• ACADEMIC ADMINISTRATION
• ACADEMIC ASSESSMENT
• CURRICULUM DESIGN
• EDUCATION
• EDUCATION, STUDENT TEACHING
• EDUCATIONAL LEADERSHIP
• INSTRUCTIONAL DESIGN AND TECHNOLOGY
• LEADERSHIP DEVELOPMENT
• LITERACY, INTEGRATED CURRICULUM
• SECONDARY EDUCATION, OF HIGH RISK STUDENTS
• TEACHER COACHING, PROFESSIONAL DEVELOPMENT, CURRICULUM PLANNING AND DEVELOPMENT, LESSON PLANNING, CREATING ASSESSMENTS, LEADING EFFECTIVE SCHOOLS, GRANT WRITING

Wilner Bolden, III, is an Adjunct Instructor for the Educational Leadership and Teacher Education Department. Dr. Bolden received his Ph.D. from The University of Mississippi in 2014. He has 19 years of educational experience and significantly contributed to the field of education, resulting in improved teacher quality and increased student achievement through the practice of effective leadership. Dr. Bolden has served as a teacher, assistant principal, principal, and several roles at the district-level. Furthermore, he has served as a guest orator, university supervisor, and adjunct instructor. Dr. Bolden has implemented school turnaround models and transformed low performing schools into high performing institutions using evidence-based practices in the areas of cultural building, improving teacher quality, and implementing systems of accountability. Currently, he serves as a Deputy Superintendent, Leadership Development Coordinator (K-12), and Director of Personnel at North Panola School District. Dr. Bolden's philosophy of education is the credence that scholarship is not attained by chance; it must be sought with ardor and diligence. Nevertheless, this passion for learning cannot be ignited without the knowledge, motivation, and inspiration of not a "good" but a "great" teacher! Dr. Bolden has received numerous of awards and recognition for being an "outstanding school leader." He received the "Torch Award" for excellence in leadership at the Mississippi School Board Association Conference in 2011 and served as one of the guest speakers who shared effective leadership strategies that were used to turnaround a habitual "Failing School" to "High Performing"