Photo of teacher and students

“Enhancing Teacher Evaluation: A Critical Lever for Improving Teaching and Learning”




Jo Anderson

Jo Anderson is a senior advisor to U.S. Secretary of Education Arne Duncan. Anderson works on a variety of issues including teacher outreach and relations. He recently came to the U.S. Department of Education after serving as the executive director of the Illinois Education Association-National Education Association (IEA-NEA) since 2005. Previously, he held a variety of other positions with IEA-NEA, working particularly on efforts of the union to involve its leaders and members in improving student learning and the public school system in Illinois. In 1987, he helped found the Consortium for Educational Change (CEC), a network of 75 school districts throughout Illinois working on school transformation through collaborative partnerships. He served as executive director of CEC for 18 years. He has a background in community organizing and was affiliated with the Industrial Areas Foundation. In addition, he was a university instructor of philosophy and political science.




Tony Bagshaw

Tony Bagshaw currently serves as managing director for human capital at Battelle for Kids, leading the organization’s work in strategic compensation and other human capital innovations. Through strategic counsel, communications assistance, data integration, and innovative technology solutions, Battelle for Kids has assisted large and small districts in strategically rewarding excellence encompassing more than $100,000,000. Bagshaw previously served as senior director of Knowledge Management at Battelle for Kids where he led the SOAR, Teachers Connecting Achievement & Progress (T-CAP), and Ohio Value-Added High Schools initiatives. Bagshaw joined Battelle for Kids after 21 years in the field of education, serving as a teacher, coach, and administrator at the elementary, junior high, and high school levels. Prior to his work at Battelle for Kids, Bagshaw was the assistant superintendent at Wyoming City School in Cincinnati, Ohio, where he was responsible for curriculum, human resources, data, and testing. He is passionate about school improvement through the development of human capital and well versed in Gallup approaches to improved employee and student engagement and performance. Bagshaw is also a veteran of many rounds of contract negotiations and has worked closely with the Ohio Education Association and Ohio Federation of Teachers to collaboratively move value-added initiatives forward in the state. Bagshaw earned his master’s degree in secondary mathematics from Indiana University Southeast.



Mary Brownell, Ph.D.

Mary Brownell, Ph.D., is the Irving and Rose Fien Endowed Professor of Education and director of the National Center to Inform Policy and Practice in Special Education Professional Development. Throughout the course of her career, Dr. Brownell has focused her work on special education teacher quality and retention, teacher development through collaboration and Reading First coaching, education for teachers working with students with disabilities and other high-risk learners, and professional development in literacy for high-risk learners. Dr. Brownell has received multiple grants from the U.S. Department of Education, Institute of Education Sciences and Office of Special Education Programs to support her research and work in preparing future leaders in special education to study teacher quality issues. Recently, she received one of five university-wide Doctoral Dissertation Advising Awards in recognition of her work with doctoral students. Dr. Brownell earned her Ph.D. in special education from the University of Kansas.


Tricia Coulter, Ph.D.

Tricia Coulter, Ph.D., is deputy director of the National Comprehensive Center for Teacher Quality (TQ Center) and coordinates the work to build the capacity of regional comprehensive centers (RCCs) and states to implement the highly qualified teacher requirements outlined in the current provisions of the Elementary and Secondary Education Act (ESEA). 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 address 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.



Daniel Domenech, Ph.D.

Daniel Domenech, Ph.D., is the executive director of the American Association of School Administrators (AASA). Prior to his work at AASA, Dr. Domenech served as senior vice president for National Urban Markets with McGraw-Hill Education. In this role, he was responsible for building strong relationships with large school districts nationwide. Throughout his career, Dr. Domenech has served in many roles including classroom teacher, program director, and superintendent of schools. He also served as president of AASA, the New York State Council of School Superintendents, the Suffolk County Superintendents Association, and the Suffolk County Organization for Promotion of Education. He currently serves on the Board of Overseers for the Baldrige Award and on the boards of the Institute for Educational Leadership, the National Board for Professional Teaching Standards, and the Education Policy Institute. In addition, he is chair for Communities in Schools of Virginia. Dr. Domenech earned his doctorate from Hofstra University in Uniondale, New York.



Bill East, Ed.D.

