Rachel Roegman is assistant professor in the Department of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. Her research interests examine the interconnections of equity, contexts, and leadership, and her work focuses on the development and support of equity-focused leaders.

Key Professional Appointments

Assistant Professor, Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign, 2017 - present

Assistant Professor, Educational Studies, Purdue University, 2015 - 2017


EDD., Curriculum & Teaching, Teachers College, Columbia University, 2014

M.A., Teaching, University of San Francisco, 2001

B.A., Comparative Literature and Judaic Studies, Brown University, 1998

Awards, Honors, Associations

Early Career Award, Division A of the American Educational Research Association (AERA), 2019 - 2019

Hardie Faculty Fellow, College of Education, University of Illinois, Urbana-Champaign, 2018 - 2018

Dr. Jean Pierce Student Recruitment Award, Mid-Western Educational Research Association, 2016 - 2017

Distinguished Paper Award, Mid-Western Educational Research Association, 2016 - 2016

Kinley Trust Award, Purdue University, 2016 - 2016

Research & Service

My research focuses on the support and development of equity-focused school leaders. Although equity is a term with many definitions, I use the term “equity-focused” expansively to describe school leaders who are committed to making schools better places for youth who have been historically and systematically denied K-12 educational experiences. Equity-focused leadership includes consideration of access and opportunity, policy and practice, and academic outcomes, and focuses specifically on African American and Latinx youth, youth receiving special education services, youth living in poverty, and students who are learning English. My work primarily looks at race, but an equity focus includes attention to intersections of race, class, ability, language, ethnicity, and gender, amongst other aspects of identity and demographics, and how schools as institutions contribute to or fight against long-standing systems of oppression. Within the focus on the support and development of equity-focused school leaders, I have four key strands: district policy and practice, data use, informal leadership, and professional development


Roegman, R., Allen, D., Leverett, L., Thompson, S., & Hatch, T. (2019). Equity Visits: A New Approach to Supporting Equity-Focused School and District Leadership. Thousand Oaks, CA: Corwin Press.

Roegman, R., Samarapungavan, A., Maeda, Y., & Johns, G. (2018). Color-neutral disaggregation? Principals’ practices around disaggregating data from three school districts Educational Administration Quarterly.  link >

Young, J., Leverett, L., & Roegman, R. (2018). Becoming agents of change for incarcerated youth: Superintendents working to disrupt the school-to-prison pipeline. Ragazine.  link >

Roegman, R., Reagan, E., Goodwin, A., Chen, C., & Vernikoff, L. (2020). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education.

Hatch, T., Roegman, R., & Allen, D. (2019). Creating equitable outcomes in a segregated state. Phi Delta Kappan.  link >

Roegman, R., & Kolman, J. (2019). Cascading, colliding, and mediating: How teacher preparation and K-12 education contexts influence mentor teachers’ work. Journal of Teacher Education, 71 (1), 108–121.  link >

Roegman, R., & Woulfin, S. (2019). Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership. Journal of Educational Administration, 57 (1), 2-20.  link >

Roegman, R., Allen, D., & Hatch, T. (2019). Dismantling roadblocks to equity? The impact of Advanced Placement initiatives on Black and Latinx students’ access and performance. Teachers College Record.  link >

Roegman, R., Kenney, R., Maeda, Y., & Johns, G. (2019). When data-driven decision-making becomes data-driven test-taking: A case study of a midwestern high school. Educational Policy.  link >

Roegman, R., Samarapungavan, A., Maeda, Y., & Johns, G. (2019). A “color-aware” approach to data. Educational Leadership, 76 (7), 74-78.  link >

Sampson, C., Moore, J., & Roegman, R. (2019). Reversing course: Equity-focused leadership in action. Educational Leadership, 76 (6), 58-63.

