National Comprehensive Center for Teacher Quality What Works Conference
Presenter Bios
Stephanie Al Otaiba, Ph.D. | Charles Barron | Alice Johnson Cain | Susan Carmon | Charles Coble, Ph.D. | Jane Coggshall, Ph.D. | Julie Coplin | Tricia Coulter, Ph.D. | Louis Danielson, Ph.D. | Nancy Doorey | Carol Dwyer, Ph.D. | Rebecca Everett, Ed.D. | John Gantz, Ed.D. | Phoebe Gillespie, Ph.D. | Laura Goe, Ph.D. | Terry Grier, Ed.D. | Megan Stevens Hookey | M. René Islas | Amy Jackson | Sarah Jensen | Paul Kimmelman, Ed.D. | Thomas P. Komp | Sabrina Laine, Ph.D. | Kayetta Meadows | Deirdre Taylor Murph | Amy Potemski | Cynthia Prince, Ph.D. | Daniel Reschly, Ph.D. | Greg Roberts, Ph.D. | Cortney Rowland | Thomas Shepley, Ph.D. | Susan Smartt, Ph.D. | Abigail Smith | Sheila Talamo | Kate Walsh | Gretchen Weber | Doris Williams, Ed.D. | Beverly Young, Ph.D.
Stephanie Al Otaiba, Ph.D.
Stephanie Al Otaiba, Ph.D., is an assistant professor in special education at Florida State University, where she teaches courses related to reading and learning disabilities. Dr. Al Otaiba is also on the research faculty at the Florida Center for Reading Research. Her research interests include early intervention to prevent reading difficulties, teacher preparation and professional development, and cultural and linguistic diversity. She has authored more than 20 related articles and book chapters. She is in the first year of a five-year project, School-Based Classification and Prevention of Learning Disabilities, which will evaluate models of Response to Intervention. She earned her doctoral degree from Vanderbilt University.
Charles Barron
Charles Barron is superintendent of Shaw School District in Shaw, Mississippi. He is responsible for recruitment and retention of all certified personnel. He previously worked as a college professor, coach, curriculum coordinator, high school principal, assistant principal, and teacher. Barron has served as chairman of the Tri-County Workforce Alliance and has held positions at the Mississippi Association of School Superintendents and Jobs for Mississippi Graduates Board of Directors. He currently is serving as president of the Mississippi High School Activities Association, which governs all extracurricular activities for Mississippi's middle, junior, and high schools.
Alice Johnson Cain
Alice Johnson Cain is a senior education aide to U.S. Representative George Miller (D-California), the senior democrat on the House Education and the Workforce Committee. Cain focuses on K–12 education, including No Child Left Behind (NCLB) and teacher quality. In addition to advising Representative Miller, she serves as a resource on NCLB to the committee's other 20 democratic members of Congress and their staff members. Cain has more than 15 years of experience in education policy, including six years in the Clinton administration (five years directing the National Institute for Literacy's policy office and a year detailed to Vice President Gore's national commission to improve workforce skills). She spent two years managing the Children's Defense Fund's national grassroots network that lobbies for state and federal policies that help poor, minority, and disabled children. She recently spent a year in New Zealand on a policy fellowship and spent several years teaching GED classes to high school dropouts and recent immigrants at a local adult literacy program.
Susan Carmon
Susan Carmon is the associate director of the National Education Association (NEA) Teacher Quality Department, where her work focuses on supporting and staffing high-need schools. Carmon's work with NEA began in the Research Division in 1980, where she reported on economic and school finance issues. She presently addresses issues of attracting and retaining accomplished teachers in high-need schools, with a focus on improving the distribution of National Board Certified teachers. She is an expert in National Board–Certification–the teaching profession's highest credential—and has been NEA's liaison to the National Board for Professional Teaching Standards since 1987. Carmon is a frequent consultant to teacher licensing boards, state boards of education, and other policymaking groups; and she has written extensively about teacher credentialing and professionalization.
Charles Coble, Ph.D.
Charles Coble, Ph.D., is regarded as a national expert on teacher education programs and teacher development. He is a former professor of science education and dean of 13 years at the school of education at East Carolina University, Greenville, North Carolina. He served for six years as the vice president of university-school programs for the 16-campus University of North Carolina (UNC). In that capacity, Dr. Coble led the development of the University School Teacher Education Partnerships in all UNC teacher preparation institutions and organized the UNC Center for School Leadership Development. Most recently, Dr. Coble was the vice president of policy studies and programs at the Education Commission of the States. He has directed more than $12 million in grants and contracts and is the author or coauthor of 10 books and more than 70 published articles. He earned his doctoral degree from the University of North Carolina at Chapel Hill.
