Department of Educational Administration

B.A., New Mexico, 1975
M.A., 1976
Ph.D., Utah, 1981

Publications  Book Chapters

Ovando, M. N. (2010) Identifying a Dissertation Research Topic. In Calabrese, R., & Smith, P. (Eds.). (2010). The Faculty Mentor's Wisdom: Conceptualizing, Writing and Defending the Dissertation. Lanham, MD: Rowman and Littlefield Publishers.

Ovando, M. N.  & Casas-Rodriguez, M. (2005). School leadership from a Hispanic female perspective: Voices from the field. In S. Harris, B. Alford, & J. Ballenger (Eds.), Women as school Executives, Leadership: A Bridge to ourselves. Texas Women School Executives, 72-92.

Ovando, M. N. (2002). School leaders' perceptions of multicultural competencies: Implications for school leadership. In G. Perreault, & Lunenburg, F. C. (Eds.) The Changing world of school administration. Lanham, Maryland, and London: The Scarecrow Education Book, 347-362

Owen, J. C., & Ovando, M. N. (2000). Superintendent's guide to creating community. Lanham, Maryland, and London: The Scarecrow Press, Inc. Technomic Books, 170 pages.

Ovando, M. N. (2000). Assessment of interns' performance: A key to enhance school leader  preparation for the new millennium. In P. M. Jenlink (Ed.), Marching into a new millennium:  Challenges to Educational Leadership. Lanham, Maryland, and London: The Scarecrow Press, Inc. Technomic Books. 2000, 140-159.

Ovando, M. N. (2000). Collaborative Supervision: Implications for Supervision Research & Inquiry. In J. Glanz & L. G. Behar-Horenstein (Eds.), Paradigm debates in curriculum and supervision modern and postmodern perspectives, Publisher Westport, Connecticut: Greenhouse Pub. Group, Inc., 108-125.

Ovando, M, N. (2000). Fundamentos Teóricos para la formación empresarial. In FUNDES (Fundación para el Desarrollo Sostenido (Ed.), Formación Empresarial: Metodología Fundes, Chile: McGraw-Hill Interamericana de Chile, Ltda.,15-32.

Articles in Refereed Journals

Garza, R., Ovando, M. N. & Seymour, C. E. (2010). Latino and White Students' Perceptions of Teacher Behaviors That  Convey Caring: Do gender d Ethnicity Matter?  Current Issues in Education, 13 (1), pp. 1-29.

O'Doherty, A. & Ovando, M. N. (2009). Drivers of Success: One District's Process for Closing Achievement Gaps in a Post-No Child Left Behind Context.Journal of School Leadership, 19, January, pp. 6-31.

Hall, D. L. & Ovando, M. N. (2009). Principal leadership in an Era of Accountability. The Beacon, 5(2), 1-8.

Ovando, M. N. , Ramirez, A. (Jr.) & Shefelbine, J. ( 2008). Successfully navigating doctoral studies in school leadership: Diverse minority students' voices. Journal of Border Education Research, 7 (Special Issue), 41-56.

Burrell, B. & Ovando, M. N. (2008). Teaching in segregated and desegregated schools: African American female teachers' Voices.The Journal of Urban Education & Practice. 1(3), 262-280.

Garza, R. , Ovando, M. N. & Ramirez, A. (Jr.) (2008). Expectations of mentoring: Novice teachers' voices. School Leadership Review, 3 (3), 7-40.

Ovando, M. N. & Ramirez (Jr.), A. (2007) Principals' instructional leadership within a teacher performance appraisal system: Enhancing students' academic success. Journal of Personnel Evaluation in Education 19(3). In press.

Ovando, M. N. (2006). Building instructional leaders' capacity to deliver constructive feedback to teachers. Journal of Personnel Evaluation in Education. J Pers Eval Educ. DOI 10.1007/s11092-006-9018-z

Ovando, M. N. & Casey, P. (2006). Instructional Leadership to enhance alternatively certified Novice teachers' capacity.Scholar-Practitioner Quarterly: A Journal for the Scholar-Practitioner Leader, (In Press)

Ovando, M. N. (2005). School supervision offerings: Developing supervisory capacity.  Wingspan: Pedamorphosis Communiqué, E-1(1), pp. 50-56

Ovando, M. N. (2004). Prospective school leaders' educational platform: A reflection prior to action tool. NCPEA Educational Leadership Review, 5(1), 33-40. 

Ovando, M. N. & Cavazos, M. (2004). Principals' instructional leadership in successful Hispanic majority high schools. Scholar-Practitioner Quarterly: A Journal for the scholar- practitioner leader, 2(3), 7-24.

McGovern, D. E. & Ovando, M. N. (2003). Standing side by side with the brethren: A study of Leadership from female high school principals' perspectives. Journal of Women in Educational Leadership., 1(1), pp. 61-88.

Ovando, M. N. (2001). Teachers' perceptions of a learner-centered evaluation system. Journal of Personnel evaluation in Education. 15(3), pp. 213-232.

Ovando, M. N. (2000). Support services for capacity building in successful schools.Planning and Changing: An Educational  Leadership and Policy Journal, 30 (2), 75-100.

Ovando, M. N. & Trube, B. (2000). Capacity building of beginning teachers from alternative  certification programs: Implications for instructional leadership. Journal of School Leadership, 10 (July), 346-365.

Ovando M. N., Harris, B. M. & Menefee, P. (1998) School superintendent development.  The International Journal of Education Management, 2 & 3 (12), 82-89.

Ovando, M. N. & Troxell, D. (1997). Superintendents' multicultural competencies.Journal of School Leadership, 7 (4), 409-431.

Ovando, M. N. (1996). Teacher leadership: Opportunities and challenges.Planning and Change, 27 (1/2), 30-44.

Ovando, M. N. (1995). Enhancing teaching and learning through collaborative supervision. People in Education, 3 (2), 145-155.

Names of PI/Co-PIs: M.N. Ovando
Project Title: Feedback Needs of Faculty Members: A Research and Development Project Agency. Universidad Autonoma de Fresnillo
Period of Time: February 1993
Brief Description: This study was conducted for the Universidad Autonoma de Fresnilli, Mexico. It summarized the instructional feedback needs of faculty.

Names of PI/Co-PIs: M.N. Ovando
Project Title: The Post-Observation Conference: a Teacher's Vision
Agency: University Research Institute, The University of Texas at Austin
Period of Time: March 1993
Brief Description: A study of teachers' perceptions associated with the post-observation process and factors affecting its effectiveness.

Names of PI/Co-PIs: M.N. Ovando
Project Title: The Post-Observation Conference within a Peer Supervision Context
Agency: University Research Institute, The University of Texas at Austin
Period of Time: March 1992
Brief Description: A study of high school teachers' views of the post-observation conference within a peer assistance context.

Names of PI/Co-PIs: M.N. Ovando
Project Title: Training Grant
Agency: Universidad Autonoma de la Laguna, Torreion, Coahuila, Mexico
Period of Time: March and June 1994
Brief Description: A professional development program to provide educational administrators an opportunity to acquire the necessary competencies related to higher order thinking skills for the professional development of this university's graduates.

Scholarly work has concentrated on understanding the processes related to the supervision of instruction and school personnel; (1) explore the instructional needs of teachers and their professional development within higher education; in such work to analyze approaches to inservice education as well as faculty needs; (2) processes of instructional supervision, including instructional modules, feedback, instructional assessment and the evaluation of teachers; explore the post-observation processes utilized to improve instruction.