Summit Facilitators

Facilitator Biographies

Alabama: Wendy McColskey

Wendy McColskey is a Program Director with SERVE Center's Regional Educational Laboratory (REL) for the Southeast at the University of North Carolina at Greensboro. She has over 20 years of leadership experience at SERVE in managing research, evaluation, training, and dissemination projects responding to the needs of southeastern educators. Dr. McColskey has developed publications and resources for educators in a variety of areas (such as teacher evaluation, classroom assessment, standards implementation, etc.); formed district and state consortia and networks to share ideas about emerging issues; and conducted over 15 research and evaluation studies on various topics.

Arkansas: Belinda Biscoe

Dr. Belinda Biscoe is the Assistant Vice President for University Outreach in the College of Continuing Education at the University of Oklahoma (OU). She also serves as director of the Mid-Continent Comprehensive Center, funded by the U.S. Department of Education, serving the states of OK, KS, AR, and MO. She also serves as director of their research and evaluation department, E-TEAM, (Educational Training, Evaluation, Assessment and Measurement Department). Among her areas of expertise are research and evaluation, administration and program development in higher education and common education, including school improvement and reform and early literacy, grant writing, diversity in the workplace, and substance abuse prevention and treatment. She is also co-founder of a non-profit community-based organization, Eagle Ridge Institute. Dr. Biscoe worked for over eight years for the Oklahoma City Public Schools as a senior research associate and as Director of Support Programs, including all federal and state programs. She is a strong believer in collaboration and has been responsible for initiating many partnerships with schools, districts, and the community in Oklahoma that have withstood the test of time. These collaborative efforts resulted new initiatives that improved the quality of education for many Oklahoma students. One example is Positive Tomorrows, a transitional school for homeless students, which was started with a collaboration of 100 partners, representing numerous agencies, organizations. Started in 1989, with federal funding, Positive Tomorrows continues to meet the needs of many homeless children and youths in Oklahoma City. It has been sustained, after the ending of federal dollars, with local support. During her career, she has garnered over 110,000,000 in grants and contracts.

Dr. Biscoe's responsibilities as Assistant Vice President at OU include oversight of the Public and Community Services Division (PCS) within the College of Continuing Education. PCS consists of 16 individual departments offering a variety of services and programs that support government, education, health and human services, training, workforce development, and high-risk youths. She has division of 500 employees with a budget of about $65,000,000. Dr. Biscoe received her Ph.D. in experimental psychology from the University of Oklahoma in 1982. Dr. Biscoe has been the recipient of numerous awards for her work in common and higher education. Recent awards include the 2004 E. Neal Stone Superior Performance Award, presented by President David Boren, and the 2006 Adelle F. Robertson Continuing Professional Educator Award, presented by the national chapter of the University Continuing Education Association. She was also recognized as a finalist for the 2005 Oklahoma Woman of the Year Award and selected as one of the 50 Making a Difference by the Journal Record.
In her spare time, Belinda enjoys reading and working Sudoku puzzles (the more difficult, the better). She is also an avid gardener and likes to take leisurely bike rides around the lake in her neighborhood. Last, but not least, she is the mother of two daughters, one a doctoral student in the cognitive psychology program at Emory University in Atlanta and the other a social epidemiologist at Mt. Sinai Hospital in Chicago, Illinois.

California: Dona Meinders

Dona Meinders joined WestEd's Center for Prevention and Early Intervention in 1999. She serves as Project Coordinator for the Least Restrictive Environment Resources Project, a California Department of Education-funded grant project and works with the agency's California Comprehensive Center as the liaison to the National Center on Teacher Quality working to improve es for students with disabilities.

Delaware: Barbara Hicks

Barbara Hicks is the Assistant Director for the Mid-Atlantic Equity Center, a technical assistance, professional development, and dissemination grant serving the mid-Atlantic region. She also serves as the state coordinator for the GW-CEEE MACC activities in Delaware, where she has assisted the state with the improvement and implementation of its state system of support. Barbara has worked with state departments of education to design professional development programs for teachers of mathematics and science. She has also worked with a national network of educators to create professional development resources, and has facilitated professional learning communities at several schools engaged in action research.

