Jennie Weiner

Associate Professor

Educational Leadership


Associate Professor of Educational Leadership 

Academic Degrees:

ED.D, Educational Policy Leadership and Instructional Practice, Harvard Graduate School of Education, 2012
M.Ed, Administration, Planning and Social Policy, Harvard Graduate School of Education, 2003
B.A., American Studies, Amherst College, 2000

Areas of Expertise:

Educational Leadership

School Reform

Education Reform


The purpose of my scholarship is to re-frame educational leadership and change to make both more inclusive, equitable and oriented toward collective uplift and continuous improvement. Specifically, I focus on issues of educational leadership and organizational change particularly in chronically under-performing and under-resourced schools and districts. I am interested in gender and racial bias in educational leadership as well as issues of educational infrastructure at the local, district and state levels. Teaching is my passion.

Prior to coming to UConn, I worked for Rhode Island Department of Education on issues of school turnaround and capacity building. I was a senior research associate for the Teacher Advancement Program (TAP) at the Milken Family Foundation. I hold a Master’s in Education in Administration, Planning and Social Policy and a Doctorate of Education from Harvard Graduate School of Education.

New Book:

Weiner J. & Higgins, M. (2023). Lead(her)ship: Advancing Women in K-12 Administration. Harvard Education Press.

Stevenson, I & Weiner, J. (2020). The Strategy Playbook for Educational Leaders. Routledge.

Recent Press:

10 Questions with Jennie Weiner about Advancing Women in K-12 Administration

NY Times OP-ED – I Refuse to Run a Coronavirus Homeschool

Q&A with Dr. Jennie Weiner in the Lead the Change Series

Neag School Launches New Educational Leadership Program for School Principals in the Middle East

Rhode Island Partners with Low-Performing Schools to Help them Improve.”  US Department of Education Progress Blog

Selected Publications/Presentations:

Stone-Johnson, C. & Weiner, J.M., (2020). Principal Professionalism in the time of COVID-19. Journal of Professional Capital and Community.

Burton L., Cyr D., & Weiner, J. (2020). “Unbroken, but bent”: Gendered racism in school leadership. Frontiers in Education.

Weiner, J. & Lamb A. (2020). All together now: principals’ and teachers’ views on shared authority and decision-making. Journal of Educational Change. Online First.

Weiner, J. (2020). From new to nuanced: (Re)Considering educator professionalism and its impacts. Journal of Educational Change. Online First.

Weiner, J., Cyr, D. & Burton, L. (2019). How “identity-blindness” and other microaggressions shape the experiences of black women in principal preparation programs. Journal of Research on Leadership Education. Online First.

Weiner, J. & Holder, S. (2018). Why lead?: Exploring the motivations of aspiring principals. International Journal of Leadership in Education. 1-18.

Weiner, J. & Woulfin, S. (2018). Sailing across the divide: Challenges to the transfer of teacher leadership. Journal of Research on Leadership Education. 1-25.

Lamb, A. & Weiner, J. (2018) Extending the research on 1:1 technology integration in middle schools: A call for using institutional theory in educational technology research. Middle Grades Review, 4(1),

Lamb, A. & Weiner, J. (2018). Institutional factors in iPad rollout, adoption, andimplementation: Isomorphism and the case of the Los Angeles Unified School District’s iPad initiative. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 136-154. DOI:10.18404/ijemst.408936

Torres, A. C., & Weiner, J. (2018). The new professionalism? Charter teachers’ experiences and qualities of the teaching profession. Education Policy Analysis Archives26, 19.


 Woulfin, S. L. & Weiner, J. (2017). Triggering change: An investigation of the multiple logics of turnaround. Education and Urban Society. 1-25.

Weiner J. & Woulfin, S. (2017). Controlled autonomy: novice principals’ schema for district control and school autonomy. Journal of Educational Administration. 55(3), 334-350.

Weiner J. & Higgins, M. (2017). Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture. Journal of  Educational Change.18 (1), 21-48.

Weiner, J. & Burton, L., (2016). The double bind for women: Exploring the gendered nature of turnaround leadership. Harvard Educational Review. 86(3), 339-365.

Weiner, J., Donaldson, M. & Dougherty S. (2016). Missing the boat–Impact of just missing identification as a high performing school. Leadership and Policy in Schools.

Burton, L. & Weiner, J. (2016). “They were really looking for a male leader for the building”: Gender, identity and principal preparation, a comparative case study. Frontiers in Psychology. 7.

Edmondson, A.C.,* Higgins, M.C., Singer, S.J. and Weiner, J. (2016). Understanding psychological safety in healthcare and education organizations: A comparative perspective. Research in Human Development. 13(1), p. 65-83. [* Authorship alphabetical]

Weiner, J. (2016). Under my thumb: Principals’ difficulty releasing decision-making to their Instructional Leadership Team. Journal of School Leadership, 26(2), 149-180.

Weiner J. & Torres, C. (2016). Different location or different map?: Investigating charter school teachers’ professional identities. Teaching and Teacher Education, 53, 75-86.

Weiner, J. (2014). Disabling Conditions: Investigating instructional leadership teams in action. Journal of Educational Change, 15(3), 253-280.

Jennie Weiner
Contact Information
Phone860 486 4491
Jennie_Weiner_CV 11_16__cv
Mailing AddressUnit 3093
Office LocationGentry 242C