Biographies of 2004 Symposium Presenters

MICHAEL B. ALLEN is a Program Director at the Denver-based Education Commission of the States, where he specializes in issues related to teacher preparation, development, and working conditions. He has written a number of policy publications on those issues, including a recent major report entitled Eight Questions on Teacher Preparation: What Does the Research Say? He has also authored a number of policy briefs on welfare reform, as well as a book and several articles in the fields of nonprofit ethics and continental epistemology. He has a Ph.D. in philosophy from Boston University and an M.Ed. in research methods from Charles Sturt University in Australia.
RICHARD BARNES is Associate Professor of Education at the University of Southern Maine (USM) and Director of the Regional Teacher Development Center Initiative for the University of Maine System. His work at USM followed a 20-year career as a teacher, principal and school superintendent in public schools. From 1992-2002, he served as Dean of the College of Education and Human Development, and concentrated much of his work on enhancing professional development partnerships between schools and the university. For the past four years he has been co-principal investigator for the Portland, Maine, site of the Strengthening and Sustaining Teachers initiative, a grant-funded collaboration between USM, Portland Public Schools, and the Portland Education Association, to improve support systems for teachers from pre-service through the first five years of teaching. Currently, he is on part-time assignment to the Chancellor of the University of Maine System to create new regional partnership structures that bring together university campuses, local school districts, and the state department of education to create a system of teacher development centers throughout Maine.

BARNETT BERRY is the Executive Director of the Southeast Center for Teaching Quality, which designs a regional focus to new leadership opportunities, more coherent policies, and more timely and consumer-friendly research that will ensure that every child has access to competent, caring, and qualified teachers. Dr. Berry serves on a range of boards dedicated to improving public education and the teaching profession, including the Cisco Learning Institute, the Public Education Network, All Kinds of Minds, the Council of Basic Education's Standards-Based Teacher Education Project, and the Education Commission of the States' Teacher Quality Initiative. He is the author of 80 articles, book chapters, and reports on school reform, teaching quality, and accountability. He received his bachelor's and master's degrees from the University of South Carolina and a doctorate in educational policy from the University of North Carolina.

RYAN D. CHAMPEAU is Principal of Waukesha North High School in Southeastern Wisconsin. As a member of the National Association of Secondary School Principals High School Task Force, Dr. Champeau, along with the research team at Brown University, helped frame the publication Breaking Ranks II that was released in February 2004. He has presented widely on the policy implications and the practical strategies of high school improvement, in addition to the implications of the No Child Left Behind legislation. He currently serves as a member of the Professional Standards Council and the High School Improvement Team for the state of Wisconsin. He is the acting Chairperson of the National Advisory Committee for the General Educational Development (GED) Testing Service in Washington, DC. As an ad hoc professor at Marian College, he teaches in the Master's Degree Sequence for Educational Leadership. He holds undergraduate and graduate degrees from the University of Wisconsin - Whitewater and earned his Ph.D. from the University of Wisconsin - Milwaukee.

VAN DEMPSEY is Director of the Benedum Collaborative and the Benedum Center for Education Renewal at West Virginia University (WVU). He is in his seventh year as the Director of the Collaborative, a school-university partnership between WVU and twenty-eight West Virginia public schools in five school districts. The Benedum Collaborative is built on the philosophy of the simultaneous renewal of educator preparation and K-12 schools. As the Director of the Benedum Center for Education Renewal, Dr. Dempsey provides leadership to a statewide effort in West Virginia to build partnerships between ten institutions of higher education and over sixty public schools in seventeen school districts. Dr. Dempsey also serves as an associate professor of Social and Cultural Foundations at WVU. His primary teaching responsibilities are in teacher education and include teacher leadership, the socio-cultural context of schooling, and action research. His main areas of research and publication include school desegregation, partnership development, and school renewal. Before becoming a faculty member at WVU, he was a high school social studies teacher in North Carolina.

