Laura McLaughlin Taddei, Ed.D.
456 Hillside Road, Ridley Park, PA 19078
drlaurataddei@gmail.com
(Cell) 610-513-6144
Personal Profile
A leader in higher education with a mix of administrative and teaching experience and progressive
departmental and institutional responsibilities. Demonstrated consistent ability to develop strong
relationships with diverse groups. Genuine thirst for knowledge that continually leads to new ideas,
searching out new research, and looking for meaningful ways to integrate theory into practice.
Research interests in the area of teacher and faculty development, educational technology, and
inclusion, diversity, and culturally responsive teaching.
Education
Widener University
Chester, PA
Doctorate of Education, Higher Education Academic Leadership – successfully defended March 2012
Dissertation – Preservice Teacher Perceptions of their Level of Preparedness to be Culturally Responsive
Educators
Cabrini College
Radnor, PA
Masters of Education December 2006
Elementary Education Certification December 2007
Pennsylvania Quality Assurance System – Certified Instructor – renewed March 2012 – PQAS# - CI-0036000
PA Certification: Nursery and Kindergarten – Commonwealth of PA issued 8/2006
Immaculata University May 2000
Immaculata, PA
BA, Organizational Dynamics and Human Performance Management
Teaching Experience
Assistant Professor of Education – Neumann University – 2013 to present
 Teach pre-service teachers the following courses: Math Methods - pre-K through 2nd grade; Science
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Methods pre-K through 4th grade; Integrating the Arts for the Young Child, Language Development
Teach graduate courses: Classroom management, Integrating the Arts and Curriculum, Science and
Social Studies Methods
Serve on dissertation committees as committee member
Advise pre-service students on degree requirements; register students
Prepare students for state certification requirements
Member of 2016 MSCHE Decennial Study in particular standards 7 and 14; institutional effectiveness
and assessment of student learning
Collaborate with the Director of the Child Development Center to provide students with opportunities
to observe and work with the children in the center; make connections between what we are learning
in the classroom and what is happening in the field.
Faculty Development – Harcum College, Bryn Mawr – 2011 to 2013
Created course for faculty at Harcum College initially to meet accreditation needs of dental and EFDA
faculty, but the course was then opened up to all faculty at Harcum who wanted to improve their teaching
and methodology. Teaching and Methodology Course - this is a hybrid/online course that faculty have
taken for the past two summers. Co-developer and facilitator of the course. This course is intended to
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support educators in exploring, discussing, and implementing best practice in teaching and learning
methodologies. The course is presented in a module format. Collaboration and peer discussion will be key
components of this course. Participants will be challenged to assess, evaluate, and reflect on current
practices and formulate action plans to continually improve teaching and learning methodologies.
Adjunct Professor – Kaplan University – Online Instructor 2012 to present
 Teaching Art and Music in Early Childhood: This course introduces the student to creative
expression and the multidimensional media available when designing visual and three-dimensional art,
music, movement, creative drama curricula for young children. Students will be introduced to theoretical
perspectives of the creative process, its benefits for intellectual, social and emotional development, and to
strategies which encourage young children to expand their self-expression experiences and skills.
Students will also design, implement, evaluate, and document creative experiences for young children.
Assistant Professor - Harcum College, Bryn Mawr – 2009 to present
 Pre-K Methods and Field Experience: This advanced course is a study of the preschool child’s
development and the implications for designing quality early childhood experiences for them and their
families. Emphasis is placed on developmentally appropriate practice and its implications for
curriculum, environment and interactions in preschool settings. The course includes observing, recording
and designing child-interest based experiences in a preschool setting.
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Introduction to Early Childhood Education: This course is a study of the theoretical foundations of early
childhood education and their practical implementations, including a historical perspective and an overview of
current philosophies. The course will review children’s social, emotional, cognitive and physical development
and explore appropriate expectations for children at various ages. Emphasis is placed on developmentally
appropriate practice and its implications for curriculum, environment and interactions in early childhood
settings.
