SpeakersJersey City, NJ

Education Week Leadership Forum speakers are expert practitioners in the field of education. Our speakers share unique professional insights and personal experiences that provide attendees with the confidence to implement strategic improvements in their districts. Please check back frequently for speaker updates.

The blue links under each speaker’s name and title enable you to discover more about who you’ll be networking with at Scaling Up Student Success 2012.

Featured Speakers:

author, Failure Is Not an Option and The Answer Is in the Room, and president, The Hope Foundation
Alan M. Blankstein
Author, Failure Is Not an Option® and
The Answer Is in the Room,
and President, The HOPE Foundation
View Bio | Gallery | EW | EW2 | EW3

Alan November
Senior Partner and Founder
November Learning
View Bio | Video | TEDx Video
Mark Baumgartner
Mark Baumgartner
Director of Professional Issues
Cleveland Teachers Union
View Bio | Webinar
Tony Bennett
Tony Bennett
Superintendent of Public Instruction, Indiana
Chair, Chiefs for Change
View Bio | Gallery
Chris Cerf
Chris Cerf
Acting Commissioner of Education, New Jersey
View Bio | Gallery | Video 1 | Video 2 | Video 3 | EW | EW | More Info
Dan Domenech
Daniel A. Domenech
Executive Director
American Association of School Administrators
View Bio | Gallery | Video
Maryellen Elia
MaryEllen Elia
Superintendent
Hillsborough County Public Schools
View Bio | Gallery | More Info | Video
Lillian Lowery
Lillian M. Lowery
Secretary of Education, Delaware
View Bio | Gallery | EW | Video | RTT | Audio

Leroy D. Nunery II
Special Advisor, School Reform Commission
School District of Philadelphia
View Bio

Sasheen Phillips
Senior Executive Director
Center for Curriculum and Assessment
Ohio Department of Education
View Bio
Shael Polakow-Suransky
Shael Polakow-Suransky
Chief Academic Officer and
Senior Deputy Chancellor
New York City Department of Education
View Bio

Pam Stewart
Chancellor, Division of K-12 Public Schools, Florida
View Bio
Adrian Talley
Adrian B. Talley
Associate Superintendent
Office of Shared Accountability
Montgomery County Public Schools
Maryland
View Bio

You will be energized by practical solutions to issues you face every day:

  • Using technology to maximize teacher PD and student engagement
  • Organizing a “deep dive” into common standards and developing new curriculum
  • Meeting state and federal demands for student progress
  • Identifying the data that matters for improving achievement

See the full agenda for Jersey City and Columbus.

A Day-Long Interactive Forum for Education Leaders. Register today.

Alan M. Blankstein

Author, Failure Is Not an Option and The Answer Is in the Room,

and President, The HOPE Foundation

Alan M. Blankstein is the founder and president of the HOPE Foundation (Harnessing Optimism and Potential through Education), a not-for-profit organization whose honorary chair is the Nobel Peace Prize winner Archbishop Desmond Tutu. The HOPE Foundation has a more than decade-long track record of helping leaders create school cultures in which “failure is not an option” for any student.

Blankstein launched the “professional learning communities” movement through HOPE, first by bringing W. Edwards Deming and, later, Peter Senge into the educational arena, and then by publishing seminal works on the topic through Solution Tree, which he founded in 1987 and directed for 12 years. His Failure Is Not an Option: Six Principles that Guide Student Achievement in High Performing Schools won the National Staff Development Council’s Book of the Year award. With more than 300,000 copies in circulation, it is now the gold standard in creating and sustaining learning communities.

Blankstein also is the publisher of four Failure Is Not an Option® (FNO) video series and, with Paul Houston, is senior editor of the 13-volume The Soul of Educational Leadership series. His most recent publication, The Answer is in the Room: How Effective Schools Scale Student Success has met with international acclaim. In addition, he has delivered keynote addresses throughout the United Kingdom, South Africa, the Middle East, and Canada, as well as for virtually every major education organization in the United States.

A former “high risk” youth, Blankstein began his career in education as a music teacher and has worked since 1983 in such youth-serving and educational organizations as the March of Dimes, Phi Delta Kappa. He has served on the Harvard International Principals’ Center’s advisory board, as a board member for the Federation of Families for Children’s Mental Health, as co-chair of Indiana University’s Neal Marshall Black Culture Center’s Community Network, and as adviser to the Faculty and Staff for Student Excellence (FASE) mentoring program. He also served as a trustee of the Jewish Child Care Agency, where he was once a youth in residence.

