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The faculty members in the NLU School Psychology program are teachers, practitioners, and scholars. Students in the program are instructed by professors who are well-respected in the field and have strong experiences to support their educational backgrounds.
Brief Bio:
Mark R. Shinn, is a Professor of School Psychology and Co-Program Coordinator. Prior to joining NLU in 2003, he was Professor of School Psychology and Special Education and directed the Oregon NASP- and APA-approved programs. In 2003, he was awarded the American Psychology Association (APA) Division 16 Jack Bardon Award for Distinguished Career Service. In 2014, he was awarded only the 9th Distinguished Alumni Award in more than 40 years from the University of Minnesota School Psychology Program. He has authored more than 100 journal articles and book chapters on scientifically based basic skills progress monitoring and screening as well as decision making in a Multi-Tier System of Supports (MTSS/RTI) and edited 5 books, including 3 editions of research-based PK-12 interventions for the National Association of School Psychologists (NASP). He teaches courses and supervises students on research-based practices and data-based decision making in a Multi-Tier System of Supports.
Brief Bio:
Madi Phillips is an associate professor of School Psychology. She teaches courses in educational assessment and measurement, curriculum and instruction, evidence-based academic interventions, classroom management, practicum, and internship. Prior to joining NLU in 2009, Dr. Phillips was a school psychologist and professional developer. Currently, she provides technical support to local school districts on implementing data-based decision making in a Multi-Tier System of Supports (MTSS) using evidence-based academic and behavioral programming. Dr. Phillips also works on grants and conducts action research with the goal to improve general and special education teacher preparation using a practice-based learning approach, Adaptive Cycles of Teaching (ACT).
Pamela Readford, Ph.D.
Brief Bio:
Pamela Radford earned her Ph.D. in School Psychology from Western Michigan University. With a focus on implementing evidence-based practices and data-driven decision making over the past decade, Pam has served as a school administrator, school psychologist, and professional development coach. As the Director of Professional Learning for Northwest Suburban Special Education Organization, Pam provided ongoing training, coaching, and technical assistance to districts in the development of practices to promote academic and behavioral growth.
Pam supported the implementation of Multi-Tiered Systems of Support (MTSS) practices across Illinois as the Statewide Administrator for the Illinois Response to Intervention (RtI) network, formally known as I-ASPIRE. Providing ongoing leadership at the national level, Pam sits on the planning committee for the MTSS Innovations Conference, a long-standing education conference in scaling up MTSS implementation.
Jennifer Engelland-Schultz, Ph.D.
Brief Bio:
Jennifer Engelland-Schultzearned her Ph.D. in School Psychology from Illinois State University and her M.A. in Teaching and B.S. in Psychology and Sociology from Olivet Nazarene University. Jennifer previously worked as a school psychologist serving diverse students and families in public schools across several regions of Illinois. She is especially passionate about providing effective social, emotional, behavioral, and mental health programs and services to students and families within a multi-tiered system of support (MTSS).
The research of Dr. Engelland-Schultz has focused on the impact of positive school climate and the effectiveness of social-emotional learning programs. She conducted research for the Livingston County Children’s Network. Dr. Engelland-Schultz is committed to creating safe, supportive, and engaging learning environments that meet the needs of all students and families.
