Flynn Ross

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Associate Professor of Teacher Education; Campus Liaison, Woodrow Wilson Fellowships; and Faculty Coordinator, Newcomer Extended Teach Education Program, University of Southern Maine

Teacher Education
500 Bailey Hall
Gorham, Maine 04038
(207) 780-5768

Expertise & Civic Involvements

Ross has been conducting and speaking about Equity Audits in schools to promote Equity and Excellence. She has been involved with Professional Development School Partnerships for the preparation of new teachers since her dissertation at Teachers College Columbia University. Through these school university partnerships she has served as the faculty coordinator of Newcomer Extended Teacher Education Program, a graduate level teacher preparation program designed to recruit, support, and prepare recent immigrants and refugees to be certified teachers. She is the campus liaison for the Woodrow Wilson-Rockefeller Brothers Foundation Fellowship for Aspiring Teachers of Color. As a mother and community member, she is a key leader on the United Way Westbrook Children’s Cabinet and serves on the program evaluation committee.

Key Publications

  • "Newcomers Entering Teaching: The Possibilities of a Culturally and Linguistically Diverse Teaching Force" in Addressing the Demographic Imperative: Recruiting, Preparing, and Retaining a Diverse and Highly Effective Teaching Force, edited by Christine Sleeter, La Vonne Neal, and Kevin Kumashiro (Routledge, forthcoming).
    Examines successes and challenges of culturally and linguistically diverse teachers working in historically white communities with implications for future recruitment efforts in teacher preparation pathways.
  • "Changing the Field: Graduates of Cohort Programs Move into Leadership Positions" (with Robert Simmons Jr. and Audra Watson), in Addressing the Demographic Imperative: Recruiting, Preparing, and Retaining a Diverse and Highly Effective Teaching Force, edited by Christine Sleeter, La Vonne Neal, and Kevin Kumashiro (Routledge, forthcoming).
    Demonstrates that alumni provide critical examination of school structures and minority teacher recruitment programs with descriptions of how they have influenced their schools and students as they move into leadership positions.
  • "Creating Flexibility in Teacher Certification Policy to Ensure Quality and Equity" Maine Policy Review 14, no. 1 (2005): 56-63.
    Describes the coalition to effectively lobby state board of education regulations to provide greater equity of access by allowing a composite score on standardized test scores required for certification.
  • "Newcomers Entering Teaching: Successes and Challenges of Preparing Recent Immigrants and Refugees for Teaching in Public Schools" in Teacher Education Yearbook XII: Research on Alternative and Non-traditional Teacher Education (Association of Teacher Educators: Kendall Hunt, 2001).
    Describes the challenges and successes of the Newcomer ETEP program, a successful ten-year school and university partnership pipeline to prepare culturally and linguistically diverse teachers.
  • "Helping Immigrants Become Teachers" Educational Leadership 58, no. 8 (2001): 68-71.
    Offers brief profiles of graduate students in a high quality, school and university partnership teacher preparation program designed to prepare culturally and linguistically diverse teachers.

Media Contributions

Talks and Briefings

  • "Equity and Excellence in Maine Schools," Professional Conversation, Professional Development Center, University of Southern Maine, January 29 and February 11, 2013.
  • "Supporting Diverse Paraprofessionals to Enter Teaching," (with Linda Evans), “Addressing the Demographic Imperative: Recruiting and Preparing a Diverse and Highly Effective Teaching Force,” Northern Illinois University, DeKalb, IL, June 30, 2012.