Biography
In our leadership programs, we engage students from around the globe in powerful professional communities to construct theories of practice that deepen our understanding of socially just leadership, and strengthen our capacity to change our world.
Mary Herrmann

Mary Herrmann's primary scholarship interests include leadership development and organizational learning and improvement. Mary is particularly focused on the social, psychological and ethical dimensions of leadership in her clinical work with aspiring principals and superintendents. Mary has extensive PK-12 administrative experience as a school district superintendent and principal.

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Education

B.S., Sociology, Psychology, Secondary Education, University of Wisconsin - Madison

M.S., Counseling Psychology, University of Wisconsin - Madison

Ph.D., Educational Leadership and Policy Analysis, University of Wisconsin - Madison

Research & Service

Mary Herrmann's primary scholarship interests include leadership development, decision-making, and organizational learning and improvement. Mary is particularly focused on the social, psychological and ethical dimensions of leadership.

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Publications

Herrmann, M. (2017) Decide to Lead: Building Capacity and Leveraging Change Through Decision-making Rowman & Littlefield  link >

Herrmann, M. (2015) Becoming an Adaptively Authentic Leader AASA School Administrator 72 (Oct. 2015/Number 9), 35 - 37  link >

Herrmann, M. (2016) Book Review - Be the Change: Reinventing School for Student Success AASA School Administrator: Alexandria, VA

Herrmann, M. (2015) Book Review - Learning to Improve, How America's schools can get better as getting better AASA School Administrator: Alexandria, VA, USA

Herrmann, M. (2014) Reviewed - Data Wise: A step-by-step guide to using assessment results to improve teaching and learning. School Administrator Journal The School Administrator: Alexandria, VA, United States  link >

Herrmann, M. (2013) Can Neuroscience Inform our Rewards and Threats? AASA - The School Administrator 70 (Number 5), pages 14-15  link >

Herrmann, M.. Book Review, Blended: Using Disruptive Innovation to Improve Schools School Administrator: AASA, Alexandria, VA

Teaching

Mary seeks to provide a thoughtful and practical context for effective leadership practices in introductory leadership and clinical/experiential courses. In addition she teaches school and district level improvement, the superintendency, the supervision of learning centered environments. and human resource management.

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Courses

Intro to Educational Leadershp Multiple perspectives for understanding theory and practice in the governance and operation of complex organizations in P-12 school systems. Focusses on leadership development and the changing role of the school leader in leading learning-focused schools dedicated to significant and continuous growth for every student. Course Information: Prerequisite: Graduate standing in the College of Education or consent of instructor. Class Schedule Information: Priority will be given to department majors.

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.

School Dist Improvement Course will provide an in-depth examination of reform proposals for changing the organization of school systems, the instructional programs, and the roles of educators to improve learning; will share insights and experiences in building-level and district-level improvement planning; and will explore the pivotal role of the superintendent in district improvement and building a community of learners. Course Information: Prerequisite: Students must be admitted to the EOL Superintendent Endorsement program or consent of instructor.

Clinical Experience Admin Direct experience in the study of educational problems of concern to administrators; features an action component whereby the student is provided with opportunities for assuming responsibility for decision making in a live or simulated setting; each student works under the supervision of a professor, and where possible and appropriate, a practicing administrator. Course Information: Approved for S/U grading only. May be repeated to a maximum of 12 hours; no more than 4 hours earned at the master's level. Prerequisite: Students must be admitted to the EOL General Administrative or Superintendent Endorsement program and must have completed at least four EOL required courses, or consent of instructor.

The School Superintendency Course examines the legal and fiscal responsibilities of school superintendents, the relationship of superintendents with school boards and employee groups, the importance of public relations and partnerships with community stakeholders, the process for selecting superintendents, and the effect of the position on individuals. Course Information: Prerequisite: Students must be admitted to the EOL Superintendent Endorsement program or consent of instructor.

Capstone Experience I Part I is the design of a research study (capstone project) that integrates literature covered in the degree program leading to a research question to be explored empirically. It includes literature review, problem statement, research design, methodology, identifying participants, IRB review and a final proposal paper. Students are expected to collect data for their study (project) between Parts I and II. Part II topics include data analysis, interpretation, discussion, implications, dissemination of findings, and future research. Leads to a final research (capstone) paper that synthesizes work from Part I and adds to it through data analysis, discussion of findings, implications, and ways to disseminate findings to relevant audiences. Course Information: Approved for both letter and S/U grading. May be repeated in separate terms to a maximum of 4 hours.

Capstone Experience II Part I is the design of a research study (capstone project) that integrates literature covered in the degree program leading to a research question to be explored empirically. It includes literature review, problem statement, research design, methodology, identifying participants, IRB review and a final proposal paper. Students are expected to collect data for their study (project) between Parts I and II. Part II topics include data analysis, interpretation, discussion, implications, dissemination of findings, and future research. Leads to a final research (capstone) paper that synthesizes work from Part I and adds to it through data analysis, discussion of findings, implications, and ways to disseminate findings to relevant audiences. Course Information: Approved for both letter and S/U grading. May be repeated in separate terms to a maximum of 4 hours.

Mary Herrmann

Clinical Assistant Professor, Education Policy, Organization and Leadership

Contact

Office

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

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