Dr. LaSonya L. Moore & John Mavros


Dr. LaSonya L. Moore is a faculty member at the University of South Florida. She is a former Principal Designee, Assistant Principal, Behavior Specialist and secondary Exceptional Education teacher. She earned a doctoral degree in special education, educational leadership, and urban special education leadership at University of Central Florida in Education with a focus on Urban Leadership and Special Education and seeks to maximize teaching-learning experiences for all by initiating mentoring, tutoring, and management processes that increase the effectiveness of organizational processes, with specific reference to students with emotional and behavioral concerns and business/community partnerships.

Dr.  Moore works with districts and schools to improve the retention of educators. She is focused on improving educational outcomes for individuals with exceptionalities while improving opportunities for classroom teachers.

Her research examines equity and social justice issues in urban educational institutions. Her specific focus is to enable urban special education teachers to remain in the classroom, what she terms “teacher persistence”. Teacher persistence is affected by individual dispositions, qualities, district/school contexts, and leadership. Dr. Moore’s expertise and ability to build teacher, student and community relationships is superlative.

Dr. Moore has maintained an overall focus to work with district Exceptional Student Education superintendents, district school-based principals, and teachers relating to student success, teacher persistence, and leadership retention through her efforts for students,teachers and the overall educational success of all learners.  Her dedication to students  and families goes far beyond the classroom.

Dr. Moore was the 2017 Florida Council of Administrators of Special Education Outstanding Administrator of the Year. She is currently President of Florida Council for Children with Behavioral Disorders. Dr. Moore is also co- founder of the National Urban Special Education Leadership Network. As a national, progressive and innovative educational  leader in the field of Special Education and Leadership, Dr. Moore takes  pride in on-the-ground advocacy work at diverse institutional levels while maintaining an active research agenda.

As a recipient of the USF Outstanding Graduate Award, USF Outstanding Senior Award, and USF Distinguished Alumni Award. Dr. Moore continues to raise the bar.  She has 2 sons in college, MarQuise and MezNari, with the amazing support of her wonderful husband, Bobby, of almost 30 years.  She believes family support and educational excellence is not an exception but the EXPECTATION!

Her ability to connect cultural lines drives her intrinsic motivation as an authentic servant and transformative leader. Dr. Moore uses service and leadership to create opportunities to bridge cultures, economic, social  and emotional gaps within and outside of her community.  An Urban Leadership in Special Educational scholar, she desires to change education on a national and international level by empowering diverse voices to resonate in the mainstream.

Dr. Moore has maintained an overall focus to work with district Exceptional Student Education superintendents, district school-based principals, and teachers relating to student success, teacher persistence, and leadership retention through her efforts for students, teachers and the overall educational success of all learners while implementing her  360 degrees model for teacher persistence and retention.  Her dedication to students and families goes far beyond the classroom.

With an unwavering focus on the youth, John Mavros is the author of two acclaimed research studies The Educational Needs of Black Youth in Princeton and Sorting, Territoriality, and Rule-Making Outside the Walls of Seward Park High School.  He cofounded two innovative nonprofit programs in New Jersey that still serve youth and their families.

John was born in Wilmington, North Carolina and excelled as a student leader in public schools there. His accomplishments earned him admission to the notable Princeton University, where he discovered an intense passion for working with teenagers in after school and summer enrichment programs within the community.

In 1969, with six other undergraduates, John co-founded a student-led youth enrichment program The Community House. This initiative is still present today as a major volunteer program for Princeton students to volunteer time and community service to help local students achieve their ambitions.

Mavros’ senior research paper The Educational Needs of Black Youth in Princeton was utilized for 25 years by the Princeton Regional School district as an orientation resource for professional staff, helping them understand the local community and enlighten them on better ways to help students to learn.

Mavros later taught and worked as a guidance counselor in Newark, New Jersey. He earned a Master of Education in Student Personnel Services from Trenton State College and another in Educational Administration from Teachers College, Columbia University. Based on 1,200 typewritten pages of field notes, he found the student’s neighborhood of origin to be the most influential factor affecting theirsocial relationships.  In other words, he learned (and wholeheartedly believes) that the family environment is the strongest force on student behavior in school, even outside of class.

Before earning his doctorate, Mavros founded and secured funds for a nonprofit agency to offer bus transit for families to visit New Jersey inmates at state correctional facilities. The Joint Connection, as it was called, also provided job search assistance to offenders in the cities of Newark and Camden, New Jersey, for over 20 years.

Mavros has served as substitute teacher and guidance counselor in public schools in New Jersey and in Florida, where he now lives. He also taught psychology and liberal arts courses as a professor of liberal arts on the New Jersey campuses of Berkeley College. A graduate of Princeton, John now lives in Saint Petersburg, Florida. In his free time, John enjoys dancing, listening to music, golf, exercising, and spiritual activities that keep his the mind alert and body in shape.


The estrangement of parents has created a crisis that adversely affects the performance of American students and the relationship of families to schools and school teachers. This book says, “Enough Iz Enough!” It shows how teachers and parents can and should unify to bring about change to fulfill the mission of public schools.

This book describes how the relationship of parents and families with teachers and schools can support a critical need to improve student achievement. It suggests ways for a school to adapt instructional protocol to meet common core testing standards, without changing current course content and  teaching methods.Strategies  are  given  to  help ensure that students will see school as a fun and enjoyable learning experience. This is particularly important in the early grades. Enough Iz Enough makes it clear that teachers and parents must work together to create partnerships that support student achievement. The book admirably challenges current assumptions, methods, and expectations for parent-teacher relationships and offers ways to improve these relationships. Its pretext is:

The love of parents can be second to none
They will help teachers get the job done.
It may be tough, it may be rough.
They must come together.


Enough Iz Enough proposes to change parent-teacher relationships by:

  • Introducing a durable framework of successful strategies to engage families in education.
  • Providing a framework of successful strategies for teachers to engage parents.
  • Offering practical suggestions for parents and teachers to form partnerships that will improve student performance.
  • Showing ways that parents can take action to encourage and equip their children to do their best.
  • Suggesting strategies for principals to encourage and retain teachers.


  • Why families are important components of education.
  • How American schools can better serve low income and/or English Language Learning families.
  • Ways for teachers and parents to improve relationships for the sake of the student.
  • Ways for the school to optimize family engagement.
  • Ways parents can support child learning in the crucial early years.
  • Characteristics of good after school programs.
  • Using curriculum and technology effectively.
  • The benefit that class resource teams can offer.
  • How PTAs, school boards, and school improvement committees can help.
  • The challenge of middle and high school.
  • Ways for churches, health, and others to wrap their services around the needs of education.
  • Ways to connect the mind and heart in relationships that matter.