Biography

Don Hackmann’s primary research agenda focuses on educational leadership preparation programming, including characteristics of tenure-line and clinical educational leadership faculty, program quality, and faculty/student mentoring. An additional research interest addresses the principalship, focusing on effective leadership behaviors and strategies at the middle and high school levels that promote learning for all students, including effective supervisory approaches, school improvement, distributed leadership, and promoting college and career readiness.

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Key Professional Appointments

Professor Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign, 2013 - present

Associate Professor Educational Organization and Leadership, University of Illinois at Urbana-Champaign, 2009 - 2013

Interim Head and Associate Professor Educational Organization and Leadership, University of Illinois at Urbana-Champaign, 2007 - 2009

Associate Professor and Program Coordinator Educational Organization and Leadership, University of Illinois at Urbana-Champaign, 2004 - 2007

Associate Professor Educational Leadership and Policy Studies, Iowa State University, 2001 - 2004

Assistant Professor Educational Leadership and Policy Studies, Iowa State University, 1998 - 2001

Assistant Professor Educational Administration and Foundations, Illinois State University, 1996 - 1997

Assistant Professor Leadership and Counseling, Eastern Michigan University, 1993 - 1996

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Education

EDD., Educational Administration, University of Missouri, 1983

Educational Specialist, Educational Administration, University of Missouri, 1981

M.A., Secondary School Administration, Truman State University, 1977

BS/BSE, Mathematics/Mathematics Education, Truman State University, 1976

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Awards, Honors, Associations

Distinguished Teaching Career Award College of Education, University of Illinois, 2016 - 2016

List of Teachers Ranked as Excellent by their Students University of Illinois at Urbana-Champaign, 2016 - 2016

Reviewer of the Year Journal of Research on Leadership Education, 2013 - 2013

Distinguished Faculty Achievement Award for Research American Educational Research Association: Learning and Teaching in Educational Leadership SIG, 2012 - 2012

List of Teachers Ranked as Excellent by their Students List of Teachers Ranked as Excellent by their Students (Sp06, Su06, F06, Sp07), University of Illinois at Urbana-Champaign, 2005 - 2012

Outstanding Faculty Award for Service College of Education, 2009 - 2009

Faculty Fellows Award College of Education, 2007 - 2008

Outstanding Reviewer Award, Journal of Research on Leadership Education Journal of Research on Leadership Education, University Council for Educational Administration, 2006 - 2006

Research & Service

My primary research agenda relates to educational leadership preparation programming. Interests within this strand include characteristics of tenure-line and clinical faculty; leadership preparation curricula, program design, delivery, and size of program faculty; mentoring for the professoriate, the quality of clinical experiences; and roles/responsibilities of program coordinators. An additional research agenda centers on the principalship, focusing on effective leadership strategies at the middle and high school levels that facilitate improved student learning. Research interests within this area include the role of supervision and evaluation in promoting learning-centered environments, school improvement activities that promote improved student learning, and promoting college and career readiness in high schools.

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Publications

Hackmann, D., & Malin, J. (2016) If You Build it, Will They Come? Educational Leadership Program Coordinators’ Perceptions of Principal Preparation Redesign in Illinois International Journal of Educational Reform 25 (4), 338-360

Hackmann, D. (2016) Connections among administrative licensure, provider type, and leadership quality: Recommendations for research, policy, and practice Journal of Research on Leadership Education 11 (1), 43-67

Hackmann, D., & Wanat, C. (2016) Doing the work or sharing the work? The educational leadership program coordinator’s role International Journal of Educational Reform 25 (2), 100-124

Malin, J., & Hackmann, D. (2016) Mentoring as Socialization for the Educational Leadership Professoriate: A Collaborative Autoethnography Mentoring and Tutoring: Partnership in Learning 24 (2), 158-178  link >

Fuller-Hamilton, A., Malin, J., & Hackmann, D. (2015) Racial/ethnic and gender equity patterns in Illinois high school career and technical education coursework Journal of Career and Technical Education 30 (1), 29-53  link >

Thurman, L., & Hackmann, D. (2015) Leading the newly merged high school: Exciting opportunity or overwhelming challenge? Educational Considerations 42 (2), 1-12

Malin, J., & Hackmann, D. (2015) Separate and Unequal at Hillsborough High: A Principal’s Challenges in Integrating “Academic” and “Career and Technical Education” Coursework Journal of Cases in Educational Leadership 18 (1), 14-26  link >

Grenda, J., & Hackmann, D. (2014) Advantages and challenges of distributing leadership in middle-level schools NASSP Bulletin 98 (1), 53-74

Fessler, A., & Hackmann, D. (2014) Perceptions of Illinois school district superintendents regarding the efficacy of their superintendent preparation. Research in learning and teaching in educational leadership Information Age Publishing: Charlotte, NC, United States

Hackmann, D., & McCarthy, M. (2013) What constitutes a critical mass? An investigation of faculty staffing patterns in educational leadership programs Journal of Research on Leadership Education 8, 5-27

Hackmann, D. (2012) It’s a different world at the high school: A new superintendent finds competing cultures within the district Journal of Cases in Educational Leadership 15 (4), 22-31

Hackmann, D., & McCarthy, M. (2011) At a crossroads: The educational leadership professoriate in the 21st century.. Information Age Press: Charlotte, NC