Alan November
Senior Partner and Founder, November LearningAlan November, an international leader in education technology, began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. While November was a computer science teacher in Lexington, Mass., he was probably the first teacher in the world to have a student project online in 1984—a database for people with disabilities. He has been the director of an alternative high school, a computer coordinator, a technology consultant, and a university lecturer. He has helped schools, governments, and industry leaders improve the quality of education through technology.Audiences enjoy November’s wit and humor as he pushes the boundaries of how to improve teaching and learning. His areas of expertise include planning across the curriculum, staff development, new school design, community building, and leadership development. He has delivered keynotes and workshops in all 50 states, across Canada, and throughout the United Kingdom, Europe, Asia, and Central America.November was named one of the nation’s 15 most influential thinkers of the decade by Tech & Learning magazine. In 2001, he was listed as one of eight educators to provide leadership into the future by the Eisenhower National Clearinghouse. In 2007, he was selected to speak at the Cisco Public Services Summit during the Nobel Prize festivities in Stockholm, Sweden. His writing includes numerous articles and two best-selling books, Empowering Students With Technology and Web Literacy for Educators. November co-founded the Stanford Institute for Educational Leadership Through Technology and is most proud of being selected as one of the original five national Christa McAuliffe Educators.

Mark Baumgartner
Director of Professional Issues, Cleveland Teachers UnionMark Baumgartner has been a teacher for 23 years in the Cleveland Metropolitan School District (CMSD). For the last 21 years he has taught 7th grade English at Luis Munoz Marin School. He is currently an elected officer with the Cleveland Teachers Union (CTU) and also the director of professional issues for the CTU, a position he has held for the past 4 years.In the role of director, Baumgartner works with the chief academic officer and the chief executive officer on the academic reforms for CMSD. He has co-led the roll-out of the Scope & Sequence Pacing Guide, the writing of the Gates Foundation Grant for the Common Core implementation, co-chairing the Peer Assistance and Review Governing Board, and co-writing the Race to the Top (RttT) Scope of Work, and co-leading the RttT Transformation Team.His responsibilities in his CTU post also include being the co-chair of the Promoting Education Advancement in Cleveland/Peer Assistance and Review (PEAC/PAR) Governing Board and co-chair of the Cleveland Race to the Top Transformation Team.
Adrian B. Talley
Associate Superintendent, Office of Shared Accountability,
Montgomery County Public Schools, MarylandTalley serves Maryland’s Montgomery County Public Schools as the associate superintendent for the Office of Shared Accountability, which provides information and analysis to support continuous improvement of both academic and operational services. The Office of Shared Accountability (OSA) has used predictive analytics to create the 7 Keys to College and Career Readiness, SAT/ACT monitoring tool, and a Maryland State Assessment prediction tool to help school staff support student achievement. OSA was created to develop a system of shared accountability at all levels to promote equity and excellence and ensure college readiness. It was important to move from a culture of individual responsibility to a system of shared accountability.His office oversees the Department of Policy, Records, and Reporting, the Applied Research Unit, the Program Evaluation Unit, the Internal Audit Unit, and the Testing Unit. Montgomery County is the 16th largest school district in the United States, with more than 146,000 students and 200 schools.Before beginning his current job in 2011, Talley was one of six MCPS community superintendents, a role in which he directly supported and supervised 40 schools with a total of some 30,000 students. He was a community superintendent for five years after serving for one year as director of school performance.

Before he became a central-office administrator, Talley was the principal of Rosemont Elementary School in Gaithersburg, Md., and the principal of Hutchinson Elementary School in Pelham, N.Y. He has taught in Montgomery County and in Fairfax County, Va.

Talley has presented at local and national conferences on a variety of topics, including effective use of Title 1 funding and systematic approaches to closing the achievement gap.

