How Carefully Tailored Professional Development Can Help Principals Become Equity Leaders
Professor, Educational Administration
School: Graduate School of Education and Human Development
Department: Educational Leadership
Jennifer K. Clayton is a Professor of Educational Leadership and Administration and director of the Educational Leadership and Administration programs.
Dr. Clayton's research on leadership development, the educational administration internship, and professional learning for school leaders has appeared in over 40 publications and more than 50 presentations to school districts and research conferences. Dr. Clayton has been nominated for several teaching awards at GW, including the Bender Teaching Award during the 2017-2018 academic year and previously the Honey Nashman Spark-A-Life award. She teaches courses to doctoral and graduate students in school leadership, support and development of teachers, and writing/research.
Prior to her work in higher education, Dr. Clayton served as a Social Studies teacher and in administrative roles in several school districts around the country. Dr. Clayton holds a PhD and EdS in Educational Leadership from Old Dominion University, MA in Educational Administration from Rutgers University, and BA in History, with minors in Secondary Education and Sociology from James Madison University.
Ph.D., Old Dominion University
M.A., Rutgers University
B.A., James Madison University
Clayton, J. & Thessin, R. (2017) Voices of educational administration internship mentors, Mentoring & Tutoring: Partnership in Learning, 25:3, 291-308, DOI: 10.1080/13611267.2017.1364836
Clayton, J., Jamison, K., Briggs, A., & Tekleselassie, A. (2017). Linking Research to Clinical Practice: Insights from the Transformational Pathways in Administrator Preparation program in one Mid-Atlantic Private University. Educational Planning, 24(3), 45-60.
Clayton, J., & Thessin, R. (2016). Learning from our Graduates and Interns: Examining
Graduate and Student Experiences in the Education Administration Internship. Educational Leadership Review, 17(6),17-42.