Professor of Educational Leadership
332 Merrill Hall
University of Maine
Orono, ME 04469-5749
Bio: Richard Ackerman is professor of educational leadership with the University of Maine College of Education and Human Development. His research interests include leadership formation, school organization, and professional development.
Ed.D. in Administration, Planning and Social Policy, Harvard University Graduate School of Education
M.Ed. in Administration, Planning and Social Policy, Harvard University Graduate School of Education
M.S.Ed, Bank Street College of Education
B.A. in Anthropology, University of Wisconsin
- Ackerman, R. H., & Mackenzie, S. V., Eds. (2007). Uncovering teacher leadership: Essays and voices from the field. Thousand Oaks, CA: Corwin.
- Ackerman, R.H., & Maslin-Ostrowski, P. (2002). The Wounded Leader: How Real Leadership Emerges in Times of Crisis. San Francisco: Jossey-Bass Inc.
- Ackerman, R.H., Donaldson, G.A., Van der Bogert, B. (1996). Making Sense as a School Leader: Persisting Questions, Creative Opportunities. San Francisco: Jossey-Bass.
- Ackerman, R.H. and Van der Bogert, B., co-editors-in-chief (1996-99), New Directions for School Leadership. San Francisco: Jossey-Bass Inc.
- Ackerman, R., L. Ventimiglia & M. Juchniewicz The Meaning of Mentoring: Notes on a Context for Learning. In The Second International Handbook of Educational Leadership and Administration. (Krieger Publishing 2002).
- Ackerman, R. & Maslin-Ostroswski, P.(2004). The Wounded Leader, Educational Leadership, April 2004.
- Ackerman, R. (2000). On being wounded: Implications for school leaders, Journal of Educational Administration.
- Ackerman, R. H., Donaldson, G. A., Jr., Mackenzie, S. V., & Marnik, G. (2011). Leadership learning that makes a difference in schools: Pushing the frontier at the University of Maine.In Macbeath and Townsend, Eds. International Handbook on Leadership For Learning. Springer.
- Ackerman, R.H. (2007). Leading from the Back. In Ackerman and Mackenzie, Eds. Uncovering Teacher Leadership: Essays and voices from the field. Thousand Oaks, CA: Corwin Press. 383-384. Thousand Oaks, CA: Corwin Press. 383-384.
- Maslin-Ostrowski, P., & Ackerman, R. (2004, 1998). Case story. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction. (3rd ed., 2nd ed.), (pp. 297-310).Malabar, FL: Krieger Publishing Company.
- Ackerman, R. (2002). The Meaning of Mentoring: Notes on a Context for Learning. In The Second International Handbook of Educational Leadership and Administration. Part Two (1133-1161). Dordrecht, The Netherlands. Kluwer Academic Publishers.
- Maslin-Ostrowski, P. & Ackerman, R. (2004). Case Story. Sage Encyclopedia of Educational Leadership and Administration.
Courage To Teach
Are you an educator or school leader who…
- has a life-long interest in personal and professional growth?
- is committed to aligning your personal values with your professional practice?
- seeks to overcome the isolation of your role and develop a greater capacity to bridge the distance between yourself and your students and colleagues?
- is wondering about potential leadership roles or your future in education?
If some of these questions are true for you, Courage to Teach® invites you to participate in a day-long, multi-day or weekend seasonal retreat series designed to revitalize the hearts, minds, and spirits of educators.
For more information, contact: Richard Ackerman, University of Maine College of Education and Human Development, email@example.com
This program is sponsored by University of Maine College of Education and Human Development with funding from the UMaine System Chancellor’s Office, and symbolizes the University’s commitment to serve pre K-16 educators and school leaders in Maine.