EEP Proposal Outline
Regional Educational Laboratory (REL) Pacific and
the Pacific Comprehensive Center (PCC)
Present the Webinar
Turning Around Chronically Low-Performing Schools
Experts Bring Evidence to Practitioners (EEP)
April 20, 2009
Speaker Biographies
Sam Redding, EdD, is the Executive Director of the Academic Development Institute (ADI) and Director of the National Center on Innovation and Improvement. Dr. Redding holds a doctorate in educational administration from Illinois State University and is a graduate of Harvard’s Institute for Educational Management. He holds a master’s degree in psychology from Illinois State University and a master’s degree in English from the University of Illinois. He taught at the high school level in special education and social studies, before teaching psychology and education at the college level. He served as the vice president and dean of Lincoln College until becoming the executive director of the ADI in 1984. He has consulted with schools and districts throughout the country.
In addition to his work with ADI, Dr. Redding was a senior research associate of the Laboratory for Student Success at Temple University from 1995 to 2006. He is the executive editor of the School Community Journal. Dr. Redding has authored a book on continuous school improvement, edited books on restructuring and state systems, edited three books on home-school relations, and published numerous articles and book chapters on education topics. In 1994, Illinois State University awarded him the Ben Hubbard Leadership Award for his service to public education. He was similarly honored by the Illinois State Board of Education in 1990.
Dr. Redding has served as a consultant to many education projects, ranging from the formation of a regional alternative school to the creation of a state parent involvement center. Dr. Redding has served on the boards of nine nonprofit and civic organizations.
Resources
- Turning Around Chronically Low-Performing Schools Practice Guide http://ies.ed.gov/ncee/wwc/pdf/practiceguides/Turnaround_pg_04181.pdf
•Doing What Works
http://dww.ed.gov
•Turning Around Chronically Low-Performing Schools: videos, interviews, recommendations, and planning templates
http://dww.ed.gov/priority_area/priority_landing.cfm?PA_ID=11
•Interview with Sam Redding, EdD
http://dww.ed.gov/learn/learn.cfm?PA_ID=11&T_ID=21&P_ID=46&rID=5
Shannon Monahan, PhD, is asurvey researcherat Mathematica Policy Research. She has served as a reviewer for the What Works Clearinghouse for the Reducing Behavior Problems in the Elementary School Classroom practice guide and the early childhood interventions topic area, and she coordinated the reviews for the upcoming Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools practice guide. Dr. Monahan has worked extensively on the development andevaluation ofmathematics curricula for low income children. Currently, she contributes to several projects that evaluate programs intended to influence child development. Her current interests include early childhood program evaluation, emergent numeracy, measures development, and research design.
Pacific Resources for Education and Learning’s (PREL’s)
REL Pacific Staff Facilitators
Jackie Burniske has assisted state departments of education and school and district administrators and teachers with school reform efforts since 1997. She has provided professional development and technical assistance to hundreds of educators across the United States and the Pacific region on topics such as distance learning, technology integration and constructivist learning environments, college readiness, instructional leadership, and assessment, as well as written articles and developed products related to those services.She is currently the Communications Director at PREL, where she has worked for 6 years. Her 15 years of teaching experience include 9 years at international schools in Ecuador and Malaysia serving multinational, multicultural communities. She holds a master’s degree in Curriculum and Teaching from Michigan State University.
Ormond Hammond, PhD,is Director of Planning at PREL. Dr. Hammond has more than 20 years of experience in designing and delivering strategic planning, research, and program evaluation services. He has taught and conducted training and technical assistance throughout the Pacific region. Before joining PREL, Dr. Hammond served as the principal investigator of the Native Hawaiian Educational Assessment Project. He has an extensive background in program planning and evaluation, special assessments, community-based and applied research, program management, strategic planning, early childhood education, alternative education, needs sensing, cross-cultural psychology, Native Hawaiian culture and education, statistics, and prevention program evaluation. Dr. Hammond received his BA in social relations from Harvard University and his MA and PhD in psychology from the University of Hawai‘i. He completed a postdoctoral fellowship at the University of California, Los Angeles Neuropsychiatric Institute. He is a licensed psychologist in the State of Hawai‘i.