Rachel Cohen Losoff

Rachel Cohen Losoff, Ph.D., LCP, NCSP is a Professor and Department Chair of the School Psychology Department at The Chicago School's College of Professional Psychology in Chicago, IL. With extensive experience in both academic and practical settings, Dr. Losoff combines theoretical knowledge with real-world application from her previous work as a School Psychologist in Chicago Public Schools and suburban middle schools. She leads the department while supporting advanced doctoral training, shaping the education of future school psychology professionals.

Dr. Losoff's educational background includes:

• Ph.D. in School Psychology from University of South Florida with emphasis in systems change and research methods
• B.S. in Psychology from Pennsylvania State University

Her doctoral research focused on variables influencing the implementation of Positive Behavioral Interventions and Support (PBIS).

Dr. Losoff's research centers on systems change within educational settings, examining how school psychologists can facilitate meaningful, sustainable improvements. She has developed expertise in Positive Behavioral Interventions and Support (PBIS), Response to Intervention (RTI), and organizational change models. Her work emphasizes evidence-based approaches to school transformation that consider multiple perspectives within the educational ecosystem, with particular focus on practical implementation strategies.

An analysis of Dr. Losoff's publication history reveals consistent dedication to bridging theory and practice in school psychology. Her work spans from foundational research on implementation science to practical guides for practitioners, with a strong thread of problem-solving approaches to educational improvement. Recent publications continue to explore the 'Seven Habits of Highly Effective Schools' framework for promoting meaningful change in educational settings.

Dr. Losoff has received grant funding through:

• The Chicago School's Office of Sponsored Programs Faculty Sponsored Faculty Development Project
• The Chicago School's Faculty Development and Promotion Committee

These grants have supported her research on transforming schools using problem-solving approaches and promoting sustainable school change.

As an educator, Dr. Losoff employs a structured 'tell, show, do, review' approach based on Gagne's nine steps to instruction. She emphasizes developing students' strengths while fostering a collaborative classroom culture focused on continuous learning and improvement. Her teaching philosophy reflects her belief in nurturing each student's potential while encouraging reflection on areas for growth. She brings her extensive field experience to the classroom, ensuring her instruction remains grounded in real-world application.