LLL Faculty: Janeil C. Rey, Ph.D.

Janeil Rey
Janeil C. Rey, Ph.D.

Assistant Professor Language Learning, and Leadership

Office: TH E 232 Phone: (716)673-4650
Email: janeil.rey@fredonia.edu


Janeil C. Rey has been an educator for thirty years as a teacher, administrator, and professor. She began her teaching career at a private, residential school for dyslexic students in Massachusetts teaching reading and English Language Arts. After one year, she joined the Watermark Program of Landmark School. In this program, teachers and students worked and lived together on a 150-ft. gaff rigged schooner sailing to ports throughout Europe and the Caribbean. Janeil worked for the Watermark program for four years serving as academic coordinator her final year. In 1989 she moved to Western NY and was hired as an academic counselor in the Educational Development Program of Fredonia. In 1991 Janeil became principal of a K-12 rural school in Ripley, NY. She served in this capacity for five years and was appointed Superintendent of Ripley Central School in 1996. After the birth of her daughter 1998, Janeil resigned her superintendency and took on part-time work as Special Projects Manager at Erie 2 BOCES and later as Assistant Superintendent for Instruction at Fredonia Central Schools. In the Fall of 2000 Janeil began as Visiting Assistant Professor for Educational Administration at Fredonia. Janeil completed her doctoral dissertation on rural school superintendents through the University of Buffalo in 2009. She resides in Fredonia with her husband Alberto Rey and school-aged children Graciela and Diego.


Scholarly/Teaching Interests

  • School leadership, particularly: principals, superintendents, and women administrators
  • Rural schools
  • Pre-service teacher education

Recent Publications

  • Maheady, L., Jabot, M. & Rey, J. (2008) Using Teaching Learning Projects to Assess and Impact Candidate Practice and Pupil Learning. Excelsior.
  • Maheady, L., Jabot, M., Rey, J., & Michielli-Pendl , J. An Early Field-Based Experience and Its Impact on Pre-service Candidates’ Teaching Practice and Their Pupils’ Outcomes. Teacher Education and Special Education.


  • Ph.D., University at Buffalo Graduate School of Education, Educational Administration: Educational Leadership and Policy Program
  • Ed.M., Administration, Planning and Social Policy, Harvard Graduate School of Education, Harvard University, Cambridge, MA, June 1988
  • A.B., American Studies, Barnard College of Columbia University, New York, New York, May 1982

Department of Language, Learning & Leadership, College of Education

E262 Thompson Hall
State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3702
(716) 673-4664 fax