 Early Literacy: This course is designed to help students become familiar with language acquisition, emerging
communication, growth milestones, and ages and stages of language development. Students will be introduced
to strategies and methodologies to facilitate the acquisition of early literacy skills in young children. Students
will become familiar with best practice in structuring the learning environment, as well as designing activities
for fostering literacy. Special emphasis will be placed on developing listening and understanding, speaking and
communicating, book knowledge and appreciation/print awareness, and early writing. Students will be given the
opportunity to develop skills in story telling, reading books to children, and the use of felt boards. Students will
design, implement, evaluate, and document several early literacy experiences for young children.
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Integrated Arts in Early Childhood: This course introduces the student to creative expression and the
multidimensional media available when designing visual and three-dimensional art, music, movement,
creative drama curricula for young children. Students will be introduced to theoretical perspectives of the
creative process, its benefits for intellectual, social and emotional development, and to strategies which
encourage young children to expand their self-expression experiences and skills. Students will also
design, implement, evaluate, and document creative experiences for young children.
 The Inclusive Classroom: The purpose of this course is to help students develop attitudes and skills to
meet the needs of all children in their programs. By the end of the course, students should have
developed the knowledge and the problem solving skills to adapt strategies and develop original
materials for an effective inclusive learning environment. Students are introduced to the history and legal
background of inclusive education, will be familiar with major conditions and factors affecting a child’s
ability to learn., and be able to communicate effectively with the professional team, including
medical/developmental specialists. The course includes experiential, hands-on learning, and promotes
practical application and problem solving.
 Introduction to Special Education: This course bases its objectives on the knowledge that all teacher
candidates will need to know how to work with a diverse group and level of children with disabilities. It
will acquaint the teacher candidate with the legal mandates of the teacher serving children with
disabilities in the least restrictive setting, as well as the characteristics of those children with disabilities,
including the effects of family demographics.
 Strategies for Effective Classroom Management: This course will review the major theories of
effective classroom management and the various models of effective classroom discipline. The course
maintains that effective discipline must be taught, and it occurs in a collaborative school culture.
 Science Methods Pre-K through 4th grade: This course is designed to help those working in the field
of early childhood education and pre-service teachers to become familiar with beginning science
concepts, including the study of nature, concepts of time and space, and knowledge about interacting
with the physical world. Emphasized are the issues and strategies surrounding teaching in a
developmental framework using hands-on- experiences.
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Math Methods – Pre-K through 4th grade: This course focuses on learning theories and teaching
strategies for early childhood mathematics. Class sessions will be interactive and will include a variety of
hands-on experiences with concrete and virtual manipulatives appropriate for elementary school
mathematics. We will explore the teaching of mathematics, investigating both what to teach and how to
teach it.
Adjunct Professor of Education and Early Childhood – Delaware County Community College - 2007 to 2009
 Experience teaching the following education and early childhood courses. Please go here to view faculty
website: http://faculty.dccc.edu/~ltaddei/:
 Introduction to Early Childhood - This course examines the historical development of early childhood
education and the concerns, principles, practices and problems of organization and teaching in early childhood
education facilities.
 Methods and Materials I – This course instructs early childhood educators on the methods and materials
available to teach using developmentally appropriate instruction.
 Methods and Materials II – This course instructs early childhood educators on methods and materials
available to teach using developmentally appropriate instruction and using the Pennsylvania Early Childhood
Standards to develop their own lesson plans and units.
 Child Development – This course instructs early childhood educators on the social, intellectual, emotional and
physical development of the child from prenatal life to early childhood.
 Culturally Responsive Teaching in Early Childhood - This course examines the educational needs of young
children who have cultural differences and explores teaching approaches to accommodate these needs in a
cooperative environment, including parents, school and community interaction.
 Education and Technology - This course is a one semester introduction to the use of computers in the
elementary and secondary school classroom with an emphasis on successfully integrating technology-based
materials to enhance student learning. The course combines educational theory with computer-based activities
to complement major course concepts. In addition, a course website will be used to encourage communication
and information sharing among course participants. Students create their own websites as well as lesson plans
that integrate technology and education.
 Financial Strategies for the Early Childcare Worker - This course examines financial and business
management strategies associated with managing a child care center. Topics covered include marketing,
budgeting, business plans, for profit vs. nonprofit financial strategies; grant writing, enrollment, cost of
care and staffing issues. This course is designed as an interactive hands-on approach to learning for the
center director or the early childhood professional who would like to be a center director.