Daniel A. Domenech

Executive Director, American Association of School Administrators

The executive director of the American Association of School Administrators (AASA) since July 2008, Domenech has more than 36 years’ experience in public education, 27 of them as a superintendent. Before starting his current job, he served as senior vice president for national urban markets with McGraw-Hill Education. In that role, he was responsible for building strong relationships with large school districts nationwide.Domenech served for seven years as superintendent of Virginia’s Fairfax County Public Schools, the 12th-largest school system in the nation, with 168,000 students. Domenech began his teaching career in New York City, where he taught 6th grade in South Jamaica, Queens. He then became program director for the Nassau Board of Cooperative Educational Services, the largest intermediate school district in New York State.He subsequently served as superintendent Deer Park and South Huntington school districts, both on Long Island. From 1994 to 1997, he was district superintendent of the Second Supervisory District of Suffolk County and chief executive officer of the Western Suffolk BOCES.

Among other leadership posts in education organizations, Domenech was the elected president of the AASA from July 1998 to June 1999. In addition, he has served on the U.S. Department of Education’s National Assessment Governing Board, on the advisory board for the Department of Defense schools, and on the board of directors of the Association for the Advancement of International Education. He currently serves on the board of overseers for the Malcolm Baldrige National Quality Award and on the boards of the Institute for Educational Leadership, the National Board for Professional Teaching Standards, and the Education Policy Institute and is the chair of Communities in Schools of Virginia.

MaryEllen Elia

Superintendent, Hillsborough County Public Schools

Elia has been the superintendent of the Hillsborough County Public Schools, based in Tampa, Fla., since 2005. Under her leadership, this demographically diverse school district—the eighth-largest in the nation, with 193,000 students—has emerged as a hub for innovative approaches to K-12 learning.Hillsborough County is a national leader in implementing the Common Core State Standards at the classroom level. To support that initiative, the district has created a site-based learning model and developed an assessment protocol to determine which methods for implementation are most effective.After Elia’s first year as superintendent the district earned its first overall grade of A under the state’s school grading system, and it has earned three more since.

Elia began her career as a social studies teacher in upstate New York in 1970. In 1986, she relocated to the Tampa Bay area and became a reading resource specialist. She served as the Hillsborough County district’s first magnet schools supervisor, as its general director of secondary education, and as its chief facilities officer.

Her many honors include the College Board’s District of the Year Beacon Award, the Florida Department of Education’s Data Leader of the Year award, the Inaugural Governor’s Business Partnership Award from the Florida Council of 100, and the Consortium of Florida Education Foundations’ 2007 Superintendent of the Year.

In 2009, her district was awarded what appears to be the largest grant ever given to a school district: $100 million from the Bill & Melinda Gates Foundation to support teacher effectiveness.

Lillian M. Lowery

Secretary of Education, Delaware

Appointed state education secretary in January 2009, Lowery directs the work of the Delaware Department of Education. In that role, she oversees federal and state policy and regulatory implementation and leads technical assistance for the state’s districts and charter schools.Lowery facilitated a statewide strategic-planning and grant-application process that resulted in Delaware’s selection in March 2010 as the first state awarded a federal Race to the Top grant to put aggressive, systemic education reform into practice. That process brought together teachers, administrators, representatives from employee unions and associations, members of the state’s Vision 2015 coalition, business leaders, parent and family advocates, and representatives of higher education, philanthropy, the governor’s office, the legislature, and the state board of education.Thanks to her extensive teaching and local administrative experience, Lowery is sensitive to the challenges that Delaware’s districts and charter schools face and works directly with local leadership to effectively implement state and federal initiatives.

Lowery previously served as superintendent of Delaware’s largest school district, Christina, with some 2,200 employees and 17,000 students. She was responsible for enhancing educational programs and improving student achievement. She also identified, through her request for a comprehensive audit, and closed a $17.5 million year-over-year budget deficit and led the district back to solvency.

Before coming to Delaware, Lowery worked as assistant superintendent of Cluster VII for the Fairfax County Public Schools, in Virginia, and as an area administrator for the Fort Wayne Community Schools, in Indiana. She has experience as a building administrator and middle and high school English teacher in school districts in Virginia and North Carolina.

By Lillian LoweryEducation WeekTen years ago, the federal No Child Left Behind Act’s requirement that states report disaggregated student test scores put the nation on notice, reminding us that “a chain is only as strong as its weakest link.” For too long, aggregated results had masked serious deficiencies among many of our country’s most vulnerable students.

While this current version of the Elementary and Secondary Education Act has its flaws, NCLB’s great legacy is that it brought accountability for states, districts, schools, and educators to the forefront. President Barack Obama and U.S. Secretary of Education Arne Duncan have addressed one of the law’s major flaws through the U.S. Department of Education’s esea flexibility, or “waiver,” process.

