Patrick B. Forsyth is a professor of Education Leadership and Policy Studies and co-director of The Oklahoma Center for Education Policy at the University of Oklahoma. Dr. Forsyth has long been involved in the reform of school leader preparation, starting in 1984 when he became executive director of the University Council for Educational Administration (UCEA), a position he held for 15 years.  He managed the National Commission on Excellence in Educational Administration, and together with Martha McCarthy (Indiana University), established the UCEA convention. He secured Danforth funds to begin the National Policy Board for Educational Administration, and, as its corporate secretary, was instrumental in obtaining Pugh support to develop and implement the ISLLC  standards for national licensure of school leaders.  Forsyth has worked with education leaders in China, Taiwan, Australia, Canada, and the United Arab Emirates. He has served as the American Education Research Association (AERA) in various capacities, including Division A vice president and Executive Council. Since returning to the professorate in 2000, he has directed an extensive research project focused on school trust. He has authored, co-authored, or edited 10 books, including Collective Trust (Teachers College Press, 2011), Trust and School Life (Springer, 2014), City Schools (Corwin, 1993), and Effective Supervision (Random House, 1986). He currently is co-director of The Oklahoma Center for Education Policy and serves on several editorial boards. In 2016 he became founding editor of the Journal of Research on Organization in Education.


Dr. Adams is co-founder and co-director of the Oklahoma Center for Education Policy where he conducts research on social-psychological conditions in school systems, accountability policy, improvement science, and performance measurement. In 2014, he was awarded the Linda Clarke Anderson Presidential Professorship for outstanding contribution to the University, field, and community through research, teaching, and service. He conducts research on the social-psychology of school systems, performance measurement, accountability, and improvement science. He is past founder and director of the San Miguel School of Tulsa, a nonprofit, gratuitous school based on the Lasallian charism of serving socially deprived students and families. Recent publications include: Self-regulatory Climate: A Positive Attribute of Schools (Journal of Educational Research); Self-regulatory Climate: A Social Resource for Student Regulation and Achievement (Teachers College Record); Revisiting the Collective Trust Effect in Urban Elementary Schools (Educational Administration Quarterly); Collective Trust: A Social Indicator of Instructional Capacity (Journal of Educational Administration); Parent Social Networks and Parent Responsibility: Implications for School Leadership (Journal of School Leadership); and Collective Trust: Why Schools Can’t Improve Without It (Teachers College Press).


Jordan K. Ware is a research scientist at the University of Oklahoma and the Director for Performance Measurement and Evaluation for the Oklahoma Center for Education Policy. He studies measurement issues in the field of education, with research in the areas of socioeconomic status, teacher and student motivation, information for school improvement, and school accountability.


Dr. Ford received his Ph.D. in curriculum, teaching, and educational policy from Michigan State University. He is also Senior Research Scientist with the Oklahoma Center for Educational Policy. Broadly speaking, his research interests center on the relationship between policy, the social organization of schooling and leadership for school improvement. More specifically, Dr. Ford examines the role of school leadership in facilitating more collaborative work environments among teachers and in supporting teacher’s psychological needs as learners. His work has appeared in such journals as: Educational Policy, Leadership and Policy in Schools, and Educational Management, Administration and Leadership.


Daniel Hamlin is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Oklahoma. His research examines the effects of school governance on non-tested measures of school performance with an emphasis on school climate, parental involvement, and student safety.
Dr. Hamlin’s work appears in a number of scholarly journals, including the American Educational Research Journal, Educational Policy, and Urban Education. He has written research reports for organizations, such as People for Education and Education Next, that have received extensive coverage in the media. Dr. Hamlin has also received grants from the National Science Foundation, the Ontario Ministry of Education, and the Mathematics of Information Technology and Complex Systems research organization.
Dr. Hamlin earned his Ph.D. in Educational Leadership and Policy from the Ontario Institute for Studies in Education (OISE) at the University of Toronto where he received the Ken Leithwood Outstanding Thesis of the Year award for his dissertation examining charter schools on non-tested outcomes in Detroit, Michigan. In the classroom, Dr. Hamlin has been recognized for instructional excellence, receiving the Derek Bok Award for Excellence in Teaching from Harvard University as well as six teaching awards from Sejong University.


Loved by students and staff alike, Ashlyn Gilbert brings knowledge, enthusiasm, and commitment to the OCEP team.


Olajumoke "BEULAH" Adigun is a PhD student in educational leadership and policy at the Jeanine Rainbolt College of Education at University of Oklahoma. Her research focuses on the psycho-social climate of schools and its implications for leadership and learning. Her current research focuses on building a line of inquiry into student psychological need frustration. Beulah works as a research associate with the Oklahoma Center for Education Policy and also serves as an editorial assistant for the Journal of Research on Organization of Education (JROE). Beulah considers herself to be a Researcher, Mental Health Advocate, Learning Enthusiast, and Development Driver.


Energetic and driven, Tyler is always excited to take on the next challenge and push our team forward.


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