Monmouth University School of Education

Monmouth University School of Education The School of Education's unifying vision is to prepare reflective educators for community-responsive education in a 21st-century global economy.

Monmouth University's School of Education is a CAEP accredited college of education, with a variety of undergraduate, graduate, endorsement, and certificate programs in New Jersey. This conceptualization is grounded in Dewey’s (1933) democratic pragmatism, whereby personal and professional beliefs, decisions, and actions become tested against social consequences that shape subsequent conceptions a

nd practices. It requires thoughtful and skilled professionals to monitor, analyze, and modify their philosophies and practices in an ongoing process of reflection and action that effectively integrates both theory and practice in ways that remain responsive to individual and community learning needs. Since its formation as the School of Education in 1995, the faculty has engaged in regular dialogue regarding its mission, vision, and conceptual foundations that guide all of the professional education credentials programs. The present framework reflects a strong consensus that has emerged since 2006 and provides a theoretical and conceptual map that orients our initial and advanced programs for training exemplary teachers, administrators, school counselors,
and other educational professionals.

The Ed.D. program proudly invites you to Efstratios Monafis' dissertation defense on Friday, June 12, 2026 at 3:00 pm in...
06/04/2026

The Ed.D. program proudly invites you to Efstratios Monafis' dissertation defense on Friday, June 12, 2026 at 3:00 pm in person and via Zoom. All are invited to attend. Good luck, Efstratios!

Candidate: Efstratios Monafis

Date / Time: Friday, June 12, 2026 at 3:00 pm

Location: Zoom Link or Rebecca Stafford Student Center 202B

Dissertation Title: Assessing the Efficacy of Science of Reading Aligned Curriculum and Interventions on Student Outcomes

Committee: Dr. William O. George III (Chair), Dr. Steven Carlo, and Dr. Tracy Handerhan

Abstract: For decades, elementary literacy instruction in many American classrooms emphasized balanced literacy approaches that often relied on implicit reading acquisition, leveled texts, and cueing systems. As districts across the country shift toward Science of Reading aligned practices, school leaders and educators are increasingly challenged to determine how explicit foundational skills instruction and Tier I interventions impact student reading achievement. This dissertation examined the efficacy of a Science of Reading aligned curriculum and automaticity-focused Tier I interventions on elementary student outcomes in a suburban New Jersey school district.

Grounded in the Science of Reading research base, Scarborough’s Reading Rope, and Krashen’s theory of Comprehensible Input, this quantitative longitudinal study investigated the relationship between explicit reading instruction, intervention practices, and student achievement outcomes across grades three through five. Using DIBELS 8th Edition benchmark assessments, i-Ready diagnostic data, and intervention tier placement data, the study analyzed student growth patterns following the implementation of Science of Reading aligned instructional practices.

Findings indicated that students receiving targeted automaticity interventions demonstrated measurable growth in reading fluency and reading achievement. While overall growth patterns varied across exposure levels, the results reinforced the importance of systematic foundational skills instruction and structured Tier I supports in promoting literacy development.

This research contributes to the growing body of literature surrounding the implementation of Science of Reading aligned practices in elementary schools and provides practical implications for school leaders seeking to strengthen Tier I instruction, intervention systems, and equitable literacy outcomes for all students.

Sincerely,
Bill
William O. George III, Ed.D.
Assistant Professor
Monmouth University
Director of Educational Leadership & Ed.D. Program
Department of Educational Counseling & Leadership
School of Education

Congratulations to Bryan Schuck, school counseling graduate of 2023, on his new position as a counselor for Upward Bound...
06/03/2026

Congratulations to Bryan Schuck, school counseling graduate of 2023, on his new position as a counselor for Upward Bound at Mercer County Community College!

Highlights from Graduate Commencement! Congratulations to all!
06/01/2026

Highlights from Graduate Commencement! Congratulations to all!

The Ed.D. program proudly invites you to Erin M. Embon's dissertation defense on Tuesday, June 9, 2026, at 4:00 pm, in p...
06/01/2026

The Ed.D. program proudly invites you to Erin M. Embon's dissertation defense on Tuesday, June 9, 2026, at 4:00 pm, in person at Rebecca Stafford Student Center Room 202B and via Zoom. All are invited to attend.
Good luck, Erin!