Jane Coggshall, Ph.D.
Jane Coggshall, Ph.D., is a research associate for the National Comprehensive Center for Teacher Quality at Learning Point Associates. She currently is working on several projects
for the center, including the Promising Practices Initiative and Teaching Quality (TQ) Source website. She also
is engaged in conducting research as part of a national teacher mobility study. Previously, Dr. Coggshall taught middle-level mathematics at a parochial elementary school in the Bronx and at a public junior high school on the Lower East Side of Manhattan. Coggshall earned a doctoral degree from the University of Michigan. As part of her doctoral work, she conducted original research on topics related to state-level reading policy, the use of portfolios for the assessment
of beginning teachers, and the local effects of national teacher quality policy.
Julie Coplin
Julie Coplin is an education program specialist for the Improving Teacher Quality State Grants (ESEA Title II, Part A). She oversees the implementation of the Title II, Part A grants to states in the northeast region of the country as well as serving as the Highly Qualified Teacher liaison to those states. She also manages service contracts related to teacher quality issues. Coplin began her career with the U.S. Department of Education as a presidential management intern in 1999. She has worked on a number of programs in the Office of Elementary and Secondary Education, including 21st Century Community Learning Centers and Reading Excellence Act.
Tricia Coulter, Ph.D.
Tricia Coulter, Ph.D., is director of the Teaching Quality and Leadership Institute at Education Commission of the States (ECS). She is responsible for coordinating grant-funded research and policy work related to teacher and leadership quality, overseeing staff activities, planning teacher quality-related sessions at national meetings, and reporting on grant activities to funding sources. Previously, Dr. Coulter was the coordinator of the State Higher Education Executive Officers
K–16 Professional Development Collaborative—the group of state-level individuals with primary administrative responsibility for No Child Left Behind (NCLB)—Title II Student Affairs in Higher Education Partnership grants. She earned her doctoral degree from the University of Nevada–Reno.
Louis Danielson, Ph.D.
Louis Danielson, Ph.D., a national leader in the field of special education, has been involved for nearly three decades in programs that improve results for students with disabilities. He brings knowledge in both special education policy and research to his current position as director of the Research to Practice Division in the Office of Special Education Programs (OSEP). For the past 25 years, Dr. Danielson has held leadership roles in OSEP and is currently responsible for the Individuals with Disabilities Education Act discretionary grants program, including model demonstration, technical assistance and dissemination, personnel preparation, technology, and parent training priorities. A frequent contributor to professional journals, Dr. Danielson has published extensively and is a frequent speaker at national and international conferences
and events focusing on special education. His particular areas of interest include policy implementation and national evaluation studies. He earned his doctoral degree from Pennsylvania State University.
Nancy Doorey
Nancy Doorey works as a consultant in the areas of teacher quality, education policy, and leadership. She is a former elementary and middle school teacher and founder of an alternative school for at-risk teens. In 1998, while serving on the Delaware State Board of Education, she coauthored a white paper that proposed several strategies to improve teacher quality and supply in the mid-Atlantic region, introducing the concept of a "meritorious new teacher" designation. Its purpose would be to act as an incentive for excellence in teacher preparation and as a mechanism to identify these exceptionally well-prepared teachers for early recruitment into urban and hard-to-staff schools. She also chairs the Education Council of the Wilmington, Delaware, Urban League and serves on numerous educational boards, including a local board
of education.
Carol Dwyer, Ph.D.
Carol Dwyer, Ph.D., is a distinguished presidential appointee at ETS. In this position, she is charged with identifying the means for ETS to contribute to the closing of achievement gaps related to socioeconomic status, gender, disabilities, language status, and ethnicity. Her position also involves conceptualizing and realizing many national and regional conferences, a number of which are related directly to No Child Left Behind (NCLB). Dr. Dwyer, an educational psychologist, has worked for many years with issues of equity and education. She conceived and developed ETS's Praxis assessments for beginning teachers, used by states nationwide to assist in ensuring a legally appropriate and scientifically grounded base for meeting states' licensing standards. Dr. Dwyer personally directed the development of the Praxis III assessments, which include teacher observations, interviews, portfolios, and reflection on their own teaching. She earned her doctoral degree from the University of California–Berkeley.
