Melinda Mangin is a Professor in the Department of Education Theory, Policy, and Administration in the Graduate School of Education at Rutgers University. Mangin’s scholarship is informed by her previous experience as a public high school Spanish teacher in New York City. Professor Mangin’s scholarly interests fall into two primary categories: teacher leadership and inclusive schools for transgender people. Additional related subfields include instructional leadership, professional learning, education policy, and diverse students and families.
Dr. Mangin is the recipient of a Spencer Foundation small research grant titled Educational Standards of Care for Transgender Children: How School Leaders Develop Transgender-Inclusive Elementary Schools (2016-2019). Along with her colleague Dr. Catherine Lugg, she is also a recipient of a Spencer Conference Grant (2018-2021). She is a frequent speaker on the topic of transgender children, presenting at the Philadelphia Trans Health Conference, Gender Conference East as well as at local schools and teacher education preparation programs. Dr. Mangin is a founding member and organizer for Stepping Stones, a New York City, PFLAG-affiliated support group for families of transgender and gender expansive children. In addition to her work with transgender communities, Dr. Mangin is a nationally recognized scholar of teacher leadership, the author of a co-edited research volume (Teachers College Press, 2008), a co-authored book of case studies (Teachers College Press, 2010) and 15 peer-reviewed journal articles. Dr. Mangin served as associate editor for Educational Administration Quarterly, 2013-2018.
Professor Mangin’s work draws upon a variety of theoretical lenses, including queer theories, instructional and distributed leadership theories, learning theories, and organizational theories. These conceptual frames coalesce around a theory of action that posits teachers as key contributors in the improvement process— building the shared knowledge necessary to facilitate improvements in schools.
• Ph.D. in Education, Educational Policy, Rutgers, The State University of New Jersey (2005)
• Ed.M in Social and Philosophical Foundations of Education, Rutgers, The State University of New Jersey (2002)
• B.A. in Education Studies and Spanish, Guilford College, NC (1994)
• American Educational Research Association, Divisions A, K, L and Learning & Teaching in Educational Leadership Special Interest Group, 2002-present
• University Council for Educational Administration, 2002-present
Expertise & Research Interest
Recent & Selected Publications
Stoelinga, S. R. & Mangin, M. M. (2010). Examining Effective Teacher Leadership: A Case Study Approach. Teachers College Press.
Mangin, M. M. & Stoelinga, S. R. (Eds.). (2008). Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.
Mangin, M. M. (2019). Transgender Students in Elementary Schools: How Supportive Principals Lead. Educational Administration Quarterly.
Mangin, M. M. (2018). Supporting transgender and gender-expansive children in school. Phi Delta Kappan, 100(2), 16-21.
Berg, J. H., Carver, C. L., & Mangin, M. M., (2018). Teacher Leadership: Building a research community, developing a coherent field of study. International Journal of Teacher Leadership, 9(1), 9-32.
Mangin, M. M. (2016). Teacher leadership and high-stakes teacher evaluation: Complementary or conflicting approaches to improvement. Journal of School Leadership, 26(6), 938-974.
Mangin, M. M., & Stoelinga, S. R. (2011). Peer? Expert? Teacher Leaders Struggle to Gain Trust While Establishing Their Expertise. Journal of Staff Development, 32(3), 48-51.
Mangin, M. M. (2010). Building relationships step by step: One teacher leader’s journey. Journal of Cases in Educational Leadership, June(13), p. 13-20.
DiMeglio, R. A. & Mangin, M. M. (2010). Setting the standard: Role definition for a secondary literacy coach. Journal of Cases in Educational Leadership, June(13), p. 5-12.
Mangin, M. M. & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.
Mangin, M. M. (2009). Literacy coach role implementation: How district context influences reform efforts. Educational Administration Quarterly, 45(5), 759-792.
Mangin, M. M. (2009). To have or not to have? Factors that influence district decisions about literacy coaches. Literacy Coaching Clearinghouse, June 24.
Mangin, M. M. (2007). The role of elementary principals in teacher leadership initiatives. Educational Administration Quarterly, 43(3), 319-357.
Mangin, M. M. (2005). Distributed leadership and the culture of schools: Teacher leaders’ strategies for gaining access to classrooms. Journal of School Leadership, 15(4), 456-484.
Firestone, W. A., Mangin, M. M., Martinez, M. C., & Polovsky, T. (2005). Content and coherence in district professional development: Three case studies. Educational Administration Quarterly, 41, 413-448.
Firestone, W. A. & Mangin, M. M. (2014). Leading professional learning in districts with a student learning culture. In, The Handbook of Professional Development in Education: Successful Models and Practices, PreK-12. Editors: Martin, L. E., Kragler, S., Quatroche, D. J., & Bauserman, K. L. NY: Guilford Press, 319-338.
Mangin, M. M. (2008). The influence of organizational design on instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.
Mangin, M. M. & Stoelinga, S. R. (2008). Teacher leadership: What it is and why it matters. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.
Stoelinga, S. R. & Mangin, M. M. (2008). Drawing conclusions about instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.
Mangin, M. M. (2006). Teacher leadership and instructional improvement: Teachers’ perspectives. In W. Hoy & C. Miskel (Eds.), Contemporary Issues in Educational Policy and School Outcomes (Vol. 5) p 159-192. Greenwich, CT: Information Age Publishing.
Honors & Awards
Hybrid Excellence Award, 3rd place, Rutgers University, 2012
David L. Clark Fellowship, University Council for Educational Administration, 2004
Bevier Fellowship (alternate), Rutgers University, 2004
Alumni Scholarship, Graduate School of Education, Rutgers, 2004
Charles A. Dana Scholar, Guilford College, 1990-1993
Scholarship Society Member, Guilford College, 1990-1994
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