 Educating the Exceptional Child - This course examines the psychological, physical, and emotional
facets of atypical young children, and methods for teaching and handling these children. To assist
students in gaining this knowledge in a well-organized manner, this course is structured into areas of
competence.
 Foundation of American Education - This course provides students with an understanding of modern
education in our society and examines the impact of current issues on American education today. To
assist students in gaining knowledge in a well-organized manner, the course is structured into seven areas
of competence: historical foundations; philosophical bases of education; control, organization and
support of education; school and society; structures of education programs; careers in American
education; current trends and future in American education.
Substitute Teacher/Student Teaching – Ridley School District – 2007 to 2009
 High School Substitute – Emotional Support; Resource Room; Science and Math Departments; Middle School
Substitute and Elementary Substitute – all areas
 Third Grade – Edgewood Elementary School
 First Grade – Grace Park Elementary School
Preschool/Kindergarten Teacher - Ted DiRenzo Montessori School, Collingdale, PA – 2005 to 2007
 Montessori Lead Teacher for 3 to 6 year old children
 Manage classroom with children of varying abilities
 Successfully delegated responsibilities of the classroom with various teacher’s aides throughout the year
 Taught children using Montessori material and non-Montessori materials; integrated knowledge of
developmentally appropriate curriculum and kept children engaged and challenged
 Overall focus in my classroom was to develop the whole child.
 Developed a great rapport with coworkers, administration and parents/guardians
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Developed a computer program to teach 3 to 6 year olds the basics of computers and how to use one.
Successfully oversaw the training and development of student teacher from DCCC for one year.
Administrative Experience
Rising STARS Program Coordinator – Neumann University – April 2014 to Present
Admissions:
 Direct students to the admission process; contact admissions when student issues arise; and help to move
students through this process seamlessly.
 Plan orientation processes to assist students to become more familiar in their respective programs,
including creating and sharing resources that will help students navigate through the process.
 Assist students with the offices of Admission, Financial Aid, and Student Accounts & Records.
 Help resolve student issues or direct students to the proper place related to technology, billing, financial
aid, admissions, disability services.
Students:
 Review transcripts and ensure that all pertinent coursework is assigned to the correct course; ask Dean to
review these courses and approve if acceptable.
 Serve as academic advisor for all students in the program
 Register students for all classes
 Provide support and guidance regarding program requirements including teacher certification tests; direct
students to the right person; make them aware of current PDE laws; provide resources to students.
 Assist students with appropriate and pertinent program formation
 Monitor matriculation progress of all students.
Program:
 Develop and create the schedules of courses offered for three locations each semester
 Assist in staffing courses
 Provide support and information to adjuncts regarding students in the program and in particular working
with adult learners.
 Work with all offices when problems occur related to this program.
 Communicate with registrar, financial aid, academic affairs and administrative departments to solve
problems, trouble-shoot, answer questions and assist departments as needed with departmental and
student issues
Recruitment/Marketing
 Assist with organizing and coordinating on-campus and approved off-campus locations
recruitment/marketing initiatives.
 Work with Continuing Studies to offer program at approved locations
 Follow up with prospective students.
 Maintain and update information on websites, brochures, etc.
Director of Faculty Development – Montgomery County Community College, Blue Bell, PA – Jan 2013 to August
2013
 Develop and administer a portfolio of successful faculty innovation initiatives—such as faculty inquiry
groups, workshops and boot camps—that lead to the ongoing improvement of student learning.
 Work with faculty in the design of outcomes-based curriculum for new and existing programs and
courses. For each, assist in the development or selection of teaching strategies, assessment
instruments/tools, data collection, and data analysis. Where appropriate, support the application of
each to the All-College Curriculum Committee.
 Provide multiple opportunities for faculty to learn about best practices in curriculum development and
assessment.
 Work with faculty, coordinators, directors and deans to build in curriculum mapping across courses,
programs and the General Education Core curriculum.
 Support the College’s Faculty of the 21st Century initiative by offering services that ensure the
seamless transition of all new faculty from point of hire to post-tenure review.
