Presenters and Discussants
Paul Ash has served as the Lexington, MA Superintendent of Schools for six years. Previously, he has served as Superintendent in Westwood, MA . For nineteen years, in Wellesley, MA he was the central office administrator who was responsible for personnel and professional development. He has held positions with professional associations, including one on the governing board of AASA, and another as President of the Massachusetts Association of School Personnel Administrators.
Eileen Aviss-Spedding is the Manager of Professional Standards and Higher Education Initiatives at the New Jersey Department of Education. In this capacity, she is responsible for educator quality initiatives including the implementation of standards based reform initiatives for teachers and school leaders. Ms. Aviss-Spedding has also had oversight of the highly qualified teacher initiative, the State Action for Educational leadership project and higher education program approval and accreditation. Ms. Aviss-Spedding holds a Masters in Public Policy from Rutgers University.
Claudia Bach has taught at the elementary, middle and high school levels, and at the graduate level at Harvard and Lewis and Clark College in Oregon. At present, she is the Director of Educator Policy, Preparation and Leadership in the Massachusetts Department of Elementary and Secondary Education (DESE). Before coming to the DESE she served as Superintendent of Andover Public Schools in Massachusetts for twelve years and for three years as Superintendent of Schools in Milton-Freewater, Oregon. Dr. Bach is a graduate of the Harvard Urban Superintendent Program.
John Bell is Coordinator of the Office of Leadership and Evaluation at the Alabama Department of Education. John is the project administrator for Alabamaâ€TMs Congress on School Leadership. The Congress is a reform initiative that created the Alabama Standards for Instructional Leaders, supported the closure and redesign of Alabama's university principal preparation programs, created the Office of Leadership and Evaluation, instituted an accountable approach to professional development tied to certification, created new formative professional evaluation systems, and instituted the Alabama New Principal Mentoring Program. John has worked extensively with the Harvard Principals' Center, the Southern Regional Education Board and is a member of the National Board for Professional Teaching Standards' committee designing National Board Certification for Principals. John is co-author of three books on school leadership published by Eye on Education.
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.
Dr. Carolyn Bishop serves as the Regional Director for the CalStateTEACH teacher preparation program at California State University, Fullerton where students learn how to teach through a combination of online learning and field based experiences. Dr. Bishop's research agenda has been around thinking and learning styles, online learning environments, teacher preparation and teacher dispositions. She also serves on the Board of Institutional Reviewers for the California Commission on Teacher Credentialing and as the chair of the Research Committee for the National Association of Alternative Certification. She is actively involved in the California State mandated teacher performance assessment system and works to prepare high quality teachers.
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.
As President of the National Commission on Teaching and America's Future (NCTAF), Tom Carroll leads NCTAF in its mission to empower educators who are transforming their schools from teaching organizations into learning organizations. Dr. Carroll founded the Preparing Tomorrow's Teachers to Use Technology program, and created the Technology Innovation Challenge Grants Program at the U.S. Department of Education. He served as the U.S. Secretary of Education's Liaison to the Corporation for National Service during the launch of AmeriCorps. In addition, he was Deputy Director of the Fund for the Improvement of Postsecondary Education, prior to which he directed National Research Centers and Regional Laboratories at the National Institute of Education (NIE).
James Cibulka is President of the National Council for Accreditation of Teacher Education (NCATE) in Washington, D.C. Since the beginning of his presidency in 2008, Cibulka has led a redesign of NCATE accreditation to ensure that it serves as a lever for change and reform in educator preparation to better meet urgent national P-12 needs. Under his leadership, NCATE's redesign focuses on moving educator preparation to excellence through continuous improvement and research-based transformation. Cibulka also serves as president of the new unified accrediting body, the Council for the Accreditation of Educator Preparation., which is scheduled to become fully operational in 2013.
Currently, Dr. Sydnee Dickson is the Director of Teaching and Learning at the Utah State Office of Education. Dr. Dickson is working to help educators adopt and implement the new Common Core Standards in English Language Arts and Mathematics as well as developing updated standards and accompanying evaluation systems for teachers and school leaders. She served on the National Staff Development Council Board of Trustees and provided input on the recent CCSSO Model Core Teaching Standards revision project. Her passion is focused on ensuring that all students have access to high quality instruction every day.