Bill East, Ed.D., is the executive director for the National Association of State Directors of Special Education (NASDSE) in Alexandria, Virginia. NASDSE is a membership organization representing states and federal jurisdictions responsible for implementing the Individuals with Disabilities Education Act (IDEA) that focuses on partnerships for assisting states to improve outcomes for students with disabilities. He has worked on special education policy issues for years as Alabama’s state director of special education and in his current role at NASDSE. East is the principal investigator for two projects funded by the Office of Special Education Programs, the IDEA Partnership, and the National Center for Special Education Personnel and Related Service Providers. He is committed to promoting communities of practice, response to intervention, and quality programs in transition and low-incidence disabilities.



Mary Gable

Mary Gable is the assistant state superintendent in the Division of Academic Policy with the Maryland State Department of Education (MSDE). She currently provides leadership for the development and dissemination of policy related to state and federal education accountability initiatives, including the implementation of the provisions of the Elementary and Secondary Education Act. She also leads the development and implementation of major communications and marketing initiatives for MSDE programs. Gable works with a myriad of cross-divisional projects and committees at MSDE, which include the Highly Qualified Teacher Committee, the STEM Advisory Committee, the Superintendent’s English Language Learner Advisory Committee, and Base Realignment and Closure. She has served as the cochair of the Maryland Middle School Steering Committee, which produced The Critical Middle: A Reason for Hope. She is a commissioner on the Commission of Secondary Schools for the Middle States Association of Colleges and Schools and Maryland’s state commissioner for the Interstate Compact on Educational Opportunity for Military Children. An educator with more than 35 years of experience, Gable has served as a mathematics teacher, department chairperson, instructional leadership resource teacher, high school principal, director of high schools at the local level, and director of instructional programs at the state level.

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Laura Goe, Ph.D.

Laura Goe, Ph.D., is a research scientist at Educational Testing Service (ETS) in Princeton, New Jersey, and principal investigator for research and dissemination for the TQ Center. Previously, she was the research director for the Bay Area Consortium for Urban Education at the University of California–Berkeley, working with universities, community colleges, and school districts to improve teacher quality and supply in urban schools. Prior to her work at Berkeley, Dr. Goe taught at-risk middle school students (special education in Mississippi and language arts in Memphis). In addition, she served as co-editor of the AERA journal Educational Evaluation and Policy Analysis. Her research interests include teacher qualifications, measuring teacher quality, teacher effectiveness, teacher compensation, and the equitable distribution of teachers as well as school finance and school and district resource use. She earned her master’s degree in educational policy and leadership from the University of Memphis and her Ph.D. through the Policy, Organization, Measurement, and Evaluation program at the University of California–Berkeley.

Measuring Teacher Effectiveness
(Adobe Acrobat PDF 80 KB)  



Frederick Hess, Ph.D.

Frederick Hess, Ph.D., is the director of education policy studies at the American Enterprise Institute (AEI) for Public Policy Research. Dr. Hess is an educator, political scientist, and author. At AEI, he studies a range of K–12 and higher education issues. He is the author of the Education Week blog “Rick Hess Straight Up” and of influential books including Education Unbound, Common Sense School Reform, Revolution at the Margins, and Spinning Wheels. His work appears in a variety of outlets, such as Teachers College Record, Harvard Education Review, Social Science Quarterly, Urban Affairs Review, Chronicle of Higher Education, U.S. News & World Report, and The Washington Post. In addition to his work at AEI, Dr. Hess serves as executive editor of Education Next. He is on the Review Board for the Broad Prize in Urban Education and the Boards of Directors for the National Association of Charter School Authorizers and the American Board for the Certification of Teaching Excellence. Dr. Hess is a former high school social studies teacher. He also has extensive experience teaching at the university level and has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University, and Harvard University. Dr. Hess holds a master’s degree in teaching and curriculum and master’s and doctoral degrees in government from Harvard University.

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Lynn Holdheide

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. Previously, Holdheide was project coordinator and education consultant 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 masterís degree from Eastern Illinois University.



Lisa Johnson, Ed.D.

Lisa S. Johnson, Ed.D., is a senior research and policy associate at Learning Point Associates. She specializes in teacher effectiveness, teacher induction policy and practice, and the academic engagement of adolescents. Her work focuses on the development of comprehensive educator effectiveness systems, the influences of state induction policy on district practice, new teacher pedagogy and student outcomes, and the relationship between instructional practice and the academic engagement of adolescents. 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. A former middle school science teacher, Dr. Johnson’s expertise has led to a number of important studies and policy shifts. Dr. Johnson’s Statewide Needs Assessment of Induction Policy and Practice in Hawaii was the first of its kind to prompt state education leaders to address induction as a systematic reform lever for stemming high teacher attrition. Her studies of induction policy in the Midwest contributed to a $2 million investment by the State of Illinois and The Joyce Foundation for new pilots of induction programs in the state. Dr. Johnson’s work has been published in Educational Policy, American Secondary Education, Contemporary Educational Psychology, School Community Journal, and Education Research Service Spectrum. She is currently managing a study on state induction policy and its influence on practice in California, Hawaii, and Illinois. Dr. Johnson earned her master’s degree in curriculum and instruction and her doctorate in educational psychology from Northern Illinois University.



