Elizabeth Leisy Stosich

Elizabeth Stosich

Ed.D.

Assistant Professor
113 W. 60th Street
Room 1119E
New York, New York 10023

Phone: 212-636-6439
Fax: 212-636-7875
Email: estosich@fordham.edu

Office hours:
Mondays and Tuesdays, 3-5 p.m.

Elizabeth Stosich, Ed.D., joined the faculty of the Educational Leadership, Administration, and Policy Division in 2017. Previously she was a Research and Policy Fellow at the Stanford Center for Opportunity Policy in Education (SCOPE). She began her career in education as an elementary school teacher in Oakland, CA.

Stosich draws on perspectives in education, organizational theory, and sociology to understand how organizational and social contexts influence the relationship between policy and the practice of leaders and teachers in public schools. She aims to identify how state, district, school, and teacher leaders can improve the equity and quality of educational opportunities for all students, with particular attention to historically underserved children. Stosich's research interests include education policy, assessment and accountability, school and district leadership, school improvement, and teachers' professional learning. She uses interview, observational, case-study, and survey methods.

Stosich has published research in the American Educational Research JournalThe Elementary School Journal, and Teaching and Teacher Education, and she has authored reports for the Stanford Center for Opportunity Policy in Education. She recently published a book with two colleagues that is being used by school and district administrators in New York and around the country, The Internal Coherence Framework: Creating the conditions for continuous improvement in schools.

  • Ed.D., Education Policy, Leadership, and Instructional Practice
    Harvard Graduate School of Education

    Ed.M., Education Policy and Management
    Harvard Graduate School of Education

    M.A., Teaching and Multiple Subjects CLAD Credential
    University of San Francisco

    B.A., Spanish and Portuguese
    University of California, Berkeley

  • Community of Inquiry I  

    Implementation Research and Program Evaluation

    Leading Instructional Improvement

    Politics of Educational Leadership and Reform

    Urban Education

  • Education policy

    School and district leadership

    Teachers’ professional learning

    Research-practice partnerships

  • Books

    Forman, M.L., Stosich, E.L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the conditions for continuous improvement in schools. Cambridge, MA: Harvard Education Publishing Group.

    Book Chapters

    Stosich, E.L. (2014). Measuring school capacity for improvement. In A. Bowers, B. Barnett, & A. Shoho (Eds.), Using data in schools to inform leadership and decision making (pp. 151-178). Charlotte, NC: Information Age Publishing.

    Journal Articles

    Stosich, E. L., Hatch, T., Hill, K., Roegman, R., T Allen, D. (2021). Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks. Education Policy Analysis Archives, 29 (60).

    Stosich, E. L. (2020). Central office leadership for instructional improvement: Developing collaborative leadership among principals and instructional leadership team members. Teachers College Record, 122 (9).

    Stosich, E.L., Forman, M.L., & Bocala, C. (2019). All together now: The Internal Coherence Framework supports instructional leadership teams. The Learning Professional40 (3), 40-44.

    Stosich, E.L. & Bocala, C. (2018). Leading teacher teams: Bridging the divide between data inquiry and instructional change. Journal of Cases in Educational Leadership, 21 (3), 88-102.

    Stosich, E.L. & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. Phi Delta Kappan, 99 (8), 8-12.

    Stosich, E.L., Snyder, J. & Wilczak, K. (2018). How do states integrate performance assessment in their systems of assessment? Education Policy Analysis Archives, 26 (13). This article is a part of the special issue, Redesigning Assessment and Accountability for Meaningful Student Learning, guest-edited by Soung Bae, Jon Snyder, and Elizabeth Leisy Stosich.

    Stosich, E.L. (2018). Principals and teachers ‘craft coherence’ among accountability policies. Journal of Educational Administration, 56 (2), 203-219.

    Stosich, E.L., Bocala, C., & Forman, M. (2018). Building leadership and organizational capacity through professional development: A design-based implementation research study. Educational Management, Administration & Leadership46(5), 864-880.

    Stosich, E.L. (2017). Leading in a time of ambitious reform: Principals in high-poverty urban elementary schools frame the challenge of the Common Core State Standards. Elementary School Journal, 117(4), 539-565.

    Stosich, E.L. (2016). Joint inquiry: Teachers’ collective learning about the Common Core in high-poverty urban schools. American Educational Research Journal53(6), 1698-1731.

    Stosich, E.L. (2016). Building teacher and school capacity to teach to ambitious standards in high-poverty schools. Teaching and Teacher Education58, 43-53.

    Reports

    Darling-Hammond, L., Bae, S., Cook-Harvey, C., Lam, L., Mercer, C., Podolsky, A., & Stosich, E.L. (2016). Pathways to new accountability through the Every Student Succeeds Act. Stanford, CA: Learning Policy Institute and Stanford Center for Opportunity Policy in Education.

    Cook-Harvey, C.M. & Stosich, E.L. (2016). Redesigning school accountability and support: Progress in pioneering states. Stanford, CA: Learning Policy Institute and Stanford Center for Opportunity Policy in Education.

    Elmore, R.F., Forman, M.L., Stosich, E.L., & Bocala, C. (2014). The Internal Coherence Assessment Protocol & Developmental Framework: Building the organizational capacity for instructional improvement in schools. Washington, DC: SERP Institute.

    Forman, M.L., Stosich, E.L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the conditions for continuous improvement in schools. Cambridge, MA: Harvard Education Publishing Group.