Leadership

Julie Riordan

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Julie Riordan

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Julie

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Riordan

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Julie Riordan advances knowledge of strategies to sustain strong researcher-practitioner partnerships that give practitioners the evidence they need to improve student outcomes. In addition to her specialization in collaborative research, she leads studies that focus on teacher preparation and evaluation systems, mathematics education, comprehensive school reform, and implementation science in education. She brings extensive experience in survey research, multivariate analyses, and utilization of national data sets, as well as qualitative methodologies. She also provides analytic support that builds capacity to utilize data to guide decision-making and works to promote knowledge utilization through local, regional, and national forums and online dissemination.

Riordan is the Director of Research for the IES-funded REL Northeast & Islands at EDC. As part of this work, she is an associate member of the National Center for Education Statistics (NCES) Forum on Education Statistics and has presented at meetings of the Forum’s Policies, Programs, and Implementation Committee and National Education Statistics Agenda Committee.

Recently, she led a REL Northeast & Islands study that examined new district teacher evaluation systems in New Hampshire districts that received School Improvement Grants and co-authored an IES report that presents the study’s findings. She co-authored an earlier IES report, An Examination of Performance-Based Teacher Evaluation Systems in Five States, as well as the white paper, Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems.

Riordan is the PI of an IES-funded grant in which EDC and the Providence Public School District (PPSD) are establishing a researcher-practitioner partnership to improve achievement among students who are members of underrepresented groups. From her work with PPSD, the REL Northeast & Islands research alliances, and a collaboration with researchers in Pakistan to design a survey instrument to capture attitudes toward and use of research in Pakistan, Riordan has gained deep insight into effective education researcher-practitioner partnerships. In 2015, she shared some of her findings during a public television broadcast on research-practice partnerships and a REL Northeast & Islands Collaborative Research Forum Webinar.

She is an advisor to and reviewer for several national initiatives. She serves on IES review panels, and she is a member of the U.S. Department of Education’s Striving Readers Comprehensive Literacy (SRCL) Evaluation TA Technical Work Group. As part of this work, she was invited to give a presentation on working collaboratively with practitioners to build state and district capacity to use data and research for decision-making.  She also regularly presents at national conferences, including the American Educational Research Association, the Society for Research on Educational Effectiveness, and the Association of Education Policy and Finance.

Riordan was an Assistant Professor in the Department of Public Policy and Administration at American University, teaching courses on the policy process and statistics and performed program evaluation and policy analysis at the Consortium for Policy Research in Education prior to joining EDC. She has served as an editorial board member for Perspectives on Urban Education and a reviewer for the Journal for Research in Mathematics Education (JRME). A JRME article that she co-authored is included in the What Works Clearinghouse.

She received a BA in international studies from American University, an MA in higher education from Boston College, and a PhD in education policy from the University of Pennsylvania.

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Non-Staff Profile

Job title: 

Senior Research Scientist

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2827

Cheryl King

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Cheryl King

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Cheryl

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King

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Cheryl King brings experience in leading whole school system reform both as a practitioner (teacher, principal, chief academic officer, and deputy superintendent) and a researcher. Her life’s work has been dedicated to providing equal access to high-quality teaching and learning for all students, particularly students with special needs and those from low-income families. She currently directs several national projects that are focused on improving outcomes for chronically under-performing students.

Through generous funding from The Wallace Foundation, King's work over the past decade has focused on improving the effectiveness of urban school principal preparation and training, using a suite of Quality Measures™ tools and protocols developed under her leadership. Quality Measures™ tools use an evidence-based approach to guide a process of self-assessment to determine program rigor and effectiveness. She leads a national faculty of experts who work in partnership with large, urban school districts and principal preparation program providers across the country to conduct the assessment of programs and translate findings into new curriculum designs and pedagogical approaches to principal training.

King also leads a Wallace Foundation-funded National Training Provider/Graduate Principal Professional Learning Community (PLC) designed to improve the quality of districts’ principal preparation and training by regularly convening program providers and principals. The PLC represents a broad network of school districts, universities, and state departments of education from Colorado, Delaware, Florida, Georgia, Illinois, Maryland, and New York. As part of this work, she collaborates with various national organizations on issues related to education leadership, including: Southern Regional Education Board, Council of Chief State School Officers, the National Governors Association, New Leaders, National Institute for School Leadership, New York City Leadership Academy, the University of Illinois Chicago’s Urban Leadership Program, the University of Washington-Bothell, and the University Council on Education Administration.

Previously, as co-principal investigator and associate director of the National Center on Scaling Up Effective Schools (NCSU), King led an EDC team in providing leadership and technical support to selected high schools in Fort Worth Independent School District and Broward County Public Schools in the areas of capacity building, innovation design, implementation, and scale-up of research-based practices. King and her team published a series of three papers based on this work: Revisiting the Core Elements of Our Capacity Building Framework for Scaling School Reforms, Building System Capacity for Scale-Up, and Designing Innovations for Implementation at Scale.

King is the author of the Partnership Effectiveness Continuum, a research-based tool designed to support districts and training program providers in understanding the indicators of effective partnerships and Quality Measures: Principal Preparation Program Self-Assessment Toolkit. She is the co-author of a report, Districts Developing Leaders: Lessons Learned from Eight Urban School Districts, that is based on a national evaluation study that she led to examine the consumer approaches used by selected urban school districts to improve the quality of school leader preparation. She also co-authored the chapter “Models of Preparation for the Professions: Implications for Educational Leadership.”

King presented her work at the 2016 Carnegie Foundation Summit on Improvement in Education, and in 2015 she was invited to share her expertise with the IES School Leadership Technical Working Group. She regularly shares her findings at the Annual Convention of the University Council for Educational Administration.

Before joining EDC, King was Chief Academic Officer for Providence Public Schools in Rhode Island, Vice President for Education for a Massachusetts-based charter school firm, and Deputy Superintendent for Teaching and Learning in two urban school districts in Michigan. In those positions, she led aggressive reform agendas to turnaround the districts' lowest performing schools, including the mobilization of an entire community to support the adoption of high standards for student learning. She was named Administrator of the Year by the Michigan Association of School Counselors.

King received her BA from Aquinas College and her MA and PhD from Michigan State University. She is a graduate fellow of the Broad Urban Superintendents Academy, a Featherstone Scholar, and a graduate of Education Policy Fellowship Program and Leadership Michigan.

Staff: 

Non-Staff Profile

Job title: 

Distinguished Scholar

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2794

Districts Developing Leaders

Fri, 10/01/2010

Author(s): 

Margaret Terry Orr, Cheryl King, Michelle LaPointe

The authors report that school districts are taking a more active role in helping university principal preparation programs adapt to district needs. Their study found that districts are exerting their market power to influence the design of leadership preparation to get the kinds of principals they want and need.

Districts Developing Leaders

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152pp.

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