Roegman, R., Perkins-Williams, R., Maeda, Y., & Greenan, K. (2018). Developing Data Leadership: Contextual Influences on Administrators’ Data Use. Journal of Research on Leadership Education, 13 (4), 348-374.  link >

Roegman, R., Pratt, S., Sanchez, S., & Chen, C. (2018). Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers. The New Educator, 14 (4), 293-314.  link >

Kolman, J., Roegman, R., & Goodwin, A Lin, . (2017). Learner-Centered Mentoring: Building from Student Teachers’ Individual Needs and Experiences as Novice Practitioners. Teacher Education Quarterly, 44 (3), 93.  link >

Reagan, E., Roegman, R., & Goodwin, A Lin, . (2017). Inquiry in the Round? Education Rounds in an Teacher Residency Program. Action in Teacher Education, 1–16.  link >

Roegman, R. (2017). How Contexts Matter: A Framework for Understanding the Role of Contexts in Equity-Focused Educational Leadership Journal of School Leadership, 27 (1).  link >

Roegman, R. (2017). The Promise of Payne: How Overlapping Contexts Support One Superintendent’s Adherence to Ruby Payne’s Framework for Understanding Poverty. Journal of Poverty, 1–18.  link >

Roegman, R., Allen, D., & Hatch, T. (2017). The Elusiveness of Equity: Evolution of Instructional Rounds in a Superintendents Network. American Journal of Education.  link >

Roegman, R., Pratt, S., Goodwin, A., & Akin, S. (2017). Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency. ( vol. 39, pp. 432-452). Action in Teacher Education.  link >

Allen, D., Roegman, R., & Hatch, T. (2016). Investigating discourses for administrators’ learning within instructional rounds. Educational Management Administration & Leadership, 44 (5), 837–852.  link >

Goodwin, A Lin, ., Roegman, R., & Reagan, E. (2016). Is experience the best teacher? Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 51 (10), 1198–1225.  link >

Hatch, T., Hill, K., & Roegman, R. (2016). Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement. American Educational Research Journal, 53 (4), 1022–1053.  link >

Knight, M., Roegman, R., & Edstrom, L. (2016). My American Dream: The Interplay Between Structure and Agency in West African Immigrants’ Educational Experiences in the United States. Education and Urban Society, 48 (9), 827–851.  link >

Kolman, J., Roegman, R., & Goodwin, A Lin, . (2016). Context as mediator: teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27 (2), 173–193.  link >

Roegman, R., & Hatch, T. (2016). The AP lever for boosting access, success, and equity. Phi Delta Kappan, 97 (5), 20–25.  link >

Roegman, R., Goodwin, A Lin, ., Reed, R., & Scott-McLaughlin, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice. Educational Assessment, Evaluation and Accountability, 28 (2), 111–137.  link >

Roegman, R., Knight, M., Taylor, A., & Watson, V. (2016). From microscope to mirror: doctoral students’ evolving positionalities through engagement with culturally sensitive research. International Journal of Qualitative Studies in Education, 29 (1), 44–65.  link >

Roegman, R., Reagan, E., Goodwin, A Lin, ., & Yu, J. (2016). Support and assist: approaches to mentoring in a yearlong teacher residency. International Journal of Mentoring and Coaching in Education, 5 (1), 37–53.  link >

Sanchez, S., Roegman, R., & Goodwin, A Lin, . (2016). The multiple roles of mentors. Phi Delta Kappan, 98 (2), 66–71.  link >

Goodwin, A Lin, ., Del Prete, T., Reagan, E., & Roegman, R. (2015). A closer look at the practice and impact of “rounds”. International journal of educational research, 73 37–43.  link >

Reagan, E., Chen, C., Roegman, R., & Zuckerman, K. (2015). Round and round: Examining teaching residents’ participation in and reflections on education rounds. International Journal of Educational Research, 73 65–76.  link >

Roegman, R., & Riehl, C. (2015). Playing doctor with teacher preparation: An examination of rounds as a socializing practice for preservice teachers. International Journal of Educational Research, 73 89–99.  link >

Roegman, R., Hatch, T., Hill, K., & Kniewel, V. (2015). Relationships, instruction, understandings: One district’s implementation of rounds. Journal of Educational Administration, 53 (5), 625–641.

Edstrom, L., & Roegman, R. (2014). Expanding Notions of Pedagogy: The works of Carmen Luke. Educating about social issues in the 20th and 21st century (Vol. 4) ( pp. 433-458). Information Age Publishing.

