The Hatboro-Horsham School District has also appointed a new director of educational programming. Both replace retiring educators.
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HATBORO / HORSHAM TOWNSHIP, PA —The Hatboro-Horsham School District has filled some vacancies created by upcoming retirements.
The school district has appointed a new assistant superintendent and also a director of educational programming.
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Ted Domers will serve as assistant superintendent, replacing Monica J. Taylor, who announced in early February that she would retire at the end of the school year after 22 years with the district.
The appointments of Domers and Andre’ McLaurin, the director of educational programming, are effective July 1.
“Dr. Domers and Dr. McLaurin bring a wealth of knowledge and experience into their roles,” Schools Superintendent Scott Eveslage said. “The district is excited to begin collaborating with them and see what they help us achieve in Hatboro-Horsham.”
Domers is the assistant superintendent in the School District of Philadelphia.
“I am looking forward to working with the school leaders, teachers, and families to deepen the culture of achievement on behalf of all of our students,” Domers said. “The Hatboro-Horsham School District is a district on the rise with a strong framework for learning, support, and extracurriculars. I am excited to bring my collaborative leadership approach to support continued improvement and excellence in service of the Hatboro-Horsham community.”
McLaurin, principal of Erdenheim Elementary School, replaces Sue King, who is retiring after eight years in the district. “I am looking forward to partnering with the staff, community, and leadership team to provide targeted support and resources that impact the success of students and their experiences in our schools,” McLaurin said. “Hatboro-Horsham is a special place and I am excited for the opportunity to serve in a role that will allow me to contribute to the continued growth and success of the district.”
Domers’ Background
In the School District of Philadelphia, Domers oversees Learning Network 1, which includes 19 schools around the city, including magnet and admissions-based schools such as Masterman, Creative and Performing Arts, Girard Academic Music Program, Philadelphia High
School for Girls and Central High School. This Network includes roughly 950 teachers and
16,500 students.
Domers previously served as the principal of George Washington Carver High School for
Engineering and Science where the school became a National Blue Ribbon School under his
direction. He was also a high school English and social studies teacher.
He received his Bachelor of Arts in psychology with a minor in English from Goucher College, his master’s of science in education from the University of Pennsylvania, and his doctorate of education in teaching, learning, and leadership from the University of Pennsylvania, where his
dissertation research focused on how principals create a working environment to support
teacher retention.
McLaurin Background
As a principal of Erdenheim Elementary School in Springfield Township School District, McLaurin has been a highly respected leader for the past 10 years. He has been instrumental in not only leading Erdenheim Elementary School, but also has been deeply connected to leading and implementing several district-wide curricular and programmatic initiatives, including the development of multi-tiered systems of support and PLCs.
He also serves as an adjunct professor where he teaches graduate-level courses in “Special Education for School Leaders” and “Literacy in Mathematics Education.”
Before his time at Springfield, he taught elementary in multiple grades up to grade 6 in the North
Penn School District and the Charlotte Mecklenburg School District in North Carolina.
He earned a Bachelor of Science degree in elementary education from Shippensburg University, a Masters of Arts in school administration from Gardner Webb University, and his doctorate in K-12 educational leadership from Immaculata University, where his dissertation research centered on elementary teachers’ perceptions of student resiliency.