Rebecca Everett, Ed.D.
Rebecca Everett, Ed.D., is principal of the highest achieving urban elementary school in Chattanooga, Tennessee. With more than 30 years of experience in education, she also has worked as a teacher, human resources supervisor, and Career Ladder supervisor. Dr. Everett has received numerous awards and honors and is the coauthor of Activities for Teaching Using the Whole Language Approach. She earned her doctoral degree from the University of Alabama, her master's degree in early childhood curriculum from the University of Tennessee–Chattanooga, and her bachelor's degree in elementary education from the University of Memphis.
John Gantz, Ed.D.
John Gantz, Ed.D., is the chief of the Troops to Teachers program, part of the Defense Activity for Non-Traditional Education Support (DANTES). Previously, Dr. Gantz served as DANTES European advisor from 1984 to 1989 and as deputy director from 1989 to 1994, when he assumed his current position. Before joining DANTES, he worked for 18 years with the Army Continuing Education System, serving as education director for Army bases in the Far East, Europe, and the United States. Prior to entering civil service, he served in the U.S. Army from 1963–65. Dr. Gantz serves on several advisory boards associated with alternative teacher certification and licensure and was inducted into the International Adult and Continuing Education Hall of Fame in May 2006. He earned his doctoral degree from the University
of Southern California.
Phoebe Gillespie, Ph.D.
Phoebe Gillespie, Ph.D., is the director of the National Center for Special Education Personnel and Related Service Providers at the National Association of State Directors of Special Education. She has more than 30 years of experience in the field of special education; serving children in a variety of settings. Dr. Gillespie has worked as a paraprofessional, infant home
and classroom teacher, mental health facility education director, diagnostician, building-level administrator, and recruitment and retention outreach manager for Council for Exceptional Children's Professions Clearinghouse. She earned her doctoral degree from the College of William and Mary.
Laura Goe, Ph.D.
Laura Goe, Ph.D., is an associate research scientist in the Teaching and Learning Research Center at ETS in Princeton, New Jersey, and is a senior researcher for the National Comprehensive Center for Teacher Quality . In July 2006, she began a three-year tenure as a coeditor of the American Educational Research Association journal Educational Evaluation and Policy Analysis. She also directs a project for the Institute of Education Sciences focused on assessing the preparation of teacher candidates to teach reading in elementary classrooms. Dr. Goe is involved in a number of projects at ETS focused on policy analysis and research related to teacher quality, preparation and induction, compensation, distribution, supply, and retention. She previously worked as research director for the Bay Area Consortium for Urban Education. She earned her doctoral degree from the University of California–Berkeley.
Terry Grier, Ed.D.
Terry Grier, Ed.D., is superintendent of the Guilford County Schools in North Carolina. For his work in that position, he was awarded the Friend of Horace Mann award in 2004 and the North Carolina Association for Supervision and Curriculum Development's Distinguished Educator Award in 2003. He is a past president of the Horace Mann League of the United States of America, has been named one of the country's Top 100 Up and Coming Educators by The Executive Educator, was selected Superintendent of the Year by the Piedmont Education Consortium, and has received the Outstanding Alumni Award from East Carolina University. Dr. Grier has published more than 50 articles in educational journals and is a frequent speaker
at national and state educational conferences. He earned his doctoral degree from Vanderbilt University.
Megan Stevens Hookey
Megan Stevens Hookey is the national coordinator for National Retired Teachers Association (NRTA): AARP's Educator Community. Having joined the organization in 2002, she is responsible for managing NRTA's headquarters in Washington, D.C., and works closely with NRTA's network of affiliated state retired educators' associations. Hookey is developing the NRTA Educator Support Network, an educator retention initiative. She also is involved in refining NRTA's member benefits and building a comprehensive strategy to raise awareness
for NRTA. Previously, Hookey helped launch the national, nonprofit organization Cable in the Classroom and led that organization for nearly 11 years. She developed a wide array of public affairs initiatives and education technology training programs, and frequently spoke at educational conferences.
M. René Islas
M. René Islas recently joined B&D Consulting as the leader of its Education Practice team. He previously served as chief of staff in the Office of Elementary and Secondary Education within the U.S. Department of Education. Islas supported the assistant secretary in managing the overall operations, policy development, and administration of programs, particularly programs within the No Child Left Behind (NCLB) Act. Previously, he was a special assistant to U.S. Secretary of Education Rod Paige, advising him on issues related to teacher quality. Islas also has experience representing the Department of Education on issues of teacher quality and working with coalitions of state education agencies in an effort to address teacher supply and demand.