Georgia: Karla Lewis

Karla serves as Project Director at SERVE Center at UNCG and is located in Brown Summit, NC.  Karla attended University of Chicago and studied Sociology and earned a Bachelors degree. Karla also attended University of Illinois at Urbana-Champaign and studied Educational Policy Studies (Sociology of Education) and earned a Doctorate degree.

Hawaii: Ludwig van Broekhuizen

Dr. Ludwig "Ludy" van Broekhuizen joined the SERVE Center at the University of North Carolina at Greensboro as its Executive Director in September 2004. Previously, he was the Director of the Pacific Regional Educational Laboratory Program at PREL in Honolulu, Hawaii. His most recent work includes the development of a model of professional development for early reading improvement in diverse settings. He was also a Senior Evaluator for the first national evaluation of the federally funded Star Schools Program and Partnerships in Education Program. A former Spanish and English middle/high school teacher, ESL community education coordinator, RTEC associate director, evaluator, and professional development specialist, van Broekhuizen's professional life has always included a focus on diversity and equity issues. His areas of expertise include program assessment and evaluation, multilingual development, instructional programming for linguistically and culturally diverse students, phonology, diglossia, minority language maintenance, survey and planning, and technology in education. As a multiracial educator with roots in Asia, Africa, Europe, and the South Pacific, van Broekhuizen recognizes the importance of providing high quality and meaningful learning opportunities for all children, families, and communities by utilizing local, regional, and national research, traditional funds of knowledge, and the most current technology. Van Broekhuizen speaks several languages fluently and is conversant in a few more.

Illinois: Albert Bennett

Al Bennett is director of the St. Clair Drake Center for African and African-American Studies at Roosevelt University. He also is project director of the Roosevelt University/Wentworth Gardens Collaboration (WeRC), an attempt to link public housing with university resources. Al supports West Wind's work on rethinking R&D, applied research, and racial equity. Al is an accomplished facilitator whose engaging style often brings audiences to laughter and learning. Before coming to Roosevelt, Professor Bennett was dean of the Evelyn T. Stone University College and director of the Bureau of School Evaluation in the Department of Research and Evaluation for the Chicago Public Schools and a senior staff associate at the Chicago Community Trust. Specializing in education policy and the politics of educational reform and social trust and its effects on school improvement, his current interest lies in improving the ways that principals and school superintendents are prepared. He also serves on the boards of the Abraham Lincoln Centre, El Valor, The Golden Apple Foundation, and the Parkways Foundation. Al holds a bachelor's from the University of Illinois at Chicago and a master's and doctorate from the University of Chicago.

Iowa: Circe Stumbo

Circe Stumbo is president of West Wind Education Policy Inc. which she founded in January 2001. Under Circe's direction, West Wind has been consulting with the Council of Chief State School Officers' Education Workforce initiative. Through this work, Circe helped to launch the new State Consortium on Educator Effectiveness (SCEE) and is helping to design its inaugural National Summit on Educator Effectiveness in April 2011. Circe also formed a partnership between West Wind and Knowledge Alliance to create the Knowledge Initiative, which strives to transform the nation's infrastructure for educational research and development, toward the goal of transforming public education. West Wind also crafted and implements the Research to Action Forum, which brings together policymakers, practitioners, and researchers to engage in and use more and better applied research. West Wind also developed a model for Systemic Equity Leadership, which is grounded in systems thinking, learning organizations, adaptive leadership, and Critical Race Theory. West Wind uses this model in our work on racial equity and state capacity building. Circe has facilitated numerous national and statewide blue ribbon panels and summits, cross-functional working teams, organizational strategic planning processes, and equity leadership teams. For nearly fifteen years prior to founding West Wind, Circe worked in non-profit associations in the fields of agriculture, higher education, and K-12 education policy in Washington, DC. Circe also taught political theory at the University of Maryland College Park, where she advanced to Ph.D. candidacy in 2001 before investing her efforts in West Wind and her commitment to alleviate racial inequities in public education. West Wind is proud to celebrate their 10-year anniversary in 2011! Circe earned a master's degree in education from Harvard University, a master's in government and politics from the University of Maryland, and a bachelor's in political science from The University of Iowa.

