Benedictine Capstone PDF

A PUBLIC HEALTH GENERALIST OBSERVES 1
Social Determinants of Global Leadership and Population Health Continuity:
A Public Health Generalist Observes the Administration of Academic
Disparity Reduction in Indianapolis, New York, and Pittsburgh
Mark Russell Dabney
Benedicitne University
Author Note
Read more about “population health continuity” at
https://chroniclevitae.com/people/974778-mark-dabney/profile/featured_documents/6989/download
Address all correspondence to dabneyholdings400.3.7@gmail.com.

Table of Contents
Executive Summary 3
Approaching the Internship Objective 4
What are the Social Determinants of Health? 4
What is Population Health Continuity? 5
What is Global Leadership? 5
Origins of Teacher Residency and Fellowships 6
About Academic Disparity Reduction 7
Administering Academic Disparity Reduction in Indianapolis, New York, and Pittsburgh 9
The New Teacher Project (TNTP) 9
Indianapolis Teaching Fellows 10
Teachers for NYC Charter Schools 11
Propel Schools 12
Three Core Competencies and Three Program Competencies 12
Summary 14
References 17
Appendices 19
Executive Summary
It was my entrepreneurial spirit that ironically drove my postsecondary academic career. A decade of barbering funded
the cash tuition payments from 1994 to 1997 when I was a Humanities and Social Sciences major at Auburn University of
Montgomery. I conferred a Bachelor of Liberal Arts in 1997. It proved to be a totally different path than my original 1988 st udy
plan as a Business Administration major at Tuskegee University.
I continued to use my business acumen as a sales manager and pest control technician, two jobs that relied on
individuality. Upon returning to school I had a new confidence and I wanted to be an academician despite my lack of cash
flow. That was 2007 and within a year I had earned a Master of Arts Education. Most relevant to the present was despite
my 2008 conferral I was still disgusted with the process of acquiring a teaching certification and even more disappointed
that substitute teaching hours were non qualifying. I continued my studies and borrowed more money. It would be several
years before I completed my second masters degree, which was a Master of Science in Administration. Despite not
conferring my second degree I continued my studies strategically acquiring credit hours to meet specific industry
requirements. These were the years that defined me as a professional student/scholar-practitioner.
My continued studies exhausted my professional studies student loan allotment. I soon found a policy that
extended funding beyond the professional studies limit to the health professions limit to those seeking a terminal
degree in public health. Upon completing a few classes in the Benedictine University Online Master of Public
Health I knew I was on the road to becoming a public health generalist.
This culminating internship resolved the utter disgust I felt in 2008 when I realized the additional time needed
to acquire teacher certification. In 2019 I spent six therapeutic months observing administrative functions of teacher
organizations that were dedicated to reducing academic disparity and increasing outreach to certifiable prospective
teachers. It was an academic haven that justified my K-30 academic career. Each degree I earned since 1997 was
relevant to this public health internship experience.

Approaching the Internship Objective
The Benedictine University Master of Public Health (MPH) Internship objective as agreed upon
between the MPH Administrators, Preceptor Conley, and Mark Dabney was documented as follows: Student
(Mark Russell Dabney) completes a remote two hundred and forty hour observation research compatible with
tenets of the PhD in Global Leadership program at Indiana Tech, two or more of the Ten Essential Public
Health Services, and personal research interests. My personal research interests are expanding my original
construct coined “population health continuity” and researching within the context of the social determinants
of health. My degree conferrals since 1997 support my interest and expertise in observational research.
What are the Social Determinants of Health?
According to CDC (2018), social determinants of health are health determinants defined by the
conditions in existence where people live, learn, work, and play. Education attainment is a social
determinant of health. Education quality in the early stages and more education throughout development
are associated with better health outcomes. AMA Journal of Ethics (2006) wrote the following, which
also includes a brief consideration of biological aspects:
There is a close relationship between early life conditions, performance in school, adult literacy,
health status and mortality. Appropriate stimulation and positive early experiences have a
profound impact not only on the development of the neural systems involved in cognitive,
emotional, neuroendocrine and neuroimmune functions, but also on the expression of genetic
factors that modify the effects of hormone receptors and influence an individual’s response to
stress throughout life. (paragraph 4)

What is Population Health Continuity?
Population health continuity is an original coinage I developed during my 2017 MSA Capstone
Project. It is the consistent attempt to identify special populations and eradicate patterns of poor health
determinants via the establishment of policies, initiatives, and interventions while monitoring, measuring,
and evaluating the resulting outcomes. Examples of population health continuity contextualized by the social
determinants of health are the growth of the Teacher Residency Model throughout the United States and the
growth of charter schools in the United States and Canada. Population health continuity also includes
historical considerations of policies, initiatives, interventions, and health outcomes in national and
international regions.
What is Global Leadership?
Global leadership has assumed an expanded meaning in America due to the significant localized
growth of populations from regions throughout the world. Localized growth leads to increased urbanization
(Boyd, 2019). Concomitantly, global culture is expanding in America.
Significant to the expansion of global culture is the intranational need to advance organizational functions
to attend to the implicit and explicit demands of global culture and in some cases preserve America’s
competitive world standing. American University (2018) wrote the following:
Many point to the less-than-heartening standing of the U.S. education system in the ranking compiled
by PISA, the Program for International Student Assessment, as one of the sources of this concern. The
most recent PISA report, released in 2015, placed the U.S. at a below-average 38th out of 71 countries
in math and 24th in science. (paragraph 3)

Global leaders are required to analyze how American cross-cultural environments influence policy and
decision-making. Education Elements (2019) captured the essence of how global leadership intertwines with
premises of the social determinants of health and populations health continuity:
Across the country urban school districts are transforming, moving to student-centered models,
personalized learning, project-based learning and more in order to improve student achievement,
engagement and college and career readiness. We have successfully supported countless urban
districts in changing teaching and learning. (paragraph 1) “Global leaders have to engage very diverse
groups of stakeholders and colleagues to get
things done. They lead people across distance, cultures, time zones and in complex organizational
structures such as a matrix, or even a networked organization structure” (Global Integration, 2019,
paragraph 1). An example of a networked organizational structure is Propel Schools in Pittsburgh,
Pennsylvania (Propel Schools, 2019). A networked organization is connected by the demands of a task
and not the traditional rigid organizational structure (Global Integration, 2019). These organizations
depend on community, team, and group infrastructure. As a public health generalist, I aspire to grow my
own projectized organization coined Dabney Holdings. Growing a projectized organization that is not
limited by multiculturalism is ideal.
Origins of Teacher Residency and Fellowships
The organizational structure most inviting to the fulfillment of the internship objective was
that existing among the national conglomerations between nonprofit organizations, school districts,
and universities to comprise teaching fellowships and residencies. National Center for Teaching
Residencies (n.d.) defines The Residency Model:
Teacher residency programs are, by definition, district-serving teacher education programs

