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Delaware Center for Teacher Education


Carol Vukelich, Ph.D., Southern Illinois University
Director, Delaware Center for Teacher Education
Deputy Dean, College of Education and Human Development

Dr. Vukelich, in addition to serving as the Director of the Delaware Center for Teacher Education and the Professional Development Center for Educators, is the Hammonds Professor in Teacher Education, a Professor in the School of Education, and Deputy Dean of the College of Education and Human Development. Building young children’s early literacy skills is her current research interest. Her recent publications include four books and numerous articles and book chapters on early literacy.


Barbra VanDornick, M.Ed., Western Illinois University
Senior Associate Director, Delaware Center for Teacher Education

Barbara VanDornick received a Bachelor of Science in Education with a minor in French from Millersville University and a Master of Education in Counseling from Western Illinois University. Since coming to the University in 1972, she has served as an academic advisor, student teacher supervisor, and director of the Office of Student Services for Teacher Education. Currently, she monitors the recruitment and retention of candidates in the University’s professional education programs; provides support services to professional education faculty, staff and students; and serves as the University’s certification officer.


Emily Amendum, M.Ed., University of North Carolina at Charlotte
Associate Director, Delaware Center for Teacher Education

Publicity Photo of Emily Amendum

Emily Amendum joined the Delaware Center for Teacher Education in 2013 after 17 years teaching students and coaching teachers in grades K-7 in North Carolina.  Most recently, Emily spent three years working with pre-service teachers at North Carolina State University.   In her years in the elementary and middle grades she worked in various roles:  classroom teacher, special education teacher, Reading Recovery teacher, Title 1 teacher, intervention specialist, Literacy Coach and SIOP coach.  Emily is Nationally Board Certified in Early and Middle Grades Literacy.  At DCTE, Emily will be involved in numerous university-school partnerships helping teachers implement research-based best practices in their literacy instruction.


Kimberly Cavallio
Administrative Assistant II, Office of Clinical Studies


Patricia Dooling
Administrative Assistant II, Professional Development Center for Teacher Education


Thomas Fernsler, Ph.D, The Pennsylvania State University
Associate Policy Scientist, Delaware Center for Teacher Education


Dr. Thomas Fernsler, aka “Professor 13”, has successfully taught mathematics to students at all levels K-grad school.  His areas of professional interest include working with K-8 students and teachers, emphasizing a deeper understanding of mathematics content and, additionally for teachers, demonstrating proven pedagogical techniques for the classroom.  Through the University of Delaware Professional Development Center for Educators, Tom brings the knowledge and experience gained from over 30 years working with students and teachers around the country in mathematics and mathematics education.  Tom’s teaching style and his participation in numerous funded projects at UD and other colleges and universities place him in a unique position to help both teachers and students succeed in learning and understanding mathematics at all levels.  Professor 13 is known world-wide and has been the subject of hundreds of media interviews (CNN, BBC, NBC, USA Today) focusing on his interest in triskaidekaphobia, the fear of the number 13, where he makes connections between the historical significance of 13, politics, and famous and infamous people.

Deborah Fetzer, Ed.D., University of Delaware
Clinical Coordinator, Masters Plus Certification Program

Debbie is responsible for many aspects of the MPCP initiative, which is an alternative route to certification and a master’s degree in teaching exceptional students. As well as on site supervision of teacher-interns, Debbie maintains communication with professors, staff, students, school districts and applicants.


Rob Grey, JD, Widner Law School
Program Coordinator, Delaware Transition to Teaching Partnership

Rob Grey currently works as the Program Coordinator of the Delaware Transition to Teaching Partnership, a new project designed to help anyone with a background in Math, Science, English, or Technology become a teacher in a high-need, grade 6-12, Delaware public school. Prior to this, Rob served as the Assistant Director in the Office of Clinical Studies and as Coordinator of the Teacher Quality Enhancement program. Rob came to the University in early 2006 after 12 years teaching special needs students in grades 3 through 10.  Rob received his Bachelor of Science in Elementary and Special Education from the University of Delaware and his JD from Widener Law School.


