Dr. William L. Bainbridge, Ph.D., FACFE, is a Forensic Education Expert with extensive experience in School Related Accidents, Incidents, Sexual Abuse, Sexual Assault, Sexual Harassment, College Athletics/Sports Injuries and Title IX compliance. He is court qualified in Schooling, Education Standards, Policies, and is considered to an Expert in over 35 states.
Dr. Bainbridge currently serves as President and CEO of the SchoolMatch® Institute and as a Distinguished Research Professor at The University of Dayton.
A Special Education expert for five decades, Dr. Steven C. Imber served as a professor of special education from 1973 2021. He serves as a special education advocate, consultant to attorneys, parents and schools. He has conducted more than 600 independent educational evaluations.
B.S. Psychology (High Honors) State University of New York at Buffalo
Doctoral Studies, Clinical Psychology, University of Connecticut
M.A. from the Department of Educational Psychology (Special Education - Learning Disabilities), University of Connecticut (Kappa Delta Phi)
Ph.D. from the Department of Educational Psychology (Special Education -Emotional Disturbance (High Honors)
As a special education expert, Dr. Imber has worked on cases with children, adolescents and adults with a broad array of disabilities. He provides professional advocacy and consultation for children with the following disabilities:
Attention Deficit Disorders
Emotional and Behavioral Disorders
Emotional and Behavioral Disorders Intellectual Disabilities (Cognitive Deficits)
Other Disabilities and Disorders
Areas of Expertise:
Criminal Defense of Individuals with Disabilities – competence to stand trial and comprehension of Miranda Warning Rights
Family Custody Matters involving Disputes regarding matters of Education and Special Education
Special Education Regulations and Law
Dr. Imber has been involved in cases from the following states: Alaska, Arizona, Connecticut, Delaware, Florida, Hawaii, Illinois, Massachusetts, Michigan, New Jersey, New York, Pennsylvania, Rhode Island, Tennessee, Utah, Vermont, Washington and West Virginia.
Depositions and Direct Testimony Dr. Imber has testified in federal court, various district courts, superior court, family and probate court and in numerous due process hearings since 1975.
Below are listed recent cases in which Dr. Imber provided testimony during depositions or directly in various court matters:
October 21, 2021, Family Court: State of Hawaii, Plaintiff
October 19, 2021, Hancock County Circuit Court, West Virginia Criminal Action, Defendant
September 29, 2021, Chicago Public Schools Cook County, Defendant
July 6, 2021, Worcester County Probate and Family Court, Plaintiff
August 10, 2021, Springfield District Court, Defendant
May – June 2019, Commonwealth of Massachusetts, Division of Administrative Law Appeals, Bureau of Special Education Appeals BSEA, Plaintiff
Published several articles in national and international journals within the fields of special education and psychology
Presented at several local, state, regional, national and international conferences and meetings
Rhode Island Office Sprout Building 166 Valley Street Providence, RI 02909 Telephone: 401-421-4004
New York Office 61-43 186th Street Fresh Meadows, NY 11365 Telephone: 516-273-1961
In short, an expert who purports to claim that he (or she) can support the position of any client may be strong on an overindulged sense of confidence, but a bit weak on integrity. During the past several years, I have learned that issues that pertain to educational decision-making that is truly in the best interests of the child are complex, intriguing and deserving of a blend of careful scientific and intuitive analysis
On March 22 the U.S. Supreme Court issued an 8-0 opinion in the case Endrew F. v. Douglas County School District, ruling in favor of the parents of a student with autism spectrum disorder who had charged that the district did not meet the requirements of the Individuals with Disabilities Education Act (IDEA. The parents argued that their child did not receive a free, appropriate public education (FAPE) that was mandated by Congress.
Prior to 1966, the Supreme Court sought to define the Constitution's protection against self-incrimination with regard to juveniles, to the mentally impaired, and to psychological coercion by police (see Gallegos v. Colorado, 1962; Blackburn v. Alabama, 1960; Fikes v. Alabama, 1957; Chambers v. Florida, 1940).
David Wolowitz, JD is an Education Law Attorney with 40 years of extensive experience advising schools and youth-serving organizations on the current and past standard of care for protection of minors from harm by peers, educators, and trusted adults.
Expert Witness: Mr. Wolowitz serves as an expert witness nationally for plaintiffs and defendants on the current and historical standard of care for child safeguarding in schools and youth-serving organizations. He has been qualified as an expert on the adequacy of policies, procedures, investigations, and remediation, relating to the protection of minors. He has also provided expert opinions on the adequacy of employment practices, including hiring, training, and supervision. These cases have involved claims against teachers, administrators, coaches, mental health professionals, and religious advisors.
Litigation Support: Mr. Wolowitz has significant civil and criminal trial experience in federal and state trial and appellate courts in New Hampshire and Massachusetts. He was an invited guest instructor of the Trial Advocacy Workshop at Harvard Law School for 29 years.