that pair a rigorous full-year classroom apprenticeship with masters-level education content.
Building on the medical residency model, teacher preparation programs provide residents
with both the underlying theory of effective teaching and a year-long, in-school “residency”
in which they practice and hone their skills and knowledge alongside an effective teacher-
mentor in a high-need classroom. New teacher residents receive stipends as they learn to
teach, and commit to teaching in their districts for three or more years beyond the residency.
(paragraph 1)
A non profit organization or human resource team serves as the link between the school
district, aspiring teachers, and a university offering graduate study. Many of these nonprofit
organizations screen applicants via an intensive unpaid fellowship opportunity defined as pre-
service training. This is theoretically the fellowship, which could lead to the highly sought-
after teacher residency opportunity.
The actual teacher residencies are the establishment of cohorts consisting of prospective teachers
who have completed undergraduate degrees in any subject and are willing to spend two years seeking a
graduate degree (usually a Master of Arts in Teaching), teaching certification, and professional
development specifically related to partnering school districts (e.g., classroom management training).
Meanwhile, the prospective teacher has earned full-time employment in one of the partnering school
districts and remains contractually obligated for several years beyond certification and MAT conferral.
About Academic Disparity Reduction
Historically, the achievement gap has persisted between high social class and low social class
students (Garcia and Weiss, 2017). Theoretically, education achievement gaps are further fueled by
American income inequality. According to Garcia and Weiss (2017), the bottom ninety percent
of Americans have suffered an income decline of more than half from 1980 to 2015. AMA
Journal of Ethics (2006) wrote the following:
The country’s near-universal commitment to publicly supported basic education from age 5 or 6
through age 16, and the strong policy support for access to post-secondary education, results in
one of the highest rates of university and post-secondary enrollment in the world. Results of the
National Assessment of Educational Progress (NAEP) tests, however, reveal a range of
educational attainment across state school districts that, like health status, correlates strongly
with SES. (paragraph 6)
There are other correlations defined by nationality. American Psychology Association
(n.d.) illustrated the following:
Pervasive ethnic and racial disparities in education follow a pattern in which African-
American, American Indian, Latino and Southeast Asian groups underperform academically,
relative to Caucasians and other Asian-Americans.
These educational disparities
● mirror ethnic and racial disparities in socioeconomic status as well as health
outcomes and healthcare;
● are evident early in childhood and persist through K-12 education; and
● are reflected in test scores assessing academic achievement, such as reading and
mathematics; percentages of those repeating one or more grades; dropout and
graduation rates; proportions of students involved in gifted and talented
programs; enrollment in higher education; as well as in behavioral

markers of adjustment, including rates of being disciplined, suspended
and expelled from schools. (Executive Summary)
Administering Academic Disparity Reduction in Indianapolis, New York, and Pittsburgh
The researcher/intern viewed the administration of academic disparity reduction from the
scope of a prospective teaching candidate. The Indianapolis and New York organizations were
subsidiaries of The New Teacher Project and known as Indianapolis Teaching Fellows and Teachers
for New York City Charter Schools respectively. The Pittsburgh organization was a charter school
system with several schools and a large population of students known as Propel Schools. This
informative view of the organizational structure of these teaching organizations offered a workable
resolution to a problem that weighed heavily on my mind since my 2008 Master of Arts Education
conferral.
The New Teacher Project (TNTP)
TNTP was founded in 1997, guided by the premise that all students deserve great teachers, it focuses
on training teachers to teach in high need subject areas while working in high need school districts (TNTP,
2019). It currently partners with school systems in more than fifty cities. It is a national nonprofit agency
whose founders were former teachers. The agency has approximately 400 employees. The TNTP financial
structure is federal grant, client services, and philanthropic support (TNTP, 2019). “TNTP’s mission is to end
the injustice of educational inequality by providing excellent teachers to the students who need them most and
by advancing policies and practices that ensure effective teaching in every classroom” (TNTP, 2019, para 1).
Indianapolis Teaching Fellows (ITF)
ITF is a school district management organization that believes change starts in the classroom.
It boasts the ability to transform accomplished professionals of any field and college graduates of any
major into excellent teachers (Teaching Fellows, 2019). This alternative certification program
comprises a rigorous application process and a fellowship that includes six weeks of pre-service
training. Candidates who are accepted into the partnering Master of Arts Education at Marian
University are also employed as lead teachers in Indianapolis Public School classrooms. Teaching
Fellows (2019) wrote the following:
We prepare exceptional teachers for the students who need them most – those in our
country’s most underserved communities, where systemic inequities and individual
prejudices deny too many students access to a great education… Our teachers acknowledge
the immense challenges of poverty but reject its limitations. They believe every lesson has
the power to inspire, every hour in the classroom is precious, and every student has the
potential to succeed. They know that having even one top teacher can shape students’ lives
well into the future. (paragraphs 1, 2)
The Indianapolis teaching fellows administered an extensive recruiting process that included resume
screening, video interviewing, and an activities checklist completion, which was preliminary to a six-week
unpaid pre-service training. Continuing with the fellowship required acceptance into the Marian University
Master of Arts in Teaching program. The University demanded official transcripts from all schools attended.
I owed a small amount of tuition at a previously attended college. I was not able to pay the tuition due to
withheld financial aid. I completed one month of human resource screening and three weeks of
unpaid pre-service training with ITF.

Teachers for NYC Charter Schools
This organization serves multiple New York City charter schools as an employment
agency that uses a five-step recruiting process:
1. Application Submission
2. Screening
3. Pre-Recorded Video Interview
4. In Person Selection Event
5. Referral to Final Interviews with Partner Schools
The in-person selection events include lesson plan presentation and professional development coaching.
Finalists are then selected and advanced to fast track hiring protocols within the participating charter
schools and given formal recommendations. Many who surpass the competitive screening events are
hired on the spot by participating charter schools.
Teachers for New York City Charters is an affiliate of The New Teacher Project. The
organization's talent recruiting team responded to my resume and completed assessments with an
email that included a link to video interviewing software. I completed the interview and was
offered a new authentication into The New Teacher Project portal. This portal also included an
extensive checklist of activities to be completed prior to the in-person screening event, which was
held at a Bronx, New York charter school.

Propel Schools
Propel Schools is a charter school system, which is also known as a charter school network
(Propel Schools, 2019). This organization is focused on student centered learning. Students are allotted
flexible grouping in math and literacy. “Propel sets a standard for creating productive citizens by
prioritizing academic excellence and fundamental life skills” (Propel Schools, 2019, para 2). It was
established in 2003 and currently has approximately 4000 students. This network boasts exceeding the
state required instruction time with longer school days and longer school years equaling a 25% increase
(Propel Schools, 2019).
Propel Schools was the least extensive application process. Its network organizational structure lends
efficiency to the employment process, because the hiring function is a direct hire. My resume and application
were screened. I received video interviewing software via email link. Upon completing the interview, I was
invited to an event that was part social and part professional development. As a participant I enjoyed catered
lunch, teacher/student classroom activities, team activities, and roundtable activities. The Propel Talent Team
observed participants based on recruiting competencies and participants benefited from fellowship and
professional development.
Three Core Discipline Competencies and Three Core Interdisciplinary Competencies
The depth of the fifteen courses that comprise the Benedictine University Online Master of Public
Health can be conveyed via a list of core and interdisciplinary MPH competencies. When integrating three
Core Discipline Competencies and three Interdisciplinary Competencies with my internship experience, the
following combined six competencies provided reflective opportunities:
1. Environmental health sciences is concerned with the environmental factors that affect health
outcomes. Most are aware of the fundamental factors or determinants such as air and
water. “Environmental factors can lead to disease and health disparities when the places where people
live, work, learn, and play are burdened by social inequities” (National Institute of Environmental
Health Sciences, 2019, para 1). Such social inequities are referred to as the social determinants of
health. Education attainment is a social determinant of health. This internship was concerned with
how organizations credited with managing initiatives and interventions that promote education
attainment and the reduction of academic disparity administer recruitment processes and procedures.
2. Health policy and management includes the consideration of public health law and
ethics as a major component. In the context of public health law and ethics, academic
disparity is a systemic inequity. Further, most any discussion of ethics and law invites a
discussion of philosophy. Ruger (2014) wrote the following:
An important starting point for a philosophical discussion of the social determinants of health
is the application of John Rawls’ Theory of Justice... In A Theory
of Justice, Rawls argued that justice requires the fair distribution of primary
goods and that rational people behind a “veil of ignorance” about their personal
circumstances would choose principles of justice that maximise the minimum
level of primary goods. (paragraph 3).
3. Social and behavioral sciences integrate with education attainment and health disparity
reduction via the emphasis of behavior management skill development. Behavior
management training is the premise of pre-service training during the teaching
fellowships that lead to teaching residencies. Mastery of this evidence-based best
practice is required in order to be a lead teacher during residency.

