The 2013 Conference on Teaching, titled, The Professionalization of Teaching: Next Generation, explored how stakeholders—including teacher preparation programs, state policy makers, unions, and educator professionals—are working to advance the professionalization of teaching at various points along the teacher career continuum. Presenters examined the contributions of teacher preparation to professionalization, “on-the-job” measures of teacher effectiveness, and expanding professional roles of accomplished teachers.
Governor James B. Hunt, Jr., the Hunt Institute foundation chair, served four terms as governor of North Carolina. Under his leadership, North Carolina public schools improved test scores more than any other state in the 1990s according to the Rand Corporation.
To further this mission, he chairs the board of the James B. Hunt, Jr., Institute for Educational Leadership and Policy. Part of the University of North Carolina, the Institute was established in 2001 to work with current and emerging political, business, and education leaders on a national level to improve public education. His Smart Start program received the prestigious Innovations in American Government Award from the Ford Foundation and the John F. Kennedy School of Government at Harvard University.
In 1985, he co-chaired the "Committee of 50," which led to the Carnegie Forum on Education and the Economy and eventually to the National Board for Professional Teaching Standards. He has also provided education leadership as chairman of the National Commission on Teaching and America's Future, chaired the National Education Goals Panel, served as board vice chair of Achieve Inc., and chairman of the National Center for Public Policy and Higher Education.
David P. Driscoll, PhD, is currently chair of the National Assessment Governing Board (NAGB), which was created by Congress in 1988 as an independent, bipartisan federal board to set policy for National Assessment of Educational Progress (NAEP), commonly known as The Nation's Report Card.
Dr. Driscoll served as the 22nd commissioner of education in the Commonwealth of Massachusetts from 1998 to 2007. Commissioner Driscoll has a 43-year career in public education and educational leadership. A former secondary school mathematics teacher, he was named Melrose assistant superintendent in 1972 and superintendent of schools in in 1984, and in 1993 was appointed Massachusetts deputy commissioner of education, just days after the state's Education Reform Act was signed into law. He became interim commissioner of education on July 1, 1998, and was named commissioner on March 10, 1999. Driscoll is currently the outgoing president of the Council of Chief State School Officers (CCSSO), and serves on the board of the National Assessment Governing Board (NAGB).
Bob Wise, former governor of West Virginia, is president of the Alliance for Excellent Education (the Alliance), a nonprofit organization that has become a national leader for reforming the nation's high schools so that all students graduate from high school prepared to succeed in college and a career.
After serving a combined twenty-four years as governor, member of the U.S. House of Representatives, and state legislator, Gov. Wise has become a sought-after speaker and advisor on education issues as well as an advisor to the U.S. Department of Education, White House, and key policymakers in the U.S. Congress. In 2011, Gov. Wise was named to the NonProfit Times' "Power & Influence Top 50," an annual listing of the fifty most influential executives in the nonprofit sector.
Sharon Robinson, EdD, has served as president and CEO of the American Association of Colleges for Teacher Education (AACTE) since 2005. She was formerly president of the Educational Testing Service's (ETS) Educational Policy Leadership Institute, and served as senior vice president and chief operating officer as well as as vice president for teaching and learning and for state and federal relations. Before joining ETS, Dr. Robinson was assistant secretary of education with the U.S. Department of Education's Office of Educational Research and Improvement, and held a variety of leadership positions at the National Education Association, including director of the National Center for Innovation.
Dr. Robinson serves on the board of trustees for Alfred Harcourt Foundation, and the board of directors for the Center for Teaching Quality, the Phi Delta Kappa Educational Foundation, and Jobs for America's Graduates. She is past chair of the Diversity Issues in Measurement Committee, National Council for Measurement in Education.
James G. Cibulka, PhD, as president of the Council for the Accreditation of Educator Preparation (CAEP) and its predecessor NCATE, has focused on making accreditation a lever for change and reform in educator preparation to better meet urgent national P–12 needs. Prior to this appointment, he served as dean of the College of Education at the University of Kentucky from 2002 to 2008, where he also held academic appointments in two departments. While in Kentucky, Dr. Cibulka was appointed by the governor to the Kentucky Education Professional Standards Board, where he served as chair.
Dr. Cibulka served as an administrator for the Chicago Board of Education and a teacher and administrator in the Model City Community Schools Program in Duluth, Minnesota. His first university appointment was at the University of Wisconsin-Milwaukee, where he served for 23 years, establishing the Department of Community Education and directing the PhD program in urban education. Cibulka also served as the associate dean, chair, and professor at the University of Maryland's College of Education. The author of numerous books and articles on education policy, administration, and community development, Dr. Cibulka served as editor of the Educational Administration Quarterly from 1992 to 1995.
Janice Poda, PhD, is the strategic initiative director for the Education Workforce where she leads the work of assisting states with developing and implementing coherent and comprehensive systems of educator effectiveness. Recently, Janice and the Education Workforce team assisted with the creation of an action plan for states to transform educator preparation and entry into the profession. The action plan is described in a 2012 document titled Our Responsibility, Our Promise.
