Anderson, Erin, Ph.D.
Erin Anderson is an assistant professor of Educational Leadership and Policy in the Morgridge College of Education at the University of Denver. She received her Ph.D. in Administration and Supervision from the Curry School of Education at the University of Virginia. Dr. Anderson worked for five years as a research assistant and research associate for the University Council for Educational Administration (UCEA). During this time, she served on the committee for the Professional Standards of National Leaders (2015, formerly the ISLLC standards) and worked with The Wallace Foundation on the development of a five-year, $47 million initiative to help universities improve principal preparation. She has also been contracted by the American Institute of Research (AIR) for her state policy work and the Council of Chief State School Officers (CCSSO) to support the development of the 2015 PSEL and 2016 National Educational Leadership Preparation (NELP) standards (formerly, the ELCC standards).
Her research focuses on the planning for school improvement, effective leadership practices in schools and districts, and policy and standards for principal preparation. Dr. Anderson had been published in the Journal of Research on Leadership Education and the upcoming Handbook of Educational Supervision (2019). She is also the author of the UCEA publication, A policymaker’s guide: Research-based policy for principal preparation program approval and licensure (2015).
As a practitioner she worked as a teacher, a team leader, and the Dean of School Culture and Discipline in Brooklyn, NY, in addition to her work as a teacher at a small alternative school for students struggling with behavioral issues in Charlottesville, VA.
Balser, Walter Fernando, Ed.D.
Clinical Assistant Professor
Walter Fernando Balser is an assistant clinical professor in Educational Leadership and Policy Studies in the Morgridge College of Education at the University of Denver. Walter’s research focuses on the intersection of private capital in public schooling and its effects on practice and policy, most recently examining governance systems in open source communities and their relation to schooling. Prior to joining DU, Walter served as the Founding Director of the Open Partnership Education Network (OPEN), a program to improve collaboration between community thought leaders and institutions working on similar missions--helping make cities “smarter and better connected”. Dr. Balser enjoys sharing ideas through popular blogs and emerging media, including founding the Rad Schools Jam, a festival intersecting education, music and action sports. As a practitioner, Dr. Balser has worked as a teacher and administrator in urban schools in Central Ohio, Tampa Bay Florida, and New York City, as well as a strategic consultant for school districts in Boston and New Orleans. He received his Ed.D. in Educational Leadership and Policy Studies at Boston University and leadership training at Columbia Teachers' College.
Candelarie, Doris, Ph.D.
Department Chair and Clinical Assistant Professor
Dr. Candelarie received her PhD in Educational Leadership and Policy Studies at the University of Denver. She spent the last 28 years in public education as an elementary and middle school teacher, elementary and middle school principal, and central office administrator. In 2014, she was recognized as the Colorado National Distinguished Principal for her work at Sanchez International School, a former turnaround school. Dr. Candelarie recently transitioned from the public school world to a full-time Clinical Assistant Professor at the University of Denver. Her life’s work and research interests include breaking the cycle of poverty through education, school regeneration, turnaround leadership, parent and community engagement in schools, and leading equity and social justice practices in educational systems. She enjoys spending time with her family, traveling off the beaten path, cooking, reading, getting outdoors in nature and yoga.
Hesbol, Kristina, Ph.D.
Dr. Hesbol received her PhD from Loyola University-Chicago. In her forty-year career in education, she has taught preK-high school students in public schools, as well as graduate students at the University of Illinois Urbana-Champaign and at Illinois State University. Dr. Hesbol served as building principal in several culturally and linguistically diverse school districts, as the Coordinator of Literacy and School Improvement in a linguistically and culturally diverse suburban Chicago school district, as an assistant superintendent for human resources for a large unit school district, and has consulted nationally in literacy leadership. As a professor at UIUC, she was named one of twelve Stafford Fellows for the National Institute for Leadership on Disability and Students Placed At-Risk (NILDSPAR). Dr. Hesbol’s research interests include transformative leadership, learning organizations, and equity. In her spare time, she enjoys gardening, spending time with her family, traveling back roads, and antiquing.
Kipp, Patricia, M.A.
Assistant Professor of the Practice
Ms. Kipp received her MA from the University of Colorado-Denver. She served as a mentor principal for the DPS Ritchie Program during the 2003-04 school year and became an adjunct instructor in 2006. Since 2007, she has served as the lead instructor for the Adams County Ritchie Program. Ms. Kipp came to the University of Denver from a 31-year career in the Denver Public Schools as a teacher, Program Director, Chapter I instructor, Administrative Assistant, and Principal. She enjoys traveling and sports.
Korach, Susan, Ed.D.
Dr. Korach received her EdD from the University of Houston. She co-created the Ritchie Program for School Leaders in partnership with Denver Public Schools. Dr. Korach is an active participant with the Alliance to Reform Educational Leadership, University Council of Educational Administration, and the National Center for the Evaluation of Educational Leadership Preparation and Practice. Her research focus is on leadership preparation, learning transfer, university/district partnerships, and institutional change. She enjoys golf, tennis, and spending time with family and friends.
Miller-Brown, Ellen, Ph.D.
Assistant Professor of the Practice
Dr. Miller-Brown received her PhD from the University of New Mexico. She has spent 37 years in education as a teacher, assistant principal, principal, director of professional development, director of middle schools, and chief academic officer in public schools. Dr. Miller-Brown’s expertise lies in the areas of school improvement, equitable achievement, adult and student learning, and developing positive, collaborative cultures. She enjoys spending time with her family and friends hiking, running, swimming, reading, and gardening.
Tabron, Lolita A., Ph.D.
Lolita Christopher Tabron received her Ph.D. in Educational Administration from Texas A&M University and currently serves as an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Denver. She is a critical quantitative researcher and education policy analyst who studies how systemic racism and other forms of oppression are perpetuated through policies, leadership practice, and statistical data. Dr. Tabron focuses her work broadly on equity and access for underrepresented communities across the PK-20 pipeline and more specifically on policies and practices affecting college access for African American youth. She is committed to helping educational leaders develop an equity-focused lens and skillset to effectively lead in diverse K-12 school settings that do not perpetuate systems of marginalization.
Dr. Tabron has authored publications on race and racism in K-12 schools, critical quantitative inquiry, and policies shaping educational equity, access and opportunity in K-12 education for African American youth, their families, and other underrepresented communities. Prior to becoming a researcher, Dr. Tabron was distinguished as a Master teacher. She was also an instructional coach for urban school districts mentoring new teachers in diverse, high-stakes charter and traditional public school settings.