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| Professor and Assistant to the Dean,
College of Education and Behavioral Sciences |
| Western Kentucky University |
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| Roger Pankratz is professor
of teacher education at Western
Kentucky University and assistant
to the dean and consultant
to Western's Teacher Education
Model Program. From 1999 until
2006, he was director of the
Renaissance Partnership for
Improving Teacher Quality.
The Partnership is a consortium
of 11 universities funded
by Title II to implement Teacher
Work Samples as a tool for
teacher preparation and accountability
for impacting P-12 student
learning. |
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| Dr. Pankratz
is a former executive director
of both the Governor's Council
on School Performance Standards
and the Kentucky Institute
for Education Research (KIER).
Under his direction, KIER
published three annual reviews
of research on the Kentucky
Education Reform Act of
1990 and more than 20 statewide
studies that evaluated the
progress and results of
school reform initiatives.
From 1974 to 1993, Pankratz
served as associate or assistant
dean of the College of Education
and Behavioral Sciences at
Western Kentucky University.
In 1986, he was a consultant
to Kentucky 's Department
of Education and was instrumental
in facilitating the startup
of the Kentucky Teacher Internship
Program. In 1992-1993, he
served as chief consultant
to Kentucky 's Education Professional
Standards Board Task Force
for the development of new
teacher standards. |
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| Director,
School Redesign Network |
| Stanford University |
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| Prior to assuming his present position, Ray Pecheone was Director of the Performance Assessment Center at Stanford University working on (a) the development of pre-service portfolios for prospective teachers for the University of California higher education campuses (Performance Assessment for California Teachers [PACT]) and (b) the development of a performance-based system for student assessment as part of the Stanford Redesign School Network under the leadership of Linda Darling Hammond. |
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| Dr. Pecheone has held leadership roles in the Connecticut State Department of Education in Curriculum, Research, Testing and Assessment. As Bureau Chief, he has overseen the development and implementation of curriculum guides; teacher and administrator induction and evaluation programs. Pecheone co-founded the Interstate Teacher Assessment and Support Consortium (INTASC), which is located in the Council of Chief State School Officers (CCSSO).
He also co-directed with the University of Pittsburgh for the first Assessment Development Laboratory (ADL) to develop assessments for the National Board for Professional Teacher Standards (NBPTS). This work pioneered the development of portfolio and assessment center activities as the basis for National Board certification. As part of a sabbatical at Teachers College Columbia, he directed the redesign of the New York student assessment system including the Regents examination. Many of the features of the redesign have been incorporated into the current New York assessment system.
Dr. Pecheone's teacher induction 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). |
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| Associate Professor of Educational Leadership |
| University of Northern Iowa |
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Vickie Robinson has served
Iowa as an educator since
1971 as a social studies
teacher, high school principal,
and student teacher coordinator.
She currently prepares future
educational leaders at University
of Northern Iowa. |
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| After many years
in education she has finally
identified her role. She is
a connector. She connects
people to ideas, people to
opportunities, people to other
people, and people to themselves.
Working in partnership with
“connectors” from 10 other
Renaissance institutions,
Dr. Robinson was involved
with Teacher Work Sample development,
the University of Northern
Iowa 's full implementation
and much research of the Renaissance
Teacher Work Sample. She holds
an Ed.D. |
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| Dean, College of Education |
| Western Oregon University |
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| Hilda Rosselli joined Western
Oregon University as dean
of the College of Education
in September 2002. Previously
she was associate dean for
Teacher Education at the University
of South Florida in Tampa.
Her doctoral emphases
were in special education
and gifted education, linking
to her days as a classroom
teacher in Florida. |
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| In the two decades that she has spent working in Higher Education, her areas of interest and scholarship have included teacher preparation renewal, assessment, change process, and university/school partnerships. |
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| Professor, The Teaching Research Institute |
| Western Oregon University |
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| Del Schalock has continuously searched for ways of meaningfully connecting student learning to teacher work as the embodiment of sound educational policy and practice, and has been the lead developer and advocate of Teacher Work Sample Methodology, an approach to performance assessment connecting teacher classroom instruction to gains in student performance. |
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| He has been actively engaged in education research, development and improvement in Oregon since joining The Teaching Research Institute in 1961. He has worked closely with Oregon's Teacher Standards and Practices Commission and the Oregon Board of Education to align teacher preparation and licensure requirements with the state's evolving model of standards-based schooling. He has authored or co-authored more than 100 articles, chapters, and monographs. He has led numerous externally funded research efforts around teacher effectiveness, as defined by student progress in learning. He also led a three county coalition for school improvement through the enhancement of curriculum, instruction, and teacher preparation/evaluation (the Valley Education consortium) between 1971 and 1991 that also anchored to student progress in learning. |
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| Associate Research Professor, The Teaching Research Institute |
| Western Oregon University |
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| Mark Schalock has been actively engaged in educational research, development, evaluation and technical assistance for more than 20 years at local, state and national levels. This work has spanned issues related to both regular and special education with significant recent emphasis on the preparation, licensure and early career development of both regular and special education teachers. |
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| His evaluation experience ranges from small scale improvement focused evaluations to large third party summative evaluations. He has published more than 25 articles and book chapters on program and personnel evaluation, measurement, research, accountability and educational productivity. |
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