Previously, Dr. Poda served as the deputy state superintendent of Education for Administration and chief of staff at the South Carolina Department of Education (SCDE). For four consecutive years of her service as deputy superintendent of the SCDE's Division of Educator Quality & Leadership, Quality Counts ranked South Carolina as #1 or #2 in the U.S. for the state's efforts to improve teacher quality.
Sarah J. Barzee, PhD, is the chief talent officer at the Connecticut Department of Education. Prior to this role, Dr. Barzee was assistant executive director for the Capitol Region Education Council (CREC) where she managed and implemented CREC's services to school districts, other agencies, and CREC programs. She served as a liaison between CREC and local school districts, governmental agencies, colleges, universities, businesses, and other external organizations in addition to providing overall direction and coordination of CREC's educational programs and services.
Before joining CREC, Dr. Barzee was employed for over seven years by the State Education Resource Center (SERC) in various capacities, including as associate director.
Robert L. Brown is executive director of the Kentucky Education Professional Standards Board (EPSB) and has been with the EPSB since 2003, previously serving as director of the Division of Professional Learning and Assessment.
Mr. Brown has served as a teacher, principal, and assistant superintendent and has served on numerous state and national committees including the Next Generational Superintendent Leadership Series Work Team, Kentucky Core Stakeholder Team for Educator Effectiveness, American Youth Policy Forum/Data Quality Campaign, the Interstate New Teacher Assessment and Support Consortium (In TASC) Standards, and serves as a review team chair of the Southern Association of Colleges and Schools (SACS). He has presented at various state and national conferences including the International Symposium on Education Reform, the Kentucky Association of Colleges of Teacher Education, and the National and KY Associations Conferences for Year-Round Education
Raymond L. Pecheone, PhD, is the executive director of the Stanford Center for Assessment, Learning, and Equity (SCALE), a center launched in 2009 that focuses on the development of pre-service and teacher evaluation performance assessments for teachers and administrators at the school, district, and state levels and a performance-based system for student assessment to support the development of the next generation of formative and summative assessments at the district, state, and federal level.
Dr. Pecheone has held a variety of leadership roles in the Connecticut State Department of Education in Curriculum, Research, Testing, and Assessment. He co-founded the Interstate Teacher Assessment and Support Consortium (InTASC), co-developed the Connecticut Administrator Test (CAT), and co-directed the first Assessment Development Laboratory (ADL) to develop assessments for the National Board for Professional Teacher Standards (NBPTS). Dr. Pecheone's teacher induction and teacher assessment program, the Beginning Educator Support and Training Program (BEST) has received national attention and received an award of excellence for educational innovations by the Education Commission of the States (ECS). In addition, Dr. Pecheone consulted with the Educational Testing Service to design and create The School Leaders Licensure Assessment (SLLA).
Dr. Pecheone has published extensively on topics including human capital development, teacher quality, and teacher and student performance assessment.
Kimberley O'Malley, PhD, calls herself a "hard-core researcher" as well as a "testing mom" who cares deeply about providing answers to parents who want to know both how their kids compare to others academically and whether they are meeting the appropriate milestones on their learning journey.
Professionally, Dr. O'Malley is responsible for coordinating the activities of the Pearson Research & Innovation Network. She has specialized in developing measures of student growth and also in finding ways to interpret test scores to give them more meaning. She has lectured and published widely in journals including Educational Measurement: Issues and Practice, New England Journal of Medicine, and Exceptional Children.
Karla Baehr, EdD, currently serves as a senior advisor and consultant for the District Management Council and co-leads the induction program for new superintendents in Massachusetts. In 2012, she served at the Massachusetts Department of Elementary and Secondary Education (DESE) where she led the team to design, develop, and launch the Department's model system for educator evaluation. Prior to that, Dr. Baehr was the Deputy Commissioner of Accountability, Assistance, and Partnership at DESE where she was charged with articulating key components of the state's successful Race to the Top application, deepening DESE's engagement with stakeholders, and redesigning the state's district and school accountability and assistance systems.
Prior to her work at DESE, Dr. Baehr served as a superintendent for nearly twenty years in both urban and suburban districts, including Lowell Public Schools (MA) and Wellesley Public Schools (MA). She was more recently an assistant professor at Lesley University School of Education Graduate Programs in Education Administration and Teaching, Learning and Assessment.
Becky Pringle, a science teacher from Harrisburg, PA, is secretary- treasurer of the National Education Association (NEA), the nation's largest professional organization, ranking third among NEA's leadership. Her responsibilities include oversight and maintenance of the Association's multimillion-dollar budget, and the fiscal integrity of the organization. She has also been integral to the success of NEA's work to transform the education professions and to improve student learning. Ms. Pringle led the workgroup that produced the Association's groundbreaking Policy Statement on Teacher Evaluation and Accountability.
