Dr. Dionne McLaughlin is an Associate Professor and the Director of the Master of School Administration program at Fayetteville State University.
Ed.D - Educational Leadership University of North Carolina - Chapel Hill, NC
Ed.M – Adolescents at Risk Harvard Graduate School of Education - Cambridge, MA
BA – Economics and Spanish Taylor University - Upland, Indiana.
Dr. McLaughlin is fluent in Spanish and has considerable experience working with the Latino community.
Prior to coming to Fayetteville State University, Dr. McLaughlin was the Principal at Pearsontown Elementary School in Durham. At Pearsontown, Dr. McLaughlin managed a $3.8 million budget, and supervised a 900 student elementary school with 49 teachers. As an assistant principal, Dr. McLaughlin worked at large comprehensive high schools -Chapel Hill High School (North Carolina), Lexington High School (Massachusetts) and Jordan High School (North Carolina). She chaired the Equity Team, developed the Master Schedule for 1800+ students, coordinated Advanced Placement testing, and End of Course Tests (EOCs), supervised/evaluated teachers, coordinated staff development and the SACS accreditation process at Chapel Hill High School.
Dr. McLaughlin was the Headmaster (Principal) for the Academy of Public Service (Boston Public Schools). As a Headmaster, Dr. McLaughlin led the development of the School Improvement Plan, coordinated faculty professional development, and collaborated with the University of Massachusetts Boston, the Harvard Kennedy School of Government and Boston City Hall.
Dr. McLaughlin also has experience as a K-12 Director for the Boston-based METCO program, a voluntary desegregation program. As a METCO Director, Dr. McLaughlin worked collaboratively with K-6 teachers to develop screening assessments, and implement plans for student recognition and the academic achievement of Boston minority students. As the Program Director at Concilio Hispano, a Latino community-based organization, Dr. McLaughlin managed all aspects of three programs: PRIMAVERA adolescent parenting program, AHORA Drop-Out Prevention Program/Cambridge Rindge and Latin School and UN PASO MAS – ESL.
Dr. McLaughlin has led workshops on equity and effective school practices, and Culturally Responsive Schools for all district principals, teachers at five elementary schools, a middle school and two high schools in Chapel Hill and for teachers in Durham.
Dr. McLaughlin’s teaching experience includes developing and teaching a course on Racism in America: A Contemporary and History Study for Lexington High School students; teaching an Urban Leadership Course for Wellesley High School students and teaching ESL to adults and international students in the Boston area. She has also taught Anti-Racism and Effective Classroom Practice for All Students, a graduate level course through EMI (Empowering Multicultural Initiatives) in Waltham, Massachusetts. EMI is associated with Framingham State College and EDCO: Education Collaborative of Greater Boston.
“The Cultural Symphony in Schools: Effectively Teaching African American and Latino High School Students.”
McLaughlin, D., Batten, B., Davidson, B., Golden, A., Savage, L., Williams, K., Marshall, C. Eds (2009). Redefining futures: Achieving academic success for all African American males. NEA foundation closing the gap grant concept paper. Durham, NC: Durham Association of Educators and Durham Public Schools. Grant, D. (1993). Primavera: New beginnings for teenage parents. Harvard Graduate School of Education Alumni Bulletin, 38(1), 16-17.
McLaughlin, D., (1997, November). Has organized religion abandoned its moral leadership role? C.West (chair), Symposium conducted at the meeting of World of Wellesley of Wellesley, Massachusetts.
Conducted ethnography of Latino youth at Cambridge Rindge and Latin School and program evaluation of AHORA, Concilio Hispano's youth enrichment/drop-out prevention program.
Effective teachers of African American and Latino high school students, the Principalship – making effective leadership decisions, and utilizing Critical Race Theory to examine the racial context of schools, and African American and Latino students’ counterstories.