Susan Shapiro, Ed.D.

Associate Professor, Education & Special Education

Department of Education & Special Education

Graduate School of Education

Susan Shapiro


Susan H. Shapiro is an Assistant Professor of Early Childhood and Special Education at Touro Graduate School of Education. She earned her Master's degree in elementary and early childhood education from Bank Street College of Education and her doctoral degree from the Steinhardt School at NYU in Educational Leadership. Her dissertation, entitled In the Playground Trenches: Early Childhood Directors Experiences on 9/11/01, studied the leadership abilities of early childhood directors who worked in close proximity to the World Trade Center during that turbulent day. Dr. Shapiro’s research has focused on ethical leadership and on crises in Early Childhood Education.   

She has published in journals and books on topics of early childhood leadership and ethical leadership and has presented papers at both the American Educational Research Association’s annual meeting and at the University Council of Educational Administration’s Values and Leadership Conference.  Additionally, Dr. Shapiro has led early childhood and inclusion programs for the past 25 years. She has also been an advocate for early childhood education policy, working with the Governor's Early Childhood Advisory Council-Early Learning Focus Area as well as serving as Advisory Co-Chair of the New York State Association for the Education of Young Children Affiliate Chapter.


  • Wormser, G., O'Connell, S., Pachner, A., Schwartz, I., Shapiro, E., Stanek, G., & Strle, F. (2018). Critical Analysis of a Doxycycline Treatment Trial of Rhesus Macaques Infected with Borrelia burgdorferi. Diagnostic Microbiology and Infectious Disease, 92 (3), 183-188.
  • Weaver, D., Watts, W. W., Maloney, P. A., Shapiro, S. H., Montgomery, J. F., Conroy, T. J., Faddis, T., Shapiro, J., & Stefkovich, J. (2021). Personal Codes versus Professional Codes. Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas (5). Retrieved from
  • Bellavia, T., & Shapiro, S. H. (2022). Case #4: The Textident: The Double-Edged Sword of Written Communication with Families. Interpreting COVID-19 Through Turbulence Theory Perspectives and Cases from Early Childhood and Special Education (1st), 95-96. Retrieved from
  • Kadish, A., Halperin, E., Montecalvo, M., Murray, K. M., Shapiro, S., & Gilliar, W. G. (2021). Fourteenth Symposium on COVID-19: COVID-19 as of August 26, 2021: What Have We Learned? How Can We Use What We Have Learned?. Retrieved from
  • Mackey, H. J., Meiris, L., Daniels-Lane, A., Collice, T. H., Stark, S., Shapiro, S. H., Shapiro, J., & Stefkovich, J. (2021). Privacy versus Safety. Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas (5). Retrieved from
  • Antoni, J., Conroy, T., Peters, K., Shapiro, S. H., Yelman, A., & Gross, S. (2021). Sustaining a Vision to Reclaim Educational Reform. Palgrave Handbook of Educational Leadership and Management Discourse, 1-29. Retrieved from
  • Shapiro, S. H., Vance, M. L., & Harrison, E. G. (2023). Little Secrets: Confessions of a Dyslexic Academic.. Disabled Faculty & Staff: Intersecting Identities in Higher Education, 2. Retrieved from
View All on Touro Scholar