Book Chapters

• Provinzano, K., & Sondergeld, T. A. (forthcoming). A community school for refugees. In G. Mazurkiewicz and J. M. Fischer (Eds.), Expedition Inside Culture.

Published Book Reviews

• Provinzano, K. (2015, March 30). Teachers College Record. Review of the book Condition critical- Key principles for an equitable and inclusive education. Available at: http://www.tcrecord.org/Content.asp?ContentId=17913

Manuscripts (Peer Reviewed)

• Provinzano, K., Sondergeld, T.A., Ammar, A.A., Meloche, A. (in press). A community school reform initiative for middle grades urban and newcomer students: Using mixed methods to examine student academic and non-academic outcomes over time and compared to a matched sample. Journal of Education for Students Placed at Risk (JESPAR). (1.230 impact factor, 21-30% acceptance rate)
• Sondergeld, T. A., Provinzano, K., & Johnson, C. C. (in press). Investigating the impact of an urban community school effort on middle school STEM-related student outcomes over time through propensity score matched methods. School Science and Mathematics Journal. (20% acceptance rate)
• Knaggs, C. M., Sondergeld, T. A., Provinzano, K., Fischer, J. M., & Griffith, J. (in press). Measuring college-going cultural capital of urban high school seniors in a voluntary college preparatory program. The High School Journal. (15% acceptance rate)
• Provinzano, K., Sondergeld, T. A., Knaggs, C. M. (accepted). Community schools as a sustainable comprehensive school reform strategy: A transformative mixed methods perspective. Mid-Western Educational Researcher.
• Mayger, L., & Provinzano, K. (accepted). Community school leadership: Identifying qualities necessary for developing and supporting equity-centered principals. Leadership and Policy in Schools.
• Provinzano, K., Riley, R., Levine, B., & Grant, A. (2018). Community schools and the role of university-school-community collaboration. Metropolitan Universities Journal, 29(2), 91-104.
• McHenry-Sorber, E., & Provinzano, K. (2017). Confronting rapid change: Exploring the practices of educational leaders in a rural boomtown. Leadership and Policy in Schools, 16(4), 602-628. DOI: 10.1080/15700763.2016.1232833

GRANTS AND CONTRACTS

• Sondergeld, T. A. (PI), & Provinzano, K. (2019-2021). Evaluating Academy of Natural Sciences IMLS grant. Grant funded by Institute of Museum and Library Services ($72,000).
• Provinzano, K., Levine, B., & Grant, A. (2018, September). Virtual Network for Research and Action in Community Schools. Drexel University School of Education Strategic Initiative. ($7,000 funded).
• Provinzano, K. (PI), Levine, B., Grant, A. (2017, April). The Community School in Context. Drexel University School of Education Competitive Research Grant. ($2800 funded).
• Lynch, W. (PI), Provinzano, K. (Co-PI), Haslip, M. (Co-PI), Grant, A. (Co-PI). (October 2016-August 2018). Pennsylvania Principal Preparation PreK-4 Leadership Consortium. Pennsylvania Department of Education Eligible Partnerships Postsecondary Grant. ($600,000, funded).
• Provinzano, K. (PI), Levine, B., & Grant, A. (2016, May). Exploring the community-school phenomenon in Pennsylvania. Drexel University School of Education Competitive Research Grant. ($3100 funded).