Candidate: Erin M. Embon

Date / Time: June 9, 2026, 4:00 pm

Location: Rebecca Stafford Student Center 202B / Zoom Access:

Dissertation Title: Building Teacher Knowledge and Confidence: Professional Development Aligned with the Language Comprehension Strand of Scarborough's Reading Rope in Grades Three Through Five

Committee: Dr. Wendy Morales (Chair), Dr. William O. George III, and Dr. Lewis Thomas

Abstract: Too many upper-elementary teachers were never taught how to explicitly build vocabulary, syntax, and background knowledge, the language comprehension components students need most to understand complex text. When teachers lack this knowledge, students pay the price, particularly those who depend most on classroom instruction to build the language foundation needed to access grade-level reading. This dissertation studied the Language Comprehension Learning Academy, a professional development program designed to address that gap for grades three through five teachers in a suburban New Jersey district. Grounded in Scarborough's Reading Rope and the Simple View of Reading, the three-day academy focused on giving teachers the knowledge, the tools, and the confidence to teach language comprehension explicitly and intentionally.

Twenty-nine teachers participated, completing pre- and post-surveys adapted from validated instruments measuring knowledge and confidence, with six also participating in follow-up interviews. Knowledge and confidence gains were statistically significant and large in magnitude, with the greatest growth in the areas where teachers started with the least, particularly tiered vocabulary, morphology, and syntax. The most compelling finding was a shift in the nature of teacher-reported barriers: before the LCLA, teachers did not know what to do or how to teach language comprehension explicitly. After the LCLA, teachers left with clarity, purpose, and a concrete instructional roadmap. What remained were implementation challenges around time, differentiation, and sustainability, a fundamentally different kind of problem and one that school and district leaders have the power to solve. Outcomes were equitable across all grade levels and years of experience, confirming that intentional, well-designed professional development can work for every teacher, not just some.

Sincerely,
Bill
William O. George III, Ed.D.
Assistant Professor
Monmouth University
Director of Educational Leadership & Ed.D. Program
Department of Educational Counseling & Leadership
School of Education

Congratulations to Serbay and Cathy on their recent publication.Zambak, V. S., & Wong, C. (2026). Inclusiveness for ling...
05/26/2026

Congratulations to Serbay and Cathy on their recent publication.

Zambak, V. S., & Wong, C. (2026). Inclusiveness for linguistically diverse students: Prospective elementary teachers’ multidisciplinary asset-based noticing skills. PRACTICE: Contemporary Issues in Practitioner Education. https://doi.org/10.1080/25783858.2026.2647739

Congratulations to Dr. Tina R. Paone, LPC, RPT-S, Professor in Educational Counseling and Leadership on her new book.The...
05/15/2026

Congratulations to Dr. Tina R. Paone, LPC, RPT-S, Professor in Educational Counseling and Leadership on her new book.

The book was nominated and won an International Impact Book Award in the category of Relationship Self-Help / Abuse, recognizing its contribution to the field of trauma recovery.

Paone, T.R. (2026). Unbroken: Healing from Narcissistic Abuse and Reclaiming Me (J. S. Gabriel, Ed.). Tall Oaks Publishing.

2026 WINNER - INTERNATIONAL IMPACT BOOK AWARD
This book is for anyone who has ever questioned their own reality, struggled to name what happened to them, or wondered if healing was truly possible.

In this raw and courageous memoir, Tina Paone traces her journey through childhood sexual abuse, emotional neglect, and the enduring impact of narcissistic control that followed her into a damaging marriage. When she finally found the strength to leave, co-parenting unveiled yet another layer of abuse. With clarity, compassion, and unflinching honesty, she reveals how trauma reshapes identity, relationships, and self-worth.

Unbroken is about remembering who existed before the breaking-and choosing to build from that truth. Blending lived experience with the insight of a seasoned therapist, this story illuminates the brave and often painful work of untangling conditioning from reality. Through grief, awakening, and radical acceptance, it reveals that healing is not about forgetting the past, but about finally seeing it clearly.

The Ed.D. program proudly invites you to Rich G. Benedict's dissertation proposal defense on Monday, May 18, 2026, at 4:...
05/12/2026

The Ed.D. program proudly invites you to Rich G. Benedict's dissertation proposal defense on Monday, May 18, 2026, at 4:15 PM via Zoom. All are invited to attend. Good luck, Rich!

