Directory & Faculty Profiles
Lisa Isbell, Ed.D.
Hello! My name is Lisa Isbell and I am an Associate Faculty Member in the College of Education and School of Advanced Studies at the University of Phoenix. In addition, my full-time role is as the Coordinator of the Multiple Subject Credential Program at California State University, Long Beach. Prior to my current professional roles, I served as the Assistant Director for Curriculum, Instruction, and Professional Development for the Long Beach Unified School District (LBUSD). LBUSD is a large, urban school district located just outside Los Angeles, California. The district services over 96,000 students, speaking over 100 languages. In this position, I was responsible for the coordination of professional development and certification programs for administrators, teachers, and support staff. Along with my highly skilled 50 member staff, I managed all aspects of the district’s professional development program, developing and monitoring the strategic plan for professional development and certification programs, establishing partnerships with the California Commission on Teacher Credentialing for the development and implementation of paraprofessional training programs, teacher intern and pre-intern programs and administrative licensure; management of teacher support programs including the Beginning Teacher Support and Assessment Program, Peer Assistance and Review Program, and the National Board for Professional Teaching Standards pre-candidate and candidate support programs. In addition to these responsibilities, I have secured and managed over 30 million in funding from public sources including the California Beginning Teacher Support and Assessment program, Intern and Pre-intern Program, Title IIA, Federal Class Size Reduction, Federal Transition to Teaching program, and various state funded professional development grants and entitlements. Before becoming a central office administrator, my first teaching assignment as a music specialist at an urban magnet school in Long Beach, taught me how important education can be, particularly for underrepresented student populations. During those early years, I realized the imperative nature of high quality teachers and school administrators for all students. The school in which I worked was plagued with many of the problems faced by urban schools: high student mobility rates, low student achievement, and high rates of teacher turnover. It was during my graduate work in Curriculum and Instruction at California State University, Long Beach that I began to develop my interest and skills in the areas of adult learning, professional development, and teacher leadership, with a focus on issues of teacher preparation and retention. After completing my Master's degree, I left the classroom to take a leadership role in an Annenberg Challenge Grant, with a special emphasis on teacher and administrator professional development. During that time, I focused on teacher-driven professional development, collaboration with higher education institutions for improved teacher and administrator preparation, and strategic planning for school districts. The most rewarding aspect of that position was to see teachers develop into leaders and the impact that had on their students. In 1998, I began my doctoral work at the University of Southern California in Educational Policy, Planning, and Evaluation. My dissertation was titled, "Teacher Efficacy and Teacher Certification as Correlates of Student Achievement." This study provided me the opportunity to assess the impact of the self-efficacy and licensure of 1st and 2nd year teachers on their students’ performance on designated literacy and mathematics assessments.
Scholarship & Research
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