College
Department
Phone
Location
Doctor of Education in Educational Leadership, CSU, Stanislaus, 2014 - Johnson, A. (2014). Exploring the Identities of High Performing Teachers. (Copyright doctoral dissertation). Saint Mary’s College of California. Moraga, CA.
Master’s of Education Degree: Best Practices in Curriculum & Instruction, National University, La Jolla, 2009
Clear Administrative Credential, California Commission on Teacher Credentialing, 2009
Clear Single Subject Teaching Credential-Business, National University, La Jolla, 2008
Bachelor's degree of English, Jackson State University, Jackson, MS 2006
Minor: Spanish, Jackson State University, Jackson, MS 2006
Program Coordinator, Master’s in School Administration Program (2020-Current)
Responsible for overseeing the daily operations, sustenance and growth of the school administration program which is house in the graduate school at CSU Stanislaus. This includes but is not limited to: hiring and onboarding new staff, developing and scheduling courses for each semester, networking and building relationships with K-12 partners throughout a six-county region, student recruitment, maintenance of facility agreements, data reporting and disaggregation, managing requirements and report for the California Commission on Teacher Credentialing (CCTC).
CEO/Superintendent, Promise Public Schools (June 2016-2019)
Responsible for the development of innovative school models, fundraising, and navigating ed politics to secure school approval.
Founding Principal, El Capitan High (2012-2016)
Founding principal of a large comprehensive technology based high school. Responsible for managing a 90-million-dollar construction and start-up budget and hiring over 80 staff members.
Assistant Principal, Merced High (2009-2012)
Supervised more than 120 teachers and staff members and served as instructional lead at a school of approx. 3,000 students during a successful school turnaround effort.
Consultant (2009-Present)
Support K-12 districts and community partners with training on topics that vary from diversity, equity and inclusion to culturally responsive school leadership, to contract negotiations.
Associate Professor, CA State University, Stanislaus (August 2019-Current)
Teach graduate-level courses in the school administration program which has two pathways: preliminary administrative credential only and Master’s in School Administration (preliminary administrative credential embedded). Additional responsibilities include supervising administrative interns, program coordinator, and testing coordinator for the California Administrator Performance Assessment (CalAPA).
Adjunct Professor, UC Merced (August 2014-2016)
Developed and taught the capstone course for teacher education candidates enrolled in the joint Cal Teach program between UC Merced and UC Berkeley.
Culturally Responsive Schools and Leadership; School Leadership Preparation Programs and K-12 Pipelines; Futuristic Education; Technology & Equity.
Book Chapter/Vignette. The Next Wave: Convivial Technology and the Restructuring of American Schools” considered the state of education in the year 2051 and the ubiquitous nature of artificial intelligence (A.I.) in the educational arena beyond product development. This was published in the text Artificial Intelligence, Human Agency, and the Educational Leader.
Johnson, A. The next wave: Convivial technology and the restructuring of American schools (2022 p 107). Educational Leaders Without Borders Third Edition. Spring Nature Switzerland.
Refereed Journal. “Exploring Organizational Leadership for English Learner Equity” as a co-author. I was invited to participate in this study because of my past experience and expertise as both a teacher and leader of English Learner programs along with my lens as a school principal charged with implementing innovative programs at both new and existing schools. Furthermore, my research background in culturally responsive leadership, specifically the pillar of critical consciousness, added value to this study. This study was published in the journal Leadership and Policy in Schools.
Rebecca M. Callahan, Anysia P. Mayer, Anthony H. Johnson & Claudia J. Ochoa (2021): Exploring Organizational Leadership for English Learner Equity, Leadership and Policy in Schools.
Refereed Journal. “Principal Practices that Build and Sustain Trust: Recommendations from Teachers in a High Trust School” The purpose of this study was to understand teachers’ perceptions of principals’ trust-building actions and dispositions. A qualitative case study was designed to understand trust as a multifaceted social phenomenon. This study has been published in the Planning and Changing Journal which is an educational leadership and policy journal.
Bukko, D., Liu, K., & Johnson, A. Principal’s actions that create trust: Recommendations from teachers in a high-trust school (2021). Planning and Changing: An Educational Leadership and Policy Journal. Volume 50, Number ½.
Proquest. “Exploring the Identities of High Performing Teachers”. This study explores how the identity of high performing teachers influences their perceptions, beliefs, and practices.The identities of six high-performing teachers were measured using the Washington University Sentence Completion Test (WUSCT), which helps to determine their stage of identity development. Additionally, life history interviews were conducted with each teacher to identifying language clues that revealed anecdotal evidence of patterns in experiences and perceptions. It was found that all six of the teachers have identities representative of post conventional stages of identity development. The unique perceptions, emotional responses, and behaviors found at post conventional stages of identity development were found to have a direct impact on the practice of teachers in this study
Johnson. Exploring the Identities of High Performing Teachers (2015). ProQuest Dissertation Publishing. St. Mary’s College of California.
