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Julian Vasquez Heilig – Community Based Education Reform

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Julian Vasquez Heilig leads nearly 3,000 students, staff and faculty as the Dean of the University of Kentucky College of Education. He is also a tenured professor of Educational Policy Studies and Evaluation. While at UK, the College of Education has achieved its highest ever U.S. News national rankings (top 30 among public colleges of education and top 15 overall in the nation online).

He has held six academic leadership roles in higher education institutions (Big 12 Research I, SEC Research I and in the nation’s largest state system of higher education) and has led in a community-engaged, innovative, equity-minded and transformative approach. See major accomplishments at bit.ly/ProfJVHcv

Dean Vasquez Heilig’s multimodal, interdisciplinary education policy and leadership research is primarily focused on K-12 and higher education policy and leadership that impacts diversity and inclusion. The sum of his scholarship is more than 70 peer-reviewed articles, chapters, law reviews, and reports.

He has been honored with more than 30 teaching, research and service recognitions including Harvard’s Education Next top ten K-12 education policy voices in social media, Diversity in Education Magazine’s Multicultural Champion for 2015, and the passage of California Assembly Resolution 1459— which commended his state and national impact in the field of K-12 education. He was selected for the 2021 AASCU Millennium Leadership Initiative Presidential Protégé and 2020 Rutgers University Aspiring Executive Leader programs.

Dean Vasquez Heilig has served on multiple governing boards and conveyed invited testimony and input for local, state and national legislative bodies. He has also served as a volunteer education policy advisor and provided educational policy input for the Obama and Biden presidential and the Newsom gubernatorial campaigns. He has also served on the Executive Committee and as Education Chair for the NAACP state conferences of Kentucky and California.

His research has been cited by the New York Times, Washington Post, Associated Press, USAToday, Education Week, Huffington Post and other print and electronic media outlets. He has also appeared on local and national radio and TV including CBS, PBS, NBC, NPR, Univision, and MSNBC.

Dean Vasquez Heilig received his Ph.D. in Educational Policy Analysis and Administration and a Master’s degree in Sociology from Stanford University. He also earned a Master’s in Higher Education—with a year in the Ford School of Public Policy— and a B.A. in History and Psychology from the University of Michigan.

Jonathan Supovitz -The Challenge of Education Reform

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Dr. Supovitz conducts research on how education organizations use different forms of evidence to inquire about the quality and effect of their systems to support the improvement of teaching and learning in schools. Dr. Supovitz also leads the evidence-based leadership strand of Penn’s mid-career leadership program and teaches courses on how current and future leaders can develop an inquiry frame of thinking about continuous improvement and the skills necessary to compile, analyze, and act upon various forms of evidence.
While studying policy analysis at Duke University, Dr. Supovitz first focused on education leadership and policy. Before earning his doctorate at Harvard’s Graduate School of Education, he gained middle and high school teaching experience in Queretaro, Mexico, and Boston, Massachusetts. His dissertation at Harvard focused on the classroom and accountability uses of portfolio assessment in an urban school district. Upon completing his degree, Dr. Supovitz worked as a research associate at Horizon Research in Chapel Hill, North Carolina, where he directed the evaluation of the New Jersey Statewide Systemic Initiative and evaluated the effectiveness of electronic “netcourses” for teacher enhancement. He joined the Consortium for Policy Research in Education (CPRE) in 1997 as a senior researcher and the faculty at Penn GSE in 2005.
Dr. Supovitz is an accomplished mixed-method researcher and evaluator, employing both quantitative and qualitative techniques. He has published findings from a number of educational studies, including multiple studies of programmatic effectiveness; examinations of the relationship between teacher professional development, teaching practice, and student achievement; studies of educational leadership; research on efforts to develop communities of instructional practice in schools; an examination of the equitability of different forms of student assessment; and the use of technology for evaluative data collection. His current work focuses on how districts develop a coherent vision of instructional improvement and devise systems to support instructional focus in schools, and how organizations build a culture of inquiry that supports sustained organizational learning and improvement.