Amy Jackson
Amy Jackson is deputy director of the National Comprehensive Center for Teacher Quality. She has a wide array of educational experiences and expertise in teacher quality program development and implementation as well as examination design. Previously, Jackson worked with the California Commission on Teacher Credentialing for eight years. As administrator of examinations, teacher development, and research, she directed teacher examination programs focused on basic skills, subject-matter content, English language development, reading instruction, and performance assessment. She was responsible for the administration of the Beginning Teacher Support and Assessment program. She also worked at the Connecticut and Virginia Departments of Education. Jackson has completed coursework for a doctoral degree from the University of California–Berkeley.
Sarah Jensen
Sarah Jensen is a presidential management fellow in the U.S. Department of Education's Office of Planning, Evaluation, and Policy Development. In this position, Jensen performs policy and data analysis to support secretarial initiatives and works with contractors to prepare analyses that support the goals of No Child Left Behind (NCLB). Jensen is project director of the NCLB Promising Practices Initiative, a multiyear secretarial initiative that seeks to provide the education community with practices based on the best research available and with the tools necessary for implementation. She is responsible for guiding progress with respect to practice identification, practice evaluation, practice description, website development, communications planning, and budgeting. She also coordinates the work of the initiative
across the department and with external organizations.
Paul Kimmelman, Ed.D.
Paul Kimmelman, Ed.D., is a senior advisor in the office of the CEO at Learning Point Associates. He also is working at Argosy University as an adjunct professor. He previously served as a consultant to the Qualifications and Curriculum Authority in England and senior consultant to Project 2061 Professional Development Programs of the American Association
for the Advancement of Science. He worked in K–12 education for more than 30 years as a superintendent, assistant superintendent, middle school principal, high school assistant principal, and teacher and has been an adjunct professor at several colleges and universities. Dr. Kimmelman has authored numerous articles and publications on education and has presented at national and state education meetings. He is coauthor of the book, Achieving World-Class Schools: Mastering School Improvement Using a Genetic Model, and author of Implementing NCLB: Creating a Knowledge Framework to Support School Improvement. He earned his doctoral degree from the University of Toledo.
Thomas P. Komp
Thomas Komp has been an elementary school principal for 11 years, during which he successfully has participated in writing two Reading First grants administered through the New York State Education Department and various prekindergarten grants administered through state and federal agencies. Komp is also a former chairperson for the Committee on Special Education. In the last several years, the design and implementation of an effective core/intervention program has been established in his school through the use of a shared-leadership model and student data to drive instructional and program decisions. With Komp's experience in constant reflection and redirection of the core/intervention process, he has participated in several national and state organizations—including the IDEA Partnership, New York State, and the National Association of State Directors of Special Education—to help promote the use of student data in any decision-making process. Komp earned his bachelor's degree in education from the State University of New York and his master's degree and certification in educational administration through the Massachusetts College of Liberal Arts.
Sabrina Laine, Ph.D.
Sabrina Laine, Ph.D., is a chief officer at Learning Point Associates and director of the National Comprehensive Center for Teacher Quality. Dr. Laine has a diverse background in educational policy research and teacher quality and has spearheaded efforts to contribute to policy research and resource development related to issues of teacher quality and quantity. Her work includes several published studies on teacher supply and demand, teacher professional development, alternative certification, teacher recruitment and retention, and teacher turnover. As former chief officer for research and development at Learning Point Associates and acting director of the North Central Regional Educational Laboratory, Dr. Laine was responsible for a full-time staff of 45 and a $9 million annual budget. Her responsibilities also included managing state and federal contracts to conduct research and development. She is skilled in working closely and effectively with local, state, regional, and federal education agencies; sensitive to the challenges faced by educators in urban, rural, and low-performing schools; agile in establishing and sustaining collaborative relationships with other organizations; and efficient in managing both financial and human resources. She earned her doctoral degree from Indiana University
Kayetta Meadows
Kayetta Meadows is director of Instruction Issues and Organizational Development for the South Carolina Education Association. She is also an elected member of the Board of Directors of South Carolina's Center for Educator Recruitment, Retention, and Advancement. She previously worked as a UniServ director for the Oklahoma Education Association. She also served as state president of the West Virginia Education Association. During her tenure, she served on the Visitors' Committee for West Virginia University's Department of Education and the Board of Advisors for Concord College. She was appointed to the Governor's Committee on West Virginia Public Education Reform and served on the West Virginia School Health Committee and Department of Education Committee.
