Michael N. Cosenza

Michael N. Cosenza, Ed.D.

Department Chair & Professor of Education

mcosenza@callutheran.edu
(805)493-3595
Spies Bornemann Room 207

About

As the department chair, Dr. Cosenza provides leadership and oversight for all teacher credentialing programs offered in the Graduate School of Education.  Additionally, in his role as Director of Professional Development Schools (PDS), Dr. Cosenza provides oversight and leadership for partnerships with Flory Academy of Sciences and Technology in Moorpark, Campus Canyon College Preparatory in Moorpark, Walnut Canyon Arts and Technology Magnet in Moorpark, Los Cerritos Middle School in Thousand Oaks, Royal High School in Simi Valley and the Oxnard Union High School District. Dr. Cosenza has expertise in P-12 school-university partnerships, classroom management strategies, lesson design, STEM teacher preparation, clinical fieldwork and strategic planning. 

Dr. Cosenza is also the principal investigator and program director for the TEAMS (Teacher Experiencing and Advancing Math and Science) program, which is funded by the National Science Foundation to recruit and prepare teacher of STEM subjects for high needs public schools.  

Outside of the university, Dr. Cosenza serves as vice-president of the California Council on Teacher Education (www.ccte.org), the California state delegate to the Association of Teacher Educators (https://www.ate1.org/), treasurer of the California Association of School-University Partnerships (www.casup.org) and executive director of the National Association for Professional Development Schools (www.napds.org).

 

Education

  • B.A. Queens College of the City University of New York
  • CA K-12 Multi-Subject Teaching Credential/CLAD
  • M.Ed. California Lutheran University
  • Ed.D. California Lutheran University

Expertise

Dr. Cosenza's areas of expertise include:

  •  Teaching Methods and Differentiation Strategies
  •  Instructional Planning/Design
  •  Integrating Technology into the curriculum
  •  Clinical Field Experiences for teacher preparation
  •  Development of Strategic Plans
  •  The use of the Professional Development School (PDS) model for the preparation of new teachers and the continued development of veteran teachers
  • Teacher Leadership, Collaborative Leadership and Developing Professional Learning Communities

 

Publications

Peer Reviewed Publications

Polly, D., Badiali, B., West-Burns, R., Coler, C., Cosenza, M., Goree, K., Stoicovy, D., Zenkov, K. (2022). Essential 3: Professional learning in the context of PDS and school-university partnerships, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(3) 39-41

Polly, D., Badiali, B., West-Burns, R., Coler, C., Cosenza, M., Goree, K., Stoicovy, D., Zenkov, K. (2022). Essential 5: What can collaborative research look like in PDS and school-university partnerships, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(3) 42-44.

Goree, K., Badiali, B., West-Burns, R., Coler, C., Cosenza, M., Polly, D., Stoicovy, D., Zenkov, K. (2022). Essential 6: Articulated agreements-foundation and guidance for PDS work, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(3) 44-48.

Badiali, B., West-Burns, R., Coler, C., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., Zenkov, K., Hallinger, K. (2022). Explicating essential nine of the second edition of the NAPDS nine essentials, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(3) 49-53.

West-Burns, R., Badiali B., Coler, C., Cosenza M., Goree K., Polly D., Stoicovy, D., Zenkov K. (2022). “Clinical Practice” is What Professional Development Schools Do, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(1), 38-41

Stoicovy D., Badiali, B., West-Burns, R., Coler, C., Cosenza, M., Goree, K., Polly, D., Zenkov K. (2022).A Shared Commitment to Reflection, Innovation and Generative Knowledge, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(1), 41-42

Coler, C., Badiali, B., West-Burns, R., Cosenza, M., Goree, K., Polly D., Stoicovy, D., Zenkov K. (2022). Shared Governance Structures, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(1), 42-44

Cosenza, M., West-Burns, R., Badiali, B., Coler, C., Goree, K., Polly, D., Stoicovy, D., Zenkov, K. (2022). The Importance of Boundary Spanning Roles, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 17(1), 44-46

Coler, C., Goree, K., Stoicovy, D., Polly, D., Badiali, B., West-Burns, R., Cosenza, M., Zenkov, K. (2022), The Value of School-University Partnerships and Professional Development Schools. International Journal for Professional Educators, A journal of Delta Kappa Gamma International, 88(3), 6-13

Cosenza, M., Brown E., Coler, C., B., Derrick, K., Silva, R., Nardo, J., Wagler, K. (2021), A Thriving Third Space: A University PDS Network, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 16(4), 25-29

Zenkov, K., Badiali, B., Burns, R., Coler, C., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., Bertrand, S., Haddad, K., Crane, N., Lague, M. (2021), The “Revised Nine Essentials” Article Series Essential 1: Justice is our Comprehensive Mission, PDS Partners: Bridging Research to Practice, A journal of the National Association for Professional Development Schools, 16(4), 21-24

Cosenza, M. (2015), Teachers Defining Leadership: Affirming the Teacher Leader Model Standards, Issues in Teacher Education, The journal of the California Council for Teacher Education, 24(2), 79-100

Kolpin, T., Shoemaker, E., Allen, J., Thomas-Cary, C., Cosenza, M., Ensey, P., McCambridge, M., Morris, J., Trotter, J. (2015) Concept of Readiness: Assessing Factors in the Development, Implementation and Sustainability of a PDS Partnership School-University Partnerships, School-University Partners, the Journal of the National Association of Professional Development Schools, 8(1), 24-36

Cosenza, M. (2013), Teacher leadership development in PDSs: Perceptions of 22 Veteran Teachers, School-University Partnerships, The Journal of the National Association of Professional Development Schools, 6(1), 47-58