Now, it is the responsibility of states to ensure that every child in our schools learns, that teachers and leaders are held accountable for every student’s year-over-year growth, and that we close persistent achievement gaps between economically advantaged and disadvantaged students and among children of different ethnic groups.

In Delaware, we have implemented a computer-adaptive, growth-model state assessment that measures individual students’ progress from fall to winter to spring. These data inform teachers’ instruction throughout the year, letting educators and parents know in what areas which children need more defined academic intervention and who among them needs “stretch” goals to enrich academic mastery. We are now working to integrate knowledge about student improvement as one aspect of our statewide educator-evaluation system.

As a former teacher, principal, and superintendent, I understand the sensitivity and challenge of creating a system that fairly measures strong work and identifies areas for improvement. Most of the teachers from whom I have heard during my three years as state secretary of education have said that they agree with their evaluations’ being based in part on student performance, provided that the student-performance measure is fair and is based on student growth.

These educators recognize that if we are going to better meet the needs of our students, we must be able to identify teachers who excel and those who need more support. Well-developed, thoughtful appraisal systems not only provide data to improve outcomes for children, but also provide root-cause analyses, such as flawed curricula alignment, outdated teacher-preparation programs, or professional-development programs that need revision to enhance teacher knowledge and professional growth.

All of this work comes back to the classroom and our obligation to meet the needs of every child who enters it. The federal government, through the U.S. Department of Education, has created an environment, framework, and incentives to foster a national, collaborative call to action. Theory based on sound research is needed, but practical, data-informed implementation of what we know works is critical. States must step up to meet this challenge.

Leroy D. Nunery II

Special Advisor, School Reform Commission
School District of Philadelphia

Leroy David Nunery II, special advisor to the School District of Philadelphia’s School Reform Commission, is the former acting superintendent for the district. In that position, he was responsible for the effective and efficient leadership and management of the district’s operations, including information technology; procurement; facilities; human resources; charter, new, and partnership schools; and a wide range of other districtwide initiatives and activities. He has had experience in developing and acquiring IT solutions in higher education, while working at the University of Pennsylvania, and with educational technology, in the Philadelphia district, at Edison Schools Inc., and as an independent consultant.

Nunery was principal/founder of PlūsUltré LLC, an advisory and consulting company started in 2007 that specializes in enhancing the strategic, managerial, and operational capacities of educational, nonprofit, and entrepreneurial enterprises. Before forming PlūsUltré, from June 2005 to August 2007, he was president of school management for Edison Schools, the leading for-profit provider of education management services, where he was responsible for a nationwide team of executives and educators that delivered services to more than 250,000 public school students in more than 20 states and in the United Kingdom. From March 1999 to June 2005, Nunery was vice president, business services, for the University of Pennsylvania, responsible for oversight of the institution’s major auxiliary enterprises, with revenues of $160 million and over 800 employees. He was heavily engaged in the strategic planning and implementation of Penn’s renowned West Philadelphia Initiatives, specifically the inclusion of local minority- and women-owned businesses; a robust employee-assisted housing program; retail development; arts and culture programs; and workforce development. His professional experience includes 16 years in various roles in corporate banking and the capital markets and four years with the National Basketball Association as vice president, human and information resources, and vice president, business development.



Delaware joins dozens of states in helping write a framework for new national science standards.WDEL’s Amy Cherry reports.“Mediocrity is not a good place where we want to be. Delaware usually falls right in the middle of the pack,” says Education Secretary Lillian Lowery.That’s why the First State will help draft what’s called the Next Generation Science Standards — content that all students must know before they can graduate.Lowery says the change is similar to what the Common Core Standards did for English Language Arts and Math.“We have to put rigor where our children are really college and career ready by the time they graduate from high school,” Lowery says.Because she says…“We know that if children in other countries can step up to high expectations early on, our American children can certainly do the same,” says Lowery.