Hatch, T., & Roegman, R. (2012). Out of Isolation: Superintendents Band Together to Improve Instruction and Equity in Their Districts Journal of Staff Development, 33 (6), 37–41.  link >

Roegman, R., & Riehl, C. (2012). Playing Doctor With Education: Considerations in Using Medical Rounds as a Model for Instructional Rounds Journal of School Leadership, 22 (5).  link >

Roegman, R., Hatch, T., & Riehl, C. (2012). Le leadership en des temps incertains. Pratiques clés pour les chefs d’établissement aux États-Unis. Revue internationale d’éducation de Sèvres, (60), 45–54.  link >

Pavlakis, A., & Roegman, R. How dress codes criminalize males and sexualize females of color. Phi Delta Kappan, 100 (2), 54-58.  link >

Roegman, R., & Salloum, S. “I never touch race”: Teaching race in on-line spaces with future Indiana school leaders. Teaching race in perilous times Albany, NY: SUNY Press.

Roegman, R., Allen, D., Perkins-Williams, R., & Murphy-Kline, A. Enlightening, inspiring…and transforming?: Superintendents’ responses to speakers’ presentations on equity-focused leadership practices. Journal of Research on Organization in Education, 2 77-96.  link >

Roegman, R., Lee, S., Hatch, T., Stumberger, N., & Hill, K. Responding to state mandates around instruction: The development of administrator social networks in an urban district. Journal of School Leadership, 28 (5), 672-705.  link >

Hatch, T., Hill, K., & Roegman, R. (2019). Instruction, equity, and social networks in district-wide improvement. Journal of Professional Capital & Community, 5 (1), 72-91.  link >

Goodwin, A., Roegman, R., & Reagan, E. (2018). Recruiting and preparing quality teachers For New York City schools: Lessons from a teacher residency Educational Leadership.


Clinical practice that challenges the status quo: A conceptual analysis (2020). New England Educational Research Association: Portsmouth, NH.

Supporting principals’ equity-focused data use: An examination of three districts’ practice (2020). American Educational Research Association: San Francisco, CA.

Addressing deficit mindsets in beginning teachers (2020). Illinois New Teacher Collaborative: Champaign, IL.

Equity visits and equity-focused data collection (2020). MDRC: New York, NY.

Equity visits: A new approach to supporting equity-focused school and district leadership (2020). Teachers College, Columbia University: New York, NY.

#NOLAed: Organizing for liberation and education (2019). University Council for Educational Administration: New Orleans, Louisiana.

Equity visits: Integrating work on instruction and equity in leadership practice (2019). University Council for Educational Administration: New Orleans, LA.

Principal data use with an equity lens? A purposeful examination of practice (2019). University Council for Educational Administration: New Orleans, Louisiana.

Equity visits: Integrating equity and instruction in educational leadership practice (2019). Bureau of Educational Research, College of Education, University of Illinois, Urbana-Champaign: Champaign, IL.

Evolving equity-focused leadership: A longitudinal multiple case study of five superintendents’ practice (2018).: Houston, TX.

Preparing teachers and leaders to work with students of color: A literature review (2018).: Houston, TX.

Prescribing remedies for what ails education?: Medical residencies as a model of teacher preparation (2018).: Urbana-Champaign, IL.

Charter school performance in Michigan: Policy implications for expansion into rural settings (2017).: San Antonio, TX.

Got Theory?: An Exploration of the Nature of the Theory-practice Gap in Leadership Preparation (2017).: Denver, CO.

Preparing Future School leaders in Indiana to Talk about Race: A Collaborative Autoethnography (2017).: Denver, CO.

Purposeful change: Reimagining in an urban teacher residency program (2017).: Tampa, FL.

Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research (2017).: Copenhagen, Denmark.

Revolutionary, evolutionary, or purposeful: Re-imagining social justice-oriented teacher preparation (2017).: San Antonio, TX.

‘Pedagogies of Preparation’: Teacher educators’ and mentors’ perspectives on teaching for and in the practicum (2016).: Dublin, Ireland.

Building on Prior Experiences: How School Principals’ Practice as Teachers Informs their Data Leadership (2016).: Detroit, MI.

Capacity, capital, and connections: The development of social networks in a large urban district (2016).: Washington, DC.

Convergence, divergence, and epistemologies: Connections between teachers' subject domain and their understanding of data (2016).: Evanston, IL.

Disaggregating Data to Inform Instruction? An Analysis of Data Practices of Principals in Three Districts (2016).: Detroit, MI.

