Wyatt Center 346
VU Mailbox: 230
Ph.D., Stanford University, 1991
Professor of the Practice of Education and Director, Master's Program in Elementary Education, Dept. of Teaching & Learning
Courses on learning and instruction, assessment, and research on teaching.
My interests center on teacher learning, leadership and assessment; leadership for urban school reform; curriculum theory and design. Activities through which I have pursued these interests include:
- Co-design of the academic and professional learning model for GRAD Academy Memphis, a school anchored by the conviction that learners’ ideas, cultural backgrounds, and communities are central resources for rigorous learning and achievement.
- Participation in teaching and case development for the Tennessee Governors’ Academy for School Leadership.
- 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 co-taught with Professor Barb Stengel, “Student Thinking at the Core.”
- 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.
- Co-leadership of 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 represents an important step in articulating a continuum of expectations and support from teacher preparation to accomplished teaching.
- Collaboration with seven other Tennessee universities to pilot and adopt what is now edTPA as a program requirement in teacher education, and to examine the relationship between performance on the edTPA and other measures of teaching. 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.
- 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.