Jason Salisbury is an Assistant Professior in the Department of Educational Policy Studies working in the College of Education's Urban Education Leadership program where he teaches classes related to instructional leadership and organizational theory. His research focuses on understanding how school leaders are able to support teachers in engaging in culturally relevant or sustaining pedagogies and how school leaders are able to create spaces for marginalized youth to engage in transformative leadership in their schools.
Ph.D. Educational Leadership and Policy Analysis, University of Wisconsin - Madison
M.S. Special Education, University of Illinois - Urbana Champaign
B.S. Special Education, Michigan State University
Salisbury, J., Spikes, D., & Graeber, A. (In Press) Bringing the voices of youth to the table: A social justice youth development approach. Journal of Ethical Educational Leadership
Bowers, A., Blitz, M. H., Modeste, M., Salisbury, J., & Halverson, R. (2017). Is there a typology of teacher and leader responders to CALL and do they cluster in different types of schools? A two level latent class analysis of CALL survey data. Teachers College Record 119(1).
Min, S., Modeste, M., Salisbury, J., & Goff, P. (2016). Heeding the CALL: An inquiry into instructional collaboration among school professionals. Journal of Educational Administration, 54(2), 135-151.
Blitz, M. H., Salisbury, J., & Kelley, C. (2014). The role of cognitive validity testing to understand leadership practice in the development of CALL, the Comprehensive Assessment of Leadership for Learning. Journal of Educational Administration, 52(3), 358-378.
Kelley, C. & Salisbury, J. (2013). Defining and activating the role of department chair as instructional leader. Journal of School Leadership, 23(2), 287-323.