Elizabeth Leisy Stosich joined the faculty of Fordham University in 2017. She is an Assistant Professor in the Division of Educational Leadership, Administration, and Policy. Previously she was a Research and Policy Fellow at the Stanford Center for Opportunity Policy in Education (SCOPE). She began her career in education as an elementary school teacher in Oakland, CA.
She draws on perspectives in education, organizational theory, and sociology to understand how organizational and social contexts influence the relationship between policy and the practice of leaders and teachers in public schools. She aims to identify how state, district, school, and teacher leaders can improve the equity and quality of educational opportunities for all students, with particular attention to historically underserved children. Her research interests include education policy, school and district leadership, school improvement, and teachers’ professional learning. She uses interview, observational, case-study, and survey methods. Previously, Elizabeth taught elementary school in Oakland, CA.
She has published research in the American Educational Research Journal, The Elementary School Journal, and Teaching and Teacher Education, and she has authored reports for the Stanford Center for Opportunity Policy in Education. She recently published a book with two colleagues that is being used by school and district administrators in New York and around the country. The title is The Internal Coherence Framework: Creating the conditions for continuous improvement in schools.