Frank Livoy, M.Ed., Temple University
Associate Director, Alternate Routes to Certification

Frank was a high school English, drama and special education teacher for twenty-nine years in DE and PA; and for ten years he provided coaching and training to educators throughout the mid-Atlantic region in whole school reform and specific instructional strategies including Project Based Learning, Critical Friends Groups, Literacy Across the Curriculum and AVID Strategies. He also has served as a Laboratory Extension Specialist with the Regional Educational Laboratory Mid-Atlantic facilitating research studies and disseminating current findings about best practices in schools.

Since 2010, he has served here at UD as the Coordinator of the Alternative Routes to Certification (ARTC) project in DE, a non-traditional pathway to teaching certification for career changers.


Jon Manon, Ph.D., University of Delaware
Associate Director, Professional Development Center for Educators


Director of the Mathematics & Science Education Resource Center from 2007 until its merger into the PDCE in 2014, Dr. Manon holds the rank of assistant professor within the School of Education with a secondary appointment in the University’s Department of Mathematical Sciences.  Jon has been providing professional development for K-12 teachers in mathematics for nearly two decades. He has served as PI on numerous statewide projects and was instrumental in developing the original assessment system for school mathematics in Delaware.   Jon has a special interest in using classroom video as data to help support reflection on practice and has been teaching the use of problem-based curriculum materials to promote problem solving and critical reasoning for all students as described in the Mathematical Practices of the Common Core State Standards.


Christine McBride, MSLIS, Syracuse University
Associate Director, Education Resource Center

Chris McBride is the Director of the Education Resource Center. Chris has Master of Science in Library and Information Science from Syracuse University and a Master of Science in Physiology from Penn State University. She is also a SMART Certified Trainer.


Faith Muirhead, Ph.D., Michigan State University
Associate Director, Delaware Center for Teacher Education

Faith Muirhead

Faith is a former secondary Mathematics and Physics teacher in NYC public schools, Project Director for the Math and Science Partnership in NYC (MSPinNYC), and an educational consultant for urban, rural, and suburban school districts. Faith has written professional development materials taught in both traditional and non-traditional teacher certification programs, worked as a mathematics coach, a coach for mentor teachers and coaches, and has focused on working with teachers in urban contexts. Faith’s teaching and research are interconnected and inform one another. She is interested in the role of the teacher educator in supporting teachers to learn to teach students mathematics. Her research has focused on the role and impact of written feedback in teaching, the ways teacher educators position teachers through feedback, and the impact of in-the-moment feedback during teaching episodes. Her research has also focused on the role context and professional identity play in supporting or stifling the teacher agency. Faith is committed to working to remove the obstacles at K-12, university, and policy levels that get in the way of teaching that provides equitable access to resources and opportunities for all students.


Fran O’Malley, Ed.D. University of Delaware
Policy Scientist, Professional Development Center for Educators

Fran received his Doctorate of Education from the University of Delaware in 2013. He was Delaware’s 1997 State Teacher of the Year and is a James Madison Fellow. His interests are social studies curriculum development, constitutional studies, and civics education.  In addition to providing professional development for area educators in social studies, he teaches social studies methods and serves as a curriculum specialist for the Democracy Project Summer Seminar.  Recently he was supported teachers learning of historical content and instructional strategies through three Teaching American History grants.


Carol Phipps, MA, Washington College
Assistant Director, Office of Clinical Studies

Carol Phipps served as a classroom teacher and instructional leader in the Delaware for 32 years. Having grown up in her early years in inner city Baltimore, her urban experiences have provided insight and practices that have addressed the diversity and needs of area students.  Carol has served as an adjunct professor, master teacher, department chairperson and a state lead mentor. She has served as a cooperating teacher with students from the University of Delaware, and been a member of the Clinical Studies Advisory Board.  While serving as a cooperating teacher, Carol developed a cooperating teachers’ handbook which was adopted by the University of Delaware.  She also built a partnership between her school and the University in working collaboratively with student teachers and high needs populations.  Her most recent work as a cooperating teacher involved creating cohorts for student teachers and cooperating teachers to support the best practices of effective teachers.