4. Diversity and culture offers a full consideration of how global leadership tenets
intertwine with academic disparity reduction. Global leadership capacities are not only
required in international regions. These skills are required among those who manage
organizations that address multicultural issues.
5. Leadership was exemplary in the pre qualifying stages of the researcher/intern’s remote
observational research. Applicants were required to have at least a 3.0 cumulative
undergraduate grade point average. Each organization required applicants to complete several
activities before the beginning of preservice training. All organizations required travel, which
meant budgeting and scheduling was a factor.
6. Program planning and systems thinking was part of the curriculum in the Benedictine University
Online MPH. As a researcher/intern I was able to activate my systems thinking acumen to dissect
key functions and infrastructure of the organizations.
Summary
Within approximately two years of study I completed fifteen courses in the
Benedictine University Online Master of Public Health:
Public Health Systems, Biostatistics, Epidemiology, Research Methods, Grant Writing for
Public Health, Health Policy, Management of Health Service Organizations, Applied
Epidemiology, Behavioral and Social Aspects of Public Health, Biological Aspects of Public
Health, Environmental Health, Public Health Education Methods, Ethical and Political Issues,
Cultural Context of Health, and Community Health Analysis.
Each course was most enjoyable as well as challenging and relevant to my internship experience.
My 3.6 grade point average was proof of my dedication to the program.

The MPH is a terminal degree. This justified my third attempt at masters level study. It was
actually a policy change that made it all possible. Students who borrowed beyond the professional
studies limit were invited to extend their financial aid eligibility with the pursuit of the terminal
MPH. The acquisition of a terminal degree meant there were actual jobs that required this degree
and employment deemed practitioner status. On October 21, 2018 I completed my final MPH course
and celebrated with a sigh of relief.
My celebration was unwarranted as I discovered the rigidness of the internship requirements.
The MPH student was required to secure an internship position and complete two hundred and forty
hours or the MPH degree would not confer. The actual internship opportunities were completely
detached and even more rigid. Not only was internship acquisition competitive, most of these
opportunities shared concomitant features in the application processes. There was zero correspondence
and timed application windows.
My aspiration of being a public health practitioner was suddenly less attractive than
making hamburgers, because many of the internships were unpaid and I had not been funded via
financial aid in months. Coordinately, I composed many assignments on the robust and
dependable McDonald’s WIFI. It was like a second home.
I preserved my K-30 taxonomy with strategic metacognition. I thought of myself as a professional
student/scholar practitioner. I had previously earned two other masters degrees that were not terminal nor
did these degrees lead to certification or licensing. Yet I had proven myself academically capable time and
time again with the completion of superior capstone projects.
I communicated to all employers who would listen, boasting my credentials as a professional student
and scholar-practitioner. I was even ready to move on to PhD studies based on

my previously acquired professional degrees. It was the correspondence resulting from my
application to the Indiana Tech PhD in Global Leadership and my boastful presentations via
resume and cover letters to teacher organizations that activated my synthesis skills. It all
ignited a momentum that inspired an internship opportunity far superior than anything I could
have ever imagined.
I met a highly qualified academic executive, via electronic correspondence, who was
willing to be the preceptor of a remote observation research. The Benedictine University Online
Master of Public Health Internship Administrators approved what amounted to my proposal to
combine a tenet of my previously completed MSA Capstone Project (population health
continuity) with public health and global leadership tenets. My metacognitive skills landed me in
a researcher’s proving ground.
I am a public health generalist who spent six months seeking employment from urban teaching
organizations and competing with candidates the same age as my undergraduate degree. I did not gain
employment. I gained something more valuable. The more than six hundred unpaid hours of screening,
traveling, and participating in events complimented my decade of online studies. Spending ten years in a
world where no one agreed with my choices and staring at a computer to produce products that
reinforced my decisions was beginning to wear socially. Defining the social determinants of global
leadership and population health continuity as an unemployed public health generalist in Indianapolis,
New York, and Pittsburgh was the ultimate culminating experience. The organizations I observed are
making a viable effort to reduce academic disparity and increase social equity.
References
AMA Journal of Ethics. (2006). Education and education policy as social determinants of health.
Retrieved from https://journalofethics.ama-assn.org/article/education-and-education-policy-
social-determinants-health/2006-11
American Psychology Association. (n.d.) Ethnic and racial disparities in education;
Psychology's contributions to understanding and reducing disparities. Retrieved
From https://www.apa.org/ed/resources/racial-dispariti
American University. (2018). What the U.S. Education system needs to reduce inequality.
Retrieved from https://soeonline.american.edu/blog/reducing-inequality-in-the-
us-education-system
Boyd, B. (2019). Urbanization and the mass movement of people to cities. Grayline. Retrieved from
https://graylinegroup.com/urbanization-catalyst-overview/
CDC. (2018). Social determinants of health: Know what affects health. Retrieved from
https://www.cdc.gov/socialdeterminants/index.htm
Dabney, M. R. (2017). Within a century of population health continuity: An operations research
seaming public health and primary health care delivery paradigms in the context of
tobacco use reduction. Unpublished capstone project, Central Michigan University.
Retrieved from https://chroniclevitae.com/people/974778-mark-
dabney/profile/featured_documents/6285/download
Education Elements. (2019). Urban district leaders often want to achieve better student outcomes
and increase teacher satisfaction. Retrieved from
https://graylinegroup.com/urbanization-catalyst-overview/
Garcia and Weiss. (2017). Reducing and averting achievement gaps. Economic Policy
Institute. Retrieved from https://www.epi.org/publication/reducing-and-averting-
achievement-gaps/
Global Integration. (2019). Global leadership. A definition. Retrieved from
https://www.global-integration.com/glossary/global-leadership-a-definition/
National Center for Teacher Residencies. (n.d.) The Residency Model. Retrieved from
https://nctresidencies.org/about/residency-model-teacher-mentor-programs/
National Institute of Health Sciences. (2019). Environmental health disparities and
environmental Justice. Retrieved from
https://www.niehs.nih.gov/research/supported/translational/justice/index.cfm
Plan 4 Health. (2016). Education is a social determinant of health. Retrieved from
http://plan4health.us/education-is-a-social-determinant-of-health/
Propel Schools. (2019). We are Propel Schools. Retrieved from http://www.propelschools.org/ Ruger,
J. P. (2014). Ethics of the social determinants of health. US National Library of Medicine
National Institutes of Health. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3988689/
Teaching Fellows. (2019). Why teaching fellows? Retrieved from
https://tntpteachingfellows.org/why-teaching-fellow
TNTP. (2019). About us. Retrieved from https://tntp.org/

