headshot of Stephanie

Stephanie Savick

Associate Professor

School of Education Theresa Hall (THE) 304C 410-532-5139

Programs I teach...

School of Education

Education

  • Ph.D. Instructional Leadership for Changing Populations, College of Notre Dame of MD, 2009.
  • M.A. Leadership in Teaching, Administration and Supervision, College of Notre Dame of MD, 1999.
  • B.A. English/Secondary Education, College of Notre Dame of MD, 1992.

Bio

Dr. Stephanie Savick joined the faculty at Notre Dame of Maryland in August of 2011. She teaches in the graduate and Ph.D. programs in the School of Education. Her courses include Learning Theory and Practice, Human Development, Language and Intercultural Communication, Introduction to Cultural Competency and Educational Equity, Critical Race Theory in Education, and Culturally Relevant Pedagogy. She co-designed the concentrated coursework and currently oversees curriculum and instruction for the Leadership in Teaching: Culturally Proficient Leadership Master’s Program in the School of Education.

Professor Savick has represented Notre Dame at various national conferences including AERA, AACTE, and NAPDS. Her research interests include teacher cultural competence, educational leadership with a focus on equity and social justice, and school-university partnerships. She is also a certified consultant for the EQ-i 2.0/EQ 360, an Emotional Intelligence Inventory; the Intercultural Development Inventory (IDI); and the Myers-Briggs Type Indicator (MBTI).

Professor Savick has served on various institutional committees including the Promotion and Tenure, University Curriculum and Academic Policy, Faculty Research and Development, Service Learning, and Library Committees. In the School of Education, she also serves as the Professional Development School Coordinator, the PDS Committee Chair, and a member of the Initial Certification Committee. Supporting student research, she also chairs several doctoral candidate committees. To retain her ties to local public school systems, Dr. Savick serves as the PDS liaison to Western High School in Baltimore City, and Woodlawn High School in Baltimore County.

Recent Publications

  • Savick, S.L., Thrift, G. & Fenster, M. (2018). Is a critical mass of teacher candidates needed in a Professional Development School to achieve a quality student teaching experience? School-University Partnerships Journal.
  • Dupuis, J., Savick, S.L. & Fenster, M. (in press). Relationship between self-efficacy measured by the TSES scale and teacher participation in PDS activity. The Professional Educator, Fall 2019.
  • Savick, S.L. & Logan-Washington, C. (in press). Measuring changes in teacher perceptions of cultural competence and actual cultural competence using the intercultural developmental inventory. Professional Development School Research, Vol. 7. Information Age Publishing, Fall 2019.
  • Savick, S.L. & Eckert, S.A. (2014). Lessons Learned in Strengthening and Sustaining School-University Partnership Networks. In Ferrara, Nath & Guadarrama (Eds.), Creating Visions for University/School Partnerships: Professional Development School Research, Vol. 5. Information Age Publishing, Charlotte, NC.

