Meetings & Events

Quarterly Meetings

June 2018

Stephen Barr's Bio

Speaker Stephen Barr

Stephen Barr, EdD

Stephen Barr rejoined the Missouri Department of Education in May of 2010. He serves as the Assistant Commissioner for the Office of Special Education. Prior to his return to Missouri he served as the Associate Superintendent for the Center for School Improvement (CSI) at the Ohio Department of Education (ODE). In that position his main objective was to develop unified systems to focus the various state and federal programs and the statewide system of support on district and school improvement efforts. He is a member of the Moving Your Numbers advisory/work group.

March 2018

Antonia Darder's Bio

Dr. Antonia Darder

Antonia Darder, Ph.D

Industry Expertise: Education/Learning, Research, Training and Development
Topics: Latino Education, Social Justice, Language Rights
Affiliations: Freirian scholar., University of Illinois Urbana Champaign, California Consortium of Critical Educators

Antonia Darder is a Professor of Education Leadership at Loyola Marymount University. Dr. Antonia Darder is an internationally recognized Freirian scholar. She holds the Leavey Presidential Chair of Ethics and Moral Leadership at Loyola Marymount University, Los Angeles and is Professor Emerita of Education Policy, Organization and Leadership at the University of Illinois Urbana Champaign. For more than 30 years, her practice and scholarship have focused on political questions and ethical concerns linked to racism, class inequalities, language rights, critical pedagogy, Latino education, and social justice. More recently, her work has sought to articulate a critical theory of leadership for social justice and community engagement, as well as to theorize a pedagogy of beauty, in the pursuit of a liberatory practice of education. Dr. Darder's scholarship has been deeply influenced by the world renowned Brazilian educator and philosopher Paulo Freire, whose ideas on schooling and society profoundly shaped the direction of her early work. Beyond her scholarly efforts, Dr. Darder has been an activist and visual artist, participating in a variety of grassroots efforts tied to educational rights, worker's rights, bilingual education, women's issues, environmental justice, and immigrant rights. In the 1990s, she convened educators from across the state to establish the California Consortium of Critical Educators (CCCE), a member supported radical teachers' organization committed to an educational vision of schooling intimately linked to social justice, human rights, and economic democracy. In 2005, she established a radio collective with students and community members who produced Liberacion!, a public affairs radio program on WEFT. As a member of the Champaign Urbana Independent Media Center, she was active as a community journalist with the Public I. In 2007, she worked with graduate students on an award winning documentary, Breaking Silence: The Pervasiveness of Oppression that examined the persistence of inequality at the university

December 2017

Martha Thurlow's Bio

Martha Thurlow, PhD

Martha Thurlow, PhD

Martha Thurlow is the Director of the National Center on Educational Outcomes. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research and technical assistance for the past 45 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings.

Dr. Thurlow has published extensively on all of these topics, authoring numerous books and book chapters, and publishing more than 200 articles and reports. She served as co-Editor of Exceptional Children from 1995 to 2003, the research journal of the Council for Exceptional Children, and is currently associate editor for numerous journals.

Contact: (612) 624-4826, or

Martha Thurlow Curriculum Vitae

September 2017

Randall L. De Pry's Bio

Randall L. De Pry, PhD

Randall L. De Pry, PhD

Randall L. De Pry, PhD, is a professor and chair for the Department of Special Education at PSU. He previously held a tenured position at the University of Colorado at Colorado Springs (UCCS) where he worked as an associate professor/department chair in special education. At UCCS he specialized in instructional and behavioral support strategies for children, youth, and adults with emotional and behavioral challenges. He received his PhD in 1997 from the University of Oregon where he worked with faculty and students in the Behavior Disorders program and on Effective Behavior Support (now known as Positive Behavior Support) grants.
His primary research interest is in Positive Behavioral Interventions and Support (PBIS), including work in social skills instruction, functional behavioral assessment, and systemic change models in schools. He was actively involved with PBIS at the state level in Colorado and was part of the Colorado Department of Education’s PBIS state leadership team. He is currently on the executive board of the Association for Positive Behavior Support (APBS), an international organization that actively promotes the use of PBIS as an applied science in home, school, and community settings.

June 2017

Michael R. McCormick's Bio

Michael R. McCormick

Michael R. McCormick

Before becoming its superintendent, Michael served for six years as the Assistant Superintendent for Education Services for Val Verde USD. Under his leadership, VVUSD has been recognized by Education Trust West as, “tops among California districts Closing the Achievement Gap” and named College Board AP District of the Year. He participated as a member of the Riverside County contingent of educators summoned by the White House to a meeting at the U.S. Department of Education to create College Day of Opportunity.