MARY HATWOOD FUTRELL is a former President of the National Education Association and has been Dean of the Graduate School of Education and Human Development at George Washington University (GW) since 1995. She is also a Professor of Educational Policy Studies and Director of GW's Institute for Curriculum, Standards, and Technology, and President of Education International. An international speaker, lecturer, author, activist, and recipient of more than 20 honorary degrees, Dr. Futrell specializes in education reform policy, professional development, and diversity. She has served on the boards of Phi Delta Kappan, the Institute for Educational Leadership, the Kettering Foundation, and the Carnegie Foundation for the Advancement of Teaching. She is a former President of the World Confederation of Organization of the Teaching Profession, and was a Senior Consultant for Quality Education for Minorities Network. Dr. Futrell earned her B.A. in 1962 from Virginia State College, now Virginia State University. She earned an M.A. in secondary education in 1968 from GW, and an Ed.D. in education policy studies in 1992, also from GW.

ELEANOR GOETTEE is Executive Director of the North Carolina Professional Teaching Standards Commission. She is a National Board Certified Teacher who has over thirty years of teaching experience in the public schools in high school social studies and English as a Second Language. Earlier in her career, Ms. Goettee spent three years at Progress Energy, where she became a trainer in the Total Quality Movement. She also served as the Recruitment Coordinator at the Center for Recruitment and Retention, Department of Public Instruction, in Raleigh, NC. Ms. Goettee established her own public speaking company in the 1990's and spoke to audiences both statewide and regionally. She is a certified mediator and conducted mediations in Wake County District Court in Raleigh, NC. Ms. Goettee has a Master's Degree and has served as an adjunct instructor in the Education Department at Meredith College and North Carolina State University.

JANE GOETZ is Director of Instructional Services for Seattle Public Schools and has been involved in the development of quality, innovative staff development for many years. As a district partner in the Strengthening and Sustaining Teachers (SST) project, she has worked in partnership with the University of Washington and the Seattle Education Association on the renewal of teacher education as a career pathway from pre-service preparation to teacher leadership in order to develop and sustain teachers who have the skills, knowledge, and capacity to support the learning of every student in their care. Ms. Goetz has been a teacher, instructional coach, and central office administrator in Seattle Public Schools for 25 years. As a teacher leader in 1998, she was the recipient of the Presidential Award for Excellence in Mathematics and Science Teaching. Ms. Goetz is currently working with school directors, principals and teacher leaders to help schools in Seattle focus on essential issues in developing school-based professional development that will have a positive impact on student achievement.

CHRIS GUINTHER is Vice President of the Missouri National Education Association and a 30-year veteran of the public schools in Missouri, Ohio, and Illinois, working most recently as a curriculum and instruction facilitator in the Francis Howell School District in St. Charles County, Missouri. Ms. Guinther represents NEA on the board of directors of the National Board for Professional Teaching Standards and also represented NEA as a delegate to the Education International World Congress in 1998. Ms. Guinther is a member of the Missouri Staff Development Leadership Council and served as president of the Missouri Staff Development Council from 1998 to 2000. She was honored with MNEA's Shirley Cromer Leadership Award in 1999, and was recognized as a Missouri Teacher of the Year finalist in 1991. Ms. Guinther was also appointed in 2001 to serve as a Commissioner on the Education Commission of the States.

BRAD JUPP is Coordinator of the ProComp Transition Team in the Denver Public Schools. The Transition Team is a collaborative body of five teachers and five administrators overseeing the implementation of Denver's recently adopted Professional Compensation System for Teachers. From August 2000 to June 2004, he was Team Leader of the DPS/ Denver Classroom Teachers Association (DCTA) Pay for Performance Design Team. Mr. Jupp is also a teacher and union activist in the Denver Public Schools. In his most recent classroom assignment, Mr. Jupp was lead teacher at the Alternative Middle School of the DPS Contemporary Learning Academy. There he worked with at-risk sixth, seventh, and eighth graders. Since 1989, he has volunteered as a member of the negotiations Team for the DCTA. He has been a teacher in the Denver Public Schools since 1987.