Appendices
In Memory of Leola Sears-Dabney, September 23, 1936 - January 30, 2019
A)
I started undergraduate studies in 1988 and shifted to a decade of entrepreneurship while returning to
undergrad in 1994. After completing my undergraduate degree in 1997, I gained another decade of
executive experience and entered graduate school in 2007. From 2007 to 2019 I thrived as a professional
student and completed several research and capstone projects. I decided to form a nonprofit projectized
organization coined Dabney Holdings when I found my research projects were expandable. The
holdings are my degrees, graduate certificates, and intellectual properties, which inspire the scope of
my employment aspirations, future research, acquisitions, and community service ventures.
I am proud that I qualify to contribute as a public service practitioner and/or leader. My pursuits to be
highly qualified and educated were inspired in part by my work experiences in business ownership,
sales management, and skilled route technician services.
Business ownership was comprised of approximately ten years of barbering, leadership, and real estate
investment in Tuskegee, Alabama. This small town was a booming hair care market due to the student
and general male populations who valued frequent haircuts. Much of my clientele was from Booker T.
Washington High School, Tuskegee University, and the Tuskegee Veterans Administration Medical
Center. My business ownership experience was actually influential on my teaching philosophy. I trained
several barbers with remedial skills who developed into expert barbers and eventually small business
owners.
Sales management was where I observed the power of motivation and positive words. My performance
as a salesman expanded my income far beyond average. I was aware salaried management would not
be as lucrative as my commission earnings. Nevertheless, the opportunity to lead a team in a new market
was not a lateral move; it was a promotion and the inspiration of my current operations research aptitude
as an academician.
Skilled route technician services required athletic prowess and mental mechanical capacity. I often
used more strategy and just as much physical strength as when I was a student athlete. Working as
a Termite Technician in the mountainous terrain of North Georgia required physical stamina,
mastery of the company’s geographic information system hardware and software, and an
understanding of installation risk factors (e.g., augering cement and/or red dirt and avoiding
underground pipes). Each day in the field suggested the use of metacognition strategies to correct
time consuming techniques.
My pursuit to be highly qualified and educated was designed to culminate with gainful employment
as a public service practitioner and/or leader. I look forward to joining a great organization and
doing my part to make a difference in society.
B)
The Decision: A Scholar-Practitioner Evolves
What shaped me most academically besides my experience as a public health student was the obligation
to complete my second graduate degree at Central Michigan University (CMU). It was an online degree,
a Master of Science in Administration (MSA). It was more difficult than my previous Master of Arts
Education degree completed at Central Michigan University, Atlanta, which was a satellite campus. Yet
I only had two courses left. I kept in touch with my advisor and eventually transferred a course from
another college.
Five years had passed since the CMU financial aid employee explained the credits from both
programs were mistakenly combined into one degree. This technically disqualified me from
financial aid. I was told that financial aid reinstatement meant being subjected to the same processes
and procedures exacted upon breaching students. I had previously applied and been accepted at
another university, where I sought the eighteen qualifying credits to secure an adjunct teaching job
in psychology. I then continued on into a new program. I was actually in my second year as a
Master of Public Health (MPH) student when I opted to complete my MSA degree at CMU.
I registered in the Summer 2017 MSA 699: Applied Research Project in Administration. The
culture of the MSA program had shifted towards employed administrators instead of being
considerate of students who were professionals in transition. I wrote a twenty-page proposal that
was rejected. I was told the physician shortage topic was too broad. My frame of reference as a
professional student was limited due to my consecutive participation in at least one graduate course
since 2007.
After several weeks of consideration, I reflected on my public health studies to find a research topic. I
titled my research "Within a Century of Population Health Continuity, an Operations Research Seaming
Public Health and Primary Health Care Delivery Paradigms in the Context of Tobacco Use Reduction".
With the selection of the operations research format, the goal of this CMU MSA Capstone was solving
an organizational problem discovered from investigating the operations of an existing organization. I
selected a health promotion and disease prevention organization that contracted with the New York
State Department of Health. This organization offered services in six counties.
This second proposal also discussed how history related to my original coinage, "population health
continuity" and specific research questions shaped literature review and statistical investigation.
The problem was the organization presided over six counties and two of those counties were
considered rural counties. Rural counties were nationally recognized as having more smokers per
capita. I suggested this organization hire community health workers at the end of the sixty-page
composition.
After my CMU MSA degree conferral, an ironic turn of events landed me in dire straits without a
required internship project to confer my MPH degree. Not having an approved MPH internship
project meant not qualifying to participate in the MPH internship course,
which was essentially a self-inflicted financial aid disqualification. All that made me proud of my
choice to be a professional student would be questioned as several unfunded months passed.
I had previously applied and been accepted into a PhD in Global Leadership program. I saw one of
the program directors on LinkedIn and wrote a note about my internship woes. We continued to
communicate. I sent my CMU MSA Capstone and the director agreed to be the preceptor of my
self-designed remote research titled "Global Aspects of Population Health Continuity". I registered
and eventually received one third of the financial aid that I was expecting.
Approaching an unexpected indigent status, I focused my attention on gaining employment. The

internship preceptor and Benedictine faculty approved an incomplete request. While seeking
employment I eventually found an intellectual home and social reinforcement when applying to teacher
fellowships/residencies. The application processes and procedures lasted months and included, post
application assessments, video interviewing, webinars, social gatherings, and lesson plan
presentation/coaching events.
I joined three of these organizations during the Summer of 2019. One of the organizations stated
there was funding awarded to minority members who completed the extensive screening process,
which included the completion of a checklist with thirty-five activities. The teacher
fellowship/residency granting organizations were designed to train teachers to reach special student
populations comprised mostly of minorities who were susceptible to academic disparity. Yet the
prospective teacher applicants were mostly non-minority populations of women. Minority males
were in high demand. I was granted the funding based on my completion of the screening process,
acquisition of membership, previous education attainment, and extreme student loan debt.
The outcome of my obligation to complete the CMU MSA Capstone Project was a self-designed
scaffolding opportunity that led to building professional relationships with an academic operations
executive of a PhD program and teacher organizations. My experiences with the teacher
organizations inspired me to expand my original self-designed internship to an observational
research capturing the essence of the teacher organization’s relationship to tenets of global
leadership and public health. I created a new title: “Social Determinants of Global Leadership and
Population Health Continuity: A Public Health Generalist Observes the Administration of
Academic Disparity Reduction in Indianapolis, New York, and Pittsburgh”.
Extreme professional growth resulted from completing processes and procedures such as securing
approval from the Benedictine University MPH internship administrators, and finding a qualified
internship preceptor. This growth was compounded with the use of my completed CMU MSA
Capstone to inspire the scholarly self-design of an original MPH internship research project
endorsed by the academic operations executive who agreed to be the internship preceptor. This
experience was only stifled by an unexpected and
unjustified withholding of funds leading to an inevitable period of indigence, yet it justified my

