The Future of Education
Davide Celoria
Institution: San Francisco State University
Country: United States
Davide Celoria is an Assistant Professor of Educational Leadership, and MA Program Coordinator.
Davide earned a doctorate at the University of California, Berkeley, in Leadership for Educational Equity.
Prior to becoming a professor Dr. Celoria was an associate superintendent in the SF Bay area where he led the development, adoption, and implementation of a robust and rigorous new district strategic plan including the district's math plan, language arts/literacy plan, library/media/technology plan, special education plan, and language development plan as aligned to recent research on "deeper learning' and "next generation learning".
Dr. Celoria has also served as both assistant superintendent of prek-8 schools, and executive director of early childhood education programs. Prior to district-level administration, Davide was the principal of a Spanish Bilingual school. Additionally, he has over ten years of experience as an elementary and special education teacher.
Davide is an expert in the planning and management of European projects focusing in particular on the areas of education, training, culture and research.
Courses Taught Include:
EDDL 912: Advanced Educational Leadership Seminar
Participants identify and address key educational challenges embedded in high-level educational leadership positions. The seminar explores critical theory and educational leadership as a call to action -- developing a keen understanding of transformative leadership, equity leadership, inclusive leadership, and social justice leadership.
EDAD 892: Internship--Educational Administration II
The internship is the culminating experience for the Preliminary Administrative Services Credential and master's degree in educational administration and concludes with a comprehensive oral examination.
EDAD 774: Change Processes and Education
Investigates change, and reform processes in educations that lead to effective school/district restructuring and transformative of teaching and learning. Participants investigate, and analyze change reform policies, systemic reform, restructuring, transformative practices, research practices, claimed success models, and program evaluation.
EDAD 743: Educational Planning, Technology and Evaluation
Participants engage in a and review the planning, development, goal setting, implementation, and evaluation of curriculum and instructional programs in diverse educational settings, with consideration given to extant research, critical media literacy, and the realized and potential impact of technology on teaching, learning, and the monitoring and evaluation process from a social justice and equity perspective, and inclusion stance.
EDAD 733: Curricular Leadership - Multicultural Education
Participants review contemporary curricular and instructional issues, consider the limitations of multicultural education, as it is most commonly conceptualized and practiced. Exploring alternative and emerging understanding of multicultural education and inclusiveness – including the role of critical theory and narrative in enabling educational processes to support justice and equity in multicultural communities and societies.
Dr. Celoria’s scholarly interests are in the areas of leading for educational change, functions of education leadership, new principal coaching, and role of the education leader in transformative schooling, critical theory, and inclusive schooling from a social justice and equity perspective. This interest includes exploring the relationship among education policy, leadership practice and teacher practice in a time of increasing complexity given the call for “deeper learning,” “21st-century skills”, “next generation learning”, and globalization.
Davide is currently a member of the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) California Leadership Team – The CEEDAR Center, is part of the University of Florida, and is funded by the U.S. Department of Education Office of Special Education Programs to works with 20 states and institutions of higher education to reform their programs… and realign policy structures and professional learning systems. The CEEDAR California State Leadership Team includes members from the California Commission on Teacher Credentialing, California Department of Educations, CSU Chancellor’s Office, CEEDAR Center, six institutions of higher education (Brandman University, CSU Fresno, CSU Los Angeles, CSU Long Beach, Loyola Marymount University, and San Francisco State University), and collaborating Local Education Agencies.
Areas of expertise: Transnationalism, diversity, inclusion, inclusiveness, critical media literacy, inclusive social justice leadership, new principal coaching, next generation learning, 21st century learning.
Davide earned a doctorate at the University of California, Berkeley, in Leadership for Educational Equity.
Prior to becoming a professor Dr. Celoria was an associate superintendent in the SF Bay area where he led the development, adoption, and implementation of a robust and rigorous new district strategic plan including the district's math plan, language arts/literacy plan, library/media/technology plan, special education plan, and language development plan as aligned to recent research on "deeper learning' and "next generation learning".
Dr. Celoria has also served as both assistant superintendent of prek-8 schools, and executive director of early childhood education programs. Prior to district-level administration, Davide was the principal of a Spanish Bilingual school. Additionally, he has over ten years of experience as an elementary and special education teacher.
Davide is an expert in the planning and management of European projects focusing in particular on the areas of education, training, culture and research.
Courses Taught Include:
EDDL 912: Advanced Educational Leadership Seminar
Participants identify and address key educational challenges embedded in high-level educational leadership positions. The seminar explores critical theory and educational leadership as a call to action -- developing a keen understanding of transformative leadership, equity leadership, inclusive leadership, and social justice leadership.
EDAD 892: Internship--Educational Administration II
The internship is the culminating experience for the Preliminary Administrative Services Credential and master's degree in educational administration and concludes with a comprehensive oral examination.
EDAD 774: Change Processes and Education
Investigates change, and reform processes in educations that lead to effective school/district restructuring and transformative of teaching and learning. Participants investigate, and analyze change reform policies, systemic reform, restructuring, transformative practices, research practices, claimed success models, and program evaluation.
EDAD 743: Educational Planning, Technology and Evaluation
Participants engage in a and review the planning, development, goal setting, implementation, and evaluation of curriculum and instructional programs in diverse educational settings, with consideration given to extant research, critical media literacy, and the realized and potential impact of technology on teaching, learning, and the monitoring and evaluation process from a social justice and equity perspective, and inclusion stance.
EDAD 733: Curricular Leadership - Multicultural Education
Participants review contemporary curricular and instructional issues, consider the limitations of multicultural education, as it is most commonly conceptualized and practiced. Exploring alternative and emerging understanding of multicultural education and inclusiveness – including the role of critical theory and narrative in enabling educational processes to support justice and equity in multicultural communities and societies.
Dr. Celoria’s scholarly interests are in the areas of leading for educational change, functions of education leadership, new principal coaching, and role of the education leader in transformative schooling, critical theory, and inclusive schooling from a social justice and equity perspective. This interest includes exploring the relationship among education policy, leadership practice and teacher practice in a time of increasing complexity given the call for “deeper learning,” “21st-century skills”, “next generation learning”, and globalization.
Davide is currently a member of the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) California Leadership Team – The CEEDAR Center, is part of the University of Florida, and is funded by the U.S. Department of Education Office of Special Education Programs to works with 20 states and institutions of higher education to reform their programs… and realign policy structures and professional learning systems. The CEEDAR California State Leadership Team includes members from the California Commission on Teacher Credentialing, California Department of Educations, CSU Chancellor’s Office, CEEDAR Center, six institutions of higher education (Brandman University, CSU Fresno, CSU Los Angeles, CSU Long Beach, Loyola Marymount University, and San Francisco State University), and collaborating Local Education Agencies.
Areas of expertise: Transnationalism, diversity, inclusion, inclusiveness, critical media literacy, inclusive social justice leadership, new principal coaching, next generation learning, 21st century learning.
