Faculty & Staff

Shelby Cosner, PhD

Associate Professor

Shelby Cosner is an Associate Professor of Educational Organization and Leadership in the Department of Educational Policy Studies. Her research interests include organizational change, school reform and improvement, leadership for school improvement, and principal preparation/development/evaluation.

She is an applied qualitative researcher whose work draws heavily from the organizational sciences, sociology, social psychology, and management. Her recent work appears in such peer-reviewed journals as Educational Administration Quarterly, the Journal of Educational Administration, the Journal of School Leadership, Leadership and Policy in Schools, Urban EducationEducational Management Administration & Leadership, the Journal of Research on Leadership Education, and Planning and Changing.

Cosner has served as the Academic Program Director and Associate Program Coordinator for UICs Doctorate in Urban Educational Leadership. In these roles she co-led program redesign and implementation over a multi-year timeframe. This program has received major national awards and recognitions for its program quality including UCEA's 2013 award as an Exemplary Leadership Preparation Program (one of two programs nationally to receive this designation in its inaugural year ) and the 2012 Urban Impact Award from the Council of Great City Schools. She teaches a variety of leadership, school organization, and qualitative research methods courses for doctoral students in the Department of Educational Policy Studies. Cosner has received multiple awards for her teaching including UIC's Council for Excellence in Teaching and Learning Award in 2009 and UIC's most prestigious Career Teaching Award, the Award for Excellence in Teaching in 2016. 

Cosner is recognized as an expert related to educational leader preparation, development, and evaluation. She has been a curriculum developer and trainer of trainers for leadership development programs and institutes for state departments of education, regional educational offices, and state superintendent/principal associations. She supported the design and pilot implementation of Wisconsin's state-wide principal evaluation system. She also consults with school districts throughout the US to provide development for senior/district-level leadership teams, school leadership teams, principals, and teacher leaders. 

Cosner is a former principal and district-level leader.

Education

2005 - PhD, University of Wisconsin-Madison, Educational Leadership and Policy Analysis

Research & Teaching Interests

Principal Investigator. IES Educational Leadership, Development and Innovation. Accelerating the development of leadership practice for impact in challenging contexts (ALP-C2). $1,400,000/under review. 2017-2021. Co-Principal Investigators include Steve Tozer, Lisa Walker and Sam Whalen, University of Illinois at Chicago, Center for Urban Education Leadership.

Principal Investigator. Exemplary partner: University principal preparation initiative. The Wallace Foundation. $400,000/funded. 2016-2017.

Principal Investigator. Developing principal practice for the leadership of school-wide cycles of inquiry. The Chicago Leadership Collaborative, Chicago Public Schools. $6,000/funded. 2015-2016.

Principal Investigator. Strengthening leadership preparation pedagogy and content to cultivate leadership practices of consequence to struggling schools. The Wallace Foundation/Educational Development Center, $3,000/funded 2014-2015.

Co-principal Investigator. Systems approach to school leader pipeline development.  U.S. Department of Education, $1,908,447/funded 2014-2017. Principal Investigator Steve Tozer and additional Co-principal Investigators Sam Whalen, David Mayrowetz, and Jen Olsen, Center for Urban Educational Leadership, Department of Educational Policy Studies, and Department of Curriculum and Instruction, University of Illinois at Chicago.

Principal Investigator. PK-5 mathematics instructional improvement: Common Core for all learners. McCormick Foundation, $450,000/funded 2014-2017. Additional Principal Investigators David Mayrowetz, Department of Educational Policy Studies and additional investigators Kathleen Sheridan and Cathy Main, Department of Educational Psychology, University of Illinois at Chicago. Read project article.

Co-principal Investigator. Cycles of innovation and continuous improvement: A university/district partnership to produce transformative principals. School Leadership Program Grant. U.S. Department of Education Office of Innovation and Improvement, $1,000,330/funded 2013-2017. Principal Investigator, Steve Tozer, Center for Urban Educational Leadership and Department of Educational Policy Studies and additional co-principal investigators Sam Whalen, Andrea Evans, and David Mayrowetz, University of Illinois at Chicago.

Senior Researcher. Examining pre-service preparation of school leaders. Finnegan Family Foundation, $30,000/funded 2013-2014. Principal Investigator Sam Whalen, Center for Urban Education Leadership, University of Illinois at Chicago.