years as a professional student/scholar practitioner. It also inspired the strategic retrospective
casting (back casting) of the projectized organization coined Dabney Holdings.
________________________________________________________________________________________________
C)
Thank You! - Kimberly McCord-Wilson, Michelle Monique Dabney, Mary Florence Sears,
Faye Tabor, Dr. Alan Gorr, Trina Minix, Yolanda Michelle Dabney and my academically
inclined children, Clarence Dabney Jr, Kristin Conley, and all who have made this internship
intellectually and financially possible.
________________________________________________________________________
D)
RESUME
Mark Russell Dabney, BLA, MEd, MSc
Objective: Professional student/scholar-practitioner seeks community service ventures, including full-

time employment as a K-12 special education, ELA, general science, and/or math teacher, and a part-time
post-secondary position as an online adjunct higher learning instructor.
EDUCATION 1988 - 2019

Thirty year span of interdisciplinary liberal arts studies: humanities/social sciences, education,
administration, psychology, public health, public administration - completed approximately 400 post-
secondary credit hours and maintained a 3.7 grade point average
Auburn University at Montgomery

- Bachelor of Liberal Arts - Humanities/Social Sciences 1994 - 1997 - 3.38
Tuskegee University - Transfer - Business Administration 1988 - 1990 Faulkner
University - Transient Student Agreement 1996
Cleveland State University - Transient Student Agreement 1997
Central Michigan University
- Master of Arts - Education/Instruction 2007 - 2008 - 3.90
- Master of Science Administration 2009 - 2017 - 3.69
Walden University
- Post-Master’s in Online Teaching in Psychology Certificate 2013 - 2014 - 4.0
- Doctor of Public Administration 2018 - 2022 - 4.0
Benedictine University
- Master of Public Health - conferral upon internship completion 2016 - 2020 - 3.6
- Graduate Certificate Health Education and Promotion Fall 2020
- Graduate Certificate Epidemiology Fall 2020
CERTIFICATES, AWARDS, LICENSING, & PROMOTION 1991 - 2019

Auburn University at Montgomery
- Dean’s List Winter 1996 - Spring 1996
Tuskegee, Alabama
- Business Permit 1991 - 2000
- Promoted to Sales Manager 2002
Georgia State Pest Control
- Licensed Dow AgroSciences Termite Technician 2004 - 2007

Central Michigan University
- Master of Arts Education Summa Cum Laude 2008
- Master of Science Administration Cum Laude 2017
Walden University
- Post-Master’s in Online Teaching in Psychology Certificate August 2014
- Limited-Time Savings Scholarship 2014
- Limited-Time Savings Scholarship 2018
- Twenty-five credit hour transfer from MSA to DPA 2018
National Institutes of Health
- Protecting Human Research Participants October 2016 - #2225073
The New Teacher Project
- Black Educators Excellence Cohort Stipend Summer 2019
Benedictine University
- Student Success Award March 2017 - December 2019
- Graduate Certificate Health Education and Promotion Fall 2020
- Graduate Certificate Epidemiology Fall 2020
EMPLOYMENT 1984 - 2019

Thirty-five year span of combined employment history and entrepreneurship: technician services, sales,
small business, and scholar-practitioner operations*
DABNEY HOLDINGS - Thrived as a professional student in pursuit of graduate programs, scholarships, stipends,
student loans, fellowships, and internships; completed several degree programs and graduate certificate programs;
revolutionized the professional student status into a marketable scholar-practitioner status with the development of
expandable research products; earned maximum transfer credits to the Walden University Doctor of Public
Administration 2007-2019
Target Planogram Team - Installed displays in a team environment as a night shift employee 2007 Dow
AgroSciences Certified and Georgia State Registered Pest Control Employee - Monitored pest control
accounts extracted from a time sequenced GIS software system, installed new baiting systems on residential
properties to facilitate timely real estate closings 2004-2007
Sales/Management - Delegated within a multi-state business-to-business AT&T sales and marketing
program from a virtual office; conducted interviews, trained employees, held motivational meetings,
approved payroll, and maintained personal sales quota 2000-2003
The Mark of Excellence - Renovated historic barber shop; expanded the business and clientele; created
job opportunities in barbering and real estate renovations with the purchase and renovation of two
commercial parcels and two residential parcel 1991-2000
Gainful Employment - Tire services, retail, and food service industries 1984-1988
Twenty-One Acquired Executive Skills - Seven Domains of Expertise - Analysis - 10,000 hours, Data
Collection - 10,000 hours, Academic Writing - 10,000 hours, Creative Writing - 10,000 hours, Grant Writing,
Population Health Management, Community Planning, Team Leadership - 10,000 hours, Team Facilitation -
10,000 hours, Training Implementation and Evaluation, Epidemiological Investigation, Health Promotion,
Information Resource Management, SPSS Statistics, Instructional Design, Research Design, Operations Research,
Policy Analysis, Meta Analysis, Metacognition - 10,000 hours
CAPSTONE PROJECTS
Dabney, M. R. (2014). Intro to psychology syllabus. Retrieved from https://chroniclevitae.com/people/974778-
mark-dabney/profile/featured_documents/6314/download
Dabney, M. R. (2017). Within a century of population health continuity: An operations research seaming
public health and primary health care delivery paradigms in the context of tobacco use reduction. Unpublished
capstone project, Central Michigan University. Retrieved from https://chroniclevitae.com/people/974778-
mark-dabney/profile/featured_documents/6285/download
RESEARCH PROJECTS
Dabney, M. R. (2018). Grand County, Utah community needs assessment and health improvement plan.
Retrieved from https://chroniclevitae.com/people/974778-mark-dabney/profile/featured_documents/
6284/download
Dabney, M. R. (2018). Planned Parenthood: The federation, the fund, and the implementation. Retrieved
from
https://chroniclevitae.com/people/974778-mark-dabney/profile/featured_documents/6326/download
*Scholar-practitioner operations - professional student and practitioner processes and procedures

including securing funds, budgeting, scheduling, metacognition, maintaining grades, evolving research
products, and transitioning to employability
https://www.linkedin.com/today/author/mark-russell-dabney-
874423173 https://markrusselldabney.wixsite.com/mysite
________________________________________________________________________
E)
Statement of Interest to the Indiana Tech PhD in Global Leadership
I am a professional student who has earned a multitude of postsecondary credit hours in areas of
study such as liberal arts and humanities, education, instructional design, administration, research
methods and statistics, psychology, and public health. I have completed the following degrees:
Bachelor of Liberal Arts in Humanities and Social Sciences from Auburn University at
Montgomery, Master of Arts Education/Instruction, and Master of Science in Administration from
Central Michigan University.
I researched thoroughly as a professional student of education and administration. My education