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Collaborate with Institutional Research, Instructional Technology, and various support services to
achieve the Center’s goals.
Develop various forms of communication designed to further the development of a culture of
assessment at the college.
Support the development and implementation of the Center’s strategic plan, including monitoring the
achievement of program goals and objectives.
Expand support for faculty development for adjunct faculty, including expanding programs to
acclimate faculty who are new to teaching to the learning environment of the College.
Plan and coordinate the Institute’s annual events, including a P/T faculty appreciation event, faculty
professional development days, and faculty orientation opportunities.
Secure funding support for both individual faculty projects, including classroom research, as well as
for the overall Center.
Serve as a member of the Distance Education Committee.
Convene the Center’s Advisory committee.
Associate Program Director of Early Childhood Department – Harcum College, Bryn Mawr – 2010 to 2013
 Handle administrative responsibilities, course design, teaching and advising of students
 Assist with departmental budget; attend budget hearings; complete purchase requisitions; communicate with
financial department
 Facilitated the development of department strategic objectives and plan along with the department’s
conceptual framework and new mission statement. Please view the conceptual framework here:
http://harcum.edu/s/1044/images/editor_documents/new_site/academics/ece_conceptual_framework_updated
_3_20_12.pdf
 Communicate with registrar, financial aid, academic affairs and administrative departments to solve
problems, trouble-shoot, answer questions and assist departments as needed with departmental and student
issues
 Plan, organize, and direct the day-to-day operations of the ECE department
 Research and select textbooks, as well as other educational materials
 Research and design of educational materials and instructional methods
 Complete and author self-study, create key assessments, analyze data for key assessments, make
recommendations and changes to program for accreditation in National Association for the Education of
Young Children
 Serve as a resource and referral source for students and ECE instructors
 Visit off-site campus locations and serve as a representative of the ECE department; answer questions; solve
problems and help students and ECE instructors succeed
 Observe and evaluate ECE instructors on-campus and at off-site locations
 Oversee and assist on and off campus adjunct instructors; hold in-service sessions, ensure NAEYC key
assessments are completed and data is used to improve program,
 Serve as field coordinator for preschool practicum; set-up field assignments, collaborate with schools, visit
and mentor students during their practicum
 Develop courses as needed; design online/hybrid courses on Webstudy.
 Teach a variety of courses to meet department needs – please see course descriptions in teaching section
below
Assistant Program Director of Early Childhood Department – Harcum College, Bryn Mawr – 2010 to June 2012
 Assist the Program Director with administrative responsibilities, course design, teaching and advising of
students
 Plan, organize, and direct the day-to-day operations of the ECE department under administrative guidance
of the Program Director
 Serve as a resource and referral source for students and ECE instructors seeking various types of assistance
 Visit off-site cohorts and serve as a representative of the ECE department; answer questions; solve
problems and help students and ECE instructors succeed
 Observe and evaluate ECE instructors on-campus and at off-site locations
Administrator: Director Credential Program – Harcum College, Bryn Mawr – 2010 to 2012
 Handle inquiries concerning Early Childhood Director Credential Program
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Develop and deliver hybrid/online courses for director credential program
Promote program and handle registrations for director credential program
Professional Development Trainer/Early Childhood Education Instructor – 2006 to Present
 Designed and delivered professional development training on a variety of topics in alignment with the National
Association for the Education of Young Children (NAEYC) accreditation standards and current educational
research
 Committed to improving the quality of education by developing trainings that are interesting and providing
teachers with tools they can use immediately in their classrooms
 Developing series of trainings for elementary and early childhood teachers. The series includes topics such as
building community, fun ways to focus, culturally responsive educators, increasing family involvement
Early Childhood Instructor/Professional Development Coordinator - Today’s Child Learning Center - 2008 to 2009
 Responsible for training staff on early childhood topics; helping them to set goals and reach their professional
goals; serve as a liaison for teachers and parents and offer resources to them such as early intervention,
parenting education, etc. Create monthly staff newsletters to assist staff with state regulations, developmentally
appropriate practice, curriculum and assessment. Created staff website equipped with resources and links to
assist teachers: http://www.todayschild.us/education/. Helped center to reach STAR 3 designation.