Dismantling roadblocks to equity? A mixed methods study of four districts’ AP initiatives (2016).: Washington, DC.

Invisible praxis: New teachers’ enacted approaches to critical teaching in the classroom (2016).: Washington, DC.

What I didn’t see and what I couldn’t: An autoethnography on researching race with superintendents (2016).: Urbana-Champaign, IL.

“That Wouldn’t Work Here”: Superintendents’ Responses to Speakers’ Presentations on Equity-Focused Leadership Practices. (2015).: San Diego, CA.

Curriculum, social justice, and inquiry in the field: Investigating retention in an urban teacher residency (2015).: Chicago, IL.

Learner-centered mentoring in urban contexts: Theorizing the practice of effective mentor teachers and developing a vision of the possible (2015).: Chicago, IL.

The elusiveness of equity: Evolution of instructional rounds in a superintendents’ network (2015).: Chicago, IL.

Conversational Routines and Instruction-Specific Talk in a Network of District Superintendents (2014).: Philadelphia, PA.

Instructional rounds in pursuit of educational equity (2014).: Washington, D.C.

Putting instructional equity on the table: Exploring the link between district instructional improvement efforts and the evolution of administrator social networks around equity (2014).: Philadelphia, PA.

Round about the District: Instructional Rounds as a Tool for Developing Infrastructures for Learning (2014).: Philadelphia, PA.

Who Am I? Identity Development of Preservice Teachers of Students with Disabilities (2014).: Indianapolis, IN.

A mixed methods study of mentor teachers’ perceptions and experiences in a teacher residency program (2013).: Portsmouth, NH.

Expectations of Expertise: A Poststructural Exploration of Becoming Teachers of Students with Disabilities (2013).: Dayton, OH.

Inquiry in the round? A qualitative case study of education rounds in a residency program (2013).: Portsmouth, NH.

Instruction, equity, social networks, and district-wide improvement (2013).: San Francisco, CA.

Poverty, education, and Ruby Payne: How overlapping contexts shape one superintendent’s sensemaking (2013).: San Francisco, CA.

What matters to mentors: A mixed methods analysis of mentor teachers’ self-assessment in an urban teacher residency program (2013).: Orlando, FL.


Voices from the Field 4, University Council for Educational Administration, 2015 - present


Intro to Educational Leadershp (EOL 540) This course will meet on the following dates:July 9, 10, 11, 17, 18, 23, 24, 25 from 1 - 7pm.

Leading Learning-Centrd Schls (EOL 542) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools.

Leading Learning-Centrd Schls (EOL 542) This is restricted to the EAL concentration

Leading Learning-Centrd Schls (EOL 542) This section meets January 19-20, February 16-17, March 16-17, April 20-21, 2018.

Leading Learning-Centrd Schls (EOL 542) This section meets September 9, 13-14, October 11-12, November 8-9, December 6-7, 2019. Monday, September 9 will meet online. All other meetings will be at Oakton Community College.

Leading Learning-Centrd Schls (EOL 542) This section is for students in the EAL concentration only.

Leading Learning-Centrd Schls (EOL 542) This section meets January 25-26, February 8-9, March 29-30, April 26-27, 2019. This section will also meet online on January 15 from 6:00-7:00 PM.

Leading School Improvement (EOL 543) This section will meet ONLINE September 4 from 6:00-7:00 PM. This section will also meet September 14-15, October 5-6, November 2-3, December 7-8, 2018.

Leading School Improvement (EOL 543) Section A is restricted to students in the Educational Administration and Leadership concentration.

Diversity, Leadership & Policy (EOL 568) This course is intended to provide students with an opportunity to study both historical and contemporary perspectives on leadership and policy in diverse contexts and to prompt reflection on their own practice. As students read, discuss, reflect on, and critique a variety of perspectives and topics such as race, class, power, cultural leadership, policy, change, diversity, and building community, they will consider how the literature informs the development of a personal philosophy of education leadership, takes into consideration moral and ethical issues, the implementation of educational policy, the purposes and nature of the task, and the complexity and diversity of educational contexts.

Profile Picture for Rachel Roegman

Assistant Professor, Education Policy, Organization and Leadership



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

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