Emily White

Supervised Fieldwork Advisor; Course Instructor

Academic Interests

Collaborative assessment, Conflict resolution and negotiation including with K-12 age levels in schools, Dealing with differences, Facilitation training and distributed leadership, Inquiry team work addressing achievement gaps, Integrative curriculum and project-based and experiential learning, Leadership development, Organizational change, Professional learning communities

Some of the Values that Shape My Work

“Freedom is not worth having if it does not include the freedom to make mistakes.” (Gandhi) Learning from experience begins at mistakes. But experience is educative only if certain conditions apply: authentic tasks, time, teamwork skills, trust, reflection. Too often, adults and teams are expected to be effective without these. Much of my work focuses on professional learning communities to address this need. Our environments are dynamic, demanding, and potentially growth-producing. Every organization needs to be a learning organization. Most organizations face the paradox of people with basically good intentions working at cross-purposes. Problems often lie not simply with individuals but with patterns, misaligned structures, goal confusion, and inequities in which people unwittingly participate. It takes more for good intentions to be a reality: multiple perspectives, distributed leadership, and skills for exploring the gaps between what is needed and what actually occurs. We need systems thinking.

Work with Families, Children, Schools, and Communities

  • Developer/director of small schools and innovative programs (all levels)
  • Teacher of English and social studies
  • Curriculum developer/trainer in socio-emotional learning: advisory, conflict resolution, peer mediation, diversity
  • Consultant/trainer on project-based and integrated curriculum
  • Educator and designer of physician training (internships and interdisciplinary teamwork)

Recent Professional Contributions

  • Member, Faculty Advisory Committee, Bank Street College, Fall 2012 - present
  • Consultant/trainer to schools, leadership teams, and network staff training (Clusters I, IV), New York City Department of Education, Fall 2009 - present
  • Facilitator/consultant, Rubin Museum of Art, Education and Visitor Experience. Goals, Roles, and Teams. Staff Retreats, Fall 2010, 2011, 2012
  • Lead Consultant, Fall Colloquium: Election Event 2012 from a Social Systems Perspective: Experiential Exercise on Embedded Identity Groups. Sponsored by The New York Center for the Study of Groups, Organizations, and Social Systems, November 2012
  • Facilitator, Interactive Training Event. How We Help. New York City Museum Educators Roundtable (NYCMER), April 2011
  • Consultant, Case Studies in Group Dynamics. Social-Organizational Psychology Program. Teachers College, Columbia University, 2009-2011
  • Consultant. A 3-day group relations conference, Authority, Leadership, and Participation in Groups and Organizational Systems, in the Tavistock tradition. Sponsored by: New York Center for the Study of Groups, Organizations, and Social Systems and Teachers College, Columbia University. November 2009

Educational Background

  • Ed.D., Education and Organizational Development, Teachers College, Columbia University
  • M.A., Teaching of English, Graduate School of Education, Harvard University
  • B.A., English, Brandeis University

Selected Publications and Presentations

  • White, E., (2011). Dusk. In G. Noppe-Brandon (Ed.), One vision, many voices: A multicultural and multigenerational collection (pp. 261-269). Bloomington, IN: iUniverse.

  • White, E. (2006). Top-down and sideways: Diffusion of learning and critical friends work with district leaders. Paper presented at the National School Reform Faculty Conference. Denver, CO.

  • White, E. (2004). The microlab: Exploring race, class, and gender. In N. Cambron-McCabe, L. Cunningham, J. Harvey, & R. Koff (Eds.), A school superintendent’s fieldbook: A guide for leaders of learning (pp. 158-161). Thousand Oaks, CA: Corwin Press.

  • White, E., & Crow, G. (1993). Rites of passage: The changing role perceptions of interns in their preparation for principalship. Paper presented at the American Educational Research Association Conference. Atlanta, GA.

  • Bernard, H. S., & White, E. (1986). The relationship between person-role conflict and systemic dysfunction. Group & Organization Management, 11(1), 5-25.

None

Contact me:

(212) 961-3360 ewhite@bankstreet.edu
132 Claremont Avenue, M448
New York, NY 10027