Georgia.
I was appointed to my first principalship in 2002. After many years as a principal, I felt that it was important for me to be able to lead my school and others into leveraging technology to enhance teaching and learning. Therefore, I earned my Ed.D. from Boise State University in Educational Technology.
I began teaching at Thomas University as an adjunct professor after obtaining my doctorate in 2016. I currently coach principals and principal supervisors and develop teachers and leaders in the graduate programs at Thomas University.
Tell us a little about yourself. Why did you become interested in education?
I always knew I would be a teacher. From a very young age I would line up my dolls and stuffed animals in front of an old chalkboard and teach them how to read. I also love music and went into education with the original plan of being a music teacher, but I ultimately decided to be a general educator for elementary-aged students.
The impact teachers have on students is an incredible responsibility that can change futures and generations. I believe there is no greater profession, and as an adjunct professor for graduate students, I want to ensure teachers and leaders know their impact and help them be the best they can be for their students.
What would you tell prospective students considering your educational leadership programs about yourself? What’s something that students and colleagues should know about you?
People should know that I am passionate about ensuring that every classroom and school has the most effective teachers and leaders possible. My work with graduate students in the Division of Education is to push them to be focused on student achievement through the lens of student and staff support.
My former students say that in my classes, their learning comes first, and they know that I am always available to support them individually and collectively, and we will do whatever it takes for each student to be successful. Students tell me they appreciate my engaging class sessions and relevant job-embedded assignments that push them to be their best.
What advice do you have for students interested in pursuing their educational leadership degree? How can people stand out in these fields?
Thomas University will prepare future educational leaders with the knowledge, skills, and dispositions needed to be successful school and district leaders. Those interested in pursuing an Educational Leadership degree from Thomas University should be prepared to engage in multiple and complex job-embedded leadership opportunities in each course that will challenge and mold students into being exceptional leaders.
My advice would be for students to fully embrace all these opportunities and use artifacts and knowledge from these tasks to create a professional portfolio for future job interviews. The Educational Leadership programs at Thomas will result in candidates highly sought after by districts across the state, and a professional portfolio is an excellent way to showcase learning and experiences.
Is there anything else you would like to share?
School leaders often enter Educational Leadership programs to impact educational change, but the true impact of school leaders is on the future success of students, teachers, families, and entire communities. Leadership matters.