AUTISM AWARENESS MONTH
April marks Autism Awareness Month, a time dedicated to promoting understanding, acceptance, and inclusion of individuals on the autism spectrum.
This observance reminds us as school leaders to intentionally think about ways that we can be more inclusive of students needs in and out of the classroom.
At the heart of our monthly themed celebrations is the importance of advocacy that is embedded in all of the research highlighted. Advocating through research for those without a seat at the table is key to the Manhattanville University Doctoral Program in Educational Leadership. 
In the words of Audre Lorde “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.”
As teachers, school leaders, and community stakeholders, we aspire to continue learning about each other and sharing our lived experiences that are so crucial in shaping our identities. Through research, we elevate the voices of those who experience the education system through a different lens.
In this feature, we celebrate, reflect, and amplify important doctoral research, featuring achievements of a few of the Manhattanville doctoral program scholars. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.
Dr. Leah Pollack Raftis
After starting her career as a special education teacher, Dr. Leah Pollack Raftis transitioned into her current role as a school administrator at Dutchess BOCES where she has coordinated special education programming for more that 14 years. As a dedicated special education teacher and school administrator, she made an indelible mark on the field of education with her compassion and scholarship.
Her dissertation titled “PRINCIPAL READINESS FOR STUDENTS WITH AUTISM IN THE PUBLIC SCHOOL SETTING: A STUDY OF SELF-EFFICACY AND LEADERSHIP PRACTICES” sought to bring increased awareness to principals’ feelings about their capabilities with supporting classrooms for students with Autism Spectrum Disorder (ASD) and highlight the strengths and needs of school principals in order to provide more effective supervision of programs for students with ASD.
Dr. Pollack Raftis (EdD 2017) contributed to the field of educational research again in 2018. Her article, “Increasing Use of Research-Based Practices: Action Research Report on a College-School Partnership to Support Instruction Aligned to Middle School Common Core Math Standards for Students with Significant Disabilities” was published in the Journal of the American Academy of Special Education Professionals. Dr. Pollack Raftis examined the impact of training new teachers to use research-based instructional protocols to meet the needs of students with significant cognitive disabilities.
Dr. Stacey Ann Fertile
Dr. Stacy Ann Fertile has been a special educator at Mount Vernon City School District for over 16 years. Demonstrating true Valiant scholarship, she received her Master’s of Professional Studies and a Professional Diploma in School Building Leadership and School District Leadership from Manhattanville University in addition to attaining her EdD in Educational Leadership in 2022. Her dissertation titled, “TEACHER PERCEPTIONS ON THE USE OF THE COMMON CORE STATE STANDARDS IN MATH AND THE ACADEMIC SUCCESS OF STUDENTS WITH LEARNING DISABILITIES” examined how educators implement Common Core Learning Standards while simultaneously addressing the unique needs of their student population. Her research highlights the need for varied teaching approaches and support.
Dr. Fertile’s research was honored with the 2020 Mary K. Humphreys Endowed Scholarship Special Education Doctoral Research Award.
Dr. Nicole Murphy
Dr. Nicole Murphy earned her EdD from Manhattanville University in 2016 while working as a speech pathologist at Dutchess County BOCES. Her dissertation titled, “POSTSECONDARY EDUCATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITY IN HIGHER EDUCATION: PERCEPTIONS OF PROGRAM DIRECTORS AND INSTRUCTORS REGARDING TRANSITION, PROGRAMS AND OUTCOMES” sought to understand the connections between how college students with ASD are impacted by faculty perceptions with regard to their academic college experience.
Dr. Felicia Gaon
Dr. Felicia Gaon earned her EdD from Manhattanville University in 2018 while working at Mount Vernon City School District as the director of student services where she was nominated as one of the top special education administrators in the state. Upon graduating from the EdD program, she continued in her role, but sought to obtain a position where she could advance advocacy for students with disabilities. She fulfilled a lifelong dream of going to law school and is now a special education attorney who established her own law practice in 2024. With her knowledge and experience in public education and as an attorney with an interest in public work, she is a strong advocate for students with disabilities.