Randy Keillor

Randy Keillor is the coordinator of the Student Performance Improvement Program in Independent School District 15 in St. Francis, Minnesota. The program is funded under Minnesota’s Quality Compensation law. He has held that position since the district’s successful application to the state in 2005. Previously, he taught high school English at St. Francis High School for 34 years. During his last five years of teaching, Keillor coordinated the Teacher Academy, the district-union collaborative professional development program. During his teaching career, he also served as department chair, curriculum development chair, professional development chair, debate coach, and lead teacher negotiator. In his role as teacher negotiator, he was instrumental in establishing the district-union collaborative professional development program and the teacher induction program as well as in developing the district’s alternative compensation program. In addition, he worked as a national trainer for the American Federation of Teachers Educational Research & Dissemination program, training teachers throughout the United States.

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Sabrina Laine, Ph.D.

Sabrina Laine, Ph.D., is chief program officer for educator quality at Learning Point Associates. She is the director of the TQ Center and a principal investigator for the Center for Educator Compensation Reform. Dr. Laine has a diverse background in educational policy research and has spearheaded efforts to contribute to policy research and resource development related to every aspect of managing and supporting educator talent including recruitment, compensation, evaluation, distribution, and professional development. She is skilled in working closely and effectively with local, state, regional, and federal education agencies and leads a team of more than 15 researchers and policy analysts who are focused on the challenges faced by educators in urban, rural, and low-performing schools. Dr. Laine has established and sustained collaborative relationships with other organizations and is efficient in managing both financial and human resources. She has worked for the last several years to ensure that policies and programs are in place that enable all students to have access to highly qualified teachers and leaders. Dr. Laine earned her master’s degree in European law and economics from the University of Amsterdam and her doctorate in educational leadership and policy studies from Indiana University.



Sheri Frost Leo

Sheri Frost Leo is a director in the Office of Human Capital at Chicago Public Schools (CPS). She leads district initiatives including new teacher induction, a formative teacher evaluation pilot using Charlotte Danielson’s Framework for Teaching, and National Board for Professional Teaching Standards certification. Previously, Leo worked in the Office of Strategy and Planning to overhaul 6—Presenter Biographies National Comprehensive Center for Teacher Quality the district’s school improvement planning process. Prior to her work at CPS, she taught for three years in Washington, D.C., elementary schools. She holds a master’s degree in teaching from American University and a master’s of public policy degree from the University of Chicago.

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Carolyn McKinney

Carolyn McKinney serves as the executive director of the North Carolina Professional Teaching Standards Commission. She came to this position after 25 years of classroom experience and six years as the president/vice president of the North Carolina Association of Educators (NCAE). McKinney’s classroom experience includes teaching preschool and first grade in Guilford County and second and third grade at Kernersville Elementary School. Previously, she served as the mathematics teacher at Sedge Garden School of Mathematics and Science where she embedded professional development on cognitively guided instruction for the entire faculty during the school day. Her service on commissions and committees includes the Professional Teaching Standards Commission, the North Carolina Teacher Academy, the Governor’s Teacher’s Advisory Committee, the Science Math Technology Center Board, the North Carolina Public School Forum, the North Carolina Teacher Working Conditions Advisory Board, and the NCAE Board of Directors. McKinney earned her master’s degree in elementary education from Gardner-Webb University.

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Angela Minnici, Ph.D.

