Cohort 1
Jennifer Scoggin EDUCATION • Master of Arts in Teaching (MAT) Belmont University • B.B.A. in Music Business Administration Trevecca Nazarene University
ENROLLED • Cohort 1
LOCATION • Haverford, Pa.
Jennifer Scoggin is the Head of Lower School at The Haverford School in Haverford, Pa., where she leads instructional programming for boys in pre-K through grade 5. With more than 20 years of experience as an elementary educator and school leader, she is passionate about translating educational research into instructional practices that improve student learning while building strong relationships that place people at the center of meaningful educational change. She believes sustainable school improvement begins with trust, collaboration, and a deep commitment to students, teachers, and families. Jennifer began her career as an elementary classroom teacher before serving in a variety of leadership roles at Carolina Friends School in North Carolina, where she eventually became Head of Lower School. Throughout her career, she has led significant schoolwide initiatives, including implementing science of reading- aligned literacy instruction, universal screening, multi-tiered systems of support, and evidence-based curriculum. She also served on the founding board of The Reading League North Carolina, collaborating with literacy leaders across the state of North Carolina to advance research-informed reading instruction. At The Haverford School, Jennifer continues to lead curriculum and instructional improvement while coaching teachers in evidence-based literacy practices. Her professional interests include the science of reading, literacy leadership, implementation science, and literacy identity, particularly the factors that influence boys’ engagement with reading and writing. Jennifer is pursuing her Doctor of Education in Language and Literacy to deepen her understanding of literacy theory, research, and systems-level change. Her research interests center on boys’ literacy identity and how schools can create learning environments that foster confident, engaged readers and writers. She hopes to continue leading schools while contributing to the preparation of future educators through university teaching, research, and professional learning that bridges the gap between educational research and classroom practice.
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Ed.D. in Language and Literacy
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