School
Leadership Study Research Team
Stanford
University
Linda Darling-Hammond, Co-Principal
Investigator
Debra Meyerson, Co-Principal
Investigator
Michelle LaPointe, Project Director
Stephen Davis
Raymond Pecheone
The Finance Project
Carol Cohen
WestEd
Kim Dailey
Naida Tushnet
Other Consultants
Margaret Barber, Lehigh University
Lisa Marie Carlson, Microsoft
Corporation
Joseph
Flessa, University of Toronto
Jeannette Lafors, Envision
Schools
Joseph
Murphy, Vanderbilt University
Margaret Terry Orr, Bank Street
College of Education
Jason Wingard,
ePals Foundation
Margaret Barber
Margaret Barber is an assistant professor of educational
leadership at Lehigh University where she works with the
Philadelphia Urban Leadership Development Project. She previously
coordinated the Educational Leadership Development Academy
in San Diego. Dr. Barber is a member of the UCEA/TEA-SIG
Taskforce on Evaluating Leadership Preparation Programs and
has presented several papers on innovative approaches to
leadership preparation.
Lisa Marie Carlson
Lisa Marie Carlson is currently a Community Relations Specialist
for the Microsoft Corporation. Previously, she was
a research assistant at Stanford University, working with
Linda Darling-Hammond for five years. Ms. Carlson has
also worked as a human resources recruiter for various technology
companies, and as a research analyst for the Santa Clara
County Office of Education. She earned her B.S. in
Psychology, Human & Organizational Development from Vanderbilt
University, where she was a research assistant at the Vanderbilt
Institute for Public Policy Studies.
Carol Cohen
Carol Cohen is the Deputy Director of The Finance Project. Ms. Cohen
has over 20 years experience in public finance and policy and holds a master's
in Public Policy from the University of California, Berkeley. Ms. Cohen leads
the Education Reform Practice Group and other policy research, development,
and technical assistance efforts that benefit children, families, and communities. Prior
to joining The Finance Project in 1995, she held positions at the Advisory
Commission on Intergovernmental Relations, Congressional Budget Office, General
Accounting Office, and Center on Budget and Policy Priorities.
Kimberly Dailey
Kimberly Dailey is currently
a Senior Institutional Research Analyst at
the University of California, Irvine. Previously, Ms. Dailey
was a Research
Associate in the Evaluation Research Program at WestEd,
a nonprofit
research, development, and service agency. At WestEd she
designed and implemented multiple web-based surveys, and
participated in evaluations of teacher development programs,
safety-based community programs, and post-secondary preparation
programs.She earned her M.A. in Psychology
at California State University in 2001.
Stephen Davis
Stephen Davis has been an associate professor of education
at Stanford University since 2002. He is the author of several
articles on school leadership and decision making and recently
co-authored the book, The Intuitive Dimensions of Administrative
Decision Making (2003, Scarecrow Press). Dr. Davis is
a former school district superintendent, personnel director,
and high school principal.
Linda Darling-Hammond
Linda Darling-Hammond is the Charles E. Ducommun Professor
of Education at Stanford University, where she co-directs
the Stanford Educational Leadership Institute and the School
Redesign Network. Darling-Hammond was the founding Executive
Director of the National Commission for Teaching and America’s
Future, the blue-ribbon panel that authored the 1996 report What
Matters Most: Teaching for America’s Future. Her
research, teaching, and policy work focus on issues of teaching
quality, school reform, and educational equity. Among her
publications is Powerful Teacher Education: Lessons from
Exemplary Programs (Jossey-Bass: 2006), Teaching
as the Learning Profession (Jossey-Bass, 1999) (co-edited
with Gary Sykes), and The Right to Learn (Jossey-Bass,
1997).
Joseph Flessa
Joseph Flessa is an Assistant Professor in the Department
of Theory and Policy Studies at the Ontario Institute for
Studies in Education of the University of Toronto. As a doctoral
candidate at U.C. Berkeley, he helped to establish their
innovative urban-focused Principal Leadership Institute. Before
graduate school he taught 6th grade in Houston, Texas, and
taught 5th grade and served as principal of a school in Pachuca,
Mexico. Dr. Flessa’s research interests include urban
education, the urban school principalship, and the professional
preparation of school administrators.
Jeannette Lafors
Jeannette LaFors is Director of Instruction at Envision
Schools. Before joining Envision, she was a research
assistant at Stanford University, while completing her PhD.
She began her career teaching high school social studies
at Carlmont High School in Belmont, California, where she
was named "Teacher
of the Year" multiple times.
She has served as a mentor teacher and teamed frequently
with other teachers to support students. Dr. LaFors
has traveled extensively, served as an advisor in the HIV/AIDS
Prevention Peer Education Program, co-founded the Zimbabwe
Educational Exchange Program, and counseled survivors of
sexual assault.
