Dr. Hope Weinberg (EdD '23), regionally known as “Dr. Hope,” is the current Supervisor of Literacy and Learning at Southern Westchester BOCES.
In her current role, she supports over 30+ districts in the region by partnering with educators to strengthen instructional practices while keeping students at the center of every decision. Over the years, Dr. Weinberg has held roles as classroom teacher, school leader and now district leader, all grounded in a deep commitment to equity and inclusive learning environments.
Beyond her professional accomplishments, Dr. Hope brings her full self into her work. As a mother, she experiences education not only as a leader but as a parent and community member. This personal lens, coupled with her advocacy for LGBTQ+ rights, continues to shape her leadership philosophy. Her doctoral research, which focused on LGBTQ leadership in elementary schools, reflects her belief that schools must be spaces where all identities are affirmed and valued. Further, her dissertation, titled “DISRUPTING MAINSTREAM THINKING: A CRITICAL QUALITATIVE STUDY OF ELEMENTARY SCHOOL PRINCIPALS’ LEADERSHIP FOR THE LGBTQ+ COMMUNITY,” reflects her commitment to leading with both head and heart, centering equity, belonging, and human connection in educational leadership.
One of Dr. Hope’s “crystal clear” memories from the program is her experience working with her dissertation committee, Dr. Susan Iverson, Dr. Lenora Boehlert, and Dr. Jonathan Pryor. She reflected on how their mentorship shaped not just her research, but her confidence in herself as a scholar and leader. Their guidance pushed her to think more deeply, sharpen her ideas, and stay connected to the purpose behind her work. At the same time, she felt genuinely supported and affirmed, encouraged to use her own voice and draw from the real experiences that inspired her research in the first place. She also had the unique opportunity to be using the theory that had been developed by her third committee member: Pryor’s queer advocacy leadership theory.When asked about her experience in the Manhattanville University doctoral program, she recalled it as being a “perfect balance of challenge and support.” For her, the program created the kind of learning environment where people were pushed to think deeply, but also supported as whole human beings – their personal and professional lives, in addition to being doctoral students. She often talks about the balance between “head and heart,” and how real leadership means using your mind while staying grounded in care for others. She experienced this in the doctoral program.
The cohort model stood out to her as creating meaningful relationships and thought partners that continued long after the program ended. Her advice to current and incoming doctoral students is to “find your person” within your cohort to talk through ideas, motivate one another, and “finish strong” together. One of her favorite memories towards the end of the program was being able to defend her dissertation only a couple of days apart from her “cohort partner,” Susan Chester.
As a member of the program’s first fully virtual cohort during the COVID-19 pandemic, Dr. Hope experienced the unique challenges and opportunities of building community at a distance. Meeting her cohort members in person for the first time was a powerful moment, reinforcing the strength of the relationships formed through shared challenges, reflection, and growth.
Hope has paid it forward since graduating: She is a frequent guest in classes, from qualitative research courses to the “finish strong” writing seminar, in which she shares her 3-column “coffee & codes” process of analytic memoing and reflexive journaling as an exemplar for others to emulate. She also had completed a model capstone project, wherein she designed and facilitated a professional learning experience unique for assistant principals. Upon realizing that this role did not often get learning opportunities that were unique to the challenges within it, she drew directly from her own leadership experiences and research and created a space for school leaders to reflect, collaborate, and grow together. Her capstone project continues to this day as the “AP Institute,” implemented annually at PNW-BOCES.
Looking back, Dr. Hope sees her experience with her committee as a reflection of what makes the Manhattanville EdD program special. It’s not just about developing technical skills, but about nurturing leaders who are grounded in purpose, community, and a commitment to making a difference. Today, Dr. Hope stays closely connected to Manhattanville, often returning as a guest speaker and mentor for doctoral students. She sees herself as a thought partner, someone who walks alongside others, offering guidance, space to reflect, and encouragement to “finish strong.” Her advice to current and future cohorts is to stay organized, find someone you trust to think things through with, and don’t lose sight of why your work matters.
Hope earned her Bachelor's Degree in Elementary Education from Monmouth University, and her Master’s Degree in Literacy from The College of New Rochelle. She was also the 2023 recipient of the Manhattanville Doctoral Program’s Ethel Kennedy Award for Human Rights Leadership. Hope embodies what it means to lead with courage, empathy, and kindness.
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The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the Manhattanville University Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership!
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
