SCTP Staff

Todd Glover, Ph.D.

Todd Glover, Ph.D

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 Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University with over 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 Guerriero, Psy.DLori A. Guerriero, Psy.D., is Co-Project Manager of the School Climate Transformation Project (SCTP). Lori supervises the design and development of the NJ SCI Platform as well as the delivery of consultation and training resources to district and school leaders who participate on school climate improvement teams. 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 the project include the design and delivery of trainings, resources, and dynamic online tools for: supporting effective district and school climate leadership team development and collaboration; understanding and using data effectively to identify strategic points of entry for intervention; and promoting a School Leadership Team Consultation Framework, which defines core consultant competencies necessary to support systems-level change.


Alicia Raia-Hawrylak, Ph.D.

Alicia Raia-Hawrylak, Ph.D.Alicia Raia-Hawyrlak, Ph.D., is Co-Project Manager of the School Climate Transformation Project (SCTP). Alicia supervises the development and validation of the New Jersey School Climate Improvement (NJ SCI) Survey and evaluation of the project’s impact, including analyses of implementation factors and school climate outcomes. 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 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, supportive, and equitable learning environments through data-driven school climate improvement efforts, the 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.


Laura Callejas, Ph.D.

Laura Callejas, M.A.Laura Callejas, Ph.D. is a consultant with the School Climate Transformation Project (SCTP) at Rutgers University. Laura provides consultation and training to school climate leadership teams and supports the evaluation of consultation and training materials. She also contributes to the investigation of key predictors of school-based implementation and project outcomes and helps develop tools and resources to support school leaders in using data to improve school climate. Laura received her Ph.D. in sociology from Rutgers University where she studied the relationship between interpersonal conflict and social status mobility among adolescents in middle schools using network data. She applies this knowledge in her work with schools and districts to support them in understanding and using data to improve school climate and culture.