Rate My Professor Scott Imig

Professor Scott Imig is a Professor in the School of Education at the University of Newcastle, Australia, a position he has held since July 2015. In this role, he teaches courses in leadership, coaching, management, mentoring, and curriculum and instruction, and he collaborates on redesigning the Masters in Leadership Management program to prepare principals for global challenges. Previously, Imig served as Associate Professor at the University of North Carolina Wilmington from 2006 to 2015, directing the Curriculum, Instruction and Supervision program, supervising over 40 masters and doctoral students, and acting as Associate Dean for Outreach, where he managed partnerships with 13 school districts and 136 schools. During this time, he also worked nearly eight years with the United States Marine Corps at Camp Lejeune, incorporating mentoring and coaching programs and providing training on classroom observation and instructional monitoring. Earlier, as Assistant Professor and Director of the Teaching Assessment Initiative at the University of Virginia, he designed and managed over 20 research studies funded by a $5 million grant from the Carnegie Corporation to assess the value added by teacher education programs. Imig earned his Ph.D. in Educational Leadership and Foundations, with an emphasis on policy and evaluation, from the University of Virginia, where his dissertation focused on teacher decision-making and involved developing and testing an instrument to capture complex real-time classroom decisions. He also holds a master’s degree in teaching from the University of Virginia and a bachelor’s degree in language and literature from St. Mary’s College of Maryland.

Imig's academic interests span teacher education, educational leadership, coaching, supervision, professional development, school change, and support for children and families with refugee backgrounds. He has led international internships for aspiring school leaders in England and emphasizes evidence-based practices to create engaging learning environments. His scholarly output includes 65 research items, with key publications such as the book Supporting Young Children of Immigrants and Refugees: The Promise and Practices of Early Care and Learning (2024), Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students: Skills and Strategies for Classroom Teachers (2022), School leadership, reflective practice, and education for students with refugee backgrounds: a pathway to radical empathy (2021), Evaluating school leadership development through an international experience (2014), and U.S. Department of Education Green Ribbon Schools: Leadership Insights and Implications (2014). Through his work, Imig promotes reflective practice and growth-oriented conversations across educational, military, and corporate settings.