EDL 607: Generating, Managing, and Aligning Resources in Schools
EDL 512: Legal Issues and Policy Formation as a Systemic Process
EDL 516: Human Resource Development Leadership
EDL 526: Managerial Leadership and Administration
EDL 566: Supervision and Teacher Evaluation
EDL 663: Business/Government Internship
TFP 401: Teaching Fellows Program
About Dr. Carr
Marsha Carr serves on the faculty of Educational Leadership at the University of North Carolina Wilmington and is coordinator of the Watson School of Education Masters of School Administration program. Carr previously served as a superintendent of schools in West Virginia for the past decade. Her other prior roles include serving as a Pre-K - 12 principal, Director of curriculum/instructional technology, and a reading specialist during her 35 years of service. In 1994, Carr received the Milken National Educator Award as a reading specialist, a Teacher of the Year award for Allegany County, Maryland and was recognized by the Maryland House of Delegates as well as received the Maryland Governor’s Citation for her work. Carr has been published in educational magazines and journals including The Administrator and Virginia Educational Leadership as well as a 20-book emergent level reading series called StoryMakers. She is also the author of Educational Leadership: From Hostile Takeover to a Sustainable –Successful System and is presently under contract for The School Planning Guide: Focus on Turnaround to Transition. Carr has traveled to and studied educational systems in Australia, New Zealand, and schools on the continent of Africa. Carr earned a B.A. in Art and M.A. in Reading from West Virginia University (WV), M.A. in Administration from Frostburg State University (MD) and a doctorate in Management from the University of Phoenix. Carr can be reached at firstname.lastname@example.org.
Coordinator of Masters of School Administration (MSA)
Dr. Carr is coordinator of the MSA Program that includes the masters and add-on licensure coursework. Helpful inks to these programs can be found below:
The Graduate School: http://www.uncw.edu/grad_info/
UNCW Tuition and Fees page: http://uncw.edu/ba/finance/studentaccounts/tuition_fees.html
NC Residency for tuition purposes: http://uncw.edu/grad_info/Residency_Information.htm
Financial Aid: http://uncw.edu/finaid/Prospective.htm
Graduate Catalogue: http://catalogue.uncw.edu/index.php?catoid=4
Graduate School FAQs: http://www.uncw.edu/grad_info/FAQPage.htm
Kimberly Goerne: Administrative Specialist, Graduate School, 910-962-7449, email@example.com
Former superintendent of schools for 10 years of service; PreK - 12 administrative experience; West Virginia Collaborative for Leadership Development and Support (state-appointed); Past president of West Virginia Association of School Administrators; Past president of the State of Maryland International Reading Association Council; past president of Alpha Delta Kappa Honorary Sorority.
Dr. Carr is a qualitative researcher in the field of educational leadership with a focus on organizational change from a cultural perspective as well as management sustainability including but not limited to school takeovers, turnaround, and interventions. She also developed Self-Mentoring, the invisible leader, a model for applying leadership skills to all school levels. This program is presently being piloted by Duplin County School District and will be a part of all new staff at the University of North Carolina at Wilmington as provided through the Center of Teaching Excellence.
Organizational Management and Sustainability Model
Dr. Carr’s research on School Sustainability after a takeover yielded a model. This model is an overview of the cultural changes to an system before, during, and after a takeover, transitional shift, or turnaround implementation.
School Sustainability Model PDF
Traveling the World: Preparing Your Own International Itinerary with Marsha L. Carr
Leadership in the 21st Century: What Happens When the Good Ol' Boys Meet the Good Ol' Girls
‘Mentoring has become a nationwide emphasis as research increasingly suggests more and more that professionals benefit from the guidance and service of a mentor. While having a mentor is a rewarding experience for most professionals, time and cost restraints that create a burden on both the system and the assigned mentor often limit access to mentoring experiences. Establishing and sustaining effective leaders within our systems begins with fledging educators; mentoring creates a foundation of confidence and necessary skills to accomplish the professional goals and expectations. Self-Mentoring provides a model for all faculty to engage in meaningful growth through a structured process of management.
The Invisible Teacher: A Self-Mentoring Sustainability Model is sponsored by the Center for Teaching Excellence and a recipient of the Summer Pedagogy Development Initiative Aware for 2011.
What is Self-Mentoring?
The following definition serves to define Self-Mentoring: The mentoring of an achiever willing to initiate and accept responsibility for self-development by devoting time to navigate within the culture of the environment in order to make the most of opportunity to strengthen competencies needed to enhance job performance and career progression.
Self-Mentoring requires considerable commitment to goal attainment, time management, and responsible data collection and reflection. As a self-mentor, you must know yourself –your strengths and weaknesses, your learning style – as well as factors that positively and negatively impact your learning. You must be confident in who you are and who you want to become in your career.
Completed CTE Self-Mentoring Workshop Guide
The Invisible Teacher: A Self-Mentoring Sustainability Model
The Invisible Leader: A Self-Mentoring Sustainability Model for University Faculty
In the News!
Duplin County Pilots Self-Mentoring Program in District
From Hostile Takeover to a Sustainable-Successful System
The School Improvement Planning Handbook by Daniel Duke, Marsha Carr, and William Sterrett
National Milken Educator