Kentucky: Karen Huffman

Karen serves as ARCC Associate Director at Appalachia Regional Comprehensive Center at Edvantia (ARCC) and is located in Charleston, WV.  Prior to joining Appalachia Regional Comprehensive Center at Edvantia (ARCC), Karen served as Assistant Superintendent, Division of Educator Quality at West Virginia Department of Education.  At present, Karen is a member of CCSSO InTASC Core Standards Committee.  Karen attended West Virginia University and studied Education Leadership and earned a Doctorate degree in 1999. Karen also attended West Virginia University and studied School Counseling and earned a Masters degree in 1975.  Karen's core expertise includes Experienced public educator with an interest in fostering and supporting educator effectiveness in people and systems that will comprise the next generation education workforce, a strong belief in the merits of the public school system balanced with the belief that innovation and creativity and accountability can exist within that system, a professional career focused on maximizing opportunities for students who lack advocacy, support and encouragement to pursue post-secondary educational opportunities, a strong belief that education can be the great equalizer in a society in which the gap between the "haves and have-nots" continues to widen, development of comprehensive systems aligned to standards (e.g. and teacher standards aligned to higher education teacher preparation programs and teacher evaluation/compensation systems); student dropout prevention; teacher effectiveness; state-level policy and grant writing.  Karen enjoys Mountain biking; gardening and living at the lake and reading.

Maine: Deb Hansen

Deb Hansen is a Senior Policy Analyst with West Wind Education Policy, Inc. She works with clients to analyze information and identify resources pertaining to teacher and administrator quality policies and practices. She lends to West Wind her expertise in professional growth systems and school improvement strategies. Previously, Deb was an Administrative Consultant at the Iowa Department of Education where she provided leadership to the development of a state-wide system of professional growth.

Maryland: Megan Dolan

Megan Dolan is the Maryland Coordinator for the Mid-Atlantic Comprehensive Center and a Senior Research Scientist at the George Washington University Center for Equity and Excellence in Education. 

Massachusetts: Lisa Lachlan-Hache (Lisa Johnson)

Lisa S. Johnson, Ed.D., is a senior research and policy associate at Learning Point Associates, an affiliate of American Institutes for Research. She specializes in educator effectiveness, teacher induction policy and practice, and the academic engagement of adolescents. Her work has been published in several journals; including Educational Policy, American Secondary Education, , School Community Journal, and others. She currently serves as the content lead for the Teacher and Leader Community of Practice for the Reform Support Network and as a senior associate at the National Comprehensive Center for Teacher Quality. In addition, Dr. Johnson has worked with a team of colleagues to develop the following primers and on-line guides: Measuring Teacher Effectiveness Using Growth Models: A Primer, Measuring Student Growth for Teachers in Non-Tested Grades and Subjects: A Primer, The Critical Decisions Guide to Teacher Effectiveness Systems, Teacher Evaluation Models in Practice, and a Guide to Teacher Evaluation Products.

