Administrators as Scholars

I would without a doubt, leap at the chance to participate again! This is one of the most engaging and useful experiences I have had in my educational career. I have attended several Teachers as Scholars as well as Administrators as Scholars,and they have enabled me to think about and discuss issues worthy of serious thought.
Professor giving a lab tour

Administrators as Scholars is dedicated to the intellectual growth of educators through a partnership between Princeton University’s Program in Teacher Preparation and the Teachers As Scholars member schools. It was formed with the objective of providing scholarly and intellectually engaging opportunities for administrators.  One seminar per year is taught by a Princeton University faculty member and spans a wide range of topics and subject areas. The seminar is open to administrators from any grade level or content area, and it is intended to promote life-long learning. There is no fee for Administrators as Scholars as it is included as a benefit of being one of the member districts. Administrators as Scholars is made possible through the support of the Program in Teacher Preparation and area schools and districts.

 

2016-17 ADMINSTRATORS AS SCHOLARS

Equity, Education, and Excellence: Lessons from Inequality Science for Teachers and Administrators

2016-2017 AAS Brochure.pdf

Register here

December 12, 2016, 9am – 12 noon

Mark Glat, Ph.D.

Department of Psychology.

Inequality Science is the systematic study of the origins and effects of socially constructed and naturally occurring patterns of inequality and their effects on individuals, families, groups and society.  

In our seminar we will look at some of the big picture data on both the implicit and explicit causes and effects of various inequalities on students, teachers and schools.  We will examine some of the latest research and writings on selected topics in human development, cognitive science, and social psychology as they relate to the issue of education and inequality.  Finally, we will look at the current thinking on how to address some of the most pernicious effects of inequality on American education through integration models and multi-systemic interventions.

 

Mark Glat is a Lecturer in the Department of Psychology.  In addition to teaching Educational Psychology in conjunction with the Program in Teacher Preparation, he has also taught Models of Psychotherapy and Controversies in Clinical Psychology.  He is a Certified School Psychologist in the State of New Jersey and served for three years as the first Clinical Director of The Beadleston School, a hospital based high school for emotionally disturbed adolescents in Elizabeth, New Jersey, under the auspices of The Union County Educational Services Commission.  In addition to his teaching and clinical practice of psychology, Dr. Glat has served as a Member and Chair of the New Jersey Board of Psychological Examiners and most recently was a consultant to the Board.

Dr. Glat earned his undergraduate degree at The City College of New York.  He holds doctorates from Rutgers University in both Political Science and Professional Psychology.  Prior to becoming a psychologist, Dr. Glat was an Assistant Professor of Political Science at Tel-Aviv University.

He has published in both the fields of political science and psychology, and is the author of numerous scholarly reviews for journals including The Journal of Child and Family Behavior Therapy, Contemporary Psychology, and The Review of Politics.  He has delivered papers and conducted workshops at numerous professional meetings and conferences including the American Psychological Association and the American Group Psychotherapy Association.