Wyatt Center 346
VU Mailbox: 230
Ph.D., Stanford University, 1991
Professor of the Practice and Associate Chair, Dept. of Teaching & Learning
Development of teacher content knowledge for teaching.
I serve as professor in the practice of education, and associate chair for teacher education in the Department of Teaching and Learning. Over the years, I have taught courses on educational foundations, assessment, and teaching, and also have been involved with a variety of research and development projects focused on teacher learning and development, including:
- An NSF-funded study to examine the relationships among pre-service teachers’ developing understandings of mathematics and science learning, the enactment of these understandings as they begin teaching, and the learning opportunities for their students. Insights from this research have informed our teacher education program design, and have been disseminated through a professional development MOOC on Coursera co-taught with Professor Barb Stengel, Student Thinking at the Core.
- Collaboration with seven other Tennessee universities to pilot and adopt what is now edTPA as a program requirement in teacher education. In this effort, we have worked closely with staff of the Tennessee State Board of Education and State Department of Education, colleagues in other states, and the leadership at the Stanford Center for Assessment, Learning, and Equity.
- Pilot research on the relationship between candidate performance on edTPA and other measures of teaching, including the Tennessee teacher evaluation system and the Tripod survey of student perceptions of classroom learning and teaching.
- Participation (with Professor Heather Johnson and doctoral student Shelly Cotterman) in the ATLAS initiative, an I3 project led by the National Board for Professional Teaching Standards to design video case materials that support the ongoing learning of prospective and early career teachers of mathematics and science. This work extends program redesign efforts spurred by the introduction of edTPA, and represents an important step in articulating a continuum of expectations and support from teacher preparation to accomplished teaching.
- Ongoing redesign of course and field experiences to more effectively center candidates’ learning in clinical practice in urban schools. These efforts also are intended both to improve teacher preparation, and to enable schools to take steps to reorganize in ways that might better serve their students.
- Exploration and re-articulation of criteria for the assessment of scholarship of practice. This effort grew out of college-wide evaluation of the status of our teacher education programs, and the roles and expectations for faculty engaged in clinical aspects of preparation.