Assistant Dean of Academic Programs and Program Chair, Early Childhood Teacher and Elementary Teacher Programs
pronouns: she/her
Background
Dr. Christy Reynolds is the Assistant Dean of Academic Programs at Cambridge College. She chairs the Curriculum Committee and actively participates in the School of Education and Counseling’s Leadership Team. She has successfully supported the development of more than 30 courses for the Early Childhood Teacher, Teacher of Moderate Disabilities, and School Nurse Education programs.
Dr. Reynolds oversees program development, scheduling, recruitment, and retention efforts as the Program Chair for the Early Childhood Teacher and Elementary Teacher Programs. She is the primary academic advisor to the graduate students in these programs. She also contributes as a Senior Faculty Member, teaching several courses and supervising candidates during their practicums.
Dr. Reynolds’ commitment to teacher preparation is evident in her individualized approach to supporting aspiring teachers. In addition, her experience as an elementary school teacher and administrator further enhances her understanding of how to meet the diverse needs of students and prepare teacher candidates for their work in the field.
Education & Certifications
- EdD Leadership in Schooling, University of Massachusetts Lowell
- MEd Elementary Education, Boston College
- BA Government and International Relations, University of Notre Dame
Courses Taught
- The Reflective Practitioner
- Development of Young Children
- Practicum Seminar: Early Childhood Teacher
- Practicum: Early Childhood Teacher
- Practicum Seminar: Elementary Teacher
- Practicum: Elementary Teacher
- Collaboration and Consultation
- Teaching Physical Education and Movement
- Program Portfolio Integration
Awards, Recognitions, Research & Selected Published Work
- Hall-Reynolds, C.A. & O'Dwyer, L.M. (2008). Examining the relationships among emotional intelligence, coping mechanisms for stress and leadership effectiveness for middle school principals. Journal of School Leadership, 18(5), 472-500.