Candidate: Rich Benedict

Date/Time: May 18, 2026, 4:15 pm

Dissertation Title: Professional Agency in School Safety Planning: A Qualitative Study of Educator Participation in Collaborative Safety Structures

Committee Members: Dr. Thomas Gambino(Chair), Dr. Edward Aldarelli, Dr. William O. George, III, Dr. Christopher Huss

Abstract: This qualitative hermeneutic phenomenological study examines how instructional and non-instructional school staff members experience participation in collaborative school safety planning structures within a suburban New Jersey school District. Grounded in the growing national emphasis on school safety, emergency preparedness, and collaborative leadership, the study addresses a gap in the literature regarding how staff members interpret and experience their roles on school safety committees beyond procedural compliance and administrative implementation. Guided by Max van Manen’s hermeneutic phenomenology and informed by Transformational Leadership Theory, Adult Learning Theory, and Maslow’s Hierarchy of Needs, the study explores how collaboration, shared responsibility, preparedness, relational trust, and professional agency are experienced within a Professional Learning Community (PLC) structure utilizing the O.A.S.I.S. framework. Findings from this study may inform educational leadership and school safety practices by providing insight into how collaborative, practice-embedded safety structures may strengthen preparedness, relational trust, staff empowerment, and overall school climate.

Sincerely,
Bill
William O. George III, Ed.D.
Assistant Professor
Monmouth University
Director of Educational Leadership & Ed.D. Program
Department of Educational Counseling & Leadership
School of Education

SLP students Jessica Weintraub and Jessica Rostron presented their research with Professor McCarthy, M.S. CCC-SLP at the...
05/11/2026

SLP students Jessica Weintraub and Jessica Rostron presented their research with Professor McCarthy, M.S. CCC-SLP at the Brain Injury Alliance 2026 Annual Professional Seminar: Cultivating Resilience in Brain Injury. Their presentation title was "AI-Assisted Writing Support After Brain Injury: Participation Gains vs Authorship Risk/Privacy Concerns. Fantastic job!

Thank you, TEACHERS!TEACHER APPRECIATION WEEKMay 4-8, 2026 "Behind every successful student there is an inspiring tea...
05/05/2026

Thank you, TEACHERS!
TEACHER APPRECIATION WEEK
May 4-8, 2026





"Behind every successful student there is an inspiring teacher. Thank you for shaping futures!"❤️

05/01/2026

CONGRATULATIONS TO ALL OUR AWARD WINNERS!🎉

Welcome
Dean Amy Gratch Hoyle

Award Presentation

Department of Curriculum & Instruction

Excellence in Early Childhood Education –Undergraduate
Hannah Doyle
Excellence in Early Childhood Education –Graduate
Lailiane Louzada-Donatti
Excellence in Elementary Education
Isabella Ficili
Excellence in Secondary Education
Kaitlyn Rice
Excellence in Master of Arts in Teaching
Kelly Lambertson

Department of Special Education

Excellence in Special Education –Undergraduate
Amanda Thorne
Excellence in Special Education –Graduate
Tiffany Savarese

Department of Educational Counseling and Leadership

Excellence in School Counseling
Jessica Ma
Excellence in Student Affairs and College Counseling
Bingjun Li
Empowering Young Black Males Distinguished Mentor
Gareth Lewis
Excellence in Educational Leadership –Doctoral P-12 Track
Heather Daniel
Excellence in Educational Leadership –Doctoral Higher Education Track
Yinxia Yang


Department of Speech-Language Pathology (SLP)

Excellence in SLP Practice –First Year Student
Lindsey Probola
Excellence in SLP Practice –Second Year Student
Brooke Kwortnik
Excellence in Academic Achievement in
SLP –First Year Student
Samantha Tolentino
Excellence in Academic Achievement in
SLP –Second Year Student
Cailyn Olah
SLP Excellence in Research –First Year Student
Julia Quintin
SLP Excellence in Research –Second Year Student
Sarah Godbout
SLP Award for Competence, Compassion, and Creativity
Sarah Toth

Closing Remarks
Associate Dean Alex Romagnoli

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West Long Branch, NJ
07764

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