Virginia Rhodes, EdD has an extensive background in public schooling with over 35 years of experience in duty of care: teacher, principal, hiring, supervision, evaluation and instruction in K-12 settings. Her work in research, and as a school board member in a large district grounds her expertise in school policy and district and administrative function. As principal and policy-maker, Dr. Rhodes was known for her work in reclaiming failing high schools, including moving an Ohio high school from 8% passage on the state science test to 54.5% in 2 years, collaboratively, within a contractual environment. Dr. Rhodes provides expert witness research, reports & testimony for districts and law firms, representing both plaintiff and defense. Dr. Rhodes' services are available nationally and internationally, as she is culturally competent,traveling, presenting at conferences and observing schools. Previous cases have included student injury, & death, religious/race, disability discrimination, wrongful termination, sexual abuse, administrative supervision, teacher supervision, actions of paraprofessionals including teacher assistants, security guards, and school resource officers, as well as school evaluations & recommendations for domestic cases.
Areas of expertise include:
School and district disciplinary policy & practices
Standards of care and duty for administrative, teacher and school staff
Teacher training/evaluation, administrative training
School climate, culture, SEL (social-emotional learning), trauma-informed practice
Diversity issues within personnel and student settings
Urban school research & new trends in teacher leadership
What does it take to improve science performance in an inner-city high school? Could a science "immersion" strategy change motivation and interest in science? How can we meet a key strategic goal of our urban district: "All students graduate and are prepared for postsecondary education, successful careers and productive citizenship."
Creative professionals in team-based work settings value work communications skills among their colleagues. As public schools create professional learning communities and experiment with teacher-led curriculum and program development, traditional interview processes may prove inadequate for these new collaborative environments. New and creative selection models may be needed to enable teacher or other professional teams to choose candidates with the 21st century skills needed for success. In public sector environments, work rules are often highly developed and professionals are entitled to interview. Qualifications, training, experience and seniority as determinants often get reduced to transfer rights using seniority as the main or only criteria. This trend detracts from creating a competitive environment in which to attract & retain a high-quality teaching staff. Solutions can be found within existing contract parameters, however, if the attributes necessary to teach 21st Century skills are actually required to be demonstrated, not just described, in the interview process.
"All children can learn," is a catchphrase currently making the rounds in education circles, particularly in staff development activities (Pankratz & Petroski, 2003). De facto learning theory challenges the underlying assumptions of this phrase by examining how it is that learning in schools takes place. Using theoretical foundations of Dewey, Maslow, and Vygotsky, this essay will explore the fact that all children are, in fact, learning all the time, regardless of the actions of teachers, the content of the curriculum, or educational policy and practice.
Critical to a dynamic STEM school is a high level of instructional rigor. While this is true in all STEM schools, it is a particular challenge in those programs that serve populations inexperienced with high levels of rigor in their previous coursework.
Establishing a STEM High School (Science, Technology, Engineering, & Mathematics), and the Aiken Environmental, Ohio's first public environmental high school proved to be successful strategies to increase student engagement and raise standardized scores in science. High-poverty urban students from declining academic and disciplinary environments produced significant gains on science test results and credit attainment towards graduation. Using multiple overlapping rigor and SEL strategies, students experienced "science immersion," project-based learning, and a social-emotional curriculum that emphasized personal development and team/community-building skills.
Dr. John F. Doherty is an experienced Public and Private School Educator who has focused his work on improving schools through effective hiring practices, supervision and training of staff, and building a school culture of sustainability. In his current role, he serves as a School Liability Expert Witness.
Dr. Doherty has over 35 years of experience as a superintendent, assistant superintendent, principal, assistant principal, department chair, coach, and teacher. He is the co-chair of the Massachusetts Department of Education Safe and Supportive Schools Commission and chair of the Massachusetts Association of School Superintendents Professional Development Committee.
Litigation Support - Dr. Doherty provides consultation and expert witness services to plaintiff and defendant attorneys throughout the US and Canada. As a court-qualified education administration and supervision expert, he applies his experience, education, and training to the review and analysis of cases to determine the professional standard of care from case inception to resolution, including expert reports, deposition, and trial testimony.
Ideal Client Engagement - Attorneys litigating matters involving the question of liability for school or youth-serving agencies (daycare, camps, aftercare, church childcare) regarding the standard of care, student-supervision, staff training, in any type of injury or incident involving the school/agency, such as wrongful death, personal injury, sexual harassment/abuse, Title IX, Section 1983, in daycare through college/university and more.
Dr. Joseph S. Schwartzberg, is an Educational Consultant / Expert Witness who provides consultation and testimony on cases involving students with disabilities and School safety matters.. Dr. Schwartzberg was responsible for developing and administering legally compliant special education and general programs for 35 school districts in NY before doing likewise for the 14 districts of North San Diego County. For 13 years, he served as the Senior Director of the North Coastal Consortium for Special Education for the San Diego County Office of Education.
Litigation Support - Dr. Schwartzberg has provided expert witness services to counsel representing both plaintiff and defense in state,federal as well as family court.
Areas of Expertise:
Standards of Care
Other Agency Responsibilities
Appropriate Programming for Students with Disabilities
Certification / Credentials:
School Administrator and Supervisor (SAS)
School District Administrator (SDA)
Professional Clear Administrative Services Credential
Professional Clear Single Subject Teaching Credential : Health Science
Learning Disabilities, Emotionally Handicapped, General Special Education
Nursery, Kindergarten, Grades 1-6
Health and special classes of the orthopedically and similarly handicapped
Teacher of children with special learning handicaps