DAL LAWRENCE was the President of the Toledo Federation of Teachers from 1966-1996. He is retired and currently assists the new president. Mr. Lawrence initiated the Toledo Public Schools peer evaluation system in 1981. Under the plan, accomplished teachers mentor new teachers and work with veterans who appear to be struggling. Mentors then must make the recommendation on whether a particular teacher should be asked to stay or leave. Since 1981, over 300 teachers - 270 beginners and 45 veterans - have left the system on the strength of peer recommendation. In addition to instituting this program, Mr. Lawrence has been a history teacher, the Toledo area AFL-CIO Council President, and the Vice President of the American Federation of Teachers. He has written more than 130 monthly columns about public education in the Toledo Blade. Mr. Lawrence received an M.A. in American History from Ohio State University.

ELLEN MOIR is the Executive Director of the New Teacher Center (NTC), a national resource for high quality new teacher and new administrator induction programs, at the University of California, Santa Cruz (UCSC). The NTC conducts research, develops and administers induction programs, and consults with organizations, educational leaders, and policy makers throughout the U.S. on issues related to new educator support. In 2003, Ms. Moir received the California Council on Teacher Education Distinguished Teacher Educator Award. She has recently addressed issues of new teacher support at the conferences of the National Governors Association, National Board for Professional Teaching Standards, American Educational Research Association, and National Staff Development Council. Ms. Moir has also served for fifteen years as Director of the Santa Cruz New Teacher Project, a beginning teacher induction program that has supported more than 9,000 beginning teachers during the first two years of their careers. From 1985 to 2000, she was the Director of Teacher Education at UCSC.

SHARON L. NELSON is the Program Director for the Wisconsin Initiative at the New Teacher Center. In that role, she works with stakeholders in Wisconsin to incorporate the New Teacher Center induction model by building on the mentoring foundations already in place in the state. Sharon has been active in the education community at the local, state, and national levels. Her teaching experience includes 23 years in the classroom, teaching chemistry, biology, and biotechnology. During the 2000-01 school year, Sharon served as the Teacher-in-Residence in the Office of the Secretary at the US Department of Education, representing the teacher perspective on education issues with policymakers and advisors at the federal level. She has been an advocate for teacher leadership and has spoken to education groups across the country about the role educators should and must assume in the dialogue about education reform. As Teacher-in-Residence, one of the key issues Sharon explored was the mentoring of new teachers.

DOUG PROUTY is the Vice President of the Montgomery County Education Association, the NEA local for Montgomery County, Maryland. He is also the Coordinator for the Teacher Professional Growth System for MCPS. Prior to holding these titles, he was the English Resource Teacher at Walter Johnson High School in Bethesda, Maryland. He received an A.B. from Dartmouth College, as well as a B.A. and M.A. from the University of Maryland.

GEORGE ANN RICE is the Associate Superintendent of the Human Resources Division for the Clark County (NV) School District (CCSD). CCSD is the sixth-largest and fastest-growing school district in the country, hiring an average of 1,600 teachers each year for the past 10 years. Because there are only two universities in Nevada, the district must recruit 70% of its new hires each year from other states. In more than 12 years in this position, Dr. Rice has been instrumental in creating strategies to address the unique challenges for the CCSD in the areas of ensuring teacher quality and retention of experienced teachers as well as new hires. Dr. Rice has also served as a high school teacher and administrator in CCSD.

JONATHON D. SAPHIER is the Founder and Chairman of Teachers21 and of Research for Better Teaching, two educational consulting organizations that are dedicated to the professionalization of teaching. Dr. Saphier has taken leadership at the national and state levels to align and strengthen systems of teacher recruitment, preparation, induction, and ongoing professional development. Dr. Saphier is an internationally recognized consultant on teacher induction, supervision and evaluation, staff development, core values, and school culture. He is a former teacher and administrator at the elementary and secondary levels and an instructor at Boston University. He has authored several books including: The Skillful Teacher, now in its fifth edition, How to Make Decisions that Stay Made, How to Make Supervision and Evaluation Really Work, and How to Bring Vision to School Improvement.

