Todd Glover, Ph.D.
Dr. Glover is Director of the School Climate Transformation Project, a partnership between Rutgers University and the New Jersey Department of Education designed to support schools in data-driven school climate improvement. He is an educational psychologist and Associate Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University with approximately 20 years of research experience in the areas of multi-tiered student support, behavioral consultation, school-based screening, academic and behavioral interventions, and job-embedded professional development for school personnel. He has been a Principal Investigator (PI) or Co-PI of numerous large-scale, federally-funded grants supporting the development of a national research center, a postdoctoral training program, and multiple randomized controlled trials (RCTs) investigating the efficacy of school-based interventions for at-risk or underserved students. Dr. Glover’s research and scholarly writing focus on integrating evidence-based interventions and high-quality professional development into systems of support for students in school settings.
Lori Guerriero, Psy.D.
Lori A. Guerriero, Psy.D., is Co-Project Manager of the School Climate Transformation Project (SCTP) at the Center for Applied Psychology, Graduate School of Applied and Professional Psychology at Rutgers University. Lori supervises the design and delivery of consultation and training services for the project and provides direct coaching to multidisciplinary school leadership teams in the data-driven problem-solving process for school climate improvement. She applies her educational background in organizational psychology to the project’s strategic, systems-level approach to promoting positive, inclusive working and learning environments for all educators and students. Her contributions to this and other statewide school improvement projects include collaborative development of custom consultation and training designs; tools for understanding and using data to identify strategic points of entry for intervention; and a School Leadership Team Consultation Framework, which defines core consultant competencies necessary to support leadership teams in systems-level change.
Alicia Raia-Hawrylak, Ph.D.
Alicia Raia-Hawyrlak, Ph.D., is Co-Project Manager of the School Climate Transformation Project (SCTP). Alicia supervises the evaluation of the project’s impact, including analyses of implementation factors and school climate outcomes. Alicia provides consultation, coaching, and training to members of school leadership teams working with the SCTP. She contributed to the development of the project’s research-based School Leadership Team Consultation Framework, which defines core consultant competencies necessary to support leadership teams in systems-level change. She also contributes to the development of tools that help school leaders make sense of data and use it to drive the design and implementation of evidence-based and strategic interventions. Alicia completed her Ph.D. in sociology at Rutgers University, where her research and publications use both quantitative and qualitative methods to explore the ways school-wide culture is communicated and enacted at within classrooms. Her previous research focuses on factors shaping variation in students’ exposure to peer interpersonal aggression. She is particularly interested in exploring the formation of positive and supportive learning environments through data-driven school climate improvement efforts, and implementation of evidence-based social and emotional learning. Alicia is a former middle school language arts teacher in New York City and Asbury Park, NJ, and holds an M.S.T. in teaching English to Adolescents.
Stephen Bernardini, Ph.D.
Stephen Bernardini, Ph.D. is an Organizational Consultant with the School Climate Transformation Project (SCTP) at Rutgers University. In his role at the SCTP, Stephen provides intensive consultation and coaching with members of school leadership teams to engage in data-driven strategic planning related to school climate improvement and assists in the design and delivery of training and consultation materials. He also helped refine the SCTP’s research-based School Leadership Team Consultation Framework, which defines the core consultant competencies necessary to support leadership teams in systems-level change.Stephen received his Ph.D. in Childhood Studies from Rutgers University, where his research and publications focused on qualitative and ethnographic approaches to understanding the experiences of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) young people of color. He also teaches at Rutgers University as a Lecturer in Psychology and Gender Studies.
Laura Callejas, Ph.D.
Laura Callejas, Ph.D. is an Organizational Consultant with the School Climate Transformation Project (SCTP) at Rutgers University. She assists schools with preparation and administration of the New Jersey School Climate Survey (NJSCS). Laura helps teams in the project analyze their school climate data and supports consultation, training, and the evaluation of consultation and training materials. She also contributes to the investigation of key predictors of school-based implementation and project outcomes. Laura received her Ph.D. in sociology from Rutgers University where she studied several topics in educational sociology, including the relationship between interpersonal conflict and social status mobility among adolescents in middle schools.