Community School Leadership Cohort Series

Community School Leadership Cohort


Series Description

The Community School Leadership Cohort will be developed with State Support Team 1 community school leaders, sponsors, and operators to serve in the design and use of targeted professional development. Two full-day and six half-day sessions will offer professional learning and opportunities to network. This will foster a shared leadership approach for the full implementation of inclusive instructional practices that improve the results for each child, including students with disabilities.

Each month, community school leaders will be exposed to topics such as the Ohio Report Cards, shared leadership, inclusive instructional practices, Universal Design for Learning (UDL), and Positive Behavioral Interventions and Supports (PBIS).


Series Information & Special Presentations

This series will span the 2019-2020 school year. The series consists of six half-day sessions and two full-day sessions. During the two full-day sessions, participants of both the Community School Leadership Cohort and Principal Leadership Cohort, which takes place each afternoon, will have a keynote and presentation: M. Brandon Doubek, Ed.D., on October 22, and Cathy Lassiter, Ed.D., on December 17 and March 13.

The two full-day sessions will be from 8:30 a.m. to 3:30 p.m.; the six half-day sessions will be from 8:30 a.m. to 11:30 a.m. All sessions will take place at the Educational Service Center of Lake Erie West in Toledo, Ohio. Contact hours are available per meeting. For more information on this series, contact Nicole Herbert, M.Ed.

The meeting dates are listed below; the full-day sessions are indicated with an asterisk (*):

  • September 17, 2019
  • October 22, 2019*
  • November 19, 2019
  • December 17, 2019*
  • January 21, 2020
  • February 18, 2020
  • March 13, 2020*
  • May 5, 2020


Leaders Share Site

Community School Leadership Cohort members will have a secure blog site to post and answer questions, network, find news related to principals and community schools, and share resources and information. This site will also be available to Principal Leadership Cohort members. Each will have separate and common areas.


*The March 17 date was changed to March 13, 2020.

M. Brandon Doubek, Ed.D.


Strategic Applications for Cognitive Rigor | October 22, 2019

State Support Team 1 presents a special session with Brandon Doubek, Ed.D. Dr. Doubek will present Strategic Applications for Cognitive Rigor.  Evaluating various levels of rigor is a critical step to increase the effective implementation of standards, instruction, and assessment. By analyzing the target level of rigor for specific standards, scaffolding instruction becomes more concrete. This also has implications for differentiation, intervention, and enrichment. By examining rigor, the path from formative assessment leading to summative measures is not only achievable, but efficient. Once collaborative teams identify the levels of rigor, they are more aware of pacing lesson to create opportunities for students to become assessment capable learners.

Dr. Doubek will help participants understand the characteristics of assessment capable learners, analyze levels of rigor for specific standards, and explore evidence-based teaching and research as instructional improvement strategies.

Note: This two-day session is open to pre-kindergarten, school-age educators, and district-level administrators along with the Community School Leadership Cohort members.


About Dr. Doubek

Currently the president of EdSuccess, LLC, and senior partner of Creative Leadership Solutions, M. Brandon Doubek, Ed.D., brings more than 27 years of experience to his work as a leader, teacher, professor, consultant, and researcher. He is also a senior partner with Creative Leadership Solutions.  He has provided seminars and implementation in school/district visits for Creative Unit Design, Overview of the Common Core State Standards for ELA and Math, Assessment Literacy, Performance Based Assessments, District, Building, and Teacher Collaborative Teams, Data Driven Decision Making, Instructional Strategies for Effective Teaching, Nonfiction Writing Across the Curriculum, Response to Intervention, Creative Grading Practices, Differentiated Instruction, Math Pedagogy and the Common Core, Leadership Coaching, and Creative Accountability. He has also modeled instructional and assessment strategies for K-12 classrooms in all content areas. Brandon is known for engaging participants and students through humor and breaking down complex ideas into manageable pieces of information that can easily be implemented.

As a consultant, Brandon has provided leadership, instruction, curriculum, and assessment strategies for over 100 districts across the U.S, Central America and Canada. He has also been a keynote speaker in over 50 districts and a featured presenter at several national and international conferences, including the Association for Supervision and Curriculum Development, Teaching for Intelligence, 90 90 90 Summits, and the International Conference on the Arts and Humanities. His research articles appear in the International Reading Association’s journal, New Directions in Reading Research, and the International Journal of Mentoring and Coaching, as well as a chapter contributions on Standards and Assessment in Data Teams Overview: The Big Picture and Contexts of Standards and Assessment in Standards and Assessment: The Core of Quality Instruction.

