Professional Profile

Tyrone Bynoe is a Professor in his third year at St. Bonaventure University. He has taught nearly 30 courses, largely in school leadership preparation at the doctoral, educational specialist, and master's degree levels. Additionally, Bynoe applied for courses leading to supervisory and pedagogical certificates involving initial and continuous licensure in several states: Arkansas, Georgia, Kentucky, Indiana, New York, North Carolina, Michigan, Ohio, South Carolina, Tennessee, and Virginia. Notably, he also taught courses that led to terminal degrees in two of these states.

Bynoe received his Doctorate in Educational Administration from Teachers College-Columbia University in 2004. He holds a Master of Arts in American History from the University at Albany. Additional degrees obtained from the University at Albany include a Master of Science in Educational Administration and Policy Studies, a Master of Arts in Social Sciences, and a Bachelor of Arts in American History Education. Bynoe also earned seven graduate credits (three courses) in special education at Hunter College, City University of New York. He is the Associate Professor of Education and Director of the Educational Leadership Program for the School of Education. He has many certifications/licenses, including NYS Permanent Certification in School District Administrator, School Administrator and Supervisor (K-12), and Social Studies (7-12). Additionally, he holds Kentucky Licenses from the Educational Professional Standards Board, which encompass School Superintendent, School Principal, Instructional Supervisor, and qualifications in Social Studies for grades 6-12 and 5-9. Bynoe has 20 years of higher education faculty experience in school leadership preparation and one semester teaching Introduction to Microeconomics. His full-time pedagogical experience occurred in regionally accredited institutions. His experience also includes 11 years as a secondary social studies teacher and 6.5 years as a school administrator (principal, assistant principal, director of instructional services, and special education director).

His scholarly interests lie in writing and publishing on the topics of school finance, institutional school leadership, and comparative school choice policy. In September 2023, Bynoe authored a book review titled "Cultivating Imagination in Leadership," evaluating "Cultivating Imagination in Leadership: Transforming Schools and Communities" by Judson, G. & Dougherty, M., and published by Teachers College Press, Inc.

Bynoe’s most recent publications and excerpts can be found in numerous reputable outlets, including ‘Mentoring for Wellbeing in Schools’ by Kutsyuruba, B., & Kochan, F., published by Information Age Publishing, the ‘Overview of State-of-the-States for Fiscal Year 2022,’ published in the Journal of Education Human Resources in 2023, ‘The Essentials of Finance for School Leaders: A Practical Handbook for Problem-Solving and Meeting Challenges,’ published by Rowman & Littlefield, Inc. in 2023, a study on the relationship between student sense of belonging, psychological safety, and GPA published in the Biblical Higher Education Journal in the spring of 2022, ‘Case Studies in Leadership and Adult Development: Applying Theoretical Perspectives to Real-World Challenges,’ edited by LaVenia, K. & May, J., published by Routledge-Taylor and Francis Group, and a study on budgets and audits among Bay Mills Community College Charter Schools that was published in the Journal of School Business Management.

In 2022 his work on the impact of COVID-19 on school finance, featured in ‘Recent Advancement in Education Finance and Policy,’ edited by Downes, T. & Killeen, K., was published by Information Age Publishing. He then presented a paper on the same topic at the World Educational Leadership Conference in Zug, Switzerland. Bynoe also conducted an explanatory quantitative study on funding policies supporting British multi-academy trusts and American charter schools, that was later presented at the European Conference on Educational Research in an online conference held from September 6-10, 2021, in Geneva, Switzerland.

Given the analysis of his pedagogy during recent years, Bynoe has embraced a teaching philosophy that emphasizes principles of progressivism, essentialism, and constructivism. Grounded in the core values of equality and fairness, his teaching philosophy promotes a model of school leadership that effectuates meaningful and lasting change. This type of change seeks to transform schools into strong learning communities.

Academic Credentials

• Ed.D., Educational Administration, Teachers College-Columbia University, 2004
• M.A., American History, University at Albany, 1992
• M.S. Ed., Educational Administration and Policy Studies, University at Albany, 1990
• M.A., Social Sciences, University at Albany, 1985
• B.A., American History Education, University at Albany, 1978