Massachusetts: Peter McWalters

Peter McWalters joined the Council of Chief State School Officers' leadership team after having served as the Rhode Island commissioner of elementary and secondary education from 1992 to 2009. During his time as commissioner, McWalters made significant gains in creating a better state-led system of education and increasing success for all of Rhode Island's students. This included establishing and adopting grade-level content standards and implementing an aligned state assessment; partnering in founding the successful three state assessment collaborative, the New England Common Assessment Program; designing and implementing a legislatively-motivated accountability system with multiple measures and indicators including a robust public reporting system; leading the state in transitioning from a life certification system for teachers to an individual professional improvement plans for license renewal; and intervening in five high-need, underperforming districts and succeeding in significant improvement within No Child Left Behind and Annual Yearly Progress targets. He also advocated for creating statewide early-childhood education, a school-financing system that was fair to all districts, the improvement of education for students with disabilities, and better and more comprehensive training and development for teachers and administrators.

McWalters' background and expertise in educator (both teacher and administrator) development is what led him to direct this initiative for the Council. A lifelong educator, McWalters began his career as a teacher of English as a Second Language in the Rochester, New York, public schools. He holds a degree in history and philosophy from Boston College, a Master's Degree of Public Administration and Certificate of Advanced Studies in Education Administration from the State University of New York, Brockport and he has previously served in the Peace Corps in the Philippines.

Michigan: Jane Coggshall

Jane G. Coggshall, Ph.D., is a Senior Research and Policy Analyst at the American Institutes for Research. At Learning Point Associates and now AIR, she has led several mid-sized multi-methods research studies focusing on teacher learning and effectiveness. She has also authored or co-authored multiple policy papers for various audiences on the topics of educator quality innovations, Generation Y teachers, and supporting teaching effectiveness. Dr. Coggshall also works for the National Comprehensive Center for Teacher Quality (TQ Center), a partnership between AIR, ETS, and Vanderbilt, for which she helps develop print and online resources on educator quality issues for regional and state education officials. She authored several TQ Research & Policy Briefs on teacher quality topics and the Communication Framework for Measuring Teacher Quality and Effectiveness. Dr. Coggshall has provided technical assistance to states and regions regarding equitable teacher distribution, teacher effectiveness, and teacher preparation. Before coming to AIR, Dr. Coggshall taught middle-level mathematics at an elementary school and at a junior high school in New York City. As part of her doctoral work at the University of Michigan, she conducted original research exploring state-level reading policy, the use of portfolios for the assessment of beginning teachers, and the local effects of national teacher quality policy. Dr. Coggshall earned her doctoral degree in education administration and policy from the University of Michigan.

Michigan: Susan Taylor

Susan Taylor is a Senior Associate at the Council of Chief State School Officers.

Minnesota: Kathleen Dempsey

Kathleen Dempsey is a Principal Consultant with the Field Services Curriculum and Instruction team at Mid-Continent Research for Education and Learning (McREL). In this role, Ms. Dempsey works as a member of a team to provide services, strategies, and materials to support improvement in mathematics education, curriculum development, and instructional technology. Ms. Dempsey also serves as the Director of the North Central Comprehensive Center. In her role as director of the North Central Comprehensive Center, she leads project activities that build the capacity of state education agencies through resource dissemination, group facilitation, building infrastructure and networking, planning and needs assessment, developing solutions that are part of statewide systems of support and revising tools and templates that support schools in need of improvement. Ms. Dempsey holds an M. Ed. in Educational Supervision from The College of William and Mary, a B.S. in Elementary Education from Old Dominion University, and endorsements in mathematics-Algebra I, gifted education, and middle school education. Before coming to McREL, Ms. Dempsey served as the Secondary Mathematics Coordinator for Virginia Beach City Public Schools in Virginia Beach, VA. In this position she coordinated the program of mathematics for 15 middle schools and 13 high schools.

Missouri: Patricia Fleming

Patricia Fleming provides training and technical assistance for the Mid-Continent Comprehensive Center (MC3) based in the University of Oklahoma's Public and Community Services Division of the College of Continuing Education. MC3 is one of 16 Comprehensive Centers funded by the Department of Education that provides technical assistance and support to State Education Agencies in all fifty states, the Pacific Islands, Puerto Rico and the Virgin Islands. Her primary responsibilities are to the Missouri Department of Elementary and Secondary Education (DESE). Her work prior to the Mid-Continent Comprehensive Center focused on working directly with districts and schools in the areas of scientifically based research, data collection and analysis, standards based teaching and learning, and federal law with a primary focus with low performing LEAs and schools. She has more than 18 years of experience in education, including classroom teaching and administration at the state level.