Senior Researcher. Examining the principal residency experience and its impact on candidate competency, role, and identity development. Lloyd A. Fry Foundation, $200,000/funded 2013-2015. Principal Investigator, Sam Whalen, Center for Urban Education Leadership, University of Illinois at Chicago.

Principal Investigator. Examining school leader identity and competency development. The Wallace Foundation, $6,200/funded 2013.

Principal Investigator. Performance management accountability policy and sanctions: Examining productive organizational and school leadership responses. Faculty Scholarship Support Grant and Dean’s Research Support, University of Illinois at Chicago, $29,000/funded 2012-2013.

Principal Investigator. Examining the enactment of collaborative data practices in urban elementary schools. Faculty Scholarship Support Grant, University of Illinois at Chicago, $3,000/funded 2009-2011.

Co-Principal Investigator. Urban school leadership preparation, The Broad Foundation, $2,100,000/funded 2007-2011. Principal Investigator Steve Tozer and additional Co-principal investigator Peter Martinez, Department of Educational Policy Studies, University of Illinois at Chicago.

Senior Researcher/Director of Leadership Research. Partnership READ, Examining grade-level collaborative data use and the ways in which school leaders support collaborative practice enactment and development.  Chicago Community Trust, $1,500,000/funded 2006-2009. Principal Investigators Susan Goldman, Psychology and Education, and Taffy Raphael, Department of Curriculum and Instruction, University of Illinois at Chicago.

Selected Publications

Cosner, S., Leslie, D., & Shyjka, A. (under review). Using a learning-focused implementation logic to examine CCSS implementation literature: Implications for CCSS-M practice, research, and dissemination. Leadership and Policy in Schools.

Cosner, S., Walker, L., Swanson, J., & Hebert, L. (under review). Leadership coaching for standards-aligned competency development: Using learning processes to strengthen learning from experience. Educational Administration Quarterly

Cosner, S., & Marshall, J. (2016). Rethinking preparation program leadership in improvement-oriented contexts: Identifying new work demands, university responses and persistent challenges. UCEA Review, 57(3), 29-33.

Korach, S., & Cosner, S. (2016). Developing the leadership pipeline: Comprehensive leader development In. M. Young & G. Crow (Eds.), Handbook of Research on the Education of School Leaders (pp. 262-282). NY: Routledge.

Cosner, S., Tozer, S., & Zavitokovky, P. (2016). Enacting a cycle of inquiry capstone research project in doctoral-level leadership preparation. In V. Storey and K. Hesbol (Eds.), Contemporary Approaches to Dissertation Development and Research Methods (pp. 163-184). Hershey, PA: IGI Global.

Cosner, S., & Jones, M. F. (2016). Leading school-wide improvement in low-performing schools facing conditions of accountability: Key actions and considerations. Journal of Educational Administration, 54(1), 41-57.

Cosner, S., Tozer, S., Zavitkovsky, P., & Whalen, S. P. (2015). Cultivating exemplary school leadership preparation at a research intensive university. Journal of Research on Leadership Education, 10(1), 11-38.

Cosner, S., Kimball, S., Barkowski, L. Carl, B., & Jones, C. (July, 2014). Principal roles, work demands, and supports needed to implement new teacher evaluation. Research on Urban Education Policy Initiative, 3(3), 1-19.

Cosner, S. (2014). Strengthening collaborative data practices in schools:  The need to cultivate developmental perspectives and diagnostic approaches. In A. Bowers, A. Shoho, & B. Barnett (Eds.), Using data in schools to inform leadership and decision making (pp. 67-93). Charlotte, NC: Information Age Publishing.

Cosner, S. (2014). Advancing a phase-based model of school leadership for the support of collaborative data practices as a school-wide improvement strategy. Journal of School Leadership, 24, 691-724.

Cosner, S., Tozer, S., & Smylie, M. (2012). The Ed.D. Program at UIC: Using cycles of inquiry and improvement to advance leadership preparation. Planning and Changing, 43(1-2), 127-148.

Cosner, S. (2012). Leading the on-going development of collaborative data practices: Advancing a schema for diagnosis and intervention. Leadership and Policy in Schools, 11(1), 26-65.

