Dale Hammer: ‘I Am Interested in How We Can Better Train School and District Leaders To Become More Effective Instructional Leaders’
This is part of a “Meet Our Incoming Students” series in which the College of Education will introduce some of its first-year, transfer and graduate students who will join us this fall.
Dale Hammer has spent over a decade as a teacher and school administrator dedicated to supporting students’ lifelong learning.
Now, in earning his doctoral degree from the NC State College of Education, he hopes to explore how school and district leaders can be even better prepared to transform instruction in ways that improve student outcomes.
Hometown: Chapel Hill, North Carolina
Hobbies and Interests: Marathon training, playing drums, being a member of a local cover band and fostering beagles through Triangle Beagle Rescue
What is your educational background?
I graduated from the University of North Carolina at Chapel Hill in 2010 with a double major in environmental studies and political science. I earned my Master’s of School Administration from UNC-Chapel Hill in 2016.
What is your professional background?
I taught high school math at Northampton County High School from 2011-2014; was the co-founder and director of ENC STEM (a summer enrichment program serving high school students from six school districts in rural eastern North Carolina in partnership with the NC School of Science and Math) from 2012-2018; served as assistant principal at KIPP:Gaston College Preparatory from 2015-2019; and then worked as an implementation coach for Eureka Math in K-5 schools and a learning experience designer, writing research-based coaching experiences for teachers, school leaders and district leaders with Great Minds from 2019-2024.
Why did you choose the NC State College of Education?
I chose NC State’s College of Education because they continue to pave the way for innovative initiatives and programs throughout the state like [the NC State Educational Leadership Academy]. I was also blown away by the outstanding faculty and feel very aligned with their research interests.
Why did you choose your concentration?
I chose educational evaluation and policy analysis (EEPA) because it’s a skills-driven training program for education policy research. EEPA faculty are researching the impact of school leaders and how to improve the quality and effectiveness of school leadership. I’ve been able to develop meaningful professional relationships with faculty quickly, which also won me over.
What are your research interests?
I am interested in how we can better train school and district leaders to become more effective instructional leaders (i.e. leaders who can transform instruction in their schools and districts to improve student outcomes).
How will this program help you accomplish your goals?
I’m excited to explore a career as a professor in school leadership programs in North Carolina. This program will provide me with research and teaching experiences as well as opportunities to network with other educational researchers and state education leaders.
Why did you choose education?
I chose education in 2010 because I am committed to helping students fall in love with math and see it as a brilliant web of concepts that can support lifelong learning.
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