Hackmann, D., & McCarthy, M. (2011) Clinical faculty in educational leadership programs: A growing force Planning and Changing 42, 183-208

Aumiller, B., & Hackmann, D. (2009) Top-down and bottom-up leadership: Can they exist in harmony? ERS Spectrum 27 (4), 9-21

Hackmann, D. (2009) Book review: Principals improving instruction: Supervision, evaluation, and professional development. (M. F. DiPaola & W. F. Hoy) Educational Administration Quarterly

Hackmann, D., Bauer, S., Cambron-McCabe, N., & Quinn, D. (2009) Characteristics, preparation, and professional development of educational leadership faculty. Handbook of research on the education of school leaders Lawrence Erlbaum Associates: Mahwah, NJ

Hackmann, D., & Wanat, C. (2008) The role of the educational leadership program coordinator: A distributed leadership perspective International Journal of Educational Reform 17 (1), 64-88

Hackmann, D. (2007) Roles and responsibilities of clinical faculty in selected educational leadership programs Planning and Changing 38, 17-34

Hackmann, D., & Wanat, C. (2007) Licensing principals: Iowa's preparation reform initiative Journal of Research on Leadership Education 2 (3)

Alsbury, T., & Hackmann, D. (2006) The changing face of the profession: Initial findings of a mentoring/induction program for novice principals and superintendents Planning and Changing 37, 169-189

Hackmann, D., Wanat, C., & Walker, J. (2006) A professional learning community at work: Developing a standards-based principal preparation program Journal of Cases in Educational Leadership 9 (3), 39-53

Schutte, T., & Hackmann, D. (2006) Licensed, but not leading: Issues influencing individuals' pursuit of the secondary principalship Journal of School Leadership 16, 438-466

Hackmann, D., & Alsbury, T. (2005) Standards-based leadership preparation program improvement through the use of portfolio assessments Educational Considerations 32 (2), 36-45

Hackmann, D. (2004) Constructivism and block scheduling: Making the connection Phi Delta Kappan 85, 697-702

Hackmann, D. (2004) Flexible scheduling to promote personalized learning. Changing the school learning environment Scarecrow Press: Lanham, MD

Klinker, J., & Hackmann, D. (2004) An analysis of principals' ethical decision making using Rest's four component model of moral behavior Journal of School Leadership 14, 434-456

Valentine, J., Clark, D., Hackmann, D., & Petzko, V. (2004) A national study of leadership in middle level schools (Vol. 2): Highly successful middle level schools and their leaders.. National Association of Secondary School Principals: Reston, VA

Hackmann, D. (2003) The promotion/tenure dilemma: Maintaining a research agenda while developing distance learning teaching excellence Journal of Technology and Teacher Education 11, 307-319

Hackmann, D., D. M., T., & J. C., . (2002) The standards-based administrative internship: Putting the ISLLC standards into practice.. Scarecrow Press: Lanham, MD

Valentine, J., Clark, D., D. G., P., V. N., ., & Hackmann, D. (2002) A national study of leadership in middle level schools, Volume I: A national study of middle level leaders and school programs.. National Association of Secondary School Principals: Reston, VA

Hackmann, D., Malin, J., & McCarthy, M.. Characteristics of Tenure-Line Faculty in Leadership Preparation Programs: An Analysis of Academic Preparation and Administrative Experience Journal of Research on Leadership Education

Malin, J., & Hackmann, D.. Enhancing students’ transitions to college and careers: A case study of distributed leadership practice in supporting a high school career academy model Leadership and Policy in Schools

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Grants

Principal Investigator Pathways Resource Center, Illinois State Board of Education, 2012 - 2016

Principal Investigator Perkins IV Consultation and Technical Assistance, Illinois State Board of Education, 2011 - 2015

Principal Investigator Area V Comprehensive, Systemic School Improvement Proposal, Illinois Regional Offices of Education, 2009 - 2011

Principal Investigator Revision of "Introduction to the Evaluation of Certified Staff", Illinois State Board of Education, 2008 - 2008

Teaching

I incorporate constructivist teaching and learning strategies in my classroom instruction, helping my students to develop essential knowledge and skills to be effective school leaders and researchers. I also assist students with understanding how to apply research to solve problems of practice.

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Courses

Supervision of Learning Envir Methods, theories, and research applying to the supervision and evaluation of classroom practices in learning-centered schools; includes analysis and application of research in effective teaching practices, formatice assessment and summative evaluation, data collection techniques, and professional development. Course Information: Prerequisite: EOL 540 or consent of instructor.

Program Planning & Evaluation Course Information: Prerequisite: EOL 540 or equivalent or consent of instructor. Open only to persons who have been admitted to doctoral study in the Department of Educational Organization and Leadership.

Thesis Proposal Seminar Assists doctoral candidates in planning field studies and thesis problems; students are expected to present their studies at each of four stages: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically. Course Information: Approved for S/U grading only. Prerequisite: Consent of instructor.: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically.

Thesis Seminar Assists doctoral candidates in planning field studies and thesis problems; students are expected to present their studies at each of four stages: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically. Course Information: Approved for S/U grading only. Prerequisite: Consent of instructor.: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically.

Thesis Research Individual direction of research and thesis writing. Course Information: Approved for S/U grading only. May be repeated.

Donald Hackmann

Professor, Education Policy, Organization and Leadership

Contact

Office

343 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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