Leadership & Advisory Panel
Head of School
Ann V. Klotz began her tenure as Laurel’s tenth Head of School on July 1, 2004. Committed to academic excellence, Klotz is equally devoted to the social and emotional development of girls and enthusiastically champions Laurel’s legacy as a school that fosters confidence, creativity, critical thinking and compassion in its students.
As a graduate of The Agnes Irwin School in Rosemont, Pennsylvania, Klotz experienced first-hand the opportunities afforded girls who are educated in an environment dedicated to their particular strengths and needs. A cum laude graduate of Yale, she obtained her Master of Arts degree from New York University where she majored in Individual Study of Drama.
Prior to her arrival at Laurel, Klotz spent twenty years as an educator and administrator at The Chapin School in New York City. She served as Director of College Guidance and as a member of Chapin’s administrative team, while maintaining ongoing roles as head of the Drama Department, coordinator of the Fine Arts Department and teacher of Upper School English. Klotz continues to help lead the highly successful summer program for high schools students she and her husband, Seth Orbach, established in Pennsylvania - the Ensemble Theatre Community School.
Klotz is a graduate of Leadership Cleveland and serves on the boards of the Heads’ Network, the National Coalition of Girls Schools, Lawrence School, and Headmistresses of the East. Deeply committed to mentoring women to independent school leadership, she has served on the faculty for the NAIS Institute for Aspiring School Heads and the Heads’ Network Leadership Seminar. Ms. Klotz has blogged for the Huffington Post—frequently on topics around the intersection of motherhood and school leadership. Additionally, her work has appeared in Independent School Magazine, Community Works Institute Journal, and the NAIS Independent Ideas Blog.
Contact Ann at aKlotz@LaurelSchool.org or phone 216-455-3000
Department of Psychology
Case Western Reserve University
Lisa Damour, Ph.D. is the Executive Director of Laurel School’s Center for Research on Girls, writes the monthly Adolescence column for the Well Family section of the New York Times, and is a regular contributor at CBS News. She serves as a Senior Advisor to the Schubert Center for Child Studies at Case Western Reserve University. Dr. Damour maintains a private psychotherapy practice and also consults and speaks internationally. She is the author of numerous academic papers, chapters, and books related to education and child development. Her New York Times best selling book, Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood, was released by Random House in February 2016. Untangled has been hailed by Dr. Michael Thompson as "the best description of the female adolescent journey that I have ever read" and by Dr. Madeline Levine as "mandatory reading."
Dr. Damour graduated with honors from Yale University and then worked for the Yale Child Study Center before earning her doctorate in Clinical Psychology at the University of Michigan. She has held fellowships from Yale’s Edward Zigler Center in Child Development and Social Policy and from the University of Michigan’s Power Foundation.
Contact Lisa at 216-455-3061
Department of Psychology
John Carroll University
Tori Cordiano, Ph.D. is the Director of Research of Laurel School's Center for Research on Girls. She is dedicated to the practical application of empirical research on girls' learning and development and to thinking about new avenues for exploring how girls grow.
Dr. Cordiano graduated with honors from Case Western Reserve University where she also received her doctorate in Clinical Psychology. She was the recipient of the Brisky Fellowship for her research in the area of children's pretend play and creativity.
Dr. Cordiano is the co-author of several book chapters and research papers related to pretend play, play assessment, children's creativity, and parenting interventions. She teaches in the master's counseling program at John Carroll University and in the doctoral physical therapy program at Cleveland State University. Dr. Cordiano maintains a private practice, where she specializes in psychotherapy and assessment with children, adolescents, and families.
Contact Tori at tCordiano@LaurelSchool.org or phone 216-751-5442
Contact Sarah at sWilson@LaurelSchool.org or phone 216-455-3022
Assistant Professor, Department of Anthropology
Case Western Reserve University
Eileen P. Anderson-Fye, Ed.D. is an Assistant Professor in the Department of Anthropology at Case Western Reserve University whose research centers around the well-being of adolescents in contexts of socio-cultural change. She studies how adolescents - already going through normative developmental changes - make sense of changing contexts around them in ways that both help and hinder their well-being, and particularly mental health. Dr. Anderson-Fye's work aims to identify and explain processes by which adolescents engage in pathways to well-being or distress with the ultimate aim of interventions in practice and policy to increase adolescent well-being and reduce distress.