Deirdre Taylor Murph
Deirdre Taylor Murph, a National Board–certified teacher, is a vocal advocate for education improvement. For the past 17 years, she has taught at Brookland-Cayce Grammar School in West Columbia, South Carolina. She previously worked at Gordon Elementary School in Winnsboro, South Carolina.
Amy Potemski
Amy Potemski is a research specialist at Learning Point Associates, specializing in teacher quality. She currently is conducting research for the NCLB Implementation Center, the National Association of State Directors of Teacher Education and Certification Mobility Study, and the National Comprehensive Center for Teacher Quality. Her projects include reviewing literature on various topics related to teacher quality, certification, and leadership. Potemski has a strong background in public policy research and experience with both quantitative and qualitative research. She most recently worked on a study in conjunction with the George Washington University for the Montgomery County Council in Maryland.
Cynthia Prince, Ph.D.
Cynthia Prince is director of Teacher Professional Development for the Council of Chief State School Officers (CCSSO). She directs the CCSSO's State Teacher Quality Network, a project funded by the Joyce Foundation to help state education agencies develop effective strategies to recruit, develop, and retain highly qualified teachers and school leaders, particularly in high-poverty, low-performing schools. Dr. Prince previously worked as issues analysis director for the American Association of School Administrators; associate director for analysis and reporting for the National Education Goals Panel; chief of research, evaluation, and statistical services for the Maryland State Department of Education; and coordinator of the Connecticut State Department of Education's program evaluation unit. Dr. Prince is the author of two books, Higher Pay in Hard-to-Staff Schools: The Case for Financial Incentives and Changing Policies to Close the Achievement Gap: A Guide for School System Leaders. She earned her doctoral degree from Stanford University.
Daniel Reschly, Ph.D.
Dan Reschly, Ph.D., is professor of education and psychology in Peabody College, Vanderbilt University, where he is chair of the top-ranked department of special education in the country. From 1975 to 1998, Dr. Reschly directed the Iowa State University School Psychology Program. He has published on the topics of Response to Intervention, special education system reform, overrepresentation of minority children and youth, and classification procedures. He has been active in state and national leadership roles, including president of the National Association of School Psychologists and editor of School Psychology Review. Dr. Reschly served on the National Academy of Sciences Panels on Standards-Based Reform and the Education of Students with Disabilities (member), Minority Overrepresentation in Special Education (member), and Disability Determination in Mental Retardation (chair). He also is codirector of the National Research Center on Learning Disabilities. He earned his doctoral degree from the University of Oregon.
Greg Roberts, Ph.D.
Greg Roberts, Ph.D., is principal investigator and director of the Special Education Strand of the Center on Instruction, codirector of the Central Center for Reading First Technical Assistance, and associate director of the Vaughn Gross Center for Reading and Language Arts at the University of Texas–Austin. Dr. Roberts is trained as an educational psychologist, with expertise in quantitative methods, measurement, and program evaluation. He earned his doctoral degree from the University of Texas–Austin.
Cortney Rowland
Cortney Rowland is a program associate at Learning Point Associates. She is part of the teacher quality team and serves as the coordinator of policy products and services for the National Comprehensive Center for Teacher Quality . This work includes managing one of National Comprehensive Center for Teacher Quality's online resources, the Teaching Quality (TQ) Source (www.tqsource.org). Rowland has a strong background in research, evaluation, and policy analysis. Much of her experience and expertise focuses on at-risk students and the issue of teacher quality, particularly recruitment and retention in at-risk and hard-to-staff schools. She has presented at numerous state, regional, and national forums and conferences on these topics. Her prior experience includes two years of evaluating state-funded education programs for the Legislative Committee on Education Oversight in Columbus, Ohio. Rowland is working on her doctoral degree at Loyola University.
Thomas Shepley, Ph.D.
Thomas Shepley, Ph.D., is principal of Mount Washington Elementary School in Baltimore City Public Schools. He previously worked as a teacher in Baltimore City Public Schools and Detroit Public Schools. Dr. Shepley also served as coprincipal of Francis Scott Key Elementary and Middle School in Baltimore. He earned his doctoral degree from the University of Michigan. His dissertation and resulting published research dealt with state-level reading policy formulation during the 1990s.
