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Mary Herrmann

Biography

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.

Key Professional Appointments

  • Teaching Associate Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
  • Affiliate, Siebel Center for Design, University of Illinois, Urbana-Champaign

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.

Publications

Herrmann, M. B. (2019). Learn to Lead, Lead to Learn: Leadership as a Work in Progress. Rowman & Littlefield.

Herrmann, M. B. (2017). Decide to Lead: Building Capacity and Leveraging Change through Decision-Making. Rowman & Littlefield.

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.

Courses

EOL 540: Introduction to Educational Leadership (EOL 540) 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. Same as EPOL 535. 4 graduate hours. No professional credit.

EOL 543: Leading School Improvement (EOL 543) Study of major ideas on school improvement, past and present, and of emerging research on the condition of public education in the United States. In-depth examination of reform proposals for changing the organization of schools, the instructional program, and the roles of students, teachers, and school administrators. Same as EPOL 536. 4 graduate hours. No professional credit.

EOL 544: Leading Improvement and Innovation (EOL 544) In-depth examination of leadership competencies and skills required for the public school superintendent to successfully lead, innovate, and manage complex educational organizations. Analysis of research and evidenced-based practices that focus on learning, building organizational capacity, strategic design, and ensuring equity and excellence for all learners. Emphasis placed on preparing individuals to effectively lead socially just organizations that ensure high quality learning. 4 graduate hours. No professional credit. Prerequisite: Students must be admitted to the EOL Superintendent Endorsement program or consent of instructor.

EOL 564: District Change for Equity and Social Justice (EOL 564) Critical examination of democratic principles of education, especially as it pertains to equity and social justice. Addresses the fundamental question of "Who gets access to the fundamental right of education and how?" Application of theories and concepts to the role of district leaders in implementing socially just educational settings. 4 graduate hours. No professional credit. Prerequisite: EOL 548 or consent of instructor.

EPOL 535: Introduction to Educational Leadership (EPOL 535) 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.

EPOL 536: Leading School Improvement (EPOL 536) Study of major ideas on school improvement, past and present, and of emerging research on the condition of public education in the United States. In-depth examination of reform proposals for changing the organization of schools, the instructional program, and the roles of students, teachers, and school administrators.

EPOL 541: Leading Improvement and Innovation (EPOL 541) In-depth examination of leadership competencies and skills required for the public school superintendent to successfully lead, innovate, and manage complex educational organizations. Analysis of research and evidenced-based practices that focus on learning, building organizational capacity, strategic design, and ensuring equity and excellence for all learners. Emphasis placed on preparing individuals to effectively lead socially just organizations that ensure high quality learning.

EPOL 547: District Change for Equity and Social Justice (EPOL 547) Critical examination of democratic principles of education, especially as it pertains to equity and social justice. Addresses the fundamental question of "Who gets access to the fundamental right of education and how?" Application of theories and concepts to the role of district leaders in implementing socially just educational settings.

EPOL 597: Clinical Experience Administration (EPOL 597) 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.