Mary Diez is former President of the American Association of Colleges for Teacher Education (AACTE) and current Professor of Education and Dean of the School of Education at Alverno College. Dr. Diez has served on the National Board for Professional Teaching Standards and the National Council for the Accreditation of Teacher Education. She co-chaired the revision of the InTASC standards and currently chairs AACTE's task force on Teacher Education as a Moral Community. At Alverno, she directs a number of projects at that are supportive of the urban schools. Her latest book, Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, co-edited with three colleagues, was published by Harvard Education Press in December 2010.
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.
Benjamin Fenton, a recognized expert on principal quality, is co-founder of New Leaders for New Schools. As Chief Strategy Officer, he leads the organization's human capital consulting initiatives, helping states and districts develop new policies and practices for principal evaluation and principal effectiveness. He is the lead author of the New Leaders for New Schools white papers "Principal Effectiveness" and "Evaluating Principals" and co-developed the Urban Excellence Framework. In addition to his work at New Leaders for New Schools, Ben is a founding board member of Teach Plus, a non-profit dedicated to retaining and developing great teachers who improve student achievement. He has formerly worked as a consultant at McKinsey and Company, and graduated from Harvard College and the Harvard Business School.
Dr. Troyce Fisher has served as the director of the Wallace Cohesive Leadership System grant for Iowa for the past eight years and continues that work for the School Administrators of Iowa (SAI). Dr. Fisher has also served in the Educational Administration preparation program at Iowa State University and was Executive Director of SAI for five years. As a result, a recent RAND Corporation study cited Iowa as one of three states making the most progress towards a cohesive leadership system. An article she authored about "lessons learned" through that process appeared in the April 2010 issue of JSD.
Elizabeth Foster is the Director of Strategic Initiatives for NCTAF and has been engaged in the Learning Studios work since its inception. Prior to joining NCTAF, she was the Research and Policy Associate for Recruiting New Teachers, Inc. (RNT) where she tracked and analyzed policy and program developments in teacher recruitment, placement, and development. She was the project team leader and lead author for several published studies, including investigations of urban community college teacher preparation programs, urban teacher shortages, and building teacher-parent-student alliances. She also has experience with quantitative and qualitative evaluation, inclusion, and project evaluation.
Laura Goe, Ph.D., is a Research Scientist in the Performance Research Group at ETS and is Principal Investigator for Research and Dissemination for the federally-funded National Comprehensive Center for Teacher Quality. Dr. Goe is the author of numerous research syntheses and policy briefs focused on teacher quality and effectiveness, teacher evaluation, and multiple measures of teacher effectiveness. Her efforts are currently focused on providing technical assistance to states as they develop comprehensive teacher evaluation systems. She also provides research-based support for both the NEA and the AFT. Her research interests include the equitable distribution of effective teachers, school improvement, resource use, and professional development.
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.
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.
Dr. Stephanie Hirsh is the executive director of Learning Forward, the only national education organization whose membership is committed to improving student performance by strengthening educators' learning. She has worked for Learning Forward for over 22 years during which time she has published numerous books and articles on educational leadership, professional development, and school improvement. She speaks to a variety of audiences and advises federal and state policymakers on issues related to professional development, leadership, and teaching. She serves on several advisory boards including the Bill and Melinda Gates Foundation, Data Quality Campaign, and Learning First Alliance.
Dr. Deborah Jackson currently serves as the principal of McLean High School in Fairfax County Public Schools (FCPS); prior to which, she was principal at Hughes Middle School, also in Fairfax County. As a 25-year veteran educator, she supervises and mentors aspiring and new administrators across the FCPS school division. She has facilitated various professional workshops and seminars, and presented at several local, national and international conferences and symposiums. She is an active member of Learning Forward Academy Class of 2011, the Association for Supervision and Curriculum Development, National Association Secondary School Principals, and the Fairfax Association of Black School Educators. Dr. Jackson has been the recipient of numerous awards and honors including: the McLean Chamber of Commerce Educator of the Year Award (2009); Fairfax County Virginia Chamber of Commerce Prestigious Blue Diamond Award for Contributions to the Field of Education (2009); among others. In recognition of her 2009 Educator of the Year award, the Louisville, KY Office of the Mayor proclaimed July 17th, "Dr. Jackson Day".
Melissa Johnston joined the Council of Chief State School Officers in 2003 and assumed her current role as Chief Operating Officer in March 2010. Johnston oversees the implementation of the Council's strategic plan and the direction and leadership of the following areas of the Council: Membership Services and Outreach; Education Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability. Additionally, Melissa serves as the Council's staff liaison to the Board of Directors and Internal Operations Committee.
