EDL 512: Legal Issues and Policy Formation as a Systemic Process
EDL 513: Organizational Theory and Leadership
EDL 514: Technology for School Improvement
EDL 516: Human Resource Development Leadership
EDL 526: Managerial Leadership and Administration
EDL 566: Supervision and Teacher Evaluation
EDL 569: Pre-Leadership Internship
EDL 570: Administrative Internship
EDL 571: Administrative Internship
EDL 663: Business/Government Internship
TFP 401: Teaching Fellows Program
EDL 607: Generating, Managing, and Aligning Resources in Schools
About Dr. Carr
Marsha L. Carr serves on the faculty of Educational Leadership at the University of North Carolina Wilmington and was the Masters of School Administration coordinator of the Watson College of Education from 2011-2013. 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 co-author of 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 operates her business, Edu-tell, LLC., that provides consulting services and training in the art of leadership, more specifically Self-mentoring®. Carr can be reached at 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®, a model for developing sustainable leadership skills in any environment or setting that she trademarked in 2012. Self-mentoring® piloted in Duplin County School District yielded results that later spurred research studies in other school districts such as Charlotte-Meckenberg schools, Union High School in Sampson County, UNCW new faculty through the Center for Teaching Excellence, and even students in a local school districts. Self-mentoring® is gaining national exposure as a viable practice for building and sustaining teacher leaders but more recently received international attention as it will be introduced to a business school in the UK. Learning more about self-mentoring at firstname.lastname@example.org
‘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.
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.
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 Award for 2011. Self-mentoring® is also a recipient of the UNCW Cahill Award.
Learn more about self-mentoring on the website: www.selfmentoring.net
Self-mentoring®: The Invisible Leader
Self-Mentoring®: The Invisible Leader Manual
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!
The School Improvement Planning Handbook by Daniel Duke, Marsha Carr, and William Sterrett
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