Stephanie Spadorcia | Lesley University

Stephanie Spadorcia, Ph.D., is the Associate Dean in the Graduate School of Education and the Director of the Teacher Residency Programs. Her research and teaching focus on literacy instruction for students across the disability continuum; assessment of reading and writing; and using technology to support literacy instruction. She has published articles and book chapters, and presents nationally. She does work in schools to provide literacy instruction for all students, and the role of assessment in a literacy program.

Stephanie also co-facilitates Leadership Enrichment and Development with other members of the Lesley community. This work focuses on leadership identity development for self-identified women in a higher education setting. She is a member of the International Leadership Association’s Research Women’s Leadership Colloquium focused on intersectional approaches to leadership development. Currently, she co-facilitates a Mastermind Series focused on feminist self- and peer- mentoring leadership development for the International Leadership Association.

Education

BS, Lesley College
M.Ed., University of North Carolina at Chapel Hill
PhD, University of North Carolina at Chapel Hill

Selected Publications

Abdellatif, A, Vasconcelos, C., Lewis-Strickland, K., Chacon Silva, A., Tan,S. J., & Spadorcia, S. (In Press) Methodologies of Resistance: Centering Marginalized Voices Within Mainstream Leadership Research.
Spadorcia, S. , Rutstein-Riley, A., & Direiter, D. (In-press). Leadership Enrichment and Development and Self-Mentoring Women in Higher Education. Routledge.
Allan, K. K., McMackin, M., Dawes, E. Thulin, & Spadorcia, S. A. (2009). Learning to Write with Purpose: Effective Instruction in Grades 4-8. Guilford Publications, Inc.
Erickson, K. A., Clendon, S. C., Cunningham, J. W., Spadorcia, S., Koppenhaver, D. A., Sturm, J., & Yoder, D. E. (2007). Automatic word recognition: The validity of a universally accessible assessment task. Augmentative and Alternative Communication, 21, 64-75.
Sturm, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., & Erickson, K., Yoder, D., & Koppenhaver, D. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 22, 1, 21-36.

Selected Presentations

Spadorcia, S. & Rutstein-Riley, A. (August 2022)Belonging and inclusion: Co-Construction a feminist self- and peer mentoring group. Interactive roundtable discussion at the Diversity, Equity, Inclusion & Belonging Virtual Summit, International Leadership Association.
Spadorcia, S. Rutstein-Riley, A., & Direiter, D. (June 2019). Bringing more women to the table: A case study of relational self-mentoring group. Interactive roundtable discussion presented at the Women and Leadership Conference, 1440 Multiversity, Scotts Valley, CA.
Spadorcia, S., Direiter, D., & Rustein-Riley, A. (June 2017). Creating a Female Faculty Leadership Self-Study Group within a University Institution. Presentation at Women and Leadership Conference, Omega Institute, Rhinebeck, NY.
Spadorcia, S., Direiter, D., & Rustein-Riley, A. (March 2017). LEAD Revisited: Reflections on Feminist Leadership Development for Women Faculty. Presentation at Lesley University Community of Scholars, Cambridge, MA.
Spadorcia, S., Direiter, D., & Rustein-Riley, A. (November 2016) Leadership Development for Women Faculty: Knowledge, Skills and Competencies. Workshop presented at 41^st Annual Conference of the Professional and Organizational Development Network in Higher Education Louisville, KY.
Spadorcia, S., Direiter, D., & Rustein-Riley, A. (March 2016).Leadership Development and Relational Leadership for Women Faculty. Presentation at Lesley University Community of Scholars, Cambridge, MA.
Spadorcia, S., Direiter, D., & Rustein-Riley, A. (November 2015).Creating a Female Faculty Leadership Self-Study Group within a University Institution. Workshop presented at the National Women's Studies Conference, Milwaukee, WI.
Spadorcia, S. & Keefe, E. S. (November 2012). Integrating Assistive Technology into Literacy Instruction. Presentation at the New England Reading Conference, Nashua, NH.