Linda D. Jungwirth Pepperdine University

Linda Jungwirth, president of CONVENING CONVERSATIONS, Inc., is passionately devoted to leading educators in courageous conversations and professional development to achieve equity and success for all students. Jungwirth is recognized nationally for her work in Cultural Proficiency, personal and organizational leadership, learning communities, Cognitive Coaching, standards-based curriculum design, problem-based learning, content literacy strategies using technology, research-based instruction, and practitioner’s action research to inform data teams.

Jungwirth is the former coordinator for the Center for the Advancement of Small Learning Environments (CASLE), working with 19 high schools in 11 school districts on systemic high school reform, impacting over 75,000 students. As coordinator for the California Technology Assistance Project, Region 10, she led her team in providing professional development integrating technology into standards-based learning for 66 school districts in Southern California.

As coauthor of Culturally Proficient Learning Communities (2009), published by Corwin, Jungwirth helps organizations realize systemic school reform, address equity and social justice issues, and raise the bar for professional and small learning communities using the lens of Cultural Proficiency. Jungwirth was recognized as Educator of the Year for Region 10 by the California League of High Schools (CLHS) for her support of high school reform and transformation of large schools into small learning communities. She is also the recipient of the 2008 Association of California School Administrators (ACSA) Wilson A. Grace Award for her ideals of tolerance, compassion, and professional leadership, and as a leader who motivates and inspires personal and professional growth in others.

As adjunct professor in Pepperdine University’s Educational Leadership, Administration and Policy Doctoral Program, Jungwirth leads educational leaders in qualitative and quantitative research methodologies through practitioner action research. She inspires educators to be culturally proficient leaders and innovators in educational reform and personal excellence, and to engage in action research providing evidence of impact of best practices.