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Building Smart Education Systems |
Voices in Urban Education
Archives
Human Capital
VUE Number 20, Summer 2008
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Author Biographies
Archives
Human Capital
VUE Number 20, Summer 2008
| VUE Home | Archives | Order Print Copy |
Author Biographies
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Barnett Berry Barnett Berry is the President and CEO of the Center for Teaching Quality, Inc. The Center seeks to close the student achievement gap by closing the teaching quality gap. As a former high school teacher Barnett leads a research-based advocacy organization dedicated to cultivating teacher leadership and conducting research that can transform the teaching profession. In 2003, he created the Teacher Leaders Network -- a dynamic virtual community -- whose purpose is to elevate the voices of expert teachers when it comes to policy debates regarding their profession and the students they serve. Barnett also has worked as a social scientist at the RAND Corporation, served as a senior executive with the South Carolina State Department of Education and directed an education policy center while he was a professor at the University of South Carolina. > VUE 20 Article: Urban Teacher Residencies: A New Way to Recruit, Prepare, Develop, and Retain Effective Teachers in High-Needs Districts |
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Rachel Curtis Rachel Curtis is a program advisor at the Aspen Institute’s Education and Society Program > VUE 20 Article: Urban Teacher Residencies: A New Way to Recruit, Prepare, Develop, and Retain Effective Teachers in High-Needs Districts |
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Robin Lee Harris Robin Lee Harris is an associate professor of science education at Buffalo State College and project director of the Buffalo Science Teachers’ Network. Her interests include constructivist learning theory and educational practices, learning styles, developing valid assessments, infusing technology and multi-media into science instruction, and the attainment of higher order thinking skill development in science courses. > VUE 20 Article: The Buffalo Science Teachers’ Network: Providing Support, Improving Retention |
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Mindy Hernandez Mindy Hernandez is research director of the Aspen Institute’s Education and Society Program. Before joining the Aspen Institute, Mindy worked with the Education Division at the Carnegie Corporation of New York. Her work focused on urban school reform in general and Carnegie’s large reform initiative, Schools for a New Society, in particular. Prior to joining Carnegie, Ms. Hernandez worked with For Love of Children’s (FLOC) Neighborhood Tutoring Program, an organization that serves at-risk children in Washington, DC. She managed the literacy initiative of the Neighborhood Tutoring Program, which involved curriculum design and program evaluation. Mindy now sits on the Board of Directors of FLOC. Mindy's background also includes a stint in the AmeriCorps VISTA program where she designed an English-language after-school program for children in low-income Puerto Rican communities, a summer spent in Kolkata, India where she conducted research on sex trafficking legislation and work on the Hill in the office of U.S. Congressman Barney Frank (D-MA). > VUE 20 Article: Urban Teacher Residencies: A New Way to Recruit, Prepare, Develop, and Retain Effective Teachers in High-Needs Districts |
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Richard D. Kahlenberg Richard D. Kahlenberg is a Senior Fellow at The Century Foundation, where he writes about education, equal opportunity, and civil rights. Previously, Kahlenberg was a Fellow at the Center for National Policy, a visiting associate professor of constitutional law at George Washington University, and a legislative assistant to Senator Charles S. Robb (D-VA). He is also a nonresident senior fellow at Education Sector. > VUE 20 Article: The Role of Unions in Promoting Teacher Quality |
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Diana Montgomery Diana Montgomery is senior research associate for the Center for Teaching Quality. At CTQ, Diana has served as project director for research and evaluations focusing on policies and practices related to the preparation, support, and retention of teachers. Work includes programs to develop models of mentoring; research on establishing professional learning communities to enhance retention of quality teachers; evaluations of higher education institutes funded by Teachers for a New Era; development of quality indicators for assessing and improving teaching quality in K – 12 schools; and studies of effective use of National Board Certified teachers and quality and effectiveness of alternative certification programs. With a background in science and mathematics research, evaluation, and policy analysis, Diana has extensive experience in the design and implementation of large-scale evaluation studies; has led the design and implementation of on-line resources and research instruments; and has experience with all levels of the education system-including classroom teaching, professional development for teachers, pre-service teacher education, and systemic reforms at state and district levels. > VUE 20 Article: Urban Teacher Residencies: A New Way to Recruit, Prepare, Develop, and Retain Effective Teachers in High-Needs Districts |