Montana: Elizabeth Partoyan

Elizabeth Partoyan is the Strategic Initiative Director for Next Generation Learners at the Council of Chief State School Officers. She is responsible for developing and implementing the Council's work with state education agencies and key partners to ensure that all learners, from birth through adolescence, have the supports they need to be prepared for college, career, and citizenship. She serves on several local, state, and national advisory committees and presents around the country on a range of education and social policy issues. Prior to joining the Council, Partoyan was the Director of Research, Training, and Member Services at the National School Boards Association, where she served as a liaison to state-level associations of school boards and oversaw NSBA's evaluation research program, information and policy services, association program and operations review process, and capacity-building projects focused on student leadership, civic engagement, and school-community collaboration. Previously, Partoyan was the program manager for the NSBA Extended-Day Learning Opportunities program. She has also served as a coordinator for the Institute for Educational Leadership's Education Policy Fellowship Program. Partoyan has worked at the Academy for Educational Development and Educational Research Service, as well as in the District of Columbia Public Schools, Chicago Public Schools, and the Washington State Early Childhood Education and Assistance Program. She has direct-service experience in special education, Montessori education, after-school programs, and outdoor education. Partoyan has a Bachelor of Education degree in human development and social policy from Northwestern University, and a Master of Education degree in educational psychology from Howard University.

Nebraska: Newton Hamilton

R. Newton Hamilton, Principal Consultant, System Improvement, provides technical assistance and training to schools and districts on comprehensive systemic improvement using research-based best practices. He assists in product and resource development for schools, districts and states in systemic improvement work. Prior to McREL, Mr. Hamilton was experienced in the support of education personnel, from the classroom and school levels to district leadership and large-scale state department assistance. For seven years, while at Education Northwest (formerly the NW Regional Educational Laboratory, Portland, OR), his responsibilities included coordination of all education activities between NWREL and the states of Washington, Wyoming, and Idaho. With a focus on respect, inclusion, and performance-based feedback, Mr. Hamilton is skilled at working one-on-one in a coaching role as well as with large groups of educators to improve classroom instruction and student achievement. As a consultant and trainer with educators across the country, he has extensive experience in special education, Cultural Responsive Reciprocal Rigor(C3R), technology, school improvement, professional learning communities, team building, and data use, analysis and evaluation. Mr. Hamilton has worked with large urban and small rural districts and understands the needs of today's multi-faceted, multicultural student body. As a former teacher, principal, assistant superintendent and university professor, R. Newton Hamilton brings 40 years of experience to making high achievement a priority for all students.

Nevada: Sandra Warren

Dr. Sandra Warren is the collaborative advisor for the ASES SCASS at CCSSO. She taught at East Carolina University (ECU) and served as the special education program area coordinator. Many of her publications are the result of work with ECU faculty members, CCSSO, the National Association of State Directors of Special Education, and the National Center on Educational Outcomes.

New Hampshire: Kathy Dunne

Kathy Dunne is the Director of Professional Development at Learning Innovations at WestEd. 

New Jersey: Mary Canole

Dr. Mary Canole recently retired from the Rhode Island Department of Elementary and Secondary Education (RIDE) in June of 2008 after serving as the Director of the Office of Progressive Support and Intervention. This office was formed to support and monitor schools and districts categorized as "In Need of Improvement" by both NCLB and Rhode Island Law for School Accountability. Previously, Mary served as the Superintendent of Newport Public Schools in Rhode Island for four years and was successful in moving the Newport district out of the "In Need of Improvement" status. Before becoming Superintendent, Mary spent four years as the Director of Instruction and Grants for Newport Schools and seven years as the Director/Principal of the Newport Area Career and Technical Center. Mary taught at both the middle school and high school levels in other urban and suburban schools in Rhode Island.