philosophy is each individual develops intelligences that can be synthesized with new knowledge based
on their established mental models, the capacity to expand those mental models, and self-efficacy. Much
of my education research was inspired by Bloom’s Taxonomy. I developed several postulates pertaining
to the enhancement of the affective domain. My administration philosophy is each academic
researcher’s investigation unveils a problem, solution, and an opportunity. Though the problem has been
defined by the original academic researcher, original solutions and opportunities can be established
based on the translation, analysis, and criticisms of each capable academic researcher.
My previous capstone projects are related to my intended studies in global leadership. The first
capstone was a consideration of the history of secondary education in America with explanations
of the origins of public, private, magnet, and charter schools contextualized by the controversial
topic school choice. After completing this 2008 capstone project I earned a Master of Arts
Education/Instruction. I completed my most recent capstone project in 2017. Within this operations
research I defined paradigms that connected public health administration and the primary health
care delivery system as related to specific tenets of health care reform, while identifying an
administrative problem within a nonprofit community organization. With the completion of the
2017 capstone project I earned a Master of Science Administration.
My current program of study is the Online Master of Public Health at Benedictine University with
a projected completion date of Fall 2019. As a master of public health student I have deliberated
the role of public health. I am most impressed with aspects of population health management and
how the significance of the social determinants of health and population health continuity
influences policy, funding, and intervention.
The Indiana Tech College of Professional Studies PhD in Global Leadership is an excellent fit with
my previous research pursuits in education and administration, as well as my current public health
research interests.
________________________________________________________________________
F)
Hello Mark!
Thank you for your application to Indiana Tech’s Ph.D. in Global Leadership program. Please
let me know once you’ve completed your current program so that I can keep a look out for your
official transcripts. In the meantime, if you have any questions over the next several months,
please don’t hesitate to reach out. I look forward to working with you and good luck as you
finish your MPH!
________________________________________________________________________
G)
I completed my MPH course requirements on October 21, 2018. My degree will be
conferred when my internship hours are completed.
The LinkedIn group you are forming looks like a great opportunity. I am in need of a remote
public health internship project. You would be a great proctor. As you know, public health has
many domains that are vaguely related to health and specifically related to population
management, policy, and funding. Globalism is one of the domains. Do you have or know of a
remote volunteer internship project opportunity?
________________________________________________________________________
H)
I am having trouble finding a project that is in place but would you be able to do a research project on
something that is of interest to you and then you could potentially use it as a starting point towards
your Ph.D. research? If it’s globally related, I can potentially find a faculty member that could
“guide” you. And I could potentially be the proctor.
________________________________________________________________________
I)
The Benedictine University MPH Internship coordinator affirmed that an off-site internship is
within the protocol.
I am very sure the Benedictine University MPH program and internship officials will be
impressed with your status as a preceptor and proctor of this project.
A major premise of the internship project is the preceptor's organization provides at least one
of the 10 Essential Services of Public Health:
1. Monitor health status to identify and solve community health problems
2. Diagnose and investigate health problems and health hazards in the community
3. Inform, educate, and empower people about health issues
4. Mobilize community partnerships and action to identify and solve health problems
5. Develop policies and plans that support individual and community health efforts
6. Enforce laws and regulations that protect health and ensure safety
7. Link people to needed personal health services and assure the provision of health care
when otherwise unavailable
8. Assure a competent public and personal health care workforce
9. Evaluate effectiveness, accessibility, and quality of personal and population-based
health services
10. Research for new insights and innovative solutions to health problem
________________________________________________________________________
J)
I really enjoyed reading your evaluation of the internship research. I could only imagine such a
positive result in 2017. The original coinage "population health continuity" was the result of me
refocusing after several denied proposals during a 2017 Capstone leading to the conferral of my
Master of Science Administration.
Please continue to be a professional reference. I have been a student and rarely employed in the
last decade.
Monday is my first day with the Indiana Teaching Fellows (ITF) Pre-Service Training. Though it
is also unpaid, ITF boasts a 100% employment rate among fellows who complete the Pre-Service
Training.
_______________________________________________________________________
K)
Two great things have happened in my professional life since last year. I met you via
electronic correspondence and we agreed on a viable research topic to fulfill my internship
responsibilities at Benedictine University. The second is I was funded with a modest stipend by a
nonprofit organization that recognizes prospective minority educators based on professional
memberships, degrees acquired, and student loan debt.
My application to Indiana Tech led me to a great person and academic professional. My
memberships with The New Teacher Project and Indianapolis Teaching Fellows were prerequisite to
my current funding acquisition. I don't want to lose anything that has something to do with Indiana. It
has been a land of academic and professional miracles.
I have been corresponding with human resource and talent acquisition departments
across the country with no luck. Several have guided me to the final steps of their hiring
processes only to send a rejection letter. This Thursday I have a presentation and interview event
in New York, which is sponsored by an organization affiliated with The New Teacher Project.
I will dedicate the rest of this month and next month to completing the Benedictine University
Online Master of Public Health Internship. I will compose a professional research project and assure
your preceptor responsibilities are not time consuming.
As you know, the original internship course ended with an incomplete. I was financially
devastated at the time. I eventually received a small portion of my financial aid after the course
ended.
I mentioned in our correspondence this summer that I joined The New Teacher Project and was
active with its subsidiaries: Indianapolis Teaching Fellows and Teachers for NYC Charters. I
also spent time observing Propel Schools in Pittsburgh.
The final research products will include my observations of how global leadership and
population health continuity relates to the organizations I observed this summer. I think you will
be impressed with the final product. I spent most of my observation time with Indianapolis
Teaching Fellows.
The project is due between 10/21/2019 and 10/25/2019. This is the title I created:
Social Determinants of Global Leadership and Population Health Continuity: A Public

Health Generalist Observes the Administration of Academic Disparity Reduction in
Indianapolis, New York, and Pittsburgh
________________________________________________________________________
L)
Dear Mark
Hope you are doing well! With the start of Pre-Service Training on the horizon, Indianapolis
Teaching Fellows’ enrollment deadline is quickly approaching on April 19. As you continue to
move through the application process, it could be helpful to begin to look ahead to learn about
some of the steps you’ll be required to complete if you are accepted into the program.
I want to personally invite you a 30-minute webinar on Thursday, April 4 at 8pm EST where I
will be sharing information about some of these steps, and you will have the opportunity to ask
questions!
If you're interested in attending (and I hope you are!), please register for the webinar.
Best,
Indianapolis Teaching Fellows
________________________________________________________________________
M)
Hi Mark,
Just checking in: we heard from a charter school that they received an application from you.
SPED fellows are only eligible to apply to IPS schools, not charters, so you’ll want to limit
your search to those schools going forward.
Thanks!
Indianapolis Teaching Fellows
N)
Hi Mark,
Welcome to Indianapolis Teaching Fellows! I’m excited that you are joining our team! Our team
would love to learn more about you, your path to ITF, and answer any questions you have.
Is there a good time for me or one of my teammates to call on Monday, 4/22, or Tuesday, 4/23?
Please send me a few time frames that would work for you to hop on a call and I’ll let you know
which works best with our schedule.
________________________________________________________________________
O)
Hi Mark,
Welcome to Indianapolis Teaching Fellows. I’m excited that you are joining our team! Our
team would love to learn more about you, your path to ITF, and answer any questions you have.
Is there a good time for me or one of my teammates to call on Monday, 4/22, or Tuesday, 4/23?
Please send me a few time frames that would work for you to hop on a call and I’ll let you know
which works best with our schedule.
In the meantime, here are a few resources I recommend exploring:
April/May Events:
o Site Visit on May 10 @ KIPP Indy from 8am-5pm: Site visits give you an opportunity to gain
understanding about what a day during PST will look like. We will start the day in a partner
school, and you will have the opportunity to observe Fellows teach. We will meet with school
leaders and give you the opportunity to begin forming the relationships that will be critical as you
begin/continue your job search. You'll also have the opportunity to experience a skill building
session like you will experience during summer training. We will have an opportunity to begin
building relationships with each other over lunch. Following lunch we will move to a hiring fair
with multiple school partners from around the city. This time will also include opportunities to
work with site staff on testing prep and other checklist items.
● RSVP coming soon; watch for the newsletter later this week.
● Learn more about Site Visits here.
Welcome Webinar on April 23 @ 6PM: All enrollees are required to attend a welcome webinar
with Whitney within one month of enrolling. Welcome webinars provide extensive information
about expectations, relocating to Indy, and the Indianapolis Teaching Fellows program. The next
webinar is listed on the Cohort Website below. You can login to this webinar using any of the
below instructions
2019 Cohort Website: https://sites.google.com/view/2019fellows

