Lenore Reilly

Assistant Professor of Education; on leave 2021-2022
Elementary/early childhood education, teacher preparation, and professional development

Lenore Reilly first joined Mount Holyoke in 2003, serving on the faculty of the Department of Psychology and Education, and later working closely with Mount Holyoke’s Professional and Graduate Education division, as director of the College’s MAT teacher preparation programs. Before returning to the teaching faculty in 2021, Reilly served as Senior Advisor to the President, coordinating institutional planning, overseeing re-accreditation and assessment, staffing the Board of Trustees, serving as Secretary of the College, and supporting the President on a number of regular and special projects.

Reilly came to Mount Holyoke from the School of Education at the University of Massachusetts Amherst, where she served in faculty and administrative roles. Previously, she worked in the K-12 sector as both a literacy specialist and administrator. She holds a bachelor's degree from Wheaton College, a master's degree from Simmons College, and a doctorate of education from UMass Amherst.


Lenore Reilly's research interests range from elementary and early childhood education to the role of peer-coaching in the preparation of teachers for urban schools to internationalization of teacher preparation. In all of her work, the goal of achieving social justice and equity for all students is evident. She recently presented at the annual Comparative and International Education Society conference on the impact of teaching abroad experiences on pre-service teachers.

Reilly is served as co-principal investigator on a National Science Foundation grant to improve mathematics instruction in preK-12 and teacher preparation classrooms in Western Massachusetts. She has worked on several research projects supported by the Massachusetts Coalition for Improving Teacher Quality and Student Achievement in Urban Schools, a federal Title Teacher Quality grant, examining the role of arts and sciences faculty in teacher preparation efforts and the policies that support or inhibit collaboration among faculty.


Reilly has taught a range of courses, from a first-year seminar on Schools, Schooling, and Society: The Politics of Literacy to an intermediate-level course on ideas and ideals in U.S. Public Education to upper-level courses in literacy and math instruction. She have brought students to complete pre-practicum work in South African schools and has recently begun to develop courses and programs that will allow students to delve more deeply into both the theory and practice of teaching beyond the borders of the United States.

Reilly formerly served as a language arts teacher, curriculum director, and public school principal. She also directed the University of Massachusetts at Amherst's Constructivist Teacher Education Program and served as director of teacher education for UMASS Amherst's School of Education. She is the coeditor of Beyond Words: Picture Books for Older Readers and Writers.