Will RumbaughClinical Assistant Professor - Tier I Program Coord.; Director of UCEA's Center for Urban School Leadership Educational Policy Studies
Doctor of Education, Educational Leadership, University of Georgia, 1998
Education Specialist, Educational Leadership, University of West Georgia, 1996
Master of Arts for Teachers, English, Georgia State University, 1992
Bachelor of Arts, English, Georgia State University, 1986
Organizational and Leadership Development
Equity-Focused District Leadership Pipelines
Educational Leaders’ Beliefs and Values
Leadership in Ugandan Schools
Will Rumbaugh graduated with his Ed.D. from the Department of Educational Leadership at the University of Georgia in 1998. He spent the last 30-plus years in public kindergarten through 12th-grade education serving in various roles: high school teacher, assistant principal and principal, language arts supervisor, state assessment specialist, curriculum director, assistant superintendent, area superintendent and director of school improvement for the state of Georgia. He has also taught educational leadership courses at Kennesaw State University and the University of North Georgia.
Rumbaugh’s current professional interest includes examining how school districts can redevelop their comprehensive leadership preparation programs to include an emphasis on equity and how Ugandan schools can begin to develop instructional leaders to reform the classroom learning environments. He is also interested in the leadership required to drive robust school and district improvement efforts.
Rumbaugh has been married to an amazing woman for over 30 years and is the proud father of three wonderful young women. He was born in Atlanta and is a permanent Georgia resident.
He is the Tier I Program coordinator and the director of UCEA’s Center for Urban School Leadership.
Rumbaugh, W. (2002). “Teacher Supervision: Lessons from Reading Recovery.” Streamlined Seminar (A Publication of NAESP), 20 (3), 1-2.
Rumbaugh, W., and Brown, C. (2000). “The Impact of Reading Recovery Participation on Students’ Self-Concepts.” Reading Psychology, 21 (1), 13-30.
Rumbaugh, W. (2000). “The Rhythm of American Literature: A Multi-Sensory Approach.” American Secondary Education, 28 (4), 33-38.