Evaluating Teacher Effectiveness: The What, How and Why of Educator Evaluation
Featured Experts
Laura Goe, Ph.D.Laura Goe, Ph.D., is a research scientist at ETS in Princeton, New Jersey, and principal investigator for research and dissemination for the National Comprehensive Center for Teacher Quality. Her research interests include teacher qualifications, measuring teacher quality, teacher effectiveness, and the equitable distribution of teachers as well as school finance and resource use. Dr. Goe currently is a coeditor of the American Educational Research Association journal Educational Evaluation and Policy Analysis. She was the research director for the Bay Area Consortium for Urban Education while at the University of California, Berkeley, working to improve teacher quality and supply in urban school districts. Previously, Dr. Goe taught at-risk middle school students (special education and language arts) in Mississippi and Memphis, Tennessee. She earned a master’s degree in educational policy and leadership from the University of Memphis and a doctorate from the University of California, Berkeley, in the Policy, Organizations, Measurement, and Evaluation program.
Douglas Harris, Ph.D.
Douglas Harris, Ph.D., is an economist whose research explores how the level and equity of student educational outcomes are influenced by education policies such as desegregation, standards, teacher certification, test-based accountability, school choice, privatization, and school finance. His work also focuses on the educational role of factors such as families and neighborhoods and the way in which educational outcomes affect the long-term labor market success of individual students and the overall competitiveness of national economies. In studying these topics, Dr. Harris develops and utilizes innovative research methods, including value-added modeling, mixed methods, and cost analysis. His research frequently is cited in current policy debates, and he consults widely on policy matters with organizations such as the National Academy of Sciences, RAND, the U.S. Department of Education, and state education agencies.
Moderator
Tricia Coulter, Ph.D.
Tricia Coulter, Ph.D., is deputy director of the National Comprehensive Center for Teacher Quality (TQ Center) at Learning Point Associates. She coordinates the TQ Center’s work to build the capacity of regional comprehensive centers and states to implement the highly qualified teacher requirements of the No Child Left Behind Act. Previously, Dr. Coulter was director of the Teaching Quality and Leadership Institute at the Education Commission of the States. In this position, she created and managed work related to the preparation, support, and compensation of quality teachers and leaders. Dr. Coulter also has worked as a senior research analyst at the State Higher Education Executive Officers organization, where she developed experience and expertise in issues of teacher preparation and professional development. She has extensive experience analyzing and using policy and research to help states create quality policy and innovative practice that meet their needs and challenges related to teacher quality and leadership. Dr. Coulter also has worked directly with states and districts on federal reporting requirements and their efforts to ensure all their students are served by highly qualified teachers. She earned a doctorate in counseling and educational psychology from the University of Nevada–Reno.