MARK SCHLAGER is Associate Director of Learning Communities in SRI International's Center for Technology in Learning (http://ctl.sri.com). Dr. Schlager specializes in the application of cognitive and social learning theory to the development of educational technology. As Director of the NSF-sponsored TappedIn online teacher community program (http://www.tappedin.org), he has developed effective online strategies, services, and technologies that enable education professionals to engage in a wide range of collaborative learning activities. His current research focuses on strategies for galvanizing a district's capacity to improve instructional practice, foster professional growth, and reduce teacher attrition on a sustainable and scalable basis. Dr. Schlager has published several articles on technology support for communities of practice in education. His work has been cited in the National Research Council book How People Learn (2000), the Web-Based Education Commission (2000) report The Power of the Internet for Learning: Moving from Promise to Practice, the Open University Press Professional Learning Series book Teacher Learning for Educational Change (2002), and the ISTE publication Learning and Leading with Technology (2004). Dr. Schlager also serves on the Technology Board of Advisors for two US Department of Education Regional Education Laboratories.

MARILYN A. SHEERER has served as Dean of the College of Education at East Carolina University since 1998. Prior to that time, she was a department chair at two other institutions; served as the director of two laboratory schools; and served as a faculty member in teacher education at three institutions. Her research interests are in the areas of university-school partnerships, professional development, and leadership. Since assuming the position of Dean of Education at ECU, she has facilitated the development of an extensive distance education program; a collaborative model with community colleges (Wachovia Partnership East); an enhanced clinical schools network; and large grants from the United States Department of Education in special education. Dr. Sheerer earned her Ph.D. in Curriculum and Supervision from Ohio University; her Master's degree in educational administration from Syracuse University; and her Bachelor's degree in secondary English from Bloomsburg State College in Pennsylvania.

JAY R. SHOTEL is Professor of Special Education and Chair of the Department of Teacher Preparation and Special Education at George Washington University in Washington, DC. Over the past 20 years, Dr. Shotel has created numerous partnerships with local school systems designed to prepare both regular and special educators and is currently the principal investigator on three such projects. In addition, he was an American Council on Education Fellow in 1989-90 and the Teacher Educator in Residence at the National Council for the Accreditation of Teacher Education (NCATE) in 1998-99. He currently serves on the Board of Examiners of NCATE, as a team chair and cadre leader. He was a member of the Committee on Research and Information of the American Association of Colleges for Teacher Education (AACTE) from 1997-2003. Dr. Shotel's current interests include performance-based teacher education, teacher recruitment and retention issues, technology applications in teacher education, and an ongoing interest in inclusive special education practice. He recently completed a national study sponsored by AACTE focused on federal, state, and accreditation mandates and their influence on teacher education practice.

PETER WINOGRAD is the Director of the New Mexico Office of Education Accountability (OEA). The purpose of the OEA is to work cooperatively with the State Department of Education, school districts, and other agencies of the state in order to provide an independent source of information about the progress of education reform and to provide leadership assistance and problem solving support to the Governor, Legislature, state and educational agencies, and citizens in their efforts to improve New Mexico's educational system. Prior to his post at OEA, Dr. Winograd served as Director of the Center for Teacher Education & Educational Policy in the College of Education at the University of New Mexico from 1996 to 2003. His responsibilities included managing the College's teacher preparation programs and working with state and national organizations in the area of educational reform, particularly those dealing with teacher quality. Dr. Winograd served on the Board of Directors of the National Reading Conference; served on the National Advisory Board of the National Reading Research Center; and serves as a consultant to a number of school districts and state departments of education across the nation.