Refereed Journal. “A Collaborative Approach: Assessing the Impact of Multi-grade Classrooms. In this article, we examine one urban Catholic school’s transition to a multi-grade classroom when student enrollments dramatically dropped. Saint George Parish School is a small K-8 Catholic school (approximately 140 students) in Stockton, California, with a principal and five teachers. The school, like other Catholic parish schools, provides religious education in addition to the conventional education that students receive in public schools. Established from two schools when declining enrollment forced consolidation, Saint George adopted a multi-grade approach in August 2008. The school is comprised of approximately 50% Hispanic and 50% Filipino students. The families are considered low income, with over 70% of the students eligible for free or reduced lunch.
Developing Culturally Responsive School Leaders through Principal Coaching – Oxford, United Kingdom (UK)
Invited to present on the findings of a pending action research study where K-12 Principals were given professional development experiences and 1:1 monthly coaching to how to critically self-reflect, condition a team of educators to identify systems of inequities on their campus, and apply principles and actions related to culturally responsive school leadership. Using the framework for Culturally Responsive School Leadership (Khalifa, Gooden, and Davis, 2016), a survey tool was created and used to assess each principal’s understanding, awareness, and confidence in their ability to apply tangible, research-based behaviors linked to culturally responsive school leadership.
Education as an Act of Love: Culturally Responsive Schools & Leadership - Turlock, CA (2023)
Delivered a district-wide professional development in-service for a large K-12 district where all teachers and administrators were introduced to the concepts and ideas behind culturally responsive schools. This in-service was interactive and I facilitated discussions and activities that provoked thought and reflection around structural and institutional barriers to equity. The goal was to inspire ongoing conversations and actions to drive schools withing the district towards becoming more culturally responsive. In addition, the partner district has requested that I continue the action research project which will include professional development and coaching for principals in the area of Culturally Responsive School Leadership. The goal is to chronicle my efforts in a formal article to submit for publication during the 2023-2024 academic year.
University Council for Education Administration – Seattle, WA (2022)
Worked with a colleague to submit a proposal to present our work on the application of the Culturally Responsive Schools Framework at the University Council for Education Administration annual conference in Seattle, WA. This proposal was accepted, and we presented our action research project in Fall of 2022.
Culturally Responsive School Leadership Principal Workshops – Turlock, CA (2022)
Started an action research project in partnership with the new CSU Stanislaus Community Equity Research Center (CERC). In this project, I took the lead in assessing all principals from a partner K-12 district in regard to their levels of Culturally Responsive School Leadership (CRSL) practices. I then led two sessions of focused professional development on both the concepts behind CRSL and identified areas of growth for the district.
Equity Summit -- Beaverton, Oregon (2020)
Attended along with two other colleagues to present our recently published article “Exploring Organizational Leadership for English Learner Equity”. This event was hosted by a consortium of schools/districts that assembled to form the Beaverton Multi-Cultural Educators Community. Our presentation consisted of our research design and findings, followed by a provocative question and answer session.
Educational Leaders Without Borders (ELWB) Annual Conference - Athens, Greece (2021 virtual
Invited to present a vignette originally accepted for publication in the summer of 2020 at the ELWB Annual Conference that was themed “Artificial Intelligence, Human Agency, and the Educational Leader. Post conference, I received a certification excellence, efforts and achievement for my presentation. The vignette I authored titled “The Next Wave: Convivial Technology and the Restructuring of American Schools” considered the state of education in the year 2051 and the ubiquitous nature of artificial intelligence (A.I.) in the educational arena beyond product development.
AMA Mentors Podcast (2022)
Interviewed about one of my areas of research which is futuristic education.
Education Reimagined Event - Moraga, CA. (2021)
Invited to be a panelist at an event hosted by Saint Mary’s College of California. At this event a diverse panel of educators and researchers from across California discussed how we might learn from our collective experiences during the pandemic and use these experiences as a catalyst to reimagine a more equitable experience for students and families moving forward.
American Education Research Association (AERA) Annual Conference in San Francisco (2020)
Invited to present our publication, “Principal Practices that Build and Sustain Trust: Recommendations from Teachers in a High-Trust School”, at the 2020 AERA conference.
Google Leadership Summit – Mountainview & Merced, CA (2014, 2015)
As principal of a successful 1:web high school, I was invited to the Google Campus in Mountainview, CA to present to Superintendents from across the country who were interested in integrating technology into the fabric of their district and schools as a way to optimize learning and operations. I was introduced by the Alphabet CEO and in 2015 my high school actually hosted the next Google Leadership Summit.
Samsung Chromebooks Help New High School Realize Its Vision for Student (2013)
Centric Learning – As the founding principal of one of the state’s first large comprehensive high schools to successfully go completely virtual, I was featured in a case study written by Samsung in 2013.
Building MUHSD’s Blueprint for “One-to Web” EdTech Magazine (2014)
As the founding principal of a “1:web” high school in 2012. I was responsible for monitoring construction, ensuring proper infrastructure and hiring and training staff to launch a 98 million dollar school with no books and no lockers. The purposeful design of the infrastructure for the school was highlighted by EdTech Magazine in an article and short video.
The Model Schools Conference – Orlando, FL (2012)
As an assistant principal, I was charged along with a team of three other administrators to lead a school-turnaround effort for a large, comprehensive high school that had fallen into school improvement. In three years, our team led the school out of school improvement, and into an exemplary rating at the time in the state of CA. I was invited to be a lead presenter at the Model Schools Conference in Orlando, FL. This conference recognized the top schools as well as the most rapidly improving schools in the nation.