Contact Us

For more information, please contact our Program Director:

Dr. Jones-Carey
Dr. Margaret Jones-Carey

B40 Plassmann Hall
(716) 375-4026

To Apply

For application instructions and materials, please visit our site:

 Or contact:

Phone: (716) 375-2021


The SBL Advanced Certificate program is designed for elementary and secondary teachers and school counselors seeking to become school principals. This offering is 24 hours in length, and includes coursework in curriculum development, leading effective inclusive schools, school finance and law, supervision, leadership and school-community relations. Six (6) hours of equivalent coursework may be accepted for transfer with the approval of the program director.

The SBL program is offered via a unique "hybrid" format. Each class meets 3 times (on Saturdays) per semester, with the rest of the course work completed online. The setting for these Saturday sessions alternates between the University’s main campus Olean and its Hilbert College Extension Center in Hamburg.

The SBL program offers fall and spring starts and can be finished up in four semesters with no summer classes, or completed in 18 months through an accelerated program including summer study. 

The SBL program meets New York state course requirements for SBL certification.

With six additional credits, SBL students can receive the MSED in Educational Leadership.

SBL program requirements

Admission to the SBL programs requires:

  • Master’s degree in education or a certification-related area, with a 3.0 or better GPA
  • Teacher or school counselor certification
  • Three years of K-12 school experience
  • GRE or MAT score (NY State requirement)
  • References (two, at least one from a supervising principal or superintendent)
  • Interview & writing sample
Here is more information about this program: Fact Sheet

News, Publications & Research

More News

Fradkin-Hayslip, Ann

Dr. Anne Fradkin-Hayslip
ACADEMIC SCHOOL School of Education
ACADEMIC DEPARTMENT Elementary Education
CONTACT INFORMATION Phone: (716) 375-2395
OFFICE LOCATION B52 Plassmann Hall

EDUC 201. Introduction to Teaching
EDUC 401. Diagnostic/Prescriptive Reading
EDUC 425. Organization and Assessment for Elementary Classrooms
EDUC 430. Methods and Models of Teaching Elementary Science, Math and Technology

  • Ed.D. candidacy, University of Florida, 2013
  • Ed.S., University of Florida, 2010
  • M.Ed.. Stetson University, 1989
  • B.A., Hampshire College, 1978

I have more than 25 years' teaching experience in public and private schools in urban, rural and suburban settings. I have taught grades pre-k, kindergarten, 1, 3, 4 and 6 as well as language arts at the middle school level.

  • Published National Council on Crime and Delinquency Newsletter - Washington, D.C.
  • Grant Recipient – (Flagler County Education Foundation) - Designed and implemented middle school interdisciplinary curriculum
  • Certifications:
    • Early Childhood Education
    • Elementary Education (Highly Qualified)
    • Educational Leadership
  • Second Degree Black Belt – Tae Kwon Do

Someone once said to me, “Labels belong on T-shirts; not on people,” and so I am hesitant to label my philosophy of teaching. That being said, I believe that education should be an interdisciplinary process. It should be based on a shared vision and a commitment to a belief that all students can achieve.

This necessitates a positive school climate within an atmosphere that espouses a culturally appropriate pedagogy. It is a system in which instructional leaders self-reflect and exhibit high levels of self-efficacy; a system in which a shared decision making model and collaborative approach fosters self-efficacy among the teachers who in turn cultivate high levels of self-efficacy among the students.

The teaching and learning components should be approached within an understanding of brain research. It is making connections between the back and the front cortex of the brain in order to scaffold learning. It is building upon images to create new ideas and to enhance a knowledge base. It is recognizing the role of amygdale within the brain and its relationship to learning acquisition. The emphasis should be on learning with a focus on differentiated instruction.

Learning needs to be rigorous and relevant to real life. Education needs to be student-oriented, global in perspective and technologically infused. The emphasis of an effective education focuses on equity and quality. It teaches a student how to learn, how to acquiesce knowledge and how to apply these tools in the workforce as well as in the higher educational arena.

The learning environment needs to support the student within a holistic manner. It needs to provide academic, social, human, and moral support for the individual. It needs to prepare the student to compete with students across the globe. It needs to prepare the student to collaborate with others and to become a life-long learner.

From the perspective of the teacher, a learning environment is one in which the real world and school interface, where mentoring, guidance and support are stressed. It is removed from conventional time constraints and packaged curriculum in favor of authentic learning. It is utilizing rubrics and student evaluations as means for assessing growth. It is a learning environment in which technology is an integral part of the curriculum. It needs to be utilized by and for students in all contexts of learning.

From the perspective of the student, this learning environment is based on practical and meaningful activities. Creativity, problem solving and collaboration form the nexus for learning.

  • Dissertation: Teacher Perceptions of Autonomy within the Elementary School Setting: Self-Determination Theory to Assess for Basic Psychological Needs within the Workplace
  • Member of book advisory board for textbook on data by Mirka Koro-Ljungberg, Ph.D., Professor of Qualitative Research, University of Florida, Gainesville, FL

I am the proud parent of a Luke, a college senior. I enjoy yoga, pilates, skiing, kayaking, hiking, writing and reading.