Education WeekReport, Book Probe a Districtwide Scale-Up EffortBy Sarah D. Sparks on May 16, 2011 6:13 PMInside School ResearchChanges in student demographics can play havoc with a school’s instructional model, but a school can weather transitions better if it builds in structures that promote trust, experimentation and feedback among adults and children, according to a study by the American Institutes of Research and the Bloomington, Ind.-based HOPE Foundation.Researchers tracked the three-year implementation of the Mansfield Independent School District’s “Courageous Leadership Academy,” which developed leadership teams at each school focused on improving student engagement and instructional leadership as well as developing decisionmaking protocols.The teams focused on identifying what HOPE Foundation President Alan M. Blankstein calls “positive deviants”—sites or even individual classes or teachers that seem to be outliers at the top end of test performance, student engagement or other measures, based on their student demographics and school characteristics. Over time, the teams districtwide cull best practices based on these outliers and expand them to other schools.Researchers studied three-year implementation of 14 intermediate, middle and high schools that began the program in 2007-08, plus 20 elementary schools that started implementation in 2008-09. They tracked the state reading and math assessment scores of the students from 2004-05 to 2009-10.Over the three years, AIR found implementation of the system was associated with higher test scores across the schools studied during the first but not the second cohort of students, with closer implementation associated with better achievement. Neither cohort beat the state average scores in math or reading, but in 2011, while the 40,000-student district continues to see rising low-income and English-language learner students, it was recognized for achievement by the Texas education agency for having 88.5 percent of students overall above proficient in math and language arts.Rebecca Herman, AIR’s managing research analyst, has called the results “promising,” and she, Mr. Blankstein, and a slew of education watchers met earlier today to discuss next steps for the research at a panel discussion in Washington, D.C. Mr. Blankstein plans to dig into both Mansfield’s and other districts’ experiences in a new book, The Answer Is In the Room; How Effective Schools Scale Up Student Success, coming out later this month.

Robert Avossa
Superintendent, Fulton County SchoolsAvossa became the superintendent of Georgia’s Fulton County school system in June 2011. As the district’s leader, he is responsible for approximately 93,000 students, 100 schools, more than 13,500 employees, and an $819.5 million general fund budget.Before coming to Fulton County, Avossa served as the chief strategy and accountability officer for the Charlotte-Mecklenburg school system in North Carolina. In that role, he led the district in driving key performance-management initiatives. He also previously served as one of the district’s area superintendents and as chief of staff to the superintendent. He earlier spent more than a decade in Florida as a teacher and principal.Avossa has a diversity of experience, with key roles at the elementary, middle, and high school levels. He has been a teacher in middle and high schools, the principal of a large Title I elementary school, and the principal of a comprehensive high school with more than 3,250 students. His work in those positions earned him the designation of Young Educator of the Year by the state of Florida in 2003.Avossa holds a bachelor’s degree in exceptional education and behavior disorders as well as a master’s degree in special education. He also holds a specialist’s degree in educational leadership and is a 2011 graduate of the Broad Superintendents Academy.

Tony Bennett

Superintendent of Public Instruction, Indiana

Chair, Chiefs for Change

Since becoming Indiana’s state schools chief in January 2009, Bennett has worked to create a department of education focused on student learning and to implement his vision that “the academic achievement and career preparation of all Indiana students will be the best in the United States and on par with the most competitive countries in the world.”His goals include creating and promoting a statewide culture of academic excellence in which at least 90 percent of students pass both the math and English/language arts sections of the state’s ISTEP+ and end-of-course assessments; at least 25 percent of all graduates receive a score of 3, 4, or 5 on at least one Advanced Placement exam, a 4 or higher on an International Baccalaureate exam, or the equivalent of 3 semester hours of college credit during high school ; and at least 90 percent of students graduate.In the first legislative session after he became state chief, Bennett actively encouraged the Indiana General Assembly to accelerate the state’s school accountability timeline to allow the state to step in earlier to provide resources to chronically failing schools. Bennett has opposed efforts to impose moratoriums on public charter schools. In March 2011, he announced that the state education department would, for the first time in years, enforce a law requiring students to receive 180 full days of instruction.

Bennett also created the Graduation Rate Performance Program to reward principals and educators whose guidance and leadership result in increased graduation rates. The program awarded up to $20,000 to staff members of 12 public high schools with the greatest increase in 2009-10 graduation rates.

For more than 20 years, Bennett has served Indiana schools as a teacher, coach, and administrator. He began his career in administration after nine years in the classroom as a science teacher.

