Who We Are
David J. Benson, Ed.D.
Dr. Dave Benson is currently a consultant with Focused Leadership Solutions where he provides consultation and facilitation to schools, districts, school boards and state departments of education in leadership for improved performance.
During his 37 year career, Dave has served as a psychologist, special educator, school and district-level administrator and independent consultant. He holds degrees or licensure endorsements in psychology, special education, and school and district administration from Gustavus Adolphus College, The University of Northern Colorado, and The University of Colorado. Additionally he has completed post graduate work at the Universities of Minnesota, Wisconsin and California. Dave has worked as a special education teacher, school counselor and psychologist, special education director, consultant for the Colorado Department of Education, director of organizational development, and assessment and data specialist. For 15 years he served as a school principal. During this time, he was also an adjunct professor with the University of Northern Colorado, Colorado State University, and the University of Colorado. Dave has consulted and presented workshops in a number of states with emphases in school improvement, leadership, organizational change, literacy and special education programs. He has been recognized at the state and national levels for his leadership in developing innovative programs in literacy. He also has worked in private practice as a psychotherapist.
Since 2000, Dave has provided consultation to school and district leaders, ongoing facilitation of school and district leadership teams, and led numerous external and internal “audits” of practices at the school and district level. Through this work, Dave has advanced leadership in schools and districts to strategically plan and implement research based practices to improve student learning and achievement.
Dave’s specific areas of professional expertise include: school improvement; district and school leadership; school and district “audits” of practice; large system change; strategic planning; school culture; and conflict resolution.
In Dave’s words:
“It is most gratifying to be a partner in sustained improvement in professional practices that result in measurable increases in student learning and engagement. Two schools in particular where I regularly worked with administrative and teacher leaders have realized upward trends in performance for the last five years. Before that time, both schools were placed on “academic alert” by their districts and were performing “low” according to state criteria. Over the last five years both schools have realized a five-year improved trend in student achievement, are no longer identified as low performing and have moved into the top third of schools in the state. Additionally, many of the staff members of these schools have become crusaders for “best practices” in their schools and provide internal leadership to sustain their practices and improve student learning. I am fortunate to have been a part of that special achievement.”