Brandon was the director of evaluation for the National Urban Alliance in New York for three years in addition to his role as a literacy and thinking skills consultant in 10 school districts in the United States for over six years, and he has been a professor of education at two universities. His knowledge of quantitative (statistical) and qualitative research methods in education led to 12 documents that evaluated existing achievement gaps in districts across the U.S. as diagnostic measures for future school action plans. With this information, Dr. Doubek helped to initiate projects in many districts at their inception. Dr. Doubek was also a trainer of new consultants, specializing in K-12 education and transformational leadership during summer institutes. Brandon performed multiple linear regressions and factor analyses for Dr. Douglas B. Reeves on Planning, Implementing, and Monitoring data which resulted in a recent book by Dr. Reeve’s: Finding Your Leadership Focus: What Matters Most for Student Success.

Brandon shifted from vocal and piano performance to education in California as a teacher of English, senior counselor and building administrator. As a secondary language arts teacher in Los Angeles, Dallas, and Houston for 15 years, Dr. Doubek served as department chairperson, AP and IB English teacher, and grade-level leader for several English departments. Brandon was also a tenure track professor of leadership, instruction, assessment, research methods, and curriculum at Kean University in New Jersey and an adjunct professor of pedagogy and methodology at the University of Houston. He has written an Annenberg Grant for School Reform, the initiation of his consulting, and he is cited in Who’s Who Among American High School Teachers. However, his most prized accomplishment is the continued communication with former students and participants across the country and internationally, many of whom he has not seen in over 10 years, but who continue to write.

Dr. Doubek holds a bachelor of music degree in vocal and piano performance from Baylor University, graduate certifications from California State University, Los Angeles and the University of Southern California, a doctor of education degree in curriculum and instruction from the University of Houston.  He currently resides in the Hollywood area of Los Angeles, California.


Cathy Lassiter, Ed.D.


Equity and Excellence: Creating Classrooms Where All Students Thrive | December 17 & March 13, 2020

State Support Team 1 is pleased to bring back Cathy J. Lassiter, Ed.D., for a two-part learning series about equity issues that face our nation and why Ohio has chosen equity as one of three core principles driving the state’s strategic plan for the state.

Disparities in academics, discipline, graduation and college acceptance, and the roots of such set the purpose for the equity discussion. With the equity priority established, the conversation will transition to a practical application of how these kinds of classrooms can be created with teacher clarity as a starting point. By clarity we mean teachers deeply understanding the Ohio standards in terms what students must know and do for mastery, clarity of what proficiency looks like, clarity in learning progressions to move students along a mastery path, and then clarity on daily learning intentions and success criteria to bring students into the learning conversation as partners in the work.

Dr. Lassiter will explain a common language to describe equity in the classroom and seven principles of culturally-responsive pedagogy. Those in attendance will learn how to to recognize outcomes in schools and classrooms that are not functioning through an equity and excellence lens; the connection between culture and the way the brain learns; a process for insuring clarity in classrooms using learning progressions; learning intentions and success criteria; and how to create cohesive learning teams in classrooms where all students thrive.

Note: This two-day session is open to pre-kindergarten, school-age educators, and district-level administrators along with the Community School Leadership Cohort members.


About Dr. Lassiter

Currently a consultant with Corwin, Dr. Lassiter is an education expert with over 30 years’ experience as a public school teacher, principal, central office administrator and consultant. She supports large and small districts in the areas of leadership development, school culture, principal and teacher evaluation, collaboration, instruction, assessment and closing achievement gaps. Cathy is the author of Everyday Courage for School Leaders, (Corwin 2017). She also authored The Secrets and Simple Truths of High-Performing School Cultures, published in 2012. She was a contributing author and content editor for Activate: A Leader’s Guide to People, Practices and Processes written with John Hattie and Brian McNulty. Additionally, Cathy was a primary author for the Getting Ready for the Common Core State Standards handbook series, and she was the architect of several leadership development seminars that have been highly successful. Cathy is a high energy, passionate speaker who is in great demand both in the U.S. and in Canada.

Previously, Cathy held a number of leadership positions in her district including; executive director of middle schools, senior director of curriculum, instruction and staff development, middle school principal, and high school department head. While director of curriculum and instruction, her district won the prestigious Broad Prize in Urban Education. This prize is awarded to districts for closing achievement gaps and preparing all students for college and careers. She has also served as an adjunct professor for The George Washington University teaching graduate courses in educational leadership.

As a successful middle school principal, she concentrated on serving the needs of all students by imposing rigorous standards and high expectations. She was named Virginia’s Middle School Principal of the Year for the success of her school. As a nationally recognized teacher, Cathy proved her ability to successfully reach students from all backgrounds.

Cathy earned her doctorate in Educational Administration and Policy Studies from The George Washington University.

Educational Service Center of Lake Erie West


The Educational Service Center of Lake Erie West is located at 2275 Collingwood Boulevard in Toledo, Ohio. A map with directions to this location is embedded below and available online.



Registration Options


Participants can register through the Ohio Department of Education’s OH|ID Portal* or use the State Support Team 1 online registration form.

*If the professional development activity has more than one date, participants must enter the first date on the first popup calendar and the last date on the second popup calendar for the series to show in the results.