PEER-REVIEWED PRESENTATIONS

• Provinzano, K., & Sondergeld, T.A. (2020, April). Cross-sector school reform: Evaluating implementation efforts of a full-service community school and refugee center. Paper acceptance at the American Educational Research Association Annual Meeting, Division A: Administration, San Francisco, CA.
• Mayger, L., & Provinzano, K. (2020, April). Developing and supporting community school principals. Roundtable acceptance at the American Educational Research Association Annual Meeting, Leadership for School Improvement SIG, San Francisco, CA.
• Sondergeld, T.A., & Provinzano, K. (2020, April). Evaluating a refugee community school’s impact on student outcomes to a matched sample over time. Poster acceptance at the American Educational Research Association Annual Meeting, Division H: Research, Evaluation, and Assessment in Schools, San Francisco, CA.
• Provinzano, K., Sondergeld, T.A., Impellizeri, W. (2019, April). Community schools: A promising new comprehensive reform strategy? Paper presented at the American Educational Research Association Annual Meeting, Division H: Research, Evaluation, and Assessment in Schools, Toronto, Canada.
• Provinzano, K., Levine, B., Grant, A., & Reinsburrow, A. (2019, April). Implementing community schools: A district-wide initiative. Roundtable presentation presented at the American Educational Research Association Annual Meeting, Educational Change SIG, Toronto, Canada.
• Geller, K., Phillips, J., Lewis-Grant, K., & Provinzano, K. (2019, January). When qualitative research is taught virtually: Drawing on experiential design to build deeper knowledge of qualitative approaches. The Qualitative Report’s 10th Annual Conference (TQR2019) (workshop presentation). Fort Lauderdale, FL.
• Provinzano, K. (2018, November). Alliances at work: Shared leadership and community school implementation across one Pennsylvania district. University Council for Educational Administration (UCEA) Annual Convention (paper session). Houston, TX.
• Provinzano, K., & Grant, A. (2018, November). Community school implementation: Lessons from the field. International Conference on Urban Education (ICUE) (paper session). Nassau, Bahamas.
• Provinzano, K., Wiercinski, K., & Perez, A. (2018, May). An equity alliance: The shared leadership of school principals and community school directors. Community Schools National Forum (roundtable session). Baltimore, MD.
• Provinzano, K., & Riley, R. (2017, October). Launching a community school model and the role of community collaboration. Coalition of Urban and Metropolitan Universities (CUMU) Annual Conference (paper session). Denver, CO.
• Levine, B., Provinzano, K., & Grant, A. (2016, November). Rethinking antiquated models of schooling: An exploration of an urban community school in Pennsylvania. International Conference on Urban Education (ICUE) (roundtable session). San Juan, Puerto Rico.
• Provinzano, K., & McHenry-Sorber, E. (2016, April). A critical examination of the silencing of educational stakeholders in Pennsylvania’s quest for energy dominance. American Educational Research Association Annual Meeting, Politics of Education SIG, Washington, D.C.
• McHenry-Sorber, E., & Provinzano, K. (2015, November). Exploring the practices of rural school leaders in boomtown communities. National Rural Education Association (NREA) Annual Research Symposium, St. Louis, MO.
• Provinzano, K., & McHenry-Sorber, E. (2015, April). The human costs of fueling urban America: Youth homelessness in rural communities. American Educational Research Association (AERA) Annual Meeting, Rural SIG, Chicago, IL.
• McHenry-Sorber, E., & Provinzano, K. (2014, November). Residential hypermobility patterns and local displacement in rural boomtowns. National Rural Education Association (NREA) Annual Research Symposium. San Antonio, TX.
• Arscott, K.E., Provinzano, K., & Foote, E. (2014, June). A required inter-professional clerkship for fourth year medical students at TCMC. International Conference on Interprofessional Practice and Education, Pittsburgh, PA. 
• McHenry-Sorber, E., & Provinzano, K. (2014, April). Millionaires, couch hoppers, and gas babies: Institutional and community change in Marcellus communities. American Educational Research Association (AERA) Annual Conference, Rural SIG, Philadelphia.
• McHenry-Sorber, E., & Provinzano, K. (2013, October). The influence of Marcellus Shale on rural school-community relationships and youth. National Rural Education Association (NREA) Annual Research Symposium. Branson, MO.
  
  

• Contextually Responsive Leadership
• Leadership for Social Justice
• Leadership for Learning
• Community School Strategies

• Wilkes University
  Assistant Professor
• Wilkes University
  Program Coordinator, Educational Leadership with Principal Certification
• Pocono Mountain School District
  Assistant Principal
• Pocono Mountain School District and Wyoming Area School District
  Secondary School Counselor
• Pocono Mountain School District and Wyoming Area School District
  Social Studies Teacher

Community and Professional Service:

• Co-editor, Pennsylvania Educational Leadership Journal (2013-present)
• Member, PASCD Executive Board (2013-present)
• Member, School of Education Curriculum Committee (2014-16)
• Member, Online Learning Council (2014-present)
• Court-appointed Special Advocate, CASA of Luzerne County (2014-present)
• Regional Director, The Borgen Project (January-July 2014)

Active Pennsylvania Certifications:

• Superintendent of Schools
• Principal
• Secondary School Counselor
• Social Studies

Professional Memberships:

• American Educational Research Association (Rural Education SIG, Research on the Superintendency SIG, Politics of Education SIG, Leadership for Social Justice SIG)
• ASCD/PASCD
• Education Law Association
• National Rural Education Association
• Northeastern Educational Research Association

Kathleen is an Assistant Professor in the Educational Administration program. She is an experienced school administrator, school counselor, and social studies teacher. Her active Pennsylvania Department of Education certificates include Superintendent of Schools, K-12 Principal, Secondary School Counselor, and 7-12 Social Studies. Kathleen currently teaches leadership, research, and policy courses in the EdD, the Educational Administration program, and the Educational Policy Certificate. She is a graduate of the Pennsylvania Education Policy Fellowship Program and serves as Editor of the peer-reviewed journal, Pennsylvania Educational Leadership, a publication for PASCD. She also serves as a Court Appointed Special Advocate for CASA of Luzerne County, PA.

Kathleen’s teaching, research, and activism derive from her commitment to social justice and equitable, systems-level change across urban and rural landscapes. Understanding the synergistic relationship between teaching and scholarship, she believes in the importance of mentoring students as they engage in disciplined, reflective inquiry to address systemic problems plaguing their schools and communities. Her research interests include contextually responsive leadership, leadership for learning, and the historical, political, and socio-cultural context of schools and communities. Her work draws heavily from the intersectionality of class, race, and culture and she is currently investigating the influence of integrated supports on student learning and the school, parent, community dynamic in full-service community school settings. She enjoys yoga, running, and cooking Sunday dinners for her extended family. Kathleen lives in the beautiful mountains of northeastern Pennsylvania with her husband Jason and daughter Sophia.