Cosner, S. (2011). Teacher learning, instructional considerations, and principal communication: Lessons from a longitudinal study of collaborative date use by teachers. Educational Management Administration & Leadership, 39(5), 568-589.

Cosner, S. (2011). Supporting the initiation and early development of evidence-based grade-level collaboration in urban elementary schools:  Key roles and strategies of principals and literacy coordinators. Urban Education, 46(4), 786-827.

Cosner, S. (2010). Drawing on a knowledge-based trust perspective to examine and conceptualize within-school trust development by principals. Journal of School Leadership, 20(2), 117-144.

Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248-291.

Peterson, K., & Cosner, S. (2008). Teaching your principal: Top tips for the professional development of the school’s chief. In V. von Frank (Ed.), Professional learning for school leaders (pp. 5-9)Oxford, OH:  National Staff Development Council.

Cosner, S. (2006). School improvement models. In F. English (Ed.), SAGE encyclopedia of educational leadership and administration (pp. 904-906). Thousand Oaks, CA: SAGE Publications.

Peterson, K., & Cosner, S. (2006). School culture. In F. English (Ed.), SAGE encyclopedia of educational leadership and administration (pp. 249-251). Thousand Oaks, CA: SAGE Publications.

Cosner, S. (2005). Towards a human capital development strategy: Uncovering the approaches used by a high school principal to support teacher learning. In W. Hoy & C. Miskel (Eds.), Theory and research in educational administration: Educational leadership and reform (pp. 233-264). Greenwich, CT: Information Age Publishing.

Cosner, S., & Peterson, K. (2003). Building a learning community, Leadership, 32(5), 12-15.

Honors & Awards

Reviewer of the Year, Journal of Research on Leadership Education, 2016.

UIC Award for Excellence in Teaching (Career Achievement Award), 2016.

Teaching Recognition Program Award by the UIC Council for Excellence in Teaching and Learning, 2009.

David L. Clark National Graduate Student Research Seminar in Educational Administration and Policy, University Council for Educational Administration, 2003.

Professional Affiliations & Activities

Key Recent National Affiliations and Actitivies:

Guest Editor, Special Issue: Conceptually and Empirically Exploring an “Active Learning Pedagogy” for Principal Preparation and Development, Journal of Research on Leadership Education, Forthcoming Spring 2019.

University Council for Educational Administration, Expert Consultant/Principal Preparation Program Evaluation, 2016 to present.

Journal of Education, Editorial Board Member, 2016 to present.

Educational Administration Quarterly, Editorial Board Member, 2015 to present.

Journal of Research on Leadership Education, Editorial Board Member, 2015 to present.

University Council for Educational Administration, Publications Board Member, 2015 to present.

 

University Council for Eductional Leadership (UCEA) Program Design/Improvement Network, Network Member and Site Visit Leader, 2016 to present.

University Council for Educational Administration and New Leaders/National Project on the Evaluation of School Leadership Preparation, Advisory Board Member, 2014-2015. | Read project report | Project's principal evaulation guide

University Council for Educational Administration, Plenum Representative, 2012 to present.

Wallace Foundation/Educational Development Center, National Principal Preparation PLC Member and National Work Group Co-Leader, 2012 to present.

 

AERA SIG Leadership for School Improvement, Member, and Executive Board Member, 2011-2015.

AERA SIG Learning and Teaching in Educational Leadership, Member.

AERA and AERA Division A, Member.

 

Key Recent Illinois Professional Affilitations and Activites:

Center for the Study of Education Policy, Illinois, Lead Developer and Trainer of Trainers, Principal Development, 2017.

CPS, Lead Designer and Developer, Professional Development for CPS Central Office Academic Chiefs, 2016-2017. 

CPS, Lead Designer and Developer, Professional Development for Various CPS Networks, 2016-2017. 

CPS, Keynote Address at CPS Principals' Institute, Summer 2016. Read the report.

CPS, Co-designer and Developer of Professional Development, CPS Network Chiefs, 2015 to present. 

DuPage County Regional Education Board, Lead Developer and Trainer of Trainers, Principal Development, 2015-2016.

Illinois School Leadership Advisory Council (ISLAC), Expert Consultant on Principal Preparation, Spring 2015.  Read the report.