Joe DeSensi, Ed.D.
President, Educational Directions
Joe DeSensi is the president of Educational Directions. He has an undergraduate degree from Bellarmine University, a graduate degree in computer-resource management from Webster University, and a doctorate in leadership education from Spalding University. Dr. DeSensi has worked with Fortune 500 companies, federal and local government, and school districts across the Southeast and Midwest. He developed custom and enterprise software to help districts track data and target students’ needs, and he holds patents in school data-management software and database integration. Dr. DeSensi also teaches graduate classes in leadership, ethics, and strategic planning at Spalding University.
Dr. DeSensi is an engaging and informative speaker that has presented on a range of topics from professional and leadership development, to education reform, school improvement, and the a breakthrough learning methodology called the Rhythm of the Learner Year.
Dr. DeSensi has Co-Authored:
Turning Around Turnaround Schools Volume 1 – What to do When Conventional Wisdom and Best Practice Aren’t Enough
Turning Around Turnaround Schools, now in its 2nd edition, is the go-to resource for leaders working in or with turnaround schools. In a practical “what to do” format – rich with concrete examples and tools to implement at your school – this book helps schools find relevant and targeted best practices for improving student achievement in an era of high-stakes accountability. Turning Around Turnaround Schools explores the idea of “student as learner” vs. “student as performer,” and helps educators to capture and use the right data. Written by a team of educators from Educational Directions, LLC, this book shares lessons learned, as well as proven strategies and processes implemented with struggling schools, both urban and rural, in several states.
Turning Around Turnaround Schools, Volume 2 – Embracing the Rhythm of the Learner Year
In the second volume in the Turning Around Turnaround Schools series, called Embracing the Rhythm of the Learner Year, the authors explore the neuroscience of how students learn and then use those insights to recommend a powerful and proven methodology for planning the school year around student need.
Teachers don’t take state tests or college readiness tests — students do. Therefore, our metric of success in K-12 education cannot be how much is taught, but rather, how much is learned.