Kolpin, T., Shoemaker, E., Cosenza, M., Taylor, P., Morris, J., Ensey, P., Allen, J., McCambridge, M. (2013), Readiness in a Culture of Inquiry, Paper presented at the 2013 annual meeting of the American Educational Research Association, AERA online paper repository, http://www.aera.net/Publications/OnlinePaperRepository/AERAOnlinePaperRepository/tabid/12720/Default.aspx

Erickson, E., Tenenbaum, M., Botz, H., Cosenza, M., Cruz, S. (2008).  The use of the consultancy protocol in supporting doctoral student work.  Conference Proceedings of the Hawaii International Conference on Education, January 2008, Honolulu, HI

Cosenza, M. (2004). Computer based mathematics instruction in fifth grade using Accelerated Math. Renaissance Learning, Inc. http://research.renlearn.com/research/246.asp

Books

·        Cosenza, M., Gomez, D., Ferrara, J (in press).  A Resource Guide to Best Practices in Professional Development Schools, Information Age Publishing, Charlotte NC. (Publication expected in May 2023)

Shoemaker, E.., Cosenza, M., Kolpin, T., Allen, J. (2020) A Pathway to PDS Partnership: Using the PDSEA Protocol, Information Age Publishing, Charlotte, NC 

 Buchanan, M., Cosenza, M.  (2018), Visions from Professional Development School Partnerships: Connecting Professional Development and Clinical Practice, Information Age Publishing, Charlotte, NC. 

Book Chapters

Cosenza, M. (2018) From Courtship to Marriage: Using Pilot Programs to Create Professional Development Schools. In Buchanan, M., Cosenza, M. (Eds.) Visions from professional Development School Partnerships: Connecting Professional Development and Clinical Practice, Information Age Publishing, Charlotte, NC.

Coler, C., Cosenza, M. (2018) Dynamic Liaisons: Creating New Roles, Responsibilities and Relationships. In Buchanan, M., Cosenza, M. (Eds.) Visions from Professional Development School Partnerships: Connecting Professional Development and Clinical Practice

Cosenza, M., (2018) PDS Governance: Building a Collaborative Steering Group. In Buchanan, M., Cosenza, M. (Eds.) Visions from Professional Development School Partnerships: Connecting Professional Development and Clinical Practice, Information Age Publishing, Charlotte, NC.

Cosenza, M. (2018) Building Leadership Capacity: Roles and Responsibilities in a PDS. In Buchanan, M., Cosenza, M. (Eds.) Visions from Professional Development School Partnerships: Connecting Professional Development and Clinical Practice, Information Age Publishing, Charlotte, NC.

Cosenza, M., Buchanan, M. (2018) Connecting the Local PDS Community: The Southern California Professional Development School Consortium. In Buchanan, M., Cosenza, M. (Eds.) Visions from Professional Development School Partnerships: Connecting Professional Development and Clinical Practice, Information Age Publishing, Charlotte, NC.

Erickson, D., Cosenza, M (2012) Paving the Way for Partnerships with Public Schools in Southern California: Leadership Training Centers and Professional Development Schools. In L. Wildman (Ed.) Educational Administration Programs and K-12 Education, Sacramento, CA: Association of California School Administrators

 Policy Papers

·       National Association for Professional Development Schools (2023).  Equity, Anti-Racism, and Social Justice in School-University Partnerships: A Position Paper by the National Association for Professional Development School

          One of eight lead authors that wrote this policy statement for NAPDS

·         National Association for Professional Development Schools (2021). What it Means to be a Professional Development School: The Nine Essentials (2nd Edition). [Policy statement].

One of eight lead authors that worked on a 4-year project that led to the revision of the policy statement and national standards for the professional development school model.

 Newspaper and Magazine Articles

·       Cosenza, M, (2019) The Teacher Shortage: Restoring a Noble Profession, Ventura Country Reporter, Ventura California

 Cosenza, M. (2018) Connecting the PDS Community: NAPDS Affiliates. (invited article) PDS Partners, a peer edited magazine of the National Association of Professional Development Schools 13(3), 20-21

Cosenza, M. (April 20, 2016), States Created Common Core Not Federal Government, Ventura County Star, Ventura California

Cosenza, M, (2015), Essential Six: An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved, Fall 2015 Edition of  Network News, Magazine of the Southern California Professional Development School Consortium, 4(2), 6-7

Cosenza, M., (March 22, 2013), A teacher education model that works, Ventura County Star, Ventura California

Cosenza, M. (2010) Using year-long pilot programs to create new PDSs that benefit all stakeholders, PDS Partners, a peer-edited magazine of the National Association of Professional Development Schools 5(3), 8-9

 

Grant Funding

2023-2027      

Cosenza, M. (PI), Rodriguez-Kino, D., Hooper, R., Hillis, M., Cazares, G. &  Fung, M. (2021). TEAM (Teacher Experiences Advancing Mathematics and the Sciences). National Science Foundation - Noyce Scholarship Program. $1.2 million funded 1/1/23-12/31/27

2018-2023      

Grant Writing Team: Project EDU/CAL.A U.S.  Department of Education, Title V Grant focused on increasing pathways to P-12 teaching careers for Latinx college students ($2.7 million awarded). 

2008-2010      

Assistant Facilitator for Project ACT (Active Collaborative Teaching,)A Department of Education Arts in Education Model Development and Dissemination Grant for quality teaching, arts pedagogy, and student success; $250,000 per year renewable for 4 years (2008 through 2012)

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