Contact Us

For more information regarding certification in school administration, please contact the program director:
Dr. Darlene McDonough
Plassmann Hall B42
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4026

To Apply

If you wish to apply to this program, please contact the Graduate Admissions office at (716) 375-2021 or by email at gradsch@sbu.edu for graduate admission materials.


What Can I Do With This Major?

SCHOOL DISTRICT LEADER CERTIFICATE

The SDL Advanced Certificate program is designed for candidates seeking to become administrators at the district level (superintendents). This 12-hour program includes coursework in negotiations, superintendency, and central office leadership. NY SDL certification requires these 12 hours and 60 total graduate credits.

The SDL certificate program is also offered in a hybrid format, with some class sessions and some online work. SDL classes meet three times each semester on Saturdays, alternating by semester between the SBU Buffalo Center and the main campus in Olean.

With the permission of the program director, up to three (3) credit hours may be transferred into this program. 

SDL program requirements

Admission to the program requires:

  • Master’s degree in education or a certification-related area, with a 3.0 GPA or better
  • Teacher or school counselor certification, SBL certification recommended
  • Three years of K-12 school experience

News, Publications & Research

More News

Hauser, René

Titles/Responsibilities Program Director, Differentiated Instruction
Accreditation Coordinator
Associate Professor
Academic School
School of Education
Academic Department Differentiated Instruction
Contact Information Office Phone: (716) 375-4078
Email: rhauser@sbu.edu
Office Location Plassmann Hall, B06
Courses Taught
  • DIFF 504. Communication and Collaboration skills for standards based inclusive education
  • DIFF 510. Differentiated Instructional Strategies 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 598. Contemporary Field Research and Practicum in Standards-based Differentiated Instruction 
  • SPED 440. Curriculum Adaptation and Instruction for Students with Special Needs
Academic Degrees
  • Ph.D., Education, Special Education, State University of New York at Buffalo
    • Dissertation title: Wroblewski, R. E. (2006). What happens after 3:00?: The social relationships of adolescents with Down syndrome. Dissertation presented to the faculty of the Graduate School of Education at the University at Buffalo. Available at UMI Dissertations [on-line].
     
  • M.S.Ed., Exceptional Education, State University of New York College at Buffalo
  • B.S., Elementary and Exceptional Education, State University of New York College at Buffalo
Personal Interests/Community Involvement
  • Cattaraugus Allegany Teacher Center Policy Board
  • Immanuel Christian Child Care School Board

Other Education
Professional Background
Accomplishments
  • Garrison, R. E. (2011). Book review of: Differentiating Instruction with Technology in Middle School Classrooms by Grace E. Smith and Stephanie Throne. Excelsior: Leadership in Teaching and Learning, 6(1) 55-56. 
  • McPherson, S., Wroblewski, R, E. (in press). The state of preservice teachers’ literacy preparation in New York State. Submitted to Exceptional Individuals.
  • Parmar, R. S., Wroblewski, R. E., Clements, D., & Sarama, J. (2010). Measurement. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
  • Clements, D., Sarama, J., Parmar, R., & Wroblewski, R. (2010). Geometry. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
  • Gibson, A. & Wroblewski, R. (2008). Plunging into learning. Exceptional Individuals, 32(2), 14-15.  
  • Wroblewski, R. E. (2008). Walking the Walk: How a School-based Team meets the Social Skills Needs of Children with Autism Spectrum Disorders. New York State School Counselor’s Journal. 
  • Gibbs, G. & Wroblewski, R. (2007). A leadership imperative. Conference Proceedings of the Inellectbase International Consortium. Nashville, TN. 
  • Wroblewski, R. E. (April 2007). Through a new looking glass: Social interactions of adolescents with disabilities through an educational/sociological perspective. Paper presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL.

Teaching Philosophy

My basic philosophy of teaching is based on two firmly held beliefs.

  • First, that all people are capable of learning. I strongly believe that if a student is not learning in my class, then I must change something in order for that student to be successful. I teach courses in Differentiated Instruction, which means providing different opportunities for students to engage in learning given their own background knowledge, interests, and strengths. I strive to practice what I preach and differentiate instruction in my own courses as much as possible, while still holding high standards for all students.
  • Second, I believe that learning should not be a painful experience. I want my students to enjoy learning and try to design class activities that push their thinking and allow them to take academic risks in a safe environment. I believe that if learners are actively engaged and excited about the class, then they can’t help but learn
Current Research Interests/Projects
  • Teacher education
  • Gifted education
  • Differentiated instruction

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