The Intersection of K-12 and Higher Education

Current Evaluations

College of New Rochelle, Rigor for the Education and Success of ELL’s through their Teachers (RESET) Program (2016 – 2021)

The College of New Rochelle (CNR) U.S. Department of Education, National Professional Development – funded grant – Rigor for the Education and Success of ELL’s through their Teachers (RESET) aims to advance education for teachers of English language learners (ELL) through graduate-level teaching certificate programs. The program provides high-quality instruction to teachers within their own communities, tailor curriculum to the experiences of teachers and students within the participating districts, incorporate a cohort model of support, and provide tuition assistance.

Math for America Los Angeles Teacher Fellows Program & Master Teacher Fellows Program Evaluations (2011 – 2017)

Math for America Los Angeles (MfA LA), funded by the NSF Robert Noyce Scholarship Program and private foundations, launched in 2008 with the goal of raising student mathematics achievement by recruiting and supporting highly skilled secondary school mathematics teachers in the greater Los Angeles area. The MfA LA Teacher Fellows Program recruits both recent college graduates and mid-career professionals to make a five-year commitment to teach math in public secondary schools. The MfA LA Master Teachers Program aims to help teachers become leaders by supporting them as they design and orchestrate student-centered changes in their schools and districts.

Cal Poly MSP RESPeCT (2013 – 2018)

The RESPeCT program, funded by the Math and Science Partnership (MSP) of the NSF, is a partnership-driven project based on mutual trust and a shared vision among Pomona Unified School District (PUSD), California State Polytechnic University, Pomona (CPP), and the non-profit Biological Sciences Curriculum Study (BSCS). RESPeCT builds on a rigorous research base for a videocase-based, analysis-of-practice PD approach on student science learning (Science Teachers Learning from Lesson Analysis [STeLLA]). Grounded in situated cognition theory, the STeLLA model supports teacher quality by deepening teacher science content and pedagogical content knowledge (PCK) and improving their practice as teachers learn to use a Science Content Storyline Lens and a Student Thinking Lens to analyze videocases of science teaching and learning.

Whittier College, Science and MAth in Research & Teaching (2012-2016)

The Science and MAth in Research & Teaching (SMART) program at Whittier College, funded through the Howard Hughes Medical Institute (HHMI), ultimately intends to increase the number of students from underrepresented minority groups who enter into math and science teaching careers. Selected Undergraduate Fellows work with local area secondary math and science teachers to make and implement curricular innovations in real-world classrooms as well as complete individual research projects in math or the sciences.

Cal Poly Pomona NSF Noyce Scholars and Master Teacher Fellows Program Evaluations (2011 – 2016)

NSF Noyce Scholars and Master Teacher Fellows Programs at Cal Poly Pomona aim to encourage talented STEM majors and professionals to enter the teaching profession and consequently increase student achievement in both mathematics and the sciences. Noyce Scholars and Master Teacher Fellows receive financial support as well as professional development throughout their commitment to the program.