Dr. Anderson-Fye's work has appeared in a variety of scholarly publications including the "Harvard Educational Review," "Culture, Medicine, and Psychiatry," "ETHOS," "The International Encyclopedia of Adolescence," and "The Handbook of Eating Disorders and Obesity."
Professor, Department of English
University of Michigan
Professor Anne Curzan is Associate Professor in the Department of English at the University of Michigan. She also has a faculty appointment in the School of Education. Professor Curzan's research interests include the history of English, language and gender, corpus linguistics, medieval language and literature, historical sociolinguistics, pedagogy, and lexicography. In addition to her teaching, research, and administrative posts in the English Department, Professor Curzan is co-editor of the Journal of English Linguistics.
Professor Curzan's published work includes:
How English Works: A Linguistic Introduction. 2006.
With Michael Adams. New York: Pearson/Longman.
Gender Shifts in the History of English. 2003.
Cambridge: Cambridge University Press.
First Day to Final Grade: A Graduate Student’s Guide to Teaching. 2nd Ed. 2006. With Lisa Damour. Ann Arbor: University of Michigan Press.
Studies in the History of the English Language II: Unfolding Conversations. 2004. Ed. with Kimberly Emmons. Berlin: Mouton de Gruyter.
Numerous articles and book reviews.
Principal, The Deak Group
JoAnn Deak, Ph.D., has spent more than twenty years as an educator and psychologist, helping children develop into confident and competent adults. The latter half of that period has focused on working with parents and teachers in their roles as guides for children. On her website is a quote that best describes her perspective on her work: "Every interaction a child has, during the course of a day, influences the adult that child will become."
Parents and educators from schools in the United States and abroad, as well as organizations such as the National Association of Independent Schools, International Schools Association of Africa, etc., have heralded Dr. Deak's ability to demystify complex issues of child development, learning, identify formation and brain research. Mary Pipher, author of Reviving Ophelia and The Shelter of Each Other has called Dr. Deak "an earnest idealist and a rigorous researcher... a good combination of head and heart." Michael Thompson, author of Raising Cain and Best Friends, Worst Enemies, has said that her writing "offers parents humor, understanding, parenting philosophy, and well founded words of wisdom."
In the 1980's Dr. Deak worked with the Laurel School as a consulting psychologist, where she participated in a six-year study with Harvard and a team of researchers led by Carol Gilligan. Following that study, Dr. Deak joined Laurel School as the Director of the Lower School and Director of the Middle School. She also was the founding Director of Early Childhood. She left Laurel in 1999 to expand her consulting role with parents, schools and other organizations nationwide and internationally.
Dr. Deak has been an advisor to Outward Bound, a past chair of the National Committee for Girls and Women in Independent Schools, on the advisory board of New Moon Magazine, the Seattle Girls' School, Bromley Brook School, Lendl Montessori School, Power Play and Girls Can Do. She consults with organizations and schools across the in the United States. Most recently she has worked with international education associations and parent groups in Australia, Borneo, Canada, England, Ethiopia, France, India, Kenya, the Philippines, Nepal, New Zealand, Scotland, South Africa, Switzerland, Taiwan, Tanzania, Thailand, Turkey, and the United Arab Emirates. She has been awarded the 2003 Woman of Achievement Award by the National Coalition of Girls' Schools and was given the first Female Educator of the Year Award 2002 by Orchard House School. She has been named the Visiting Scholar in New Zealand in 2004, the Visiting Scholar for The Red Oak School for 2004/2005 and the Resident Scholar for the Gardner Carney Leadership Institute in Colorado Springs for 2006, 2007 and 2008.
Dr. Deak has written two books:
How Girls Thrive, published by the National Association of Independent Schools. 1998
Girls Will Be Girls: Raising Confident and Courageous Daughters, Hyperion. 2002
Co-edited one book:
The Book of Hopes and Dreams
Contributed to two books:
What I Wish You Knew: Letters from Our Daughters' Lives, and Expert Advice on Staying Connected. American Girl. 2001
Written numerous articles and is working on her next book:
The Brain Matters: A Middle of the Road Guide for Parenting and Teaching.
