Center Staff


Dr. Diane Morrison, received her Bachelor of Arts in Educationfrom
Ohio State University, her Masters of Arts in School Psychology from Illinois
State University, and her Doctorate of Education from Loyola University Chicago. Dr. Morrison started her career in school psychology with the LaGrange Area Department of Special Education in LaGrange, Illinois and has also worked with Wheaton School District 200 in Wheaton, Illinois. She recently retired as the Director of Support Services for the Northern Suburban Special Education District in Highland Park, Illinois where she coordinated and supervised the direct services staff. She was also responsible for coordinating the district’s Flexible Service Delivery / Problem Solving and Response to Intervention initiatives.

Currently, Dr. Morrison is on the faculty of Loyola University Chicago, School of Education. She also serves as a consultant for numerous school districts and cooperatives across Illinois. She serves on several committees for the National Association of School Psychologists including the Blueprint Committee that recently published its third edition of School Psychology: A Blueprint
for Training and Practice.


LEANNE KALLEMYN, Assistant Professor

Dr. Leanne Kallemeyn is an assistant professor at Loyola University Chicago, and a faculty member in Research Methodologies since 2007. She teaches graduate level courses in program evaluation and qualitative inquiry. She is currently serving as an evaluation consultant for CSEIT. She is the principal investigator on two external evaluations: U.S. Department of Education Teaching American History grant in collaboration with Maine Township School District, and an Illinois Board of Higher Education Improving Teacher Quality grant in collaboration with Roosevelt University. Her scholarship involves conducting program evaluations of various teacher professional development programs, particularly programs that support teachers and students in underserved schools and communities. She is also interested in school practitioners’ experiences with movements that support the use of evidence in decision-making, such as evidence-based practice, data-based decision-making, and performance management.