The 2019 Cohort Website is the best resource you have throughout the enrollment period. It
includes a list of “action items” that outlines everything you need to do prior to starting pre-
service training. I recommend bookmarking the page now as you’ll use it a lot between now and
the time you start PST.
Facebook Group: https://www.facebook.com/groups/1192015204279079/

Our Facebook Group is a great place to get your questions answered and start making connections
with other Fellows. Feel free to post any questions you have to the group, as we do our best to
respond within 24 hours. You should also feel free to post interesting education-related articles
that you’d like the group to discuss. Even if you’re not a
Facebook user, I always recommend creating an account just to take advantage of the
resources and connections you’ll get from the group.
I’m looking forward to connecting soon!

________________________________________________________________________
P)
Hi Mark,
As an Indianapolis Teaching Fellow, we want to help you ensure you are as prepared as possible for
the start of PST. Your Checklist on TeacherTrack2 (TT2) is where you are able to demonstrate how
prepared you are to start PST and keep track of your action items. Below is a breakdown of the tasks
you’ve already completed and a suggested timeline for completing the rest of the checklist items that
you can use to help you prioritize what items to complete next. I used your TeacherTrack2 (TT2)
Checklist to create this plan, meaning there may be items you’ve done on your end but haven’t
updated in TeacherTrack2. You can find detailed guidance on how to complete each of these items
on the Enrollment Checklist page of the 2019 Cohort Website. Utilizing this site as a resource is
critical for your success as a Fellow, so be sure to access it as soon as possible.
________________________________________________________________________
Q)
Congratulations!
Thank you once again for submitting an application to Teachers for NYC Charter Schools! We
are impressed by your background and commitment to making a difference for students in New
York City charter schools and are excited to invite you to continue to the next stage of our
selection process: the video interview.
For the video interview, you will record yourself responding to five questions about
situations you might encounter if you were teaching in a New York City charter school. This
process is designed to give you a chance to interview at a time and location that is
convenient for you and is accessible to hiring managers from across our participating charter
schools. So you don’t feel rushed, we recommend you budget up to one hour of time to
prepare for and complete your interview.
Please complete your video interview within the next 5 days for consideration in our next round
of candidates. Applicants are shared with New York City charter school principals on a rolling
basis, therefore, we recommend you record and submit your video interview as soon as possible.
Our interviewing platform, VidCruiter, is accessible by smartphone and tablet, so you are able to
record your interview on your mobile device. You are welcome to use your computer,
smartphone, or tablet to complete the interview--any internet-enabled device with a camera will
work--you will just need to download the VidResponse mobile application if you are using a
mobile device.
You can download the free mobile application from the appropriate link below:
For Apple devices:
https://itunes.apple.com/us/app/vidresponse/id889946215?mt=8&ign-mpt=uo%3D4
For Android devices:
https://play.google.com/store/apps/details?id=com.vidcruiter
How to Prepare for Your Interview
While there is no one way to prepare for your interview, please keep the following things in mind: we
are interested in your ability to think on your feet and overcome challenges. During the interview, be
prepared to answer questions about classroom scenarios and share how you will apply your own
professional skills in education-related settings. Think about how you have approached challenges in
other situations. You were selected for a video interview because you have shown you can get results
in situations where you have faced an obstacle. Think through the steps you took to overcome it.
Look for patterns in your approach, and imagine how these skills might benefit you in the classroom.
Reflect on how your own educational philosophy aligns with the Teachers for NYC Charter Schools
core values and mission. We want Fellows who are committed to educational excellence for all
students and who believe in the transformative power of teaching.
Visit the Video Interview Prep page on our website and consider how your answers can
reflect the components of our mission that resonate most strongly with you. For VidCruiter's
tips on preparing for your interview, check out this page.
Things to Remember
> Make sure you are in a quiet place with as little background noise as possible. Double-
check to make sure that you have a solid internet connection.
>You will be on video, so please present yourself professionally!
When you are ready to begin your interview, you can access this email from your desktop, laptop, or
mobile device and click on the following link:
https://TeachersForNYCCharters.hiringplatform.com/questionnaires/67167/people/nj63ulsx
ks9nzf5o?start=1
(If the link does not work properly you can simply copy and paste the address into your
browser.)
Please feel free to reach out to us at info@teachersfornyccharters.org if you have any
questions or concerns.
Teachers for NYC Charter Schools
R)
We're looking forward to meeting you tomorrow at Bronx Lighthouse Elementary School, located
at 1001 Intervale Avenue, Bronx, NY 10459. We'll get started right at 4pm so please be sure to
arrive early, as late comers will not be admitted.
We are currently working with partners to fill: 29 special education, 24 math and 14 science.
For example, we’re looking for biology and advanced math teachers for Ascend HS
(Brooklyn), special education, Geometry and middle school math for Uncommon Schools
(Brooklyn), Physics and Living Environment and special education at Lighthouse (the Bronx)
and middle school science for Beginning with Children 2 (Brooklyn) and so many more! We
have 23 partner schools that represent close to 100 campuses across Manhattan, the Bronx,
Brooklyn and Queens.
You will meet representatives from several of our schools tomorrow evening at the event –
Lighthouse, Hebrew Public, La Cima, Uncommon, and Heketi (and maybe more!) and your
information, once you’re accepted to the program, will be shared later this week with the rest of
our partners.
Please don't hesitate to reach out with any questions and be sure to submit your lesson plan in
Teacher Track by 10pm tonight!
Teachers for NYC Charter Schools Team

