03/05/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Dominick Vogus “Using Relational Practice Professional Development Sessions to Improve Teacher Relational Competency."

Candidate: Dominick Vogus
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 18, 2026
Time: 12:30 p.m.
Location: Via Zoom 
Thesis/Dissertation Title: Using Relational Practice Professional Development Sessions to Improve Teacher Relational Competency

Dissertation Committee

  • Chair: Linda Riley, Ed.D., Visiting Professor, School of Education, University of Massachusetts Lowell
  • Committee Members: Dr. Jayson Ramalho, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract
National, state, and local data consistently indicate that students with emotional impairments are disproportionately affected by chronic absenteeism. This three manuscript dissertation-in-practice utilizes improvement science principles to identify and address the problem of practice using an equity-focused lens. Manuscript 1 reviews the existing literature and integrates this data with a local needs assessment to identify macro, meso, and micro-level causal factors, and develop a theory of improvement. Manuscript 2 reports on the Plan-Do-Study-Act (PDSA) cycle that tests these change ideas through a mixed-methods study, utilizing both quantitative data collection (pre/post surveys) and qualitative methodology (focus groups). The study involved a five-week professional development that utilized the Establish-Maintain-Restore (EMR) model with four high school teachers in order to increase teacher relational competency. Findings suggested that participation in these sessions positively affected teacher relational competency in the participants. Manuscript 3 provides recommendations and an action plan for increasing teacher relational competency through professional development and teacher support within the local context of the North Hope School (NHS). This dissertation-in-practice recognizes the power of connection between adult and student, and looks to foster these connections to help better serve emotionally-vulnerable students.