Michael has given presentations statewide, nationally, and internationally, including multiple keynote presentations at Google Symposiums focusing on the successful implementation of instructional technology in a K-12 school district. He traveled to Qingdao, China in April 2016 to present at the Sino-US Basic Education Forum on Global Comparative Education. Michael has presented original research on formative assessment at the CCSSO National Conference on Student Assessment.

He was named Administrator of the Year by the Riverside County Office of Education in 2012 and by the Association of California School Administrators (ACSA) in 2015. Michael is also active on numerous boards, including Operation New Hope Chairman of the Board, EDleader21 Advisory Board Member, University of California Riverside, School of Education, Advisory Board Member, University of Redlands, School of Education, Advisory Board Member, Brandman University, School of Education, Advisory Board Member, and Science Technology Education Partnership (STEP) Board Member, and member of the Academic Assembly of the Western Regional Council for the College Board.

March 2017

Paul C. Gorski's Bio

paul c gorski

Paul C. Gorski

Founder, EdChange and the Multicultural Pavilion
Associate Professor, Integrative Studies George Mason University, Fairfax, Virginia

Paul C. Gorski is an associate professor of Integrative Studies in George Mason University's School of Integrative Studies, where he teaches classes such as Poverty, Wealth, and Inequality; Social Justice Education; Social Justice Consciousness and Personal Transformation; and Contemporary Issues in Social Justice and Human Rights. He recently led the design and development of the new Social Justice and Human Rights undergraduate and graduate programs.

Paul is a Senior Research Fellow for the Center for the Advancement of Well-Being and is serving his third term on the board of the International Association for Intercultural Education.

He has been an active consultant, presenter, and trainer for nearly twenty years, conducting workshops and providing guidance for schools and community organizations committed to equity and diversity. He created and continues to manage the Multicultural Pavilion, an award winning Web site focused on critical multicultural education.

He has published more than 50 articles and eight books, focusing most recently on topics like poverty and educational opportunity, racial equity, and activist resiliency.

He also has taught for the University of Virginia, the University of Maryland, Hamline University, and the Humane Society University. He lives in Virginia with his cat, Buster. Areas of specialty:

  1. Equity literacy framework
  2. White privilege and racial equity in schools and school districts
  3. Poverty and class equity in schools and community organizations
  4. Research-based, holistic strategies for addressing achievement (or opportunity) gaps
  5. Activist burnout and resiliency
  6. Leadership development and the training of trainers for equity and diversity

December 2016

Dr. Van Horn's Bio

George Van Horn

George Van Horn, Ph.D.

Dr. George Van Horn is currently the director of special education for the Bartholomew Special Services Cooperative in Columbus, Indiana and is a member of the CAST UDL faculty cadre. Dr. Van Horn completed both his Bachelor of Science and Master of Science degrees at the University of Dayton. He received his Doctor of Education degree from Indiana University with a concentration in the areas of school administration and special education.

Dr. Van Horn has been a teacher of students with emotional disabilities for Montgomery County Public Schools in Dayton, Ohio. In addition, he has served as a principal, school superintendent and director of special education in several public school districts in the Midwest. Dr. Van Horn has also been an adjunct faculty member at Indiana University Purdue University Columbus (IUPUC), Manhattan College in New York, and Northern Illinois University. He has consulted with school districts throughout the country in the areas of Positive Behavior Interventions and Supports, Universal Design for Learning, and Inclusion.

September 2016

Dr. Quenemoen's Bio


Dr. Rachel Quenemoen

National Center on Educational Outcomes, Senior Research Associate
National Center and State Collaborative GSEG, Project Director, Co-Principal Investigator

Rachel Quenemoen conducts research and provides technical assistance on educational change processes, in order to ensure that students with disabilities are included in and benefit from reform efforts. She has worked for 35 years as an educational sociologist focused on research to practice efforts, from local, regional, state, and national positions, specializing in building consensus and capacity among practitioners and policymakers. She is the Project Director for the NCEO partnership of 25 states and five national organizations, the National Center and State Collaborative, one of two Federally funded consortia building alternate assessments for students with the most significant cognitive disabilities based on College and Career Ready Standards. She has also advised the general assessment consortia on test design, implementation, and research related to ensuring all students can demonstrate what they know and can do on challenging, 21st century assessments for use in system accountability.

