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Coordinators & Fordham Liaison.The New York Education Policy Leadership Program (NY EPLP)* is co-sponsored by the Fordham University Graduate School of Education and Putnam | Northern Westchester BOCES.
*formerly NY EPFP at Teachers College |
| Co-Coordinators |
Lisa P. Davis
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Robert (Rob) Feirsen
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Lisa Davis is currently working as a consultant and facilitator for school districts and non-profit organizations. She specializes in the education policy, strategic leadership, team-building, and governance arenas. Since 2012, Lisa has been co-coordinator of the NY Education Policy Leadership Program (she was a NY EPFP Fellow in 2010-11). In 2021, she and Bob Monson spearheaded the development of an Advanced Education Policy Leadership Program for EPLP alumni, and they both serve as Coordinators for this multi-state program. Lisa is also an adjunct consultant for the New York State School Boards Association (NYSSBA).
Lisa was the Executive Director of the Westchester Putnam School Boards Association (WPSBA) from 2008 to 2019. Throughout her tenure, she worked to expand the depth and breadth of the Association's programming and outreach, and visibility. She developed and facilitated programs on topics such as: governance; leadership and team-building; education policy; teaching and learning; school finance and equity issues; and public education advocacy. She also served on multiple regional and state commissions and presented at education conferences. As WPSBA Executive Director, Lisa also coordinated the Lower Hudson Education Coalition (LHEC), a regional four-county public education advocacy organization. She also worked as a consultant for the Child Care Council of Westchester, focusing on quality-improvement tools for Head Start and other child care centers. Lisa served on the Chappaqua Board of Education from 1998 to 2007. Lisa is trained in the Technology of Participation (ToP™) Facilitation method through ICA Associates, Toronto, Canada, having completed several multi-day courses including: Facilitation Method; Transformational Strategy; and Meetings that Work/Group Participation. |
Dr. Robert Feirsen is currently Associate Professor of Educational Leadership at Manhattanville College, where he also coordinates the Graduate Programs in Educational Leadership. Prior to coming to Manhattanville, he served as the Chairperson of the Education Department in the
College of Arts and Sciences at New York Institute of Technology (NYIT). Rob was a NY Fellow in 2013-14 and took on the role of Co-Coordinator in July 2022. For the past 13 years, Dr. Feirsen taught online and in person graduate courses leading to certification as an educational leader. He has also presented at numerous international, national, and regional conferences on topics including teacher and principal recruitment and retention, the school counselor - school principal relationship, college readiness, strategic planning, and school- community engagement. Dr. Feirsen’s writings about educational leadership have appeared in peer reviewed journals and professional magazines including Educational Leadership, the flagship journal of ASCD, and NASSP Bulletin, one of the most highly respected journals for school administrators. Dr. Feirsen’s latest book, From Conflict to Collaboration: A School Leader’s Guide to Unleashing Conflict’s Problem-Solving Power, discusses how to increase organizational vitality in turbulent times. In P-12 education, Dr. Feirsen served as a superintendent, deputy superintendent, assistant superintendent, elementary and middle school principal, and general and special education teacher during his distinguished career as an educator. He has deep experience as a facilitator, with a focus on strategic planning and program implementation and assessment. |
| Fordham University Graduate School of Education: NY EPLP Liaison |
Elizabeth Leisy Stosich
Dr. Elizabeth Leisy Stosich is an associate professor and Associate Chair of the Division of Educational Leadership, Administration, and Policy. She joined the Fordham faculty in 2017. Stosich's research focuses on understanding how district, school, and teacher leaders can work together to strengthen the quality and equity of students' learning opportunities and outcomes.
In 2022, Stosich was awarded the Emerging Scholar Award by Division A of the American Educational Research Association (AERA) in recognition for her contributions to the field of educational leadership and organizational theory. In 2016, she was awarded the Dissertation of the Year Award by the AERA Leadership for School Improvement Special Interest Group for her dissertation research on the leadership practices, professional learning opportunities, and teacher team practices that support educators in responding effectively to new and more ambitious academic standards.
Stosich's work has appeared in such journals as the American Educational Research Journal, Educational Evaluation and Policy Analysis, and Journal of Educational Administration. Her co-authored book, The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools, was published by Harvard Education Press and is widely used in districts, schools, and educational leadership programs.
Prior to joining the Fordham faculty, Stosich was a research and policy fellow at the Stanford Center for Opportunity Policy in Education. She received her Ed.D. in Education Policy, Leadership, and Instructional Practice and Ed.M. in Education Policy and Management at Harvard University. Previously, she taught elementary school in Oakland, CA.
In 2022, Stosich was awarded the Emerging Scholar Award by Division A of the American Educational Research Association (AERA) in recognition for her contributions to the field of educational leadership and organizational theory. In 2016, she was awarded the Dissertation of the Year Award by the AERA Leadership for School Improvement Special Interest Group for her dissertation research on the leadership practices, professional learning opportunities, and teacher team practices that support educators in responding effectively to new and more ambitious academic standards.
Stosich's work has appeared in such journals as the American Educational Research Journal, Educational Evaluation and Policy Analysis, and Journal of Educational Administration. Her co-authored book, The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools, was published by Harvard Education Press and is widely used in districts, schools, and educational leadership programs.
Prior to joining the Fordham faculty, Stosich was a research and policy fellow at the Stanford Center for Opportunity Policy in Education. She received her Ed.D. in Education Policy, Leadership, and Instructional Practice and Ed.M. in Education Policy and Management at Harvard University. Previously, she taught elementary school in Oakland, CA.
