Elizabeth Jekanowski, Ph.D.
Director of Education Graduate Studies
Doctor of Philosophy in Educational Leadership
Florida Atlantic University Boca Raton, Florida 2017
Specialist Degree in Educational Leadership
Florida Atlantic University Boca Raton, Florida 2016
Masters of Science in Education
Cambridge College Cambridge, Massachusetts 2001
Bachelor of Arts in American Studies
Colby-Sawyer College New London, New Hampshire 1986
At 26 months, our son Tom was non-verbal, determined moderate to severely mentally retarded and diagnosed with autism. In 2016, Tom graduated a Phi Betta Kappa scholar, Summa Cum Laude from Florida State University. In 2018, he earned his Master’s degree in History. Tom inspired me into education, leadership, my Ph.D., and higher education where I find great joy supporting adult learners in developing knowledge, skills, and understanding to educate and care for all students.
Teach without seeming to teach. -Mary Frances Clarke
Dr. Elizabeth Jekanowski is a distinguished educator, scholar, and presenter with over 20 years of experience in the field of education. At Clarke, Elizabeth serves as the Director of Education Graduate Studies, overseeing the Master of Arts in Education Program and as an Assistant Professor of Education, teaching courses in the Special Education Professional Development School. Dr. Jekanowski has received regional and national awards for her teaching and scholarship. She reviews proposals for AERA, presents research at state and national conferences, and enjoys serving the Clarke community. Elizabeth is also a liturgical musician whose greatest joys are her faith and her family!
Professional Development Schools
EDSP 400 Special Education Practicum
EDSP 401 Preventing and Remediating Challenging Behaviors
EDSP 402 Collaborative Solutions
EDSP 301 Strategic Academic Learning
Certifications and Memberships
American Association of Colleges for Teacher Education (AACTE), 2019-
American Educational Research Association (AERA), 2014 –
The Consortium for the Study of Ethics and Leadership in Education (CSLEE), 2017-
Florida Association of Professors of Educational Leaders (FAPEL), 2018 – 2019
Florida Education Association (FEA), 2018 – 2019
University Council for Educational Administration (UCEA), 2016 – 2018
Florida Association of School Administrators (FASA), 2015 – 2019
Jekanowski, E. C. (2017). District leadership and systemic inclusion: A case study of one inclusive and effective school district (Doctoral dissertation). Florida Atlantic University, Boca Raton, FL.
Jekanowski, E. C. (2016, April). District leadership and systemic inclusion: A case study of one inclusive and effective school district. Poster presented at the David Clark Scholarship Seminar, American Education Research Association (AERA), Washington, D.C.
Summary of procedural safeguards. (2015). Martin County School District, Stuart, FL.
Procedural safeguards are parental rights, processes, and procedures ensured through the Individuals with Disabilities Improvement Education Act (2004). This summary was crafted to assist Intervention/Problem Solving coaches in explaining procedural safeguards to parents and families in order to help satisfy the required review of procedural safeguards at all student IEP meetings.
One inclusive and effective district: A case study describing how leaders supported collective capacity. (2019, April). Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Canada.
The successful inclusive education of one child with autism: An inspiring retrospective autoethnography. (2018, November). Paper presented at the Annual Meeting of the Consortium of the Study of Ethics and Leadership in Education, Houston, TX.
The leadership of one inclusive and effective school district: Caring, collaborative, and accessible. (2018, April). Roundtable presented at the Annual Meeting of the American Educational Research Association, New York, NY.
The leadership of one inclusive and effective school district: Caring, collaborative, and accessible. (2018, April). Paper presented at the SIG 96 Meeting of the American Educational Research Association, New York, NY.
District leadership and systemic inclusion: A case study of one inclusive and effective school district. (2017, November). Presented at the Annual Meeting of the University Council for Educational Administrators (UCEA), Denver, CO. Panel presentation/discussion of five related case studies of district level leadership.
Inclusion: Follow the P.A.T.H. (2015, March). Presented at the Autism Avenue Annual Conference, Atlanta, GA. This presentation engaged participants by outlining and illustrating PATH (Planning Alternative Tomorrows with Hope), an inclusive school reform planning tool by Pearpoing, O’Brien, and Forest (1993), shared lessons from the field, and generated productive discussions around current challenges to inclusive education in our public schools today.
Collaborative Teaching: Key to Successful Inclusive Education. (2014, March). Presented at the Autism Avenue Annual Conference, Atlanta, GA. This presentation engaged participants with a personal story of success, as well as shared research identifying and explaining the major components of collaborative teaching (Murawski, 2009). It facilitated discussion on the benefits of collaborative teaching and empowered participants with a variety of strategies to overcome barriers to collaborative teaching.
Collaborative Teaching: Inclusive Dreams Come True. (2014, January). Presented at the Florida Future Educators of America Annual Conference, Orlando, FL. This presentation provided participants with the basics of collaborative teaching, empowering them to make inclusive dreams come true for all students. Working collaboratively with teams of professionals at both the school and district level, participants were provided strategies and tools to create classrooms that will meet the needs of students with significant disabilities.
Using Picture Communication Systems for Students with Autism. (2012, January). Presented at the Florida Future Educators of America Annual Conference, Orlando, FL. Picture Communication Systems (PCS) is a research-proven, data-driven strategy that helps students on the autism spectrum communicate and learn in a variety of classroom activities and lessons. PCS are computer-generated icons with or without words that assist students with Autism Spectrum Disorder (ASD) to understand in pictures what is expected and happening around them. Participants learned how to utilize a free web-based program (boardmaker.com) to generate and sequence images.