Professor of Humanities and Applied Psychology
Steinhardt School of Culture, Education, and Human Development
New York University
Carol Gilligan is a psychologist and writer whose 1982 book In a Different Voice: Psychological Theory and Women’s Development was described by Harvard University Press as “the little book that started a revolution.” She initiated the Harvard Project on Women’s Psychology and Girls’ Development and co-authored or co-edited five books with her students, including Meeting at the Crossroads (with Lyn Mikel Brown), based on the study at Laurel School and a New York Times Notable Book of the Year in 1992. She is the author of The Birth of Pleasure: A New Map of Love (2002), Kyra: A Novel (2008), and most recently, Joining the Resistance(2011). A member of the Harvard faculty for many years, she held the university’s first chair in gender studies. She is currently University Professor of Applied Psychology and the Humanities at New York University.
Section Head of Pediatric
Dr. Michael Manos is a world-renowned clinician in the field of behavioral pediatrics, learning disabilities and pharmacotherapy, with a particular specialty in Attention Deficit Hyperactivity Disorder (ADHD).
Manos is the director of the ADHD Center for Evaluation and Treatment at the Cleveland Clinic and a member of the ASC’s Advisory Board.
Co-Director for the Center for the Study of Learning and Attention
Department of Pediatrics
Yale School of Medicine
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University. She is the author of Overcoming Dyslexia and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child. She is a member of the Institute of Medicine at the National Academy of Sciences.
Dr. Shaywitz's ground-breaking research focuses on disorders of higher cognitive function in children, adolescents and young adults; of particular interest is the investigation of endocrinologic influences, gender differences and social and behavioral influences underlying dyslexia and attention deficit-hyperactivity disorder (ADHD). Investigations of endocrinologic and gender influences include examination of the influence of sex hormones on cognitive development during puberty and in a complementary study, hormonal/cognitive relationships in adult women. These studies use functional magnetic resonance imaging to investigate the influence of hormones on brain organization women.
Dr. Shaywitz is also engaged in an epidemiologic, longitudinal study of the cognitive and behavioral development of a representative group of 400 Connecticut school children whom we have been following for the past 12 years. This study, the Connecticut Longitudinal Study allows her to characterize the parameters of normal development (intelligence, academic achievement, behavior, school performance, self-perception), and to examine specific influences on these parameters (for example, how much change in IQ over time should be considered "normal" and what is the influence of gender, socioeconomic status, mother's education on IQ variation).
Research Associate in Psychology
Department of Psychology
Harvard Medical School
Dr. Catherine Steiner-Adair is a Clinical Instructor in the Department of Psychiatry at Harvard Medical School and the Director of Eating Disorders Education and Prevention at the Klarman Eating Disorders Center at McLean Hospital in Belmont, Mass. She was the recipient of generous funding from the Paul and Phyllis Fireman Foundation to research and develop an eating disorders primary prevention program for girls ages 8-13. Emphasizing girls personal power and overall mental and physical wellness, it addresses critical issues of body preoccupation and reduces risk for disordered eating in girls (grades 3-8). This is the first primary prevention program of its kind to show sustained positive changes in girls body image, body satisfaction and body esteem.
A founding member of the International Academy of Eating Disorders, Dr. Steiner-Adair lectures internationally on eating disorders. In 2001, Dr. Steiner-Adair was invited to write a new forward to the 20th edition of the Golden Cage, the classic text on eating disorders by Hilde Bruch. She was awarded the Lori Irving Prevention Award by the National Eating Disorders Association in September 2005.
Her current research in eating disorders prevention focuses more specifically on ethnicity and cultural sensitivity. With funding from the Hadassah Foundation, she is the co-author of Bishvili, For Me: a Jewish Guide to Full of Ourselves, for Jewish day schools and camps.
Dr. Steiner-Adair consults widely in the American Jewish community with Rabbis, day school and youth educators, health practitioners, parents, camps and non-profit organizations. She has spoken at events for several Jewish Women’s Fund chapters (Chicago, Baltimore, Pittsburgh, New York, Boston, Palm Beach) and Jewish non-profit organizations (The Hadassah Foundation, Jewish Camping Foundation, The Reconstructionist Rabbinical Association, Facing History and Ourselves). Catherine has worked extensively in Israel, speaking publicly and providing professional development at leading hospitals, academic institutions, and the Knesset. In 2006 she was recognized as one of Jewish Women International’s "10 Woman to Watch" for the depth of her work on raising healthy confident girls and preventing eating disorders.