Michelle LaPointe
Michelle LaPointe is currently a Senior Research Associate
with the Northeast and Islands Regional Education Lab at
the Education Development Center. Previously, she was Research
Director of the Stanford School Leadership Study. Dr. LaPointe
has spent a decade analyzing educational policies and evaluating
programs to support youth. Before going toStanford, she was
an analyst at the U.S. Department of Education (ED), where
she coordinated national evaluations of school choice initiatives,
comprehensive school reform, and bilingual education. While
at ED, she co-authored the 2004 Report to Congress on
the Implementation and Impact of the Comprehensive School
Reform Program, and contributed to the 2001 Title I report High
Standards for All Students.
Debra Meyerson
Debra Meyerson is associate professor at Stanford
University’s School of Education and (by courtesy)
Graduate School of Business and co-director of Stanford’s
Center for Research in Philanthropy and Civil Society. Meyerson’s
research focuses on conditions and change strategies that
foster constructive and equitable gender and race relations
in organizations. In her more recent projects she is investigating
1) models of professional training and development for school
leaders, 2) the role of philanthropic institutions in promoting
and diffusing local initiatives aimed at promoting gender
and racial equity in organizations; 3) the rationale, politics,
and consequences of scaling in the charter school field. She
is author of Tempered Radicals: How Everyday Leaders
Inspire Change at Work (2001) and over 60 articles in
scholarly and mainstream publications.
Joseph Murphy
Joseph Murphy is Associate Dean and Professor of Education
at Peabody College of Education of Vanderbilt University. Dr.
Murphy has also been a faculty member at the University of
Illinois and The Ohio State University, where he was the
William Ray Flesher Professor of Education. His work
is in the area of school improvement, with special emphasis
on leadership and policy. He has authored or co-authored
14 books and 2 major monographs in this area and edited another
11 books. His most recent authored volumes are ConnectingTeacher
Leadership and School Improvement (2005) and Preparing
School Leaders: An Agenda for Research and Action (2006).
Margaret Terry Orr
Terry Orr is on the faculty of the Bank Street College of
Education where she directs the Future School Leaders Academy.
For the past six years, Dr. Orr has co-chaired the national
UCEA/TEA-SIG Taskforce on Evaluating Leadership Preparation
Programs. Through the taskforce, she has been comparing the
impact of programs on their graduates as leaders of school
improvement, and is collaborating on statewide evaluations
of program effectiveness. She has authored several research
papers and articles on effective leadership preparation and
its evaluation, and is coauthoring a book on collaborative
inquiry as principal professional development (Teachers College
Press, forthcoming).
Raymond Pecheone
Raymond Pecheone is the Co-Executive Director of the Stanford
School Redesign Network and Director of the Performance Assessment
for California Teachers (PACT) program, a consortium of 18
California Universities that have joined together to develop
a reliable and valid measure of teacher quality. Formerly,
Pecheone was the Connecticut Bureau Chief for Curriculum
and Teacher Assessment and developed the first performance-based
licensure and inductions system for teachers in the nation.
In addition, he co-founded INTASC, the Interstate New Teacher
Assessment and Support Consortium, and co-directed the first
Assessment Development Laboratory for the National Board
for Professional Teaching Standards. Pecheone has helped
to develop the design for revamping the New York States Regents
Examinations, served as a consultant to the Council of Chief
State School Officers and ETS for the development and validation
of a performance-based assessment for school administrators
which is currently used by 15 states, and consulted with
numerous state education departments. Pecheone has published
widely in the area of teacher and student assessment.
Naida Tushnet
Naida Tushnet directs WestEd's Evaluation Research
Program, which houses
evaluations of mathematics and science programs; studies of school reform;
and evaluations of community- and school-based projects for children who
are placed at risk. Dr. Tushnet has more than 35 years experience in
education. She taught high school and worked in two other Regional
Educational Laboratories, a state education agency, and the federal
government. Throughout her career, Dr. Tushnet has directed national
evaluations and a number of projects, including the R&D Interpretation
Service, which synthesized research in ways that were useful for teachers
Jason Wingard
Jason Wingard is President and CEO of the ePals Foundation,
a non-profit organization providing leading-edge educational
solutions to underserved children, families, and communities
around the world. Previously, Dr. Wingard served as
Executive Director of the Stanford Educational Leadership
Institute at Stanford University where he led national initiatives
in leadership development for urban school leaders, districts,
and related constituents. He has also served in a variety
of cross-functional executive roles for organizations such
as the Wharton School of the University of Pennsylvania,
the Vanguard Group, and Silicon Graphics (SGI). Dr. Wingard
currently serves on the editorial review board for the Organization
Development Journal and writes and teaches in the areas of
professional development and e-learning.
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