Mary Canole received her doctoral degree in Educational Leadership from Johnson & Wales University in 1999. Her dissertation was titled "District Strategic Planning - Is there evidence of Strategic Thinking and Acting?" In addition, she holds a Masters of Education Administration from Rhode Island College, a Masters of Science from University of Rhode Island, and a Bachelor of Science from Syracuse University. Mary is a 1998 Milken award recipient.

Since leaving RIDE, Mary continues some of her former SEA leadership initiatives related to the newly adopted Rhode Island Leadership Standards. She leads a Rhode Island superintendents' network called the Advanced Leadership Development Seminar (ALDS) and teaches in the Educational Leadership Doctoral Program at Johnson and Wales University. Mary serves as a consultant on School Leadership and a member of the Educator Workforce Team for the Council of Chief State School Officers. She previously facilitated the work of the State Consortium on Education Leadership (SCEL). SCEL contributed to the recent revisions of the ISLLC 2008 Educational Leadership Policy Standards and developed and published a companion document last spring entitled: Performance Expectations and Indicators for Education Leaders. In addition, Mary is a member of Mass Insight's Teacher Evaluation Bench at Central Falls High School in Rhode Island, a school undergoing transformation.

North Carolina: H. Nolo Martinez

Dr. H Nolo Martinez is a Research Scientist and Adjunct Faculty at the University of North Carolina-Greensboro, Bryan School of Business and Economics. His area of research and study includes professional cross-cultural competencies, the economics of immigration, financial services to immigrants, international business and expatriates cultural adaptation. In 1998, North Carolina's Governor James B. Hunt Jr. appointed Dr. Martinez as the first Director of Hispanic/Latino Affairs. During his tenure, Dr. Martinez worked to assist in the coordination and development of state and local programs that address the needs of the fastest growing Latino state in the United States. Under the leadership of Dr. Martinez the Hispanic/Latino Affairs Office implemented proactive outreach approaches to get in touch with Latinos in 100 counties of the state.

Ohio: Deanna Hill

Deanna Hill is currently West Wind's senior policy analyst, having started as a policy analyst in June 2007. Deanna conducts research and authors reports on a number of critical issues in education including systemic racial disparities. She also teaches online courses on social foundations of education, curriculum and instruction, assessment, and education research at Drexel University in Philadelphia, where she has developed curriculum for both the Bachelor of Science and Higher Education programs. Prior to joining West Wind, Deanna worked as a research and evaluation specialist in the Title I Division of the Georgia Department of Education and conducted research for a number of organizations, including the Center on Education Policy in Washington, D.C. Deanna also conducted research in Pittsburgh Public Schools for the RAND Corporation. Her work has been published in a number of online and print journals, covering topics such as states' capacity to implement federal education policy, states' efforts to eliminate disparities in educational outcomes, and the impact of large-scale school improvement efforts. Deanna is the co-author of the Center on Education Policy's report on the capacity of state educational agencies to implement the requirements of the No Child Left Behind Act and the CEP's high school exit exams report, "State high school exit exams: Working to Raise Test Scores," which focuses on racial predictability of achievement. Deanna is also the author of the CEP's companion report "School District Perspectives on State Capacity." Deanna holds a Ph.D. in administrative and policy studies in education from the University of Pittsburgh. Additionally, Deanna holds a J.D. from The University of Iowa College of Law and is licensed to practice law in the State of Texas.

Oregon: Rita Hale

As a Research Associate at RMC Research Corporation, Rita Hale is a state liaison for the Northwest Regional Comprehensive Center. Ms. Hale also facilitates annual meetings of state education agency staff and provides opportunities for further guidance and technical assistance on those provisions. In addition, Rita participates in data collection and report writing to evaluate the federally-funded Striving Readers program that is administered by Portland Public Schools.