Angela Minnici, Ph.D. is an associate director of the American Federation of Teachers (AFT) Educational Issues department, which is responsible for developing and implementing programs and policy to improve the working lives of AFT’s teacher members and the quality of the schools in which they work. Dr. Minnici is responsible for incorporating original and current research to assist in the development of policy and publications to improve teaching and learning. Her current projects focus on teacher quality, specifically teacher development and evaluation. Prior to her work at AFT, she was a senior researcher at the Center on Education Policy in Washington, D.C., where she was principal investigator for several multi-state research projects that examined federal and state education policies. Dr. Minnici also worked for the Georgia Department of Education in the Title I division. Previously, Dr. Minnici was a special education teacher in New Mexico and Pennsylvania. She was also an instructor in teacher preparation programs in Pennsylvania at the University of Pittsburgh and California University of Pennsylvania and in Georgia at Columbus State University. Dr. Minnici holds a master’s degree in special education and a doctorate in philosophy in administrative and policy studies from the University of Pittsburgh.



Christina Porter

Christina Porter is a National Board Certified Teacher of English and a literacy coach at Revere High School in Revere, Massachusetts. She is focused on becoming a more effective teacher through constant collaboration and interaction with her colleagues, pursuit of more advanced education, and evaluation of her students. At Revere High School, Porter founded the Content Literacy Initiative made up of teachers from across the content areas. To date, this team had provided more than 300 hours of professional development on reading and writing instruction for teachers in the high school and all three middle schools in Revere. During the past four years, Porter has tripled the pass rate on the state-mandated graduation exam in English for English language learners (ELLs) through a program she created called “Ramp-up.” She is a Folger Shakespeare Library Teaching Fellow and a Boston Teacher’s Write Fellow. She recently earned a Fellowship with Teach Plus, an organization aimed at retaining excellent teachers by giving them a voice in the educational policy process. This past September, her first article was published in English Journal about teaching Shakespeare to ELLs. She is currently pursuing her doctorate in educational leadership in urban schools at the University of Massachusetts–Boston.

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Doug Prouty

Doug Prouty is the president of the Montgomery County Education Association (MCEA), the local affiliate of the National Education Association for Montgomery County, Maryland. He previously served as the vice president of MCEA and as the coordinator for the Teacher Professional Growth System for Montgomery County Public Schools. Previously, he was the English resource teacher at Walter Johnson High School in Bethesda, Maryland. He holds a master’s degree from the University of Maryland.



Lauren Sartain

Lauren Sartain is a research analyst at the Consortium on Chicago School Research (CCSR) in the Urban Education Institute at the University of Chicago, a research organization that applies rigorous methodology to study school reform in Chicago. Sartain manages CCSR’s study of teacher evaluation in Chicago Public Schools (CPS). The study is funded by The Joyce Foundation and employs mixed methods to analyze and provide feedback to CPS about the implementation of a pilot teacher evaluation system. At CCSR, Sartain has been involved in research on districts’ teacher evaluation and induction practices as well as efforts to reform high schools in Chicago. Previously, Sartain worked at Resources for Learning, a consulting firm in Austin, Texas. She worked closely with the state’s teacher induction system and developed curriculum for gifted students. Sartain earned her master’s of public policy degree from the Irving B. Harris School at the University of Chicago.

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Jean Satterfield

Jean Satterfield is the assistant state superintendent for the Division of Certification and Accreditation at the Maryland State Department of Education. She directs the certification, nonpublic program approval, and program approval for teacher and principal preparation programs. She is committed to assuring that there is a high-quality workforce in all schools in the state of Maryland. She has a diverse background in educational leadership and school improvement practice and has held positions as personnel specialist, principal, special education director, executive director of student support services, and area assistant superintendent. Prior to her work at the Maryland State Department of Education, she led school reform efforts in 33 schools in the most challenging area of Baltimore County, Maryland. Satterfield received her education at Towson University and Johns Hopkins University.

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Colleen Seremet, Ed.D.

Colleen Seremet, Ed.D., is the assistant state superintendent for instruction with the Maryland State Department of Education. She currently leads the revision of the State Curriculum to align to the Common Core State Standards for all content areas in Grades PK–12. In addition, she leads item development, test design, and alignment of the Maryland School Assessment and High School Assessment Programs and the transition to the new Common Core Assessments. She is also responsible for professional development programs and policies for Maryland’s teachers and instructional programs in educational technology, gifted and talented, English language learners, and athletics. The Division of Instruction also oversees the implementation of Title II and III provisions of the No Child Left Behind Act in Maryland’s school districts. Dr. Seremet serves on the Advisory Board of the TQ Center, the Mid-Atlantic Comprehensive Center, the Governing Board of the Mid-Atlantic Regional Educational Laboratory, and the technical advisory group for the national evaluation of the Regional Educational Laboratory Program. During her career in public education, she also has served as a teacher, counselor, human resource officer, and elementary school principal.