 Pre-K Counts – assisting with the coordination of the Pre-K Counts program, which is a program administered
through the Office of Child Development for Early Learning and the Pennsylvania Department of Education.
The program offers free high quality pre-school and pre-K to at-risk children.
Keystone STARS Technical Assistance/Success by Six Consultant – 2009 - 2010
 Providing technical assistance through the PA Keys in partnership with the Office of Child Development and
Early Learning to early childhood centers in Delaware County. Creating service plans to help the centers with
Keystone STARS initiatives, ERS pre-assessments, and site specific needs.
 Provided technical assistance through the Montgomery Early Learning Center
Publications
Dissertation – Preservice Teacher Perceptions of their Level of Preparedness to be Culturally Responsive
Educators – March 2012: The study examined strategies and experiences that preservice teachers had in their teacher
education program they felt helped them to become culturally responsive. In addition, the study examined whether or
not preservice teachers felt they have had experiences and can create experiences that take into account the culture of
every child they teach. Finally, the study examined preservice teachers’ perceptions of their ability to communicate
cross-culturally with all children and families.
Taddei, L. (2013). Encouraging creativity and innovation in yourself and your students. Faculty Focus
(August 2013): http://www.facultyfocus.com/articles/faculty-development/encouraging-creativity-andinnovation-in-yourself-and-your-students/
Taddei, L. (2013). Faculty seek collaboration, and more collaboration. Leadership Abstracts. League of
Innovations: http://www.league.org/blog/post.cfm/faculty-seek-collaboration-and-more-collaboration
Littlefield, C. M., Taddei, L. M., & Radosh, M. E. (2015). Organic collaborative teams: The role of
collaboration and peer to peer support for part-time doctoral completion. International Journal of Doctoral
Studies, 10, 129-142. Retrieved from http://ijds.org/Volume10/IJDSv10p129-142Littlefield0790.pdf
Presentations (sample of recent presentations)
Taking a Risk: Using Technology to Foster Collaboration, Encourage Creativity, and Engage Students
Drexel University – eLearning Conference – March 2015
Shared and discussed qualitative research collected during faculty development sessions where faculty shared
their ideas about and challenges in using creativity and innovation in their classrooms to engage students. Shared
ideas and recommendations with our main goal of increasing student engagement and learning. Asked participants
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to share ideas and suggestions during our session to add to the current data. Four main themes arose from current
conversations with faculty: active learning, community building, collaboration, and risk taking.
Using Innovation and Creativity to Improve Student Learning - August 2014 – Harcum College – Faculty Start-Up
Discussed current techniques used to improve student learning. Identified sources and resources to promote
innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative
techniques to improve student learning
Encouraging Innovation and Creativity - June 2014 – Teaching Professor Conference
Discussed current techniques used to improve student learning. Identified sources and resources to promote
innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative
techniques to improve student learning
Using Innovation and Creativity to Improve Student Learning – June 2013 – Bucks County Community College –
Faculty of the Future
Discussed current techniques used to improve student learning. Identified sources and resources to promote
innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative
techniques to improve student learning
Are You Culturally Responsive? – October 2012: Early Childhood Summit – State College PA
K3C3 32 Tuesday 1:15pm - 2:45pm Dr. Laura Taddei, Assistant Program Director Early Childhood Department,
Harcum College This presentation examines strategies and experiences that early childhood educators and
administrators can use with students and families to help them become culturally responsive and provides an
avenue for discussion on the topic. Are teachers and administrators creating experiences that take into account the
culture of every student they teach? The act of teaching is about maintaining relationships with students and their
families that cultivate an environment that enables learning. If faculty are not provided with opportunities to
discuss and learn how to be culturally responsive, then students from diverse backgrounds risk going unserved.
Through this presentation and discussion and the conversations that arise from it, teachers and administrators can
raise their awareness of the importance of being culturally responsive. The National Center for Culturally
Responsive Educational Systems (NCCRESt) defines culturally responsive as "the ability to learn from and relate
respectfully with people of your own culture as well as those from other cultures" (NCCRES, 2006-2008).