Dr. Gaon’s dissertation, “SELF-COMPASSION AS A BUFFER FROM BURNOUT OF TEACHING ASSISTANTS WORKING WITH STUDENTS ON THE AUTISM SPECTRUM: A QUANTITATIVE STUDY,” was intended to help prevent or lessen burnout by identifying attributes of teaching assistants to decrease turnover. Teaching assistants who reported higher levels of self-kindness and mindfulness reported lower levels of personal burnout, work-related burnout, and student-related burnout. Given the significant increase in students with autism spectrum disorder, it is important that school administrators provide staff members with ways to mitigate burnout to benefit student outcomes.
STRESS AWARENESS MONTH
April is also recognized as Stress Awareness Month—a time to highlight the importance of managing stress and our overall well-being. In our fast-paced lives, it’s easy to forget self care and empathy. This month encourages us to pause, reflect, and adopt healthy coping strategies such as mindfulness, physical activity, deep breathing, and seeking support when needed. By raising awareness and promoting self-care, we can create healthier environments at home, at work, and in our communities. As educators, we are invited to leave our “caretaker” roles and lean on each other to support our wellbeing.
“Breathe in peace, breathe out tension. With each breath, let go of what no longer serves you.”
As doctoral students, research-practitioners, and school leaders, we are called to reflect on our journeys and embrace the ability to pause and conduct a wellness check when we need it.
“As you close your eyes, feel gratitude for this moment. May peace stay with you as you carry it into the rest of your day.”
Dr. Ken Cotrone
Dr. Ken Cotrone earned his EdD from Manhattanville University in 2015 after receiving two masters; one in Teaching and one in Literature and Rhetoric. Dr. Cotrones’ educational career has been extensive. Currently, Dr. Ken Cotrone is an 8th grade team coordinator in Westchester.
Dr. Ken Cotrones’ dissertation “THE HEART OF THE MATTER: THE RELATIONSHIP BETWEEN STRESS AND ANXIETY AND THE HIGH PERFORMING HIGH SCHOOL CULTURE” examines how “stress and anxiety yield negative implications for students in high performing school cultures of Westchester.” In his findings, he explains how school leaders can support students. De-emphasizing grading practices, collaborating with mental health researchers and practitioners can address the problems at a school level.
Dr. Abdullah Yousef Al Atiqi
Dr. Abdullah Al Atiqi graduated from Manhattanville’s EdD program in 2021. His leadership experience and education are both extensive. In the U.S, he served as a Superintendent, supporting the educational performance of his schools. His dissertation “AN EXAMINATION OF THE RELATIONSHIP BETWEEN THE QUALITY OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT (PBIS) CLASSROOM SYSTEMS AND TEACHER BURNOUT”, researched the positive behavior intervention and support (PBIS) used to help behaviors in the classroom and its correlation with teacher burnout. Dr. Al Atiqi is currently the Acting Supervisor of Educational Affairs and Training for the Royal Commission schools in Saudi Arabia.
Dr. Gwendolyn Davey Roraback
Dr. Gwendolyn Davey Roraback (EdD 2022) currently serves as Deputy Superintendent in the Saugerties Central School District. Her dissertation, “ELEMENTARY PRINCIPALS’ PERCEPTIONS OF STRESS AND RESILIENCE DURING COVID-19,” found that elementary principals leaned into previous experience of crisis management and leadership, that relationships matter most, and being adaptive was critical in the pandemic. Dr. Roraback continues to work on designing leadership workshops that foster collective efficacy. She recently presented at The Hudson Valley Educators Consortium on enhancing leadership and learning practices.
Dr. Matthew Lawrence
Dr. Matthew Lawrence’s (EdD 2016) dissertation on “PRESERVING OUR GREATEST RESOURCES: A QUANTITATIVE STUDY TO BETTER UNDERSTAND THE ROLE THAT WORKSITE WELLNESS PROGRAMS MAY HAVE IN MEDIATING THEY SYMPTOMS OF TEACHER BURNOUT” focused on the mental and physical wellbeing of teachers who have experienced burnout. His research examined that wellness programs can be supportive to teacher burnout. Dr. Lawrence is the Assistant Superintendent of Curriculum Instruction at Mahopac School District.
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.
