Cynthia Ellwood, Ph.D.
EDPL Director of Graduate Studies
Clinical Associate Professor
- PhD – Education, Stanford University
- MA – History, Stanford University
- MA – Education, Stanford University
- BA – Communications, Stanford University (Phi Beta Kappa)
- Leadership for structural and social change
- Equity and opportunity in schools
- Race and class in school communities
- Leadership preparation and development
- The Principalship
- Instructional Leadership
- Politics and Community in Educational Organizations
- Master’s Capstone: Current Issues in Educational Policy and Leadership
- Regional Executive – Milwaukee Public Schools (3 years). Regional superintendent with responsibility for 35 schools serving 17,500 students, K-12. Hired, developed, supported and supervised principals; guided and supported all aspects of school operations, including teaching and learning, climate, human resources, finance, public affairs, safety, and facilities; developed new schools and school programs; led the re-design of the district’s teacher growth and evaluation system.
- Principal, Hartford University School – Milwaukee Public Schools (12 years). With staff, parents, and students, transformed the educational program, climate, achievement, and enrollment in this largely Black elementary and middle school.
- Director of Education – Milwaukee Public Schools (7 years). Chief academic officer with responsibility for curriculum, instruction, assessment, professional development, bilingual education, special education, funded programs, and community schools.
- Teacher of English and Social Studies – South Division High School, Milwaukee Public Schools (7 years).
- Founding Co-Editor, Rethinking Schools, an Urban Educational Journal.
- Campaña Nacional de Alfabetización (Sandinista National Literacy Campaign) Support Staff - Nicaragua Ministerio de Educación (Nicaraguan National Department of Education), 1980.
Recent Peer-Refereed Paper Presentations
- Fiddling with the flame of disequilibrium: A study of distributed adaptive leadership toward systemic detracking. American Education Research Association (AERA), April 2016, Washington, DC.
- Understanding we misunderstand: Disrupting cultural narratives in developing school leaders. American Education Research Association (AERA), April 2015, Chicago.
- Interrogating narratives of race, class, and justice: Community mapping in preparing school leaders. University Council for Educational Administration (UCEA), November, 2014, Washington, DC.
Major Grants Procured
- $50,000 Spencer Foundation Small Research Grant (with Sharon M. Chubbuck), “Toward Dismantling Tracking and Systemic Inequity.” (Marquette University)
- $15 million for the National Science Foundation Urban Systemic Initiative for district-wide mathematics and science reform. Co-Principal Investigator with UWM colleagues. (Milwaukee Public Schools)
- $3 million from the Danforth Foundation for the Dorothy Compton Danforth Urban Teacher Fellowship (also known as the Compton Program) to recruit and train highly qualified middle school teachers in cooperation with Marquette University and Alverno College. (Milwaukee Public Schools)
- $600,000 from the Joyce Foundation for the Assessing Learning Project, a collaboration of Milwaukee Public Schools and Alverno College.
- $500,000 from the Joyce Foundation for the Leadership Academy, in cooperation with the North Central Regional Education Lab. (Milwaukee Public Schools)
- $225,000 from the Danforth Foundation for Team Planning for Action. (Milwaukee Public Schools)
- $100,000 from the National Science Foundation for the Urban Systemic Initiative Self-Study. (Milwaukee Public Schools)