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Robert Rothman Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform. > VUE 20 Article: Avoiding a Rush to Judgment: Teacher Evaluation and Teacher Quality |
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David Sigler David Sigler is a principal associate at the Annenberg Institute for School Reform. David Sigler’s work focuses on using the Institute's district redesign tools in site-based partnerships and on designing and testing new tools. He also examines issues of collective bargaining in education reform. Prior to joining the Institute, he spent five years with the New Teacher Project working on the organization's strategic partnerships with school districts and human resources departments nationally; two years placing and supporting teachers with Teach for America; and two years as a second-grade teacher with the District of Columbia Public Schools. David holds a BA in philosophy from Creighton University and an MA in moral and political philosophy from the University of Illinois. His primary focus is urban education reform, with concentrations on the role of teachers unions in school reform and the role of a school district's central office in leading reform efforts. > VUE 20 Article: Human Capital Management: A New Approach for Districts |
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Jon D. Snyder Jon D. Snyder is dean of the graduate school of education at the Bank Street College of Education. His practitioner background includes working as public elementary school teacher and curriculum and staff developer. Jon's academic interests include teacher learning, conditions that support teacher learning, and relationships between teacher learning and student learning. > VUE 20 Article: Urban Teacher Residencies: A New Way to Recruit, Prepare, Develop, and Retain Effective Teachers in High-Needs Districts |
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Thomas Toch Thomas Toch is co-founder and co-director of Education Sector, an independent think tank in Washington, D.C., and a leading national voice on education policy. Toch has been a guest scholar at the Brookings Institution. He has taught at the Harvard Graduate School of Education. Early in his career he was a high school English teacher. Toch helped launch Education Week in the 1980s, serving variously as writer, commentary editor, and co-managing editor at the newspaper. He has been a writer-in-residence at the National Center on Education and the Economy and at the Carnegie Foundation for the Advancement of Teaching. Toch spent a decade as the senior education correspondent at U.S. News & World Report. > VUE 20 Article: Avoiding a Rush to Judgment: Teacher Evaluation and Teacher Quality |
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Marla Ucelli Kashyap Marla Ucelli Kashyap is director of district redesign and leadership at the Annenberg Institute for School Reform. Marla Ucelli directs the Institute's work in district redesign, which responds to district requests to build their capacity in key areas such as central office infrastructure and school district organization. From 2000 to 2002, her primary responsibility was School Communities that Work: A National Task Force on the Future of Urban Districts, culminating in the publication of the Portfolio for District Redesign, a set of interrelated frameworks, tools, and other resources to help school districts make the transition toward a new kind of support system, a "smart district." Prior to joining the Institute, she was associate director in the Equal Opportunity Division at the Rockefeller Foundation, where she was responsible for the Foundation's efforts to improve the education and development of children going to school in poor urban communities in the U.S. From 1990 to 1998, Marla was special assistant for education to New Jersey Governor Thomas H. Kean. In that post, she was the governor's senior advisor on state policy issues in K-12 and higher education, as well as on national education activities. Prior to that, she was special assistant to then-president of the Carnegie Foundation for the Advancement of Teaching, Ernest L. Boyer. Marla holds a BA from New York University and an MPA from Rutgers. She frequently speaks and writes on issues related to urban district redesign, philanthropy in education, and urban community colleges. > VUE 20 Article: Human Capital Management: A New Approach for Districts |
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Judy Wurtzel Judy Wurtzel is senior fellow of the Aspen Institute’s Education and Society Program. Prior to joining the Institute, she served for six years as Executive Director of the Learning First Alliance. The Alliance is a permanent partnership of 12 leading educational associations with over 10 million members dedicated to improving public education. Judy worked with the CEOs, staff and elected leaders of Alliance member organizations, as well as with their state counterparts, to foster collective action. Prior to joining the Alliance, Ms. Wurtzel spent six years as a senior advisor to Marshall (Mike) Smith, the Undersecretary and then acting Deputy Secretary of the U.S. Department of Education, working on a range of elementary and secondary education including improving mathematics education and the education of students with disabilities and represented the Department in interagency efforts including welfare reform, empowerment zones, school-linked health services, and youth development. > VUE 20 Article: Urban Teacher Residencies: A New Way to Recruit, Prepare, Develop, and Retain Effective Teachers in High-Needs Districts |
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