A middle school teacher with 31 years of classroom experience, Ms. Pringle has held Association positions at the national, state, and local levels, including serving on the Board of Directors for NEA and the Pennsylvania State Education Association (PSEA). She also served two terms as a member of NEA's Executive Committee. During her terms, she chaired the NEA Reading Task Force and NEA ESEA Advisory Committee, which helped prepare the organization for the law's pending reauthorization. She served as the finance chair of the National Board for Professional Teaching Standards; on the Blue Ribbon Panel on Teacher Preparation for the National Council for Accreditation of Teacher Education; and on the Institute for Educational Leadership Task Force.
Ronald Thorpe, PhD, is president and CEO of the National Board for Professional Teaching Standards, which for 25 years has set the profession's highest standards for accomplished teaching.
After a career as a teacher and school administrator, Dr. Thorpe spent nearly a dozen years serving in senior leadership roles at the Geraldine R. Dodge Foundation, the Rhode Island Foundation, and the Wallace Foundation. Most recently, he served as vice president for Education at WNET public television in New York City, where he launched the Celebration of Teaching & Learning, attracting more than 10,000 preK–12 educators from all 50 states, and helped create the International Summit on the Teaching Profession.
Katherine Bassett is the executive director of the National Network of State Teachers of the Year, a nonprofit organization committed to the promotion of teachers as leaders and to supporting teaching practice through three key focus areas: policy, practice, and advocacy.
Prior to this, Ms. Bassett served as director of policy and partnerships for the Center for Educator Effectiveness at Pearson, working to support research into educator practice and self-efficacy, and to build partnerships with like-minded organizations to support education. In addition, she has facilitated the work of a consortium to develop model standards for teacher leadership and served on the committees that revised the InTASC standards and defined learning progressions for those standards.
Formerly at Educational Testing Systems (ETS), Ms. Bassett led the development of the National Board for Professional Teaching Standards certificates for Library Media and Literacy, co-developed the Take One! program booklet, led the development of performance-based assessments across the continuum of professional educator practice in four states and worked with six states to develop a continuum of practice.
Ms. Bassett spent 26 years in the classroom and served as New Jersey's 2000 State Teacher of the Year.
Joseph Fatheree is an award winning educator, author, filmmaker, and nationally recognized speaker. As a teacher, he has received some of the nation's most prestigious educational honors. In 2009, he was named the recipient of the National Education Association's National Award for Teaching Excellence, The Horace Mann Award, and honored by the cable industry with the Leaders in Learning Award. Mr. Fatheree was named Illinois Teacher of the Year in 2007 and the Illinois Adjunct Professor of the Year in 2012. He currently teaches multimedia and web design at Effingham High School.
Mr. Fatheree's television work has been seen on PBS, the Documentary Channel, and the Major League Baseball network. As a producer, he has received three Mid-America Emmy awards for producing and writing and a Telly Award. He has served as a consultant to ITVS/Independent Lens and TeachTown. He currently serves as president and chief educational officer for Mutasia Entertainment a creative educational entertainment company. Mr. Fatheree has served on a committee for professional development for the Bill and Melinda Gates Foundation. He has done extensive work in the field of educational policy. Mr. Fatheree was a founding board member of Advance Illinois, and was a member of the executive committee, served on the legislative committee, and chaired the Educator Advisory Board for the organization during his tenure. He currently serves as the interim deputy director for the National Network of State Teachers of the Year (NNSTOY).
Ariel Sacks has been committed to implementing student-centered teaching methods successfully in public schools, since studying progressive pedagogy at Bank Street College ten years ago. Currently, she teaches 8th grade English Language Arts and leads her grade team at Brooklyn Prospect Charter School in New York City.
A prolific writer and teacherpreneur, she is the author of the book, Whole Novels for the Whole Class: A Student Centered Approach and a co-author of Teaching 2030: What We Must Do For Our Public Schools—Now and in the Future. Ariel writes the CTQ-featured blog, On the Shoulders of Giants, and is featured in Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave.
Andrew J. Rotherham is a co-founder and partner at Bellwether Education, a nonprofit organization working to improve educational outcomes for low-income students. Mr. Rotherham leads Bellwether's thought leadership, idea generation, and policy analysis work. He also writes the weekly "School of Thought" column for Time as well as the blog Eduwonk.com and is the co-publisher of "Education Insider" a federal policy research tool produced by Whiteboard Advisors. Mr. Rotherham previously served at the White House as special assistant to the president for domestic policy during the Clinton administration and is a former member of the Virginia Board of Education. In addition to Bellwether, Mr. Rotherham has founded or co-founded two other influential education reform organizations, including Education Sector, and served on the boards of several other successful education start-ups.
Mr. Rotherham is the author or co-author of more than 200 published articles, book chapters, papers, and op-eds about education policy and politics and is the author or editor of four books on educational policy. He serves on advisory boards and committees for a variety of organizations including Education Pioneers, The Broad Foundation, and the National Center for Analysis of Longitudinal Data in Education Research (CALDER). Mr. Rotherham is on the board of directors for the Indianapolis Mind Trust, is vice chair of the Curry School of Education Foundation at the University of Virginia, and serves on the visiting committee for the Harvard Graduate School of Education.