Prior to coming to Bank Street, Ellis worked for the New York City Department of Education for 30 over years as a teacher of students with special needs, administrator, and high school principal. Her interests are collaborative practice, reflective supervision, meeting the needs of diverse learners, and mentoring aspiring leaders in the leadership preparation program. She consults with school districts and nonprofit organizations on creating professional learning structures that are aligned to principles of adult learning and development. In addition, Ellis regularly travels to Europe to work with school leaders to support them with building collaborative structures that support the implementation of innovative educational practices. Her work is guided by the words of Lucy Sprague Mitchell (1919) “Our beliefs do not carry conviction, perhaps not even to ourselves, unless they are tried out under the actual working conditions of a school.”
PhD, Fordham University
Burr, V., Casper, V., & Scope, E. (2015). Fostering reflective inquiry in teacher and leadership preparation. In Better teachers, better education (pp. 15-28). Bulgaria: Plovdiv University
Progressive Education Network (2015) Creating structures and strategies for supporting teachers: The possibilities of progressive supervision.
Bank Street College Centennial Symposium (Fall, 2015). The possibilities of progressive supervision.