Susan Smartt, Ph.D.
Susan Smartt, Ph.D., is a senior research associate at Vanderbilt University and a member of the National Comprehensive Center for Teacher Quality team. She has spent 30 years working in both general and special education. Dr. Smartt has worked as a classroom teacher, a reading specialist, a school psychologist, and a principal of an inpatient child psychiatry school. She has been the coowner and director of a learning disabilities clinic and most recently a national reading consultant and teacher trainer. She writes teacher training curricula to assist teachers in data-based decision making for informed instructional planning and enhanced progress monitoring. She earned her doctoral degree from Tennessee State University.
Abigail Smith
Abigail Smith is vice president of Research and Public Policy at Teach For America. During the past 12 years, she has served in several leadership roles at Teach For America, including executive director of the Washington, D.C., program and director of its preservice training institute. Prior to her current role, Smith served as vice president of Training and Support, managing the preservice training and ongoing support programs for 2,000 teachers. Currently, she drives the organization's research and evaluation agenda and oversees the organization's efforts to engage in the public discussion around eliminating educational inequity. Previously, Smith taught first grade in Weldon, North Carolina, where she cofounded an afterschool reading program.
Sheila Talamo
Sheila Talamo is the assistant superintendent for the Office of Educator Support in the Louisiana Department of Education. She has 33 years of experience in education, including 23 in K–12 as a secondary school mathematics teacher and high school principal. In her current job, she is responsible for the administration, implementation, and leadership of all statewide teacher certification, professional development, and educational technology initiatives, including the Louisiana INTECH professional development model, the Teach Louisiana online career network project, the Louisiana Teacher Assistance and Assessment Program, the Louisiana Principal Induction Program, the LEADTech leadership project, the Louisiana Teacher Advancement Program, and the Louisiana National Board Certification Initiative. Most recently, she served as chair of the State Educational Technology Directors Association Professional Growth Committee.
Kate Walsh
Kate Walsh is president of the National Council on Teacher Quality. Previously, she worked on education reform in both the public and private sectors. She served as the senior program officer for the Abell Foundation and as a consultant to the Baltimore City Public Schools and the Core Knowledge Foundation. She is also the founder of the Baraka School, a boarding school located in Kenya, East Africa, that was established to educate at-risk middle school-age boys from Baltimore City Public Schools. It is now a subject of the award-winning documentary The Boys of Baraka. Walsh has authored numerous studies on teacher quality.
Gretchen Weber
Gretchen Weber, a program associate who specializes in teacher quality at Learning Point Associates, provides expertise for teacher quality policy, publications, products, and technical assistance. She currently is leading the technical assistance and professional services efforts with Illinois, Indiana, and Wisconsin school districts, which are working to meet the highly qualified teacher provision of No Child Left Behind (NCLB) and assisting them in improving their capacity-building abilities around instructional leadership. In addition, Weber is part of the development of a suite of online tools that will use technology to improve and document teacher quality. Within the work of the National Comprehensive Center for Teacher Quality, Weber coordinates the technical assistance for the regional comprehensive centers, including the capacity-building convenings. She presents nationally and locally to deliver professional development to a wide audience and is a National Board–certified teacher.
Doris Williams, Ed.D.
Doris Williams, Ed.D., is director of Capacity Building for the Rural School and Community Trust, a nonprofit organization addressing the relationship between good rural schools and thriving rural communities. Dr. Williams guides and oversees the organization's work with a network that has numbered more than 700 rural schools and communities in 35 states. She has led the Stewards Program as it transitioned from grants making to capacity building; overseen the development and field testing of an assessment system for place-based, project-based, and service learning; and leads efforts on rural high school reform through the Rural Teacher Development Center and its Education Renewal Zones and Connecting Schools and Communities initiatives. Dr. Williams previously served as assistant dean and associate professor at North Carolina Central University. She earned her doctoral degree from North Carolina State University.
Beverly Young, Ph.D.
Beverly Young, Ph.D., is assistant vice chancellor for Teacher Education and Public School Programs for the California State University system. She works with the campus presidents, vice presidents, and deans of education to facilitate changes in teacher preparation within the 23-campus system. Prior to her work at the Chancellor's Office, Dr. Young was a faculty member in teacher education at California State University. She earned her doctoral degree from the University of California.
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