Dr. David Price is an adjunct faculty member instructing courses in pedagogy, teacher education, and early childhood leadership and supervision. In addition to teaching undergraduate and graduate students, he is a program specialist for the Pennsylvania Key on behalf of the Pennsylvania Department of Education. His position supports local education agencies and chief school administrators to deliver high quality prekindergarten programming and services to children and families across the Commonwealth while monitoring state and federal statutory compliance.
Dedicated to advancing and professionalizing the field of early childhood education, David serves as a higher education accreditation reviewer for the National Association for the Education of Young Children. In this capacity, he leads accreditation teams to colleges and universities across the nation seeking to accredit associate, bachelor, and master’s degree programs.
David is deeply committed to ongoing scholarship through research, advocacy, and mentorship. His most recent research highlighted the importance of principal leadership and supervision of early childhood programs within public elementary schools in Pennsylvania through required coursework in principal preparation programs. The heart of David’s work is demonstrated through the mentorship of developing and practicing professionals who strive to advance in education and leadership. He regularly delivers professional development and content expertise in the local area and abroad.
In the past, David has held diverse roles, including prekindergarten and elementary special education teacher, coach, administrator, and consultant in various early childhood programs and adjunct faculty throughout the Greater Pittsburgh area and Southwestern Pennsylvania. His passion for teaching and educational leadership is inspired by his wife and their three young children.
Interests: Principal Leadership of Early Childhood Education Programs; Developmentally Appropriate Leadership Practices (DALP); Early Grade Transitions and Alignments; Prekindergarten Effectiveness; Early Childhood Program and Management Models; Early Childhood Governance and System Improvements