Michele Femc-Bagwell

Associate Professor in Residence

Educational Leadership

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Title:

Associate Professor in Residence

Academic Degrees:

BA-English Albertus Magnus College
MA-Educational Media-CCSU
6th Year Diploma-Administration, Supervision and Curriculum-CCSU
Ph.D. Educational Administration- University of Connecticut

Executive Leadership Program-University of Connecticut

Certifications:

(015) English (Grades 7-12)

(092) Connecticut Administrator Certificate

(093) Connecticut Superintendent Certificate

Areas of Expertise:

Family and Community Engagement/ Designing Family Resource Centers

Qualitative Research: PhotoVoice/ Focus Groups

Educational Leadership

Gifted & Talented Programming : The Schoolwide Enrichment Model

Biography:

Dr. Femc-Bagwell’s educational experiences include teaching and school leadership positions in traditional and non-traditional public schools and higher education settings. She is a former secondary school English teacher, middle school assistant principal, and principal of one of Connecticut’s first charter schools. She has served as the director of the Teacher Education Program, University of Connecticut Administrator Preparation Program (UCAPP), and  director of the CommPACT Community Schools Collaborative, a statewide school reform model designed to empower community, parents, administrators, children and teachers in school change with a focus on family and community engagement. Her current research and educational interests include: working with schools to asset map the skills and talents of parents and community members, school/district leadership and the development of relational trust with stakeholders, and teacher wellness.  She is the co-author of The ASPIRE Survey workbook a web app tool (www.asppiresurvey.com)  for inventorying the assets, skills, professions, interests, relationships and environmental factors associated with school and community organizations. The APSIRE Survey was recognized as a Promising Partnership Practice in the 2012 annual collection from the members of the National Network of Partnership Schools at Johns Hopkins University. Dr. Femc-Bagwell’s doctoral dissertation focused on first year urban principals and the cultivation of trust with teachers to initiate and sustain school reform.

Honors/Awards:

Hartford Courant Tapestry Award for Diversity

Pi Lambda Theta Honor Society

2014- Neag School of Education, Student and Faculty Assessment Research Award 

Associations/Committees/Outreach:

Neag School of Education Alumni  Board of Directors-Faculty Representative

UCONN Collaboratory on School and Child Health (CSCH)

Friday Café: Advisory Committee Member: Friday Café, directed by the CT State Department of Education and CREC, provides statewide monthly networking series for schools/organizations working in the area of family and community engagement.

Selected Publications:

Fernandez, E. & Femc-Bagwell, M. (In Progress). “Do You Hear What I Hear? Do You See What I See: Perceptions of Parental Engagement. ” A photo voice research project/workbook for supporting  professional development in schools.

Minkos, M., Sassu, K., Gregory J., Patwa,S., Theodore, L., & Femc-Bagwell, M.(2017).Culturally Responsive Practice and the Role of School Administrators. Psychology in the Schools.

LeChasseur, K., Donaldson, M.,Femc-Bagwell, M., & Fernandez, E. (2017).Brokering, Buffering, and the Rationalities of Principal Work. Journal of Educational Administration.

Bagwell, M. & Femc-Bagwell, M. (2016). Collaborating With Families to Support Gifted Students (Book Chapter).The second edition of Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education. Corwin Press

Funded Research:

5/18- Dean’s Research Incentive Award

Michele Femc-Bagwell, (Department of Educational Leadership), Lisa Sanetti, (Department of Educational Psychology), Alicia Dugan, (Division of Occupational and Environmental Medicine in the School of Medicine). “What’s Stress Got to Do With It: Applying the Healthy Workplace Participatory Program to Address Teacher Wellbeing: A Pilot Mixed-Methods Study.

 12/17- CSCH (University of Connecticut Collaboratory on School and Child Health) Encore Grant

Lisa Sanetti, (Department of Educational Psychology), Alicia Dugan, (Division of Occupational and Environmental Medicine in the School of Medicine), and Michele Femc-Bagwell, (Department of Educational Leadership). “Applying the Healthy Workplace Participatory Program to Address Teacher Wellbeing: A Mixed-Methods Pilot Study” to pilot and evaluate the effectiveness, acceptability, and feasibility of a workplace health and wellness intervention for teachers in a public school.

 7/2016- University of Connecticut Collaboratory on School and Child Health (CSCH) Grant

University of Connecticut Collaboratory on School and Child Health: “Increasing Capacity for Partnerships Across Education and Health: Developing Guiding Blueprints for Implementation of Whole School, Whole Community, Whole Child Framework”, Chafouleas, S. (Principal), Femc-Bagwell, M. (Co-Investigator), Polifroni, C. (Co-Investigator).