Dr. Barbara Levandowski received her bachelor's degree in elementary education and Spanish from North Park University, and her master's degree, CAS in curriculum and instruction, and Ed.D in Curriculum, Instruction, and Administration from Northern Illinois University. After teaching and serving as an administrator in public education for 34 years, “Dr. L” (as she is referred to by students) came back to North Park to serve as professor and teach curriculum, methods, and graduate and capstone courses and to supervise clinical hours.
Levandowski serves on the IRB Committee, ICCTE Journal editorial board the State Board of Education/NCATE University, and Teacher Education Program Review Team to name a few. She developed the Type 75 and MAEL program North Park University. She mentors first-year teachers and serves on doctoral committees for Ph.D. candidates. She has presented papers locally, statewide, nationally, and internationally. These presentations include Oxford University, IASCD, ASCD, Delta Kappa Gamma, IPA, CLD, and National Rural schools conferences.
Levandowski has been given numerous awards for teaching excellence. She received the Omega Award from the Institute for Educational Research for Action for her Effective Teaching Characteristics Observation (ETCO) program, Those Who Excel from the State of Illinois, and Outstanding Elementary Teacher of America. The Plato Award and the Who’s Who Among America’s Teachers (for the last four years) have been the most meaningful as they are the result of recommendations from all of her colleagues and students.
She has written and published numerous articles on teacher leadership, REI (Regular Education Initiative), curriculum development, and effective teaching. She was invited to present a paper at the Oxford Round Table at Oxford University in July 2008. Her presentation was entitled, "The Effects of Federal and State Mandates on Curriculum and Instruction and Educating the Whole Child." Levandowski has published books and articles, but her most recent writing is a collaboration with a first-year teacher on an article to be published, "Theory Into Practice: You Never Showed Me How To Do It," which describes the difficult transition from college and university teacher-education programs to the classroom.