· Student-Parent Relationship and Student Success

· Student Literacy: Parent Teacher Response to Intervention

· Student Success and Parent Involvement

· Student Achievement and School Curriculum

· The Academic Achievement Gap and School Equity

· Leadership and Equity

· Strategic Mentoring

· Action Research

· Qualitative and Quantitative Research Methods

· Advanced Dissertation Writing and Advising

· Leadership and Curriculum Development

· Human Resources

· Diversity and Equity

· Policy and School Leadership in Urban Schools

PROFESSIONAL EXPERIENCE

Southern Connecticut State University

New Haven, CT

Present Assistant Professor,

Educational Leadership and Policy Studies

Duties include: providing professional development to school administrators, preparing future educational leaders to comprehensively meet academic and social needs of students in diverse communities; teaching graduate courses in instructional leadership, organizational leadership in urban schools, policy studies, educational law, school finance, diversity and equity and other courses offered within the department’s 6th year professional diploma program and the doctoral program. I have extensive experience in teaching qualitative and

quantitative method research courses. I also supervise potential K-12 school administrators, conduct courses online, work collaboratively with peers to deliver graduate level curricula, teach leadership courses in educational leadership at the principal and assistant principal level. Coordinate the department’s graduate intern program, chair doctorial committees and participate in numerous activities that advance the university and department’s mission of responding to the academic needs of marginalized students. I engage in productive research, participate in annual conferences internationally and across the nation while maintaining a nominal teaching load of 12 credits per semester. Additional department duties include: Serving as chair the department’s personal committee, Internship Coordinator and coordinator of the 680 and 681 leadership courses.

Argosy University, Los Angeles

June 2012-August 2014 Professor of Practice

As Professor of Practice I facilitate learning of the course competencies in the curriculum and proactively supports all facets of the learning environment. In addition to teaching, I assure that the EDMC philosophy: quality services to students; development, growth, involvement, and recognition of employees; sound economic principles; and environment, which is conducive to innovation, positive thinking and expansion - is considered in carrying out my duties and responsibilities. Key elements of the position include: scheduling program courses, assisting with credentialed based staffing – identifying and hiring adjunct faculty, teaching courses, chairing dissertations, coordinating dissertation students with Chairs and providing guidance to students and faculty in various blocks, coordinating comprehensive exams and trainings, reading comprehensive exams, attending and participating in new student orientations and open houses, student enrollment and department review and attending monthly college of education meetings.

Courses Taught: Methods and Analysis of Quantitative Research, Methods and Analysis of Qualitative Methods, The Adult Learner, Educational Leadership Theory and Policy, Foundations of Leadership, Program Evaluation, Survey Techniques, Technology and The School Administrator, and I conduct Seminars on how to prepare for comprehensive exams.

Program and Policy Development Specialist

Office of the Superintendent

October 2009-July 2011 Los Angeles Unified School District

As a consultant for the Los Angeles Unified School District I worked on behalf of the Superintendent to respond to the District’s initiative to improve low-performing schools and support growth. Duties include working collaboratively with the Superintendent’s team on the Public School Choice (PSC) review process to translate strategies into clear goals and explored and implemented new procedures to improve the overall performance of failing schools. In addition, responsibilities included actively engaging the community and parents in the overall process. I worked directly with Local District Superintendents and district staff to design evaluation materials that moved the school review process forward, and managed relationships with community stakeholders. I created bulletins, manuals and conducted meetings that inform, educated and advised administrators, parents and stakeholders of the Superintendent’s initiative on school improvement. In addition, I evaluated school data from various campuses against the District’s data to better inform the Superintendent with his efforts when moving forward with policies around student outcomes. I conducted meetings with senior management and community groups; wrote extensive reports on how to improve

the academic performance of minority students and ways to improve parent engagement for the Superintendent and his team. I worked closely with school administrators and advise and supported their efforts towards writing their annual WASC reports and attend meetings with the Superintendent, senior staff, administrators and community stakeholders on issues related to schools improvement. Additional responsibilities include writing information reports and speeches for the Superintendent, writing board informatives for Board Members, developing reasonable timelines for short and long term growth to move initiatives forward, I collaborate on budget preparation and financial data for program implementation. I also worked collaboratively with team members to move the Superintendent’s strategic plan for the district forward and advise on reports that came out of the Public School PSC review process.

Postdoctoral Fellow Department of Diversity and Community Engagement

June 2007-May 2008 University of Texas at Austin

In this position I supervised community-based programs that served low-performing high schools throughout Central Texas. I wrote grants that funded the life of various program; worked collaboratively to prepare reports on school and student performances; conducted professional development seminars for parents and community stakeholders and wrote quarterly and annual reports to funders. With the support of Local District Superintendents, school administrators, teachers and community volunteers I worked with new programs geared towards school improvements, student achievement and parent involvement. In addition, prepared proposals for state and federal funding and established external funding through private and public agencies and manage a combined budget of $250,000.

Research Assistant Department of Educational Leadership

March 2005- June 2007 University of Oregon

In this position I wrote research-based articles on various educational topics; researched topics for publication; conducted various studies on school reform and student academic development; advised graduate students on dissertations and term thesis; and conducted academic seminars that inform the community and parents on ways to improve the academic performance of students of color. In addition, I counseled and worked closely with graduate and undergraduate students on ways to improve writing skills, how to succeed at university and how to stay motivated and to achieve overall goal; graduation. In addition, I taught Qualitative Methods courses to graduate students.

