PROFESSIONAL PROFILE As an Analyst at Education First, Rebecca believes that for all children to have the excellent education they deserve, educators must have the knowledge, resources, and support to create rigorous and engaging classrooms. She uses her passion for policy
and data analysis to aid clients in building systems and structures that prepare and support educators to foster high-quality, student-centered learning environments. As a former middle school teacher in New Orleans, Rebecca saw the systemic barriers her students faced in accessing an education that would prepare them for high school and beyond. She has since dedicated her career to creating a more equitable education system with a focus on ensuring aspiring educators have the knowledge, experiences and resources they need to create rigorous learning environments. Rebecca is currently working with Middle Tennessee State University to re-design their teacher preparation program, which includes conducting interviews and focus groups with over 100 stakeholders as well as conducting data analysis and research to understand the program’s areas of growth. From this, a group of faculty and district representatives have gathered to use the findings to draft a strategic plan to reshape the teacher preparation program that meets the needs of stakeholders. Previously, in her role at the Carnegie Corporation, Rebecca worked with teacher preparation and development organizations to support their efforts to move standards from adoption to implementation. In this role she also helped bring together Deans of Education from across the country to learn from one another about their efforts to develop high-quality preparation programs, the challenges they face in the field and potential areas for future collaboration. She also worked for the New York City Department of Education in the Office of Academic Policy and Systems and served as a Fulbright Scholar in Thailand. Rebecca studied neuroscience at the University of Southern California and earned an MEd in Education Policy and Management from the Harvard Graduate School of Education. EXPERIENCE HIGHLIGHTS
BARR FOUNDATION • Researched and developed a landscape scan of teacher leadership needs in MA;
BEST IN CLASS COALITION • Developed two online toolkits to be used by districts, one on Accelerating Campus
Effectiveness (ACE) , a strategic staffing and support initiative, and one on establishing a multiple measure evaluation system.
conducted research on existing teacher leadership frameworks to develop a teacher leadership framework for the MA context.
INDIANAPOLIS PUBLIC SCHOOLS • Conducted a landscape scan of teacher induction practices; supported IPS in developing and implementing a new teacher induction program. agenda for 2020; developed a framing document with an analysis of the teacher pipeline in CPS; planning/facilitating four learning agenda meetings for the funder collaborative. FOREFRONT CHICAGO FUNDERS COLLABORATIVE • Conducted funder interviews and facilitated a funder collaborative meeting to set a learning
CHICAGO PUBLIC SCHOOLS • Supported the implementation of the Opportunity Culture model in CPS by conducting school observations/interviews and providing feedback to principals.
ILLINOIS STATE BOARD OF EDUCATION (ISBE) • Developing a strategic plan for ISBE through deep stakeholder engagement and feedback.
FINDING YOUR FORTE STRATEGIC PLANNING PROPOSAL
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