Marie Senff
HR Assistant, Delaware Center for Teacher Education


Amy Trauth-Nare, Ph.D., Indiana University Bloomington
Associate Director, Delaware Center for Teacher Education

Publicity Photo of Amy Trauth-Nare

Amy is a former middle and high school science teacher who has worked with K-16 preservice and inservice teachers to improve science instruction and assessment. Among her most recent projects, Amy co-authored an environmental studies curriculum and implemented professional development for the Career and Technology Education program at the Maryland State Department of Education. Her research focuses on environmental education, science teacher education, and classroom assessment. Amy’s recent research in environmental education has focused on the study of effective methods for EE teacher preparation and the ways in which preservice teachers enact their mental models of the environment. Her research on classroom assessment focuses on formative assessment and classroom discourse, especially as it relates to the ways in which teachers and students position themselves in science learning. Amy’s work in science education is undergirded by issues of equity and diversity, specifically on the opportunities for meaningful participation in science for an increasingly diverse student population in K-12 schools.


Marjorie Trenary
Administrative Assistant II, Alternative Routes to Certification
Publcity Photo of Marjorie Trenary


Linda Zankowsky, Ed.D., University of Delaware
Associate Director, Office of Clinical Studies

 Linda Zankowsky has 29 years of experience as a reading specialist, classroom teacher, and leader in Delaware public and independent schools.  In the 1990’s she was the principal at Townsend Elementary School in the Appoquinimink School District and later at Mt. Pleasant Elementary School in the Brandywine School District.  In 2000, Linda became the Head of Wilmington Montessori School where she developed her interest in the Montessori philosophy.  Linda’s focus has been on leadership development, literacy and assessment, and building professional learning communities. She has served as an adjunct instructor at the University, has consulted with schools and presented nationally on assessment in literacy.   Linda has served on various state committees focused on early childhood education and curriculum development.  Currently, Linda is providing leadership to the Office of Clinical Studies which annually places approximately 1600 students in field placements in area schools providing important foundational experiences for the next generation of teachers.

Debbie Ziomek
Administrative Assistant III, Delaware Center for Teacher Education


Faculty with Extended Appointments


Kathryn Scantlebury, Ph.D.
Professor, Department of Chemistry & Biochemistry
Director, Center for Secondary Teacher Education




Bonnie Albertson, Ph.D., University of Delaware
Associate Director, Delaware Center for Teacher Education

Bonnie left an 18+ year career in teaching to join the Delaware Center for Teacher Education in 1998.  Much of Bonnie’s time is spent working in “partner” schools helping teachers to implement research-based best practice in their reading and writing instruction. For the past two years, Bonnie has served on the four-person Smarter Balanced Assessment Consortium’s English language arts team.  She shares her wealth of knowledge on the design of the SBAC test that will be used to measure grades 3-8 and 11 students’ English language arts achievement with area educators, helping them to design formative classroom assessments, including performance tasks, modeled on the SBAC framework.

 Margaret Dillner, MS, University of Delaware

Margaret Dillner initiated the Book Examination Site in the Education Resource Center where new books may be read, examined, and reviewed for one year following their release. Her particular area of interest is adolescent and children’s literature.

Christine Evans, Ed.D., University of Delaware

Christine joined the Delaware Center for Teacher Education in 2000 after leaving a 25 year teaching career in Delaware’s public schools. Before that, she was an instructor for Reading and Writing in the Primary Grades at the University of Delaware. As an Associate Director, much of Christine’s time was spent working in university-school partnerships helping teachers implement research-based best practices in their literacy instruction.

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