Janet Chrispeels

Janet Chrispeels, professor emeritus in Education Studies, is the inaugural director for the Joint Doctorate in Educational Leadership, offered in collaboration with California State University, San Marco. She was delighted to have worked with the first cohorts of outstanding San Diego County educators as they pursued their doctoral studies.

She moved from University of California, Santa Barbara, where she served on the faculty from 1993-2006 and directed the Gevirtz Graduate School of Education Center for Educational Leadership and Effective Schools.

Ed.D. Educational Leadership, May 1990

Unversity of San Diego, San Diego, CA

MA Management, 1983

California American University, Escondido, CA

MA Political Science, 1969

San Diego State University, San Diego, CA

BA Political Science, 1966

Michigan State University, East Lansing, MI

Political Science, 1962-1965

University of Redlands, Redlands, CA

Certified Trainer in Situational Leadership, 1983

California Community College

Standard Teaching Credential, 1969

Dr. Chrispeels has focused on the issues of organizational change and school improvement. This broad agenda encompasses three specific research strands:

1) investigating models and theories of whole system change,

2) exploring practice and policy issues related to professional development of administrators and teachers, especially through school teams (leadership, grade level, administrative teams and multi-shareholder district teams), and

3) developing conceptual and empirical knowledge about school-home collaboration, especially in regard to Latino families.

• Harris, A. & Chrispeels, J. H. (Eds.). (2006). Improving Schools and Educational Systems: International Perspectives. London: Routledge
• Chrispeels, J. H. & González, M. (2006). The challenge of systemic change in complex educational systems: A district model to scale up reform. In A. Harris & J. H. Chrispeels, Improving Schools and Educational Systems: International Perspectives, pp. 242-273. London: Routledge.
• Daly, A. J. & Chrispeels, J. H. (2005). From problem to possibility: Leadership for implementing and deepening Effective schools processes. Journal for Effective Schools, 4.
• Chrispeels, J. H. (Ed.) (2004). Learning to lead together: The challenge and promise of sharing leadership. Thousand Oaks, Sage.
• Shiu, S. & Chrispeels, J. H. (2004). An analysis of the habitual routines and effectiveness of collaborative teacher grade level teams in an elementary school. Journal for Effective Schools, 3(2), 81-94.
• Morris, M. Chrispeels, J. H. & Burke, P. H. (2003). The Power of Two: Linking External with Internal Teachers' Professional Development. Phi Delta Kappan, 84(10), 764-767.
• Chrispeels, J. H. (2002, October). An emerging conceptual and practical framework for implementing districtwide effective schools reform, Journal of Effective Schools, 1(1).
• Chrispeels, J. H. & Martin, K. J. (2002). Four school leadership teams define their roles within organizational and political structures to improve student learning. School Effectiveness and School Improvement, 9(1), 1-19.
• Chrispeels, J. H. and Rivero, E. (2001). Engaging Latino families for student success: How parent education can reshape parents' sense of place in the education of their children. Peabody Journal of Education 76(2), 119-169.
• Chrispeels, J. H., Brown, J. H. & Castillo, S. (2000). School Leadership Teams: Factors that influence their development and effectiveness. Understanding Schools as Intelligent Systems, Vol. 4, 39-73, JAI Press.
• Chrispeels, J.H., Castillo, S., & Brown, J.H. (2000). School Leadership Teams: A process model of team development. School Effectiveness and School Improvement, 11(1), 22-56.
• Chrispeels, J. H. (1997). Educational Policy Implementation in a Shifting Political Climate. American Journal of Education Research, 34 (3), 453-481.
• Chrispeels, J.H. (1996). Effective schools and home-school-community partnership roles: A framework for parent involvement. School Effectiveness and School Improvement, 7 (4), 297-323.