Shael Polakow-Suransky
Chief Academic Officer and Senior Deputy ChancellorNew York City Department of EducationPolakow-Suransky oversees all of the New York City school system’s instructional work. In that role, he leads the Division of Academics, Performance, and Support, which manages the implementation of the Common Core State Standards, design and administration of summative and formative assessments, school accountability initiatives, leadership development, and direct operational and instructional support to schools. Previously, as deputy chancellor for performance and accountability, he led the city education department’s efforts to provide schools with professional development and tools to accelerate student learning, and to use data to evaluate school quality and improve student performance.Polakow-Suransky has worked in the New York City public schools since 1994, when he started his career as a teacher of mathematics and social studies. In 2001, he became the founding principal of Bronx International High School, a highly successful school for students who are recent immigrants. He has worked in several roles at the education department focused on building instructional capacity for teachers and principal; he has served as a Leadership Academy facilitator, deputy CEO for the Office of New Schools, and chief academic officer for Empowerment Schools. He is a 2008 graduate of the Broad Superintendents Academy.

Chris Cerf

Acting Commissioner of Education, New Jersey

As acting state schools chief, Cerf oversees a system encompassing 2,500 public schools, 1.4 million students, and 110,000 teachers in more than 600 school districts.‪ A nationally recognized expert in comprehensive school-system reform, Cerf is focused on closing New Jersey’s academic achievement gap while substantially raising the achievement level of all its students. He is working to make the state’s education system one that accelerates student learning, offers expanded high-quality choice, and better prepares students for college and careers.

‪Before his appointment by Gov. Chris Christie on January 18, 2011, Cerf was the CEO of Sangari Global Education, which offers programming to more than 500,000 students worldwide. From 2004 to 2009, he was deputy chancellor of the New York City Department of Education, a job in which he oversaw organizational strategy, innovation, labor relations, and all matters pertaining to the recruitment, support, development, and evaluation of the nearly 80,000 teachers and 1,450 principals in the nation’s largest school district. Previously, as a partner in the Public Private Strategy Group, he served as then-Schools Chancellor Joel Klein’s chief adviser on transformation; in that role, he led efforts to redesign the financial and organizational structure of the city school district.‪‪Cerf served for eight years as the president and chief operating officer of Edison Schools Inc., the nation’s largest private-sector manager of public schools. He earlier served as associate counsel to President Bill Clinton, as a partner in two Washington law firms, and as a law clerk to U.S. Supreme Court Justice Sandra Day O’Connor. A graduate of Amherst College, Cerf spent four years as a high school history teacher in Cincinnati before attending and graduating from Columbia Law School. He graduated from the Broad Urban Superintendents Academy in 2004.‪

Pam Stewart
Chancellor, Division of K-12 Public Schools, Florida.

Before becoming the chancellor of the division of K-12 public schools for the Florida Department of Education, Stewart served most recently as deputy superintendent for academic services in the state’s St. Johns County district, where she oversaw curriculum and learning, planning and accountability, federal programs, instructional materials, leadership training, and education of exceptional students.In 2004, Stewart was named Florida’s deputy chancellor for educator quality; in that job, she was responsible for the oversight of individuals holding a Florida Educator certificate. She earlier worked as an elementary and high school principal, a guidance counselor, and a classroom teacher.

In October 2011, she returned to the state department of education to take her current position.

Sasheen Phillips

Senior Executive Director
Center for Curriculum and AssessmentOhio Department of Education
Phillips has a rich and varied background in education that she brings to her work at both the state and national levels as an active participant in the common-core standards and assessment initiative. Her career began in the classroom, where she taught English at the middle school level. For the past 10 years, Phillips has provided strong leadership in standards and curriculum for Ohio through positions of increasing responsibility at the Ohio Department of Education.As senior executive director for the department’s Center for Curriculum and Assessment, she manages the Offices of Curriculum and Assessment, Early Learning and School Readiness, and Exceptional Children.Phillips played an active role in developing the Common Core State Standards in English/language arts as one of two Ohioans on the national standards committee. In Ohio, she has provided leadership with the ELA content standards and model curriculum, as well as related work for new statewide assessments in reading and writing. She previously was the director of the state department’s Office of Literacy.Currently, she serves on the test-development committee for the Partnership for the Assessment of Readiness for College and Careers (PARCC) assessment consortium, and on the standards-implementation committee for the SMARTER Balanced Assessment Consortium (SBAC). Both consortia are working to develop national common assessments. Phillips also serves as Ohio’s Race to the Top lead in curriculum and assessment; in that role, she is responsible for providing curricular resources for teachers and support for assessment leadership at the district and building levels.

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Jersey City, NJ April 2, 2012