From June 2008-March 2010, she served as the Council's Director of Strategy and Implementation. Prior to that position, Melissa worked with Council members and other state policymakers to develop, augment, and implement policies and programs that effectively prepare, support, and sustain education leaders.
Melissa has a Bachelor of Arts degree in American Studies and Black World Studies from Miami University and a Masters in Social Service Administration from the University of Chicago. Her concentrations at the University of Chicago were in policy analysis and non-profit management.
Prior to graduate school, Melissa worked for Reading Is Fundamental and the Public Education Network in grants management, program development, and technical assistance capacities. She also worked directly with the national professional development program at the National Association of School Psychologists.
Carlene Kirkpatrick is an Instructional Math Coach for the DeKalb County School System in Atlanta, Georgia. Previously, Ms. Kirkpatrick spent eleven years teaching Mathematics at both the middle school and high school levels in Kentucky. In 2003, she earned her National Board Certification in Early Adolescence Mathematics and has recently served on the Mathematics Standards Review Team for the National Board of Professional Teaching Standards (NBPTS). While in Kentucky, Ms. Kirkpatrick served as the Kentucky Council of Teachers of Mathematics (KCTM) Vice President for high school and served on the State Secondary Mathematics Curriculum Framework Project. Last year, Ms. Kirkpatrick was selected as a state finalist for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). Currently, Ms. Kirkpatrick is serving on the review committee for the InTASC Core Teaching Standards.
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.
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.
Kathleen Paliokas serves as Program Director of the Interstate Teacher Assessment and Support Consortium (InTASC), in the Education Workforce Strategic Initiative at CCSSO. In this role, she oversaw the development and recent release of Model Core Teaching Standards: A Resource for State Dialogue (Draft for Public Comment) and State Policy Implications of the Model Core Teaching Standards. The InTASC consortium meets twice a year to develop consensus on key teacher policy issues and to oversee funded projects that forward their goals. These projects include development of model teacher standards and performance assessments. Previously, Ms. Paliokas served as director of the Center for Improving Teacher Quality (CTQ), a national center funded by the Office of Special Education Programs at the U.S. Department of Education that worked with forty-one states from 2002 to 2008 to develop model policies to improve the preparation, licensing, and professional development of both general and special education teachers of students with disabilities. Her core expertise includes teacher standards, licensure, preparation, professional development and federal/state governance issues.
Janice Poda is CCSSO's director of the of the Education Workforce Strategic Initiative, which includes the State Consortium on Educator Effectiveness (SCEE). Janice has served as the deputy state superintendent of education for administration, and chief of staff at the South Carolina Department of Education. During four years of her service as deputy superintendent the South Carolina Department of Education's Division of Educator Quality & Leadership, Editorial Projects in Education's Quality Counts ranked South Carolina as #1 and #2 (two consecutive years each) in the US for the state's efforts to improve teacher quality. In that role, she oversaw educator certification, a statewide evaluation system for teachers, leaders, and other school personnel, program approval, the state's teacher of the year program, and federal Title II programs. She has broad and deep experience in educator human resources issues. She also worked as Executive Director of the South Carolina Center for Teacher Recruitment and is currently a member of the Council of Accreditation of Educator Programs' (CAEP) redesign team and interim board, and has served on the Unit Accreditation Board for NCATE.
Irv Richardson is currently the Coordinator for Public Education and School Support for NEA-New Hampshire. For many years, Mr. Richardson has worked in staff development designing instructional materials, training and presenting at workshops. He has also been involved with the Instructional Support Group for the Maine Department of Education where his assignments included Maine's Common Core of Learning, setting up early childhood demonstration sites, and overseeing the implementation of innovative grants. A former teacher, he served on the National Advisory Board for John Goodlad's Study of the Education of Educators. He was awarded Maine's Teacher of the Year in 1988 and received a Milken National Educator Award in 1993. He has worked with InTASC on designing and conducting summer academies, the multi-state Teacher Preparation Project, the dissemination of the INTASC Model Standards for Licensing General and Special Education Teachers of Students with Disabilities and the Special Education Resources for General Education (SERGE) Project.
Cleo Richardson is the Superintendent of Lee County School District in South Carolina.