Track: Diversity
Age: Mixed Age
How Culturally Responsive Are You – April 2012: Harcum College Faculty Development.
This presentation examines strategies and experiences that faculty and administrators use with students and
families to help them become culturally responsive and provides an avenue for discussion on the topic. Are
teachers and administrators creating experiences that take into account the culture of every student they
teach? The act of teaching is about maintaining relationships with students and their families that cultivate
an environment that enables learning. If faculty are not provided with opportunities to discuss and learn
how to be culturally responsive, then students from diverse backgrounds risk going unserved. Through this
presentation and discussion and the conversations that arise from it, faculty and administrators can raise
their awareness of the importance of being culturally responsive. The National Center for Culturally
Responsive Educational Systems (NCCRESt) defines culturally responsive as “the ability to learn from and
relate respectfully with people of your own culture as well as those from other cultures” (NCCRESt, 20062008).
Culturally Responsive Teaching in the Early Childhood Classroom – April 2012: Harcum College Kickoff for
Week of the Young Child – Sponsored by HAEYC (Harcum Association for the Education of Young Children)
This presentation examines strategies and experiences that early childhood educators can use with students
and families to help them become culturally responsive and provides an avenue for discussion on the topic.
Are teachers creating experiences that take into account the culture of every student they teach? The act of
teaching is about maintaining relationships with students and their families that cultivate an environment
that enables learning.
Building Community in the College Classroom – April 2011: Harcum College Faculty Development.
Through team-building and active learning activities, faculty, staff, and administrators will explore the
concept of building community in their classrooms and institutions. Creating an environment that is
welcome and inclusive will motivate students to want to learn. Faculty will have opportunities to share
how they create community. When faculty know their students and students get to know each other,
learning becomes a team effort. This presentation is a fun way to remember the importance of building
community and the positive effects this has on everyone in the classroom and the institution as a whole.
Learning = Leading – March 2010: Delaware County Community College – Navigating Leadership Seminar for
Students.
Preskill and Brookfield (2009) described a learning leader as leaders who create “environments for healthy,
fully realized human beings by ensuring that relationships were inclusive, empowering and respectful” (p.
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213). This presentation will explore the concept of faculty being learning leaders. As faculty leading
students, we want to create an environment as described by Preskill and Brookfield. Some of the strategies
that will be explored in this presentation are using critical thinking, narrative learning and analyzing
experience.
Building Classroom Community – September 2009: Overbrook School for the Blind – Inservice
Participants discuss the teacher’s role in building classroom community. Participants learn ways to build
community and create an environment that is inclusive and motivating to students and families.
Fun Ways to Focus and Engage Students – March 2009: Overbrook School for the Blind – Inservice
Participants discuss ways to engage students; take advantage of one-on-one instruction time; spend time
building community and trust; explore engagement activities or management techniques used to improve
teaching and learning
Committee Service
Learning Outcomes and Assessment Committee – Neumann University – 2014 to Present
Member of Committee – 2014 to 2015
Chair of Committee – 2015 to Present
MSCHE – Subcommittee Assessment – Neumann University – 2013 to Present
E-Learning Committee – Neumann University – 2014 to present
Curriculum Committee – Harcum College – 2010-2011
Faculty Development Committee – Harcum College – 2011 to 2013 – Chair of the Committee
Website Steering Committee – Harcum College – 2011 to 2013
Advisory Committee for National Association for the Education of Young Children Accreditation – Harcum
College - 2010 to 2013 – Co-Chair of the Committee
Faculty Senate Secretary – Harcum College – 2011 to 2013 – Secretary of the Committee
Faculty Affairs Committee – Harcum College – 2011 to 2013 – Secretary of the Committee
Faculty Advisor – Harcum Association for the Education of Young Children – 2010 to present
Social Justice Committee – Widener University – 2011 to 2013
Educause – Participating Representative for Harcum College – 2011 to 2013
Program Director Committee – 2012 to 2013 – Secretary of the Committee
Awards
Faculty Award for Excellence in Graduate Teaching – Neumann University – April 2015
This award is given to a full-time faculty member based on the discipline, ability to generate critical thinking, teaching
techniques used to accommodate different learning styles, and encouragement of student development at a graduate
level.