Enhancing Teacher Evaluation: Effective Practices for Evaluating Teachers of All Students
TQ Center Webcast
Wednesday, April 14, 2010
3:00–4:30 p.m. (Eastern Time)
The National Comprehensive Center for Teacher Quality (TQ Center) is hosting a webcast titled Ehancing Teacher Evaluation: Effective Practices for Evaluating Teachers of All Students on Wednesday, April 14, 2010, at 3:00 p.m. (Eastern Time). This webcast, facilitated by Tricia Coulter, Ph.D., Deputy Director of the TQ Center, will bring together experts to discuss the existing research and strategies that address evaluating teachers of at-risk populations. Presenters include the following individuals:
- Patrick J. Schuermann, Ed.D., Vanderbilt University and the Center for Educator Compensation Reform, author of The Other 69 Percent: Fairly Rewarding the Performance of Teachers of Nontested Subjects and Grades
- Lynn Holdheide, Vanderbilt University
- Andrew Croft, ETS
- Lisa Johnson, Ed.D., Learning Point Associates
The presentations will include an overview of the major issues related to evaluating teachers of at-risk populations, a discussion of the existing research, and a review of evaluation strategies and recommendations. Presenters will focus on evaluating teachers of students with disabilities and English language learners.
Tricia Coulter, Ph.D., is deputy director of the TQ Center and coordinates the work to build the capacity of regional comprehensive centers and states to implement the highly qualified teacher requirements outlined in the current provisions of the Elementary and Secondary Education Act. Previously, Dr. Coulter was director of the Teaching Quality and Leadership Institute at the Education Commission of the States. In this position, she created and managed work related to the preparation, support, and compensation of effective teachers and leaders. Dr. Coulter also has worked as a senior research analyst at the State Higher Education Executive Officers organization, where she developed expertise in issues of teacher preparation and professional development. She has extensive experience analyzing and using policy and research to help states create quality policy and innovative practice that meet their needs and challenges related to teacher effectiveness and leadership. Dr. Coulter also has worked directly with states and districts on federal reporting requirements and efforts to ensure that all students are served by highly qualified teachers. She earned her Ph.D. in counseling and educational psychology, with a specialty in consultation, from the University of Nevada–Reno.
Andrew Croft is a research assistant at ETS in Princeton, New Jersey. His work focuses on projects related to measuring teacher effectiveness, teacher evaluation, and professional development. He is also involved in classroom observation studies using various measures including University of Virginia's CLASS. His research interests include evaluating teachers of English language learners, distance/e-learning systems, and higher education teaching and learning. Croft is currently pursuing a master’s degree in higher education at Teachers College, Columbia University.
Lynn Holdheide is a research associate at Vanderbilt University. She works on several TQ Center projects related to improving the preparation of teachers for students with at-risk characteristics and disabilities. Holdheide coordinates the TQ Connection, an online resource designed to serve both general and special education teacher preparation. Her work also addresses response to intervention, inclusive services, and effective teaching practices. Prior to appointment to her current position, Holdheide was a project coordinator and education consultant for nine years at the Indiana Department of Education, Division of Exceptional Learners. She served as the school-to-work transition consultant and directed a statewide study collecting postschool outcome data for students with disabilities. Data from this study were used to develop a statewide system to measure employability skills, modify curriculum, and direct state transition policy. Holdheide has experience as a teacher, transition specialist, vocational specialist, and residential provider. She earned her master’s degree from Eastern Illinois University.
Lisa Johnson, Ed.D., is a senior policy associate at Learning Point Associates. Dr. Johnson supports the TQ Center’s work with regional comprehensive centers through the development of resources and tools on educator quality. She specializes in induction policy and practice and the experience of first-year teachers. Prior to her work at Learning Point Associates, Dr. Johnson served as a researcher and lecturer at the New Teacher Center at the University of California–Santa Cruz and an adjunct professor in the Department of Education at Aurora University. Her research focuses on the effects of induction policy and practice on new teacher pedagogy and student outcomes, including the academic engagement of underserved populations. Her expertise in mixed-methods research and working with adolescents has led to a number of studies on induction and mentoring. Dr. Johnson earned her master’s degree in curriculum and instruction and her Ed.D. in educational psychology from Northern Illinois University.
Patrick J. Schuermann, Ed.D., is a research assistant professor of educational leadership and public policy at Peabody College of Vanderbilt University. He serves as the policy director and director of technical assistance for the federally funded Center for Educator Compensation Reform. In this capacity, Dr. Schuermann coordinates outreach to the 33 sites funded through the TIF project in such domains as communication planning, data quality planning, the evaluation of teachers and principals, utilizing value-added measurement to assess teacher and school effectiveness, and the alignment of professional development to performance award programs. Dr. Schuermann oversees the team of experts providing professional development seminars and online materials for school leaders participating in the District Award for Teacher Excellence program in Texas. He developed the Leadership Institutes at Peabody College for which he serves as the faculty chair. For several years, he worked in conjunction with the Leadership Development Center at Vanderbilt University on several professional development initiatives for local and state education leaders. Previously a teacher, tutor, and leader at the elementary, middle, and high school levels, Dr. Schuermann has authored numerous articles, commissioned reports, briefs, and books on topics pertinent to education leadership and teacher development. He earned his master’s degree from Furman University and his Ed.D. from Vanderbilt University.