Agenda, Participant List, Bios and Partnership Summaries - The ...

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Research‐Practice Partnerships Learning Community MeetingNovember 28‐29, 2012; New York CityParticipant BiosELAINE ALLENSWORTH is interim executive director at the University of Chicago Consortium on Chicago School Research,as well as a managing director of UEI. She conducts research on the factors that affect high school students’ educationalattainment, including high school graduation and college readiness, as well as the structural factors that affect schoolimprovement. Allensworth is best known for her work on early indicators of high school graduation, including the study"What Matters for Staying On‐Track and Graduating," which has been used to develop tracking systems in Chicago and indistricts across the country. Allensworth is one of the authors of the book, Organizing Schools for Improvement: Lessonsfrom Chicago, which yields a comprehensive set of school practices and school and community conditions that promoteimprovement. She served as a committee member for the National Academies/National Research Council Committee onImproved Measurement of High School Dropout and Completion Rates, the Scientific Review Panel of the U.S.Department of Education, and the board of the Illinois Education Research Council. Currently, she is working on studies ofhigh school curriculum and middle grade predictors of college readiness. Allensworth holds a Ph.D. in sociology fromMichigan State University, and was once a high school teacher.LAURA BAKER is assistant director of professional development for the Austin Independent School District.HELLA BEL HADJ AMOR joined AIR as a senior researcher in July 2011 to lead the New York State Growth and Value‐Added Program and the student‐learning based component of the Massachusetts educator evaluations. Dr. Bel Hadj Amoris the former director of Teacher Effectiveness Research and Evaluation at the District of Columbia Public Schools, whereshe also served as Governing Board Member for the REL‐Mid‐Atlantic. In this role, she directed the value‐added modelingcomponent of the DC IMPACT system. Prior to her work in the district, she was a research scientist at the Institute forEducation and Social Policy at New York University. She is an applied economist, specializing in educator quality,education policy, public finance, and applied econometrics.JENNIFER BELL‐ELLWANGER is the newly appointed chief achievement and accountability officer for Baltimore City PublicSchools. As a member of the BCPS Senior Cabinet, Ms. Bell‐Ellwanger is responsible for maximizing the district’s use ofdata and accountability systems to strengthen student achievement. In addition, Ms. Bell‐Ellwanger is leading thedistrict’s efforts to make better use of data to inform the guidance and support it provides to schools. Before joining CitySchools, she served New York City public schools for more than 20 years as a teacher and administrator. Most recently,Ms. Bell‐Ellwanger led the Research and Policy Support Group at the New York City Department of Education as itsExecutive Director. Through her experiences as an elementary classroom teacher and administrator, she has worked ondesigning complex research studies, managing large databases, developing models of school accountability and improvingsystems for assessment and data reporting. In addition, Ms. Bell‐Ellwanger is experienced in designing complex researchstudies and managing large databases, including longitudinal studies based on analyses of quantitative and qualitativedata and is conversant with the data and methodologies (both statistics and analytical programs) used in educationalresearch. Her understanding of growth and other models of school accountability, and the assessment, data, andreporting systems needed to implement them have enabled her to work with state and national educational organizationsand the educational research community. Ms. Bell‐Ellwanger holds a Bachelor’s degree in education and psychology fromThe Catholic University of America, a Master’s degree in counseling and personnel services from Fordham University, andhas completed her doctoral coursework in educational psychology from Fordham University.BRANDON BENNETT began his career in Uganda where he directed a micro‐finance program providing people living withHIV access to capital necessary to start small businesses. While there he also created the Asaph Children Education Fund,a non‐profit organization dedicated to providing scholarships to children who would otherwise not have access toeducation. An endeavor he continues to lead. He spent 5 years as an Improvement Advisor with the Institute for1
Healthcare Improvement, assisting their efforts in low and middle income countries. Brandon continues to serve as anImprovement Advisor on IHI’s global initiatives and remains faculty for IHI’s Improvement Advisor ProfessionalDevelopment Program. His work with Improvement Science Consulting has diversified his experience to include work inmultiple countries and across varying sectors, most recently adding the field of education. He has co‐authored papersrelated to quality improvement and has given numerous presentations on improvement science at conferences aroundthe world.JARROD BOLTE currently serves as the director of Teacher Support and Development for Baltimore City Public Schools. Inthis position Jarrod coordinates the work of teacher development, which ranges from New Teacher Induction through theimplementation of growth opportunities for teachers as they move along a career pathway. He holds a Bachelor’s Degreefrom Ball State University in Elementary Education and a Master’s Degree in School Administration from Loyola College inMaryland. Jarrod has worked in the district for 13 years, beginning his career as an elementary school teacher. He hassince worked in multiple coaching and leadership roles in schools and the district office. He became involved with teacherdevelopment in 2009 when he led the creation of early career teaching initiatives focused on teacher development andretention. His work has most recently evolved to include the management of teacher professional growth strategiesunder the Race to the Top grant and the development of growth opportunities for all teachers. A portion of this work alsoincluded the design and implementation of an online Professional Growth System to track and manage coursework andcareer pathway movement for teachers in City Schools.HANS BOS is a vice president in AIR’s Education, Human Development, and the Workforce (EHDW) program. He alsomanages AIR’s San Mateo, California office. Dr. Bos is a nationally recognized expert in the design and conduct ofrandomized control trials in education and other areas of social policy research. Since 1992 he has carried out numerousevaluations and policy studies in education, child development, welfare reform, and labor policy. Among the programs Dr.Bos has studied are those providing job training for economically disadvantaged youth, those supporting teen parents andtheir children, and those supporting high school to college transitions for low‐income high school students. In recentyears, Dr. Bos has specialized in methodological issues surrounding education evaluation. At AIR, Dr. Bos is responsible forquality assurance and project review procedures within the EHDW program. He also serves as principal investigator onseveral ongoing research and evaluation studies. Dr. Bos earned his Ph.D. at New York University’s Robert F. WagnerSchool of Public Service, where he also taught statistics, financial management, and program evaluation. Dr. Bos haspublished in Evaluation Review, the Journal of Human Resources, and Child Development. Since 2006 he has been amember of several grant review panels of the U.S. Department of Education’s Institute of Education Sciences. He alsoserves as a reviewer for the Institute of Education Sciences’ Standards and Review Office.JONATHAN BRICE has served as executive director for Student Support and Safety since March 2007 in the Baltimore CityPublic School System where he is responsible for the development, implementation, and coordination of studentattendance, student placement, suspension services, student records, school counseling, and health services includinghome and hospital, alternative education, and prevention and interventions support, and school police for 83,000students. Prior to joining City Schools Jonathan held central office leadership and school based administrative positions inDuval County Public Schools, in the Christina School District in Delaware, Anne Arundel County Public Schools, andBaltimore County Public Schools, and began his teaching career as a long term substitute and student teacher in theBaltimore City Public Schools. Jonathan holds four degrees; an A.A. in general studies from Essex Community College, aB.A. in history from the University of Baltimore, a M.S. in Human Resource Development from Towson University, and aM.A. in Administration, Planning and Supervision from Harvard University Graduate School of Education where he expectsto complete his doctoral degree from in November 2010.PENNY CARVER is a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching.2
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