June 2016

Dr. Lawrence J. Wexler's Bio

Lawrence J. Wexler, Ed.D.

Lawrence J. Wexler, Ed.D.

Director, Research to Practice Division, Office of Special Education Programs (OSEP), U.S. Department of Education (ED)

Dr. Larry Wexler is Director of the Research to Practice Division in the Office of Special Education Programs (OSEP) within the U.S. Department of Education. The Research to Practice Division provides leadership and oversees the implementation of the IDEA discretionary grant programs to support seven grant programs: state personnel development; personnel preparation; technical assistance and dissemination; technology, media services and educational materials, parent-training and information centers; IDEA data; and the Promoting Readiness for Minors In Special Education. Dr. Wexler has been a special educator for forty five years having been a teacher of students with severe disabilities, program director, principal, state intellectual disabilities specialist, chief of staff to the State Director of Special Education, director of state monitoring, OSEP state contact, OSEP project officer, Deputy Director of the Monitoring and State Improvement Planning Division and Associate Division Director responsible for OSEP’s National Initiatives Team. He holds a Bachelor’s degree in International Relations from the School of International Service at American University, a Master’s degree in teaching with concentration in intellectual disabilities from Howard University and a Doctorate with concentration in severe disabilities from the Johns Hopkins University.

March 2016

Dr. Celia Oyler's Bio

Celia Oyler

Celia Oyler, Ph.D.

Celia Oyler was a special education teacher for 15 years in Connecticut, Vermont, and Chicago where she worked in self-contained, resource, and then inclusive (rural and urban) classrooms. She obtained her Ph.D. in Curriculum Theory and Design from the University of Illinois-Chicago in 1993, her M.Ed. in Consulting Teaching/Learning Specialist Program at the University of Vermont, and her B.S. in special education from Southern Connecticut State College. Celia’s areas of research include: inclusive teacher education; counter-hegemonic pedagogies; and curriculum for social action. She is the author of Making Room for Students: Sharing Teacher Authority in Room 104 (Teachers College Press, 1997), Learning to Teach Inclusively: Student Teachers Classroom Inquiries (Erlbaum, 1996), and Actions Speak Louder than Words: Community Activism as Curriculum (Routledge, 2011). Celia is the co-founder and co-director of the Teachers College Inclusive Classrooms Project ( and the director of the Elementary and Secondary Inclusive Education Programs at Teachers College.

December 2015

Dr. Jennifer L. Goeke's Bio

Jennifer Goeke

Dr. Jennifer L. Goeke

Jennifer L. Goeke began her professional career as an elementary inclusion teacher and received her Ph.D. from the University at Albany in Educational Psychology. She is currently Associate Professor in the department of Secondary and Special Education at Montclair State University. She is the principal investigator on the U.S. Department of Education /Office of Special Education Programs-funded “Restructuring Preservice Preparation for Innovative Special Education (RePPrISE)” project. Dr. Goeke has considerable experience in providing respectful collaboration and cooperation with partner schools in Montclair State University’s Network for Educational Renewal, especially in the planning and implementation of long-term professional development for the implementation of responsible inclusion practices. Her areas of research include teacher education pedagogy and the development of special educators’ reasoning and instructional thought. Dr. Goeke is the author of “Explicit Instruction: Strategies for Meaningful Direct Teaching” published by Pearson.

September 2015

Sept 2015Presentation Downloads
Download the presentation, Ohio's Improvement Framework: Improving Results for Every Child, Supporting Higher Levels of Student, Educator, and Organizational Learning – Implications for Higher Education

Additional Downloads:
Sept 24-25, 2015 Conference Agenda

Quarterly Meeting Highlights

Ohio Deans Compact June 2018

Learn more about June's featured speaker, Stephen Barr, EdD, and his presentation- Systems for a Thriving Compact.

Learn more »

Compact News & Notes

6th Annual Statewide Conference

We are pleased to announce the Ohio Deans Compact 6th Annual Statewide Conference!

January 23, 24, 25, 2019
The Conference Center at OCLC
Dublin, OH

Click to learn more and register »

June 7 Luncheon

The Ohio Deans Compact hosted a special luncheon meeting on June 7, 2018.
Click here to view the meeting details

~ Ohio Deans Compact ~

Improving the capacity of teacher education, educational leadership, and related services personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child through collaborative inquiry, meaningful partnership, and collective action.