Project Director Labor Occupational Safety and Health Program

Non-Profit Organization

June 1999- November 2004 University of California at Los Angeles (UCLA)

In this position I published manuscripts on occupational health and safety, and submitted annual reports to external funding agency. In addition, I developed training curriculum for outside agencies; coordinated and implemented health and safety training for Spanish speakers in the Los Angeles area; taught health and safety courses to managers relationships with key stakeholders and supervisors from various companies; supervised staff and outside consultants; planned and organized the National Institute of Health Sciences Annual Meeting and training and managed a program budget of $500,000.

Project Manager

1996-1999 Southern California Youth and Family Center/Non-Profit

In this position I supervised staff, program volunteers and managed public relations and recruitment efforts for the Male Involvement Program; wrote quarterly reports to funding agencies and coordinated income development activities for the program. I also designed and implemented a referral program for at-risk youth with the mayor’s committee on community outreach; and worked with low-performing schools in the community to redesign curriculum and reevaluate the school’s direction; taught self improvement courses; developed job training courses; and designed and coordinated a mentor program that included the Inglewood and Long Beach school districts, as well as the Inglewood fire and police departments. Managed a program budget of $300,000.

Educator

1990-1996 Compton and Los Angeles Unified School Districts

In this position I designed curriculum; worked with parents and community stakeholders to establish new programs on campus that redirected the schools’ focus and improved student learning; and taught classes in Spanish. I also provided academic counseling, mediation and alternative learning programs for students and parents; and served as a bilingual community coordinator and organized community outreach programs.

SELECTED PUBLICATIONS

Robinson, Q.L. (2016) “Thinking About Relationships with Black Boys: Why Strategic Mentoring Matters.” UNDER REVIEW

Liu, K, Robinson, Q & Braun-Monegan, J. (2016) Making unseen Transformation Visible: Pre-Service Teachers Identify Connection Between Teaching-Learning and Literacy Strategies. Journal of Education and Training Studies Vol. 4(8), 93-98.

Robinson, Q.L., & Werblow, J. (2013). The Power of a Single Mother: Black Males Speak Out on Their Mother’s Influence of Their Academic Performance. Multicultural Perspectives. 14(4), 1-7.

Robinson, Q.L., & Werblow, J. (2011). Beating the Odds: How Single Mothers Influence the Educational Success of Their Sons Enrolled In Falling Schools. American Secondary Education. 40(2), 52-66.

Werblow, J., Robinson, Q.L., & Duesbery, L. (2010). Regardless of School Size, School Climate Matters: How Dimensions of School Climate Affect Student Dropout Rate Regardless of High School Size. In W. Hoy and M.DiPaola’s Theory and Research in Educational Administration. NC: Information Age Publishing.

Alonzo, J., Robinson Q. L., & Tindal, G. (2008). Using school-wide response to intervention to close the achievement gap in reading. ERS Spectrum. 26, 1-9.

Robinson, Q.L (2007). Unpublished doctoral dissertation. Ways in which Black Single Mothers’ Influence the Educational Success of their Sons:”A Case Study of Successful Black Eleventh Grade Males in Failing Schools. University of Oregon at Eugene.

Presented at The Korean Association for Multicultural Education Conference in South Korea. Presented on “Beating the Odds: How Single Black Mothers Influence the Educational Success of their Sons.” March 2015

I have been invited to present at the 2013 AERA conference in San Francisco. I will present on the Ways to successfully include Black males in the academic process.

Various speeches written on behalf of the Superintendent of Los Angeles Unified School District on “Student Success,” “Minority Students and Academic Achievement.”

Robinson, Q.L., Werblow, J. (April, 2012). Beating the Odds: How single mothers influence the educational success of their sons enrolled in falling schools. Accepted and will present at the New England Education Research Organization (NEERO) Annual Meeting: in Portsmouth, NH.

Werblow, J., Robinson, Q.L., & Duesbery, L. (April, 2010). How Factors of School Climate Effect Student Dropout, Regardless of a School’s Size. Accepted and presented at the American Educational Research Association (AERA) Annual Meeting: Denver, CO.

Robinson, Q. (2000). Assertiveness, a Method for Eliminating Health Disparities. Paper Presented and the American Public Health and Safety conference.

Graduate of UCLA’s Professional Management Development Program 2004 University of California at Los Angeles

I have spent extended periods of time in: Saudi Arabia, Jordan, Israel, Turkey, Egypt, Peru, Bolivia, Chile, Hong Kong, China, Central America, The Netherlands, Australia, Fiji, France, Great Britain, Morocco, Africa and Spain for the purpose of developing integrated multicultural lessons and using artifacts, photography, and personal experiences from these visits to motivate and encourage students to see the world as a classroom.

My work at UCLA, my work at Los Angeles Unified School District and my current work as an instructor has given me complete and full experience with current and advanced computer knowledge. This includes conducting webinars and using the Internet to conduct classes and advanced trainings over seas.

Peter Madonia, Ed.D