Dr. Larry K. Shumway was appointed as Utah State Superintendent of Public Instruction in July 2009. Dr. Shumway has received Bachelor and Master of Arts degrees from Brigham Young University, and a Doctor of Education from the University of Nevada, Las Vegas. Prior to his appointment, Superintendent Shumway was serving as the Deputy Superintendent at the Utah State Office of Education. He has also been a district superintendent, director of alternative schools and programs, principal, assistant principal, teacher and coach, working in three different states-Arizona, Idaho, and Utah. In addition, he has served as adjunct faculty at Brigham Young University. Dr. Shumway's focus is on literacy and numeracy, high quality classroom instruction, a rigorous and relevant curriculum, and high quality assessment to inform instruction.
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.
Dr. Marilyn Troyer is Deputy Superintendent of Public Instruction for the state of Ohio. This position places her as second-in-command in an educational leadership structure that serves 1.9 million students and 613 public school districts. She works closely alongside the Superintendent of Public Instruction to oversee all departments and offices within the Ohio Department of Education. In 2010, Dr. Troyer led Ohio's successful effort to secure a $400 million Race to the Top grant. Prior to her appointment as Deputy Superintendent, Dr. Troyer played a key role in the development of the state's educator quality initiatives, including teacher education and licensure standards, professional development plans, local professional development committees and Ohio's induction program for new teachers. Prior to her 21 years at the Ohio Department of Education, Dr. Troyer taught for seven years in Ohio public schools and for five years at the university level.
Gene Wilhoit assumed his role as executive director of the Council of Chief State School Officers (CCSSO) in November of 2006 having spent his entire professional career serving education at the local, state, and national levels. Gene began his career as a social studies teacher in Ohio and Indiana. He served as a program director in the Indiana Department of Education, an administrator in Kanawha County West Virginia, and a special assistant in the U.S. Department of Education before assuming the position of executive director of the National Association of State Boards of Education (NASBE), which he held 1986-1993.
From 1994 to 2006, Gene led two state education agencies, as director of the Arkansas Department of Education and as deputy commissioner and commissioner of the Kentucky Department of Education. In those positions, he shepherded finance reform, led equity initiatives, designed and implemented assessment and accountability systems, advanced nationally recognized preschool and technology programs, and reorganized state agencies to focus on service and support.
Gene holds a Bachelor of Arts degree in history and economics from Georgetown College and a master's in teaching, political science, and economics from Indiana University, Bloomington. Wilhoit has also studied education administration at West Virginia College of Graduate Studies. He is a member of numerous education organizations, has served on national and state commissions, and has written and spoken on a variety of education issues.
Dr. Jacquelyn O. Wilson is the Interim Director of the Delaware Academy for School Leadership, the University of DE where she teaches the internship course in the Masters of School Leadership Program. She has 38 years of experience in education as a teacher, reading specialist, assistant principal, and principal in the Indian River School District. In 2002, she was selected Delaware National Elementary School Principal of the Year. Dr. Wilson Co-chaired the design of DE's Performance Evaluation System for School Administrators. In addition, she has consulted with several states on a variety of topics such as performance evaluation of principals, turnaround school leadership, working conditions for school leaders, and DE's Cohesive Leadership System.
Dr. Winograd currently serves as the Director of the Center for Education Policy (CEPR) at the University of New Mexico. Prior to taking this position in 2011, Dr. Winograd served as the Education Policy Advisor to Governor Richardson and as the Director of the New Mexico Office of Education Accountability (OEA) in the Department of Finance and Administration for six years. Dr. Winograd has been deeply involved in a number of New Mexico's reform initiatives including the Pre-K through 20 statewide longitudinal data system, high school redesign and college readiness, the implementation of the New Mexico Leadership Institute and the three-tiered teacher licensure system. Since coming to New Mexico in 1996, Dr. Winograd has obtained and directed more that $17 million in grants aimed at improving the quality of teacher and principal recruitment, preparation, and support - he directed the Wallace Foundation Educational Leadership Grant and the New Mexico Title II Teacher Quality Grant from 1999-2003.
As Executive Director of the Ohio Department of Education, Cynthia Yoder is responsible for Offices of Educator Quality, Educator Equity, and Education Standards Board which include induction programs for educators, development and deployment of professional standards, training and professional development, and model systems for educator assessment and evaluation. Formerly, Ms. Yoder has been an elementary principal, district supervisor of English Language Arts and Mathematics, elementary teacher, and adjunct professor.