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Karen Smith

Karen Smith is an educator at Garden City Elementary School in the Metropolitan School District of Wayne Township in Indianapolis, Indiana, and has recently become Teacher of the Year for 2010. She also serves as the iTech liaison. In this role, she assists staff at Garden City Elementary School with incorporating technology and 21st century skills into classroom instruction. Smith serves on the Wayne Township Curriculum Mapping Team, volunteers with several Indianapolis community organizations, and participates in forums focused on creating progressive classroom environments. She completed a transition to teaching program and is presently in her third year of teaching. Smith transitioned into teaching from the marketing research industry, where she managed and conducted quantitative and qualitative research projects. In addition to her position as an educator, Smith is an active member of the Indianapolis Teach Plus fellows in which she advocates for positive change and reform in educational policies.

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Lori Snyder-Lowe

Lori Snyder-Lowe is the superintendent of Morgan Local School District. Previously, she served as assistant superintendent, principal, assistant principal, and teacher in the district. During her tenure as a principal, she served on the district evaluation committee to develop a new evaluation process and instrument based on Charlotte Danielson’s Framework for Teaching, piloted the process in her building, and provided training on the new system to all district staff members. She currently serves on the Ohio Department of Education’s Evaluation Writing Committee for which she has presented research, experience, evidence, and artifacts on teacher evaluation systems and participated in the development of a new, statewide evaluation system based on improving instruction in the classroom and professional growth for teachers. Snyder-Lowe’s accomplishments include the Ohio University Outstanding Teacher Award, the Buckeye Association of School Administrators’ Warren Russell Leadership Award, the Coalition of Rural and Appalachian Schools’ Exemplary Leadership Award, and the Muskingum Valley Educational Service Center State Policy Leadership Award.



Susan Traiman

Susan Traiman is director of Public Policy at Business Roundtable and manages the Education, Innovation and Workforce Initiative. She oversees the Roundtable’s activities for chief executive officers of leading corporations interested in improving U.S. education performance and workforce competitiveness and sustaining U.S. scientific and technological leadership. She leads several coalitions, including the Tapping America’s Potential (TAP) Coalition. She also led the Education Excellence Partnership’s Ad Council campaign on raising standards in America’s schools. Prior to joining the Business Roundtable, she was the education policies studies director at the National Governors Association (NGA). At NGA, she was involved in the 1989 National Education Summit in Charlottesville, Virginia, and the subsequent development of National Education Goals. Traiman was a senior associate with the U.S. Department of Education’s Office of Educational Research and Improvement and served on the staff of the National Commission on Excellence in Education, contributing to the development of its landmark 1983 report, A Nation at Risk. Previously, Traiman was a teacher in New Jersey and a consultant at a regional service center of the New Jersey Department of Education. She earned her master’s degree in education from the University of Pennsylvania.



Dennis Van Roekel

Dennis Van Roekel is president of the 3.2-million-member National Education Association (NEA). As NEA president, he leads the nation’s largest labor union and advocate for quality public schools. Previously, he served two terms as NEA vice president and NEA secretary-treasurer and has held key leadership positions at all levels, including Arizona Education Association president and Paradise Valley Education Association president. He is committed to improving student learning and enhancing the professionalism of education employees, which he believes go hand-in-hand. He is guided by NEA’s mission to fulfill the promise of public education and ensure that every child in America receives a quality education. He is a longtime activist for children and public education and taught high school mathematics for 23 years. Van Roekel earned his master’s degree in mathematics education from Northern Arizona University in Flagstaff.



Gretchen Weber

Gretchen Weber is a senior program associate at Learning Point Associates. She provides expertise for teacher quality policy, publications, products, and technical assistance. Weber coordinates TQ Center technical assistance for the RCCs, including capacity-building events, such as issue forums and the annual conference. She leads the consultation and technical assistance services on induction and mentoring for multiple Illinois school districts, serves as a member of an Illinois policy team focused on induction and mentoring, and has contributed to the writing of induction program standards for the state. Weber has worked with a wide range of student populations in suburban and urban settings. Having served in a leadership capacity during her years teaching, she acted as a technology facilitator, mentor, and lead teacher to provide technical assistance and professional development to assist teachers in improving the implementation of technology and differentiated instruction in reading, writing, and mathematics. Weber has presented nationally and locally to deliver professional development to many audiences and is certified by the National Board of Professional Teaching Standards. She earned her master’s of education degree in curriculum and instruction from National-Louis University.