South Carolina: Debra Meibaum

Debra Meibaum is a Program Associate with SEDL's Southeast Comprehensive Center. Her specialty areas include school improvement, implementation of the No Child Left Behind Act, and special education. She has 8 years of experience providing professional development and technical assistance on NCLB through the conduction of more than 70 professional development activities to multiple state and district-level education sectors in implementing the law's specific requirements. She is also experienced in providing professional development and technical assistance to educators on multiple educational topics. In 2002, Ms. Meibaum received SEDL's Hindsman Award for excellence in service to children.

Utah: Mary Peterson

Mary Peterson joined the WestEd staff 2006. As a Senior Program Associate, she assists districts and state departments of education under the terms of the Regional Education Laboratory and Southwest Comprehensive Center grants. Previously, Mrs. Peterson was Vice President of Academic Affairs and Dean of Faculty at Sierra Nevada College; prior to which she was Nevada's Superintendent of Public Instruction (1994-2003). In that role, she also served on the Board of Directors of the Council of Chief State School Officers (CCSSO) and WestEd, and was a State Commissioner to the Education Commission of the States (ECS).

Virginia: Ellen Cushing

Ellen Cushing is a Policy Associate at the National Comprehensive Center for Teacher Quality.

Virginia: Valerie Nyberg

Valerie Nyberg is currently a consultant for West Wind Educational Policy, Inc. She works on various projects providing input, research, and analysis on projects relating to issues of equity and race. She lends to West Wind her background designing and implementing cultural competence professional development at the school district level as well as her background as a teacher educator, program director, and former classroom teacher. Valerie is also currently finishing her Ph.D. dissertation in literacy at the University of Iowa.

Washington: Claire Gates

Claire serves as Sr. Program Advisor at the Northwest Regional Comprehensive Center at Education Northwest and is located in Portland, OR.  Claire attended Sam Houston State University and studied Mathematics and earned a Masters degree.

Wisconsin: Sarah Wraight

Sara Wraight, J.D., is a senior policy analyst at AIR. Using her unique background in the fields of education and law, she oversees policy outreach and technical assistance efforts for the Regional Educational Laboratory of the Midwest (REL Midwest). This work includes cultivating ongoing communication with state legislators, legislative staff, governor's policy advisors, and state education agency personnel regarding topical education issues in the Midwestern states. Wraight manages the work of the policy staff and connects researchers to relevant projects that come from outreach work. She provides project management and oversight for various research projects for REL Midwest. In addition to the REL Midwest work, Wraight utilizes her education policy knowledge and skills to provide support to states and districts on school reform and improvement efforts. Wraight also provides support to the Wisconsin Department of Public Instruction on behalf of the Great Lakes West Comprehensive Center. Additionally, Wraight serves as subcontract manager for the AIR component of the U.S. Department of Education's Reform Support Network (the group of technical assistance providers charged with supporting the Race to the Top grantee states). Wraight has two years of teaching experience, having taught in the upper elementary grades at both a charter school and a private school. Before entering the field of education, she was a practicing attorney. Wraight is a member of the American Educational Research Association. She earned a master's degree in elementary teaching from Northwestern University and a juris doctor degree from Washington University in St. Louis.

Business Partners, Association Partners, Speakers, and Guests: Michael DiMaggio

Michael DiMaggio serves as the Director of Strategic Partners for the Council of Chief State School Officers. In that role, he oversees and manages the Council's external relationships with foundations, corporations, and non-profit organizations. A former special education teacher, Michael has also worked for national foundations and education associations helping develop and execute their strategic plans. He holds a J.D. from the University of Pittsburgh, a Master's in Public Policy from the Graduate School of Public and International Affairs from the same university, and a B.A. from UCLA.

 

 

CCSSO National and State Collaboration for Educator Effectiveness
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