Recent Conference Papers/Presentations

  • Educator Cultural Competence: How Three Institutions Have Institutionalized Processes for Ensuring All Candidates are Prepared to Teach Diverse Populations. Maryland Professional Development School Conference, University of Maryland Baltimore County, May, 2018.
  • Lessons from the Field: Using Student Perception Surveys to Improve PDS Practices. American Educational Research Association (AERA), New York, New York, April 2018.
  • Measuring Teacher Cultural Competence Using the Intercultural Development Inventory, American Association of Colleges for Teacher Education (AACTE), Baltimore, MD, March 2018.
  • Lessons from the Field: Using Student Perception Surveys to Improve PDS Practices. National Association of Professional Development Schools (NAPDS), Jacksonville, FL, March 2018.
  • Year 4 Study: Does the Number of Interns Placed at a Single PDS Site Impact the Quality of the Intern’s Experience? National Association of Professional Development Schools (NAPDS), Jacksonville, FL, March 2018.
  • Measuring Changes in Teachers’ Perceived and Actual Cultural Competence Using the Intercultural Development Inventory. American Educational Research Association (AERA), San Antonio, Texas, April 2017.
  • Year 2 Study: Does the Number of Interns Placed at a Single PDS Impact the Quality of the Intern’s Experience? National Association for Professional Development Schools (NAPDS), Washington, D.C., March 2017.
  • Measuring In-service Teacher Growth in Cultural Competency. National Association for Professional Development Schools (NAPDS), Washington, D.C., March 2017.
  • Using PDS Stakeholder Input to Address Continued Improvement. National Association for Professional Development Schools (NAPDS), Washington D.C., March 2017.
  • Addressing Praxis: Measuring Teacher Growth in Cultural Competence, American Educational Research Association (AERA), Washington, D.C., April 2016.
  • Is a ‘Critical Mass’ of Interns Needed to Achieve a Quality Internship Experience at a Single PDS Site? National Association for Professional Development Schools (NAPDS), Washington, D.C., March 2016.
  • Addressing Praxis: Measuring Teacher Growth in Cultural Competence, National Association for Professional Development Schools (NAPDS), Washington, D.C., March 2016.
  • Second Year Study of the Relationship between Self-Efficacy Measured by the TSES Scale and Teacher Participation in PDS Activity After Interventions, National Association for Professional Development Schools (NAPDS), Washington, D.C., March 2016.
  • Embracing the Virtual World as a Tool in Promoting Collaboration Across PDS Sites, National Association for Professional Development Schools (NAPDS), Washington D.C., March 2016.
  • Measuring Changes in Teachers’ Perceived Cultural Competence and Actual Competence Using the Intercultural Development Inventory, American Educational Research Association (AERA), Chicago, IL, April 2015.
  • Developing Cultural Competence in Practicing Teachers. Presented at Maryland Cultural Proficiency Conference, Morgan State University, MD, April, 2015.
  • Developing Cultural Competence: A School System/University PDS Partnership Moving Teachers from Theory to Practice. Presented at National Association for Professional Development Schools Conference (NAPDS), Atlanta, GA, March, 2015.
  • Preparing Educators for High Poverty/Culturally and Linguistically Diverse Schools. Presented at National Association for Professional Development Schools Conference (NAPDS), Atlanta, GA, March, 2015.
  • Relationship Between Self-Efficacy Measured by the TSES Scale and Teacher Participation in PDS Activity. Presented at National Association for Professional Development Schools Conference (NAPDS), Atlanta, GA, March, 2015.
  • Using Evidenced-Based Planning to Promote Professional Development School Partnerships. Presented at National Association for Professional Development Schools Conference (NAPDS), Las Vegas, NV, March, 2014.
  • A Collaborative Model for Charting our PDS Course. Presented at National Association for Professional Development Schools Conference (NAPDS), Las Vegas, NV, March 2014.
  • Using the Professional Book Study to Address the Professional Development Needs of Teachers and Promote Student Achievement in an Urban High School. Presented at Maryland Association for Professional Development Schools Conference (MDPDS), Morgan State University, MD, April, 2013.
  • Reimagining the PD in PDS: Designing Unconventional, Individualized and Cost-Efficient Professional Learning. Presented at National Association for Professional Development Schools Conference (NAPDS), New Orleans, LA, February, 2013.
  • Creating New PDS Sites: The Art and Science of Building and Strengthening PDS Partnerships, Presented at National Association for Professional Development Schools Conference (NAPDS), Las Vegas, NV, March, 2012.

Honors and Awards

  • Recipient, Mullan Distinguished Teacher Award, Notre Dame of Maryland University, 2018.
  • Recipient, Faculty Service Learning Award, Notre Dame of Maryland University, 2018.
  • Recipient, Mission Advancement Grant, Catholic Intellectual Life Committee, Notre Dame of Maryland University, Spring 2014.
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