Principals as Transformation Leaders: Changing School Cultures

Thursday, November 9, 3:00-4:00 p.m. EST

Effective principals must motivate teachers, staff, and each other to transform school cultures. This webinar, the third in a series supported by The Wallace Foundation, will feature school leaders who have successfully worked to create a positive school culture that promotes learning and acceptance for all.

Topics will include—

  1. Developing a healthy school culture
  2. Advice to new principals entering a toxic culture
  3. Starting positive dialogs about public education with community members
  4. Engaging experienced faculty and staff in a changing culture

This free webinar will include time for Q&A. It will also be recorded and archived for future reference. View the recordings of previous webinars in this series here.


Kathy Mackay, Principal, Poudre High School, Fort Collins, Colorado

Kathy Mackay grew up in Littleton, Colorado, and came to Fort Collins to attend Colorado State University (CSU). After earning her degree in technical journalism and communication, she began her career as a reporter and anchor for a local news station, then took a position as a video producer and communications assistant for the Poudre School District. It's there she learned that her true passion was working with kids. Mackay returned to CSU for a teaching endorsement in social studies and was soon hired at Poudre High School to teach IB Humanities, U.S. history, and video production. Kathy left Poudre for a brief stint as a junior high school assistant principal, returned to Poudre in 2008 as an assistant principal, and became principal in 2013.

Eileen Mooney Cambria, Principal, Franklin School, Westfield, New Jersey

Eileen M. Cambria is an elementary principal in northern New Jersey. This year marks her 11th year at Franklin School, in suburban Westfield, New Jersey, serving 595 students from first through fifth grade. Her career also includes 6 years as an assistant principal and 12 years as an elementary classroom teacher. As an administrator, she has participated in new teacher mentor programs for 17 years. Cambria earned a doctoral degree in educational administration, leadership, and supervision from Seton Hall University (NJ) and a bachelor of science degree from St. John’s University (NY).

Stephen Droske, Principal, Thomas Jefferson School, Hawthorne, New Jersey

Stephen Droske also leads a suburban elementary school in northern New Jersey. This is his first year as principal of Thomas Jefferson School in Hawthorne, New Jersey, serving 275 students from preschool to fifth grade. His prior experience includes 4 years as a middle school dean of students and vice principal as well as 10 years as a middle school social studies teacher. Droske received his master's degree in educational administration and supervision from Rutgers University (NJ) and his bachelor's degree in political science and secondary education from American University (DC). He is currently working on completing his doctorate in educational leadership at Rutgers. His research is on how schools create and make use of student performance data.


Wendy Fothergill, Assistant Professor and Coordinator of Principal Licensure, Colorado State University

Donna Cooner, Professor, Colorado State University


Location: Webinar

2019 Leadership Academy Recap

We thank each of you who joined us for AACTE’s 2019 Washington Week! Check out the recap videos, blogs and photos below to view AACTE members at work for teacher education during our annual advocacy event.

AACTE's Leadership Academy is held each summer for new deans, department chairs, and other academic administrators looking to advance their careers. Watch this year’s recap video, and plan to join us next summer in Tampa!

Posted by American Association of Colleges for Teacher Education on Friday, July 12, 2019
  • 102
  • 103
  • 104
  • 106
  • 107
  • 108
  • 109
  • 110
  • Pic 2
  • Pic 7

Leadership Academy Testimonial

"I appreciated the strategies we learned for "coaching" and respecting the rights and faculty ways of working. I appreciated hearing others' examples of tricky dilemmas and how they handled them.”