_______________________________________________________________________
S)
Hi there,
Before we know it, summer will be over and the 2019-2020 school year will be starting.
Thankfully, there are still 3 more in-person interview dates this summer so there's still time to
schedule your in-person interview with Teachers for NYC Charters! All events are open in
Teacher Track so sign up now to reserve your spot!
As you may know, the purpose of our In-Person Interview event is to determine who exhibits the
essential traits that partner schools look for in effective teachers, and give candidates an opportunity
to network in person with partner school hiring representatives.
What to expect:
>You will actively participate in a lesson planning and delivery session
>You will build classroom management skills, receive tailored feedback and on-the-spot
coaching
>Hiring representatives from our partner schools will be present for networking and
interviews
>Be prepared to share your strengths and why you specifically want to work at each school you speak
with. Show you have done your research and are ready for an on-the-spot
interview! We can't guarantee that you will interview with all schools you are interested in, but
be prepared to.
As a reminder, you will need to complete the required pre-work prior to the event, which should
take you approximately 2-3 hours to complete, to help you come to the event fully prepared to
participate and network with our partner schools. You will receive the pre-work once you sign
up for the event in Teacher Track.
Please don't hesitate to reach out to us at info@teachersfornyccharters.org if you have any

questions. We can't wait to see you there!
Warmly,

________________________________________________________________________
T)
We're looking forward to meeting you tomorrow at our In-Person Interview Event!
If you're receiving this email, you have not yet uploaded your Teaching Sample Planning Form into
your Teacher Track Checklist, or you have chosen an objective that is not one of the given options in
the Prep Guide (attached). Please be sure to submit your lesson plan by 10 PM so our team has access
to it in advance of tomorrow's event. If you have any doubt as to whether it uploaded correctly, feel
free to bring a hardcopy to the event itself.
Let us know if you have any questions!

________________________________________________________________________
U)
Greetings,
This summer's affiliation with teacher organizations has been mostly positive. Although
abbreviated, your organization has been a major contribution to my momentum this summer. Many
of the TNTP organizations offer a great mix of adult education, continuing education, graduate
education, social, and employment opportunities.
Mark Russell Dabney, BLA, MEd, MSc, PMC, PHRP

V)
Hi Mark,
Thanks so much for reaching out and for your kind words. We’re always happy to hear feedback
about our programs so we can continue to improve for the future. And of course, happy to hear the
positive feedback as well! We wish you the best for your career to come.
Teachers for NYC Charters Team

________________________________________________________________________
W)
Dear Mark,
Thank you for your interest in a career with Propel Schools!
We have received your application for the position of Propel Teacher Residency Program. Our
team is working hard to select the person with the right credentials for this position. Propel
Schools thoroughly reviews every candidate making sure all aspects of the application are
taken into consideration.
If selected to advance to the next step, we will contact you directly. In the meantime, feel free to
check for new opportunities on our website, or update your presence with any new skills,
references or other pertinent information.
Propel Schools Recruitment Team

________________________________________________________________________
X)
Hello Mark,
You have recently applied for the Residency Program Teacher position. As part of the
application process you must complete a video interview. Please copy and paste the link
below into your browser in order to begin this part of the process. You will need
approximately 1 hour to complete this step.
https://propelschools.wepowapp.com/pi/245f9574cfd754e412da5fe34534cb37
Please let me know if you have any complications with opening the WePow video platform. This
video interview is the first step in our interview process for Propel Teacher Residency Program.
If are you selected to move forward in the process, you will be invited to interview with the
hiring committee.
The interview must be completed August 26th. Failure to meet this deadline will result in the
deactivation of your application.
Please let me know if you have any questions about this process.
Propel Schools Recruitment Team

Y)
Hello Mark,
Congratulations! You have been selected to move forward as a candidate for the Teacher Residency
Program. The next step in the process in Residency Boot Camp, which is a full day, hands-
on/interactive process that will determine if you have the aptitude and skill set to become a Teacher at
Propel Schools. The date for boot camp is Tuesday, September 10th.
Boot Camp will be held at our Northside location at:

1805 Buena Vista St – Pittsburgh, PA 15212
A detailed description of the day and what you will need to prepare for will be emailed to you
in the near future.
Please confirm that you are still interested in the Residency Teacher Program and that you are
able to attend the full day Boot Camp on Tuesday, September 10th.
If you have questions about the program or process, please feel free to reach out to Michael
Radage, Director of Talent Acquisition at 412-325-7305, ext. 1790.
Please have a government issued ID available upon arrival in order to check in with
Administrative Assistant, (Nicole Brown).
Propel Talent Team

Benedictine Capstone PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Benedictine Capstone PDF

Uploaded by

Copyright:

Available Formats

A PUBLIC HEALTH GENERALIST OBSERVES 1

Social Determinants of Global Leadership and Population Health Continuity:

A Public Health Generalist Observes the Administration of Academic

Disparity Reduction in Indianapolis, New York, and Pittsburgh

Mark Russell Dabney

Read more about “population health continuity” at

Address all correspondence to dabneyholdings400.3.7@gmail.com.

Approaching the Internship Objective 4

What are the Social Determinants of Health? 4

What is Population Health Continuity? 5

What is Global Leadership? 5

Origins of Teacher Residency and Fellowships 6

About Academic Disparity Reduction 7

Administering Academic Disparity Reduction in Indianapolis, New York, and Pittsburgh 9

The New Teacher Project (TNTP) 9

Indianapolis Teaching Fellows 10

Teachers for NYC Charter Schools 11

Three Core Competencies and Three Program Competencies 12

plan as a Business Administration major at Tuskegee University.

requirements. These were the years that defined me as a professional student/scholar-practitioner.

Health I knew I was on the road to becoming a public health generalist.

relevant to this public health internship experience.

Approaching the Internship Objective

What are the Social Determinants of Health?

also includes a brief consideration of biological aspects:

stress throughout life. (paragraph 4)

What is Population Health Continuity?

What is Global Leadership?

(Boyd, 2019). Concomitantly, global culture is expanding in America.

competitive world standing. American University (2018) wrote the following:

in math and 24th in science. (paragraph 3)

premises of the social determinants of health and populations health continuity:

groups of stakeholders and colleagues to get

paragraph 1). An example of a networked organizational structure is Propel Schools in Pittsburgh,

limited by multiculturalism is ideal.

Origins of Teacher Residency and Fellowships

Residencies (n.d.) defines The Residency Model:

Teacher residency programs are, by definition, district-serving teacher education programs

after teacher residency opportunity.

About Academic Disparity Reduction

Journal of Ethics (2006) wrote the following:

National Assessment of Educational Progress (NAEP) tests, however, reveal a range of

with SES. (paragraph 6)

There are other correlations defined by nationality. American Psychology Association

(n.d.) illustrated the following:

relative to Caucasians and other Asian-Americans.

These educational disparities

● mirror ethnic and racial disparities in socioeconomic status as well as health

outcomes and healthcare;

mathematics; percentages of those repeating one or more grades; dropout and

graduation rates; proportions of students involved in gifted and talented

programs; enrollment in higher education; as well as in behavioral

markers of adjustment, including rates of being disciplined, suspended

and expelled from schools. (Executive Summary)

Administering Academic Disparity Reduction in Indianapolis, New York, and Pittsburgh

The New Teacher Project (TNTP)

Indianapolis Teaching Fellows (ITF)

Fellows (2019) wrote the following:

country’s most underserved communities, where systemic inequities and individual

well into the future. (paragraphs 1, 2)

unpaid pre-service training with ITF.

Teachers for NYC Charter Schools