Leadership

Diana Wogan

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Diana Wogan

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Diana

Last name: 

Wogan

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Diana Wogan contributes her expertise in research, policy analysis, and school improvement to a wide range of initiatives. Working closely with key state and regional education leaders, she ensures that research and lessons learned by practitioners inform education policy to improve educational outcomes for all students.

Wogan leads a team in providing analytic technical support that ensures that research informs the day-to-day work in schools, school districts, state departments of education, and state capitals. She also contributes analytical expertise to the REL Northeast & Islands

With colleagues, Wogan provides technical support to grantees funded by the US Department of Education Investing in Innovation (i3) program. Her guidance advances i3 project leaders’ efforts to address education challenges such as turning around underperforming schools, educating English learners, and improving school culture and climate. She also provides technical support to grantees funded by the US Department of Education Teacher Incentive Fund (TIF) program, particularly around stakeholder engagement and communication.

Before joining EDC, Wogan worked with the Boston Public Schools, helping schools with a longer day to use their time effectively in support of students and teachers. Prior to that, she served as Research Director for the Joint Committee on Education in the Massachusetts state legislature, where she helped draft legislation relating to school improvement and turnaround, and bullying prevention. In addition, Wogan advised members on education policy matters. She began her career as a community organizer in New Jersey, working with college students to advocate for student debt reform, urban renewal, and public health.

Wogan received a BA in Political Science from the University of Michigan and an MA in Political Science from Northeastern University.  

 

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2462

Anne Wang

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Anne Wang

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Anne

Last name: 

Wang

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Anne Wang is a highly experienced program evaluator, technical assistance specialist, and product developer. She is committed to promoting the use of positive approaches and evidence-based practices to foster the academic and social-emotional development of children and youth.

As a member of EDC’s National Center on Scaling Up Effective Schools team, Wang develops products and provides technical assistance for an initiative that is working with school districts to scale innovations developed collaboratively between school staff, researchers, and developers. She is leading the evaluation of HP LIFE e-Learning, a suite of online training courses for students, entrepreneurs, and small business owners across the globe aimed at applying IT and business skills to establish and grow businesses, build successful companies, and create jobs.

Previously, Wang led the evidence-based programs and practices workgroup of the National Center for Mental Health Promotion and Youth Violence Prevention, which advanced the knowledge and skills of school districts to select, implement, and sustain evidence-based programs. As an Evaluation Technical Assistance Provider for the Center for the Application of Prevention Technologies’ (CAPT) Service to Science initiative, she helped local programs develop logic models and evaluation plans, create evaluation tools, develop data collection systems, and analyze data, toward the goal of achieving evidence-based status. 

Wang has coauthored and developed a range of reports and resources for the field, including Revisiting the Core Elements of Our Capacity Building Framework for Scaling School Reforms: Lessons from the Field after Four Years of Work, Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (published by the Centers for Disease Control and Prevention), Safe Schools/Healthy Students Evaluation Monograph, and Safe Havens: School, Community, and Education of Youth and Children Experiencing Homelessness.  

She received a BA in Psychology and Chinese Studies from Wellesley College and a PhD in Social Psychology from Harvard University.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2180

Jennifer Hawley

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Jennifer Hawley

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Jennifer

Last name: 

Hawley

Bio: 

Jennifer M. Hawley contributes her financial and business acumen to a wide range of EDC initiatives and departments. She brings extensive expertise in systems and policies that ensure the smooth day-to-day fiscal operations of nonprofit and for-profit organizations and that provide a strong foundation for business development.

Hawley plays a lead role in development teams that secure grants and contracts to support the launch of innovative initiatives that advance the Learning and Teaching Division’s goals. Charged with ensuring that teams’ proposals meet all financial requirements, she guides multiple submissions each quarter, including bids focused on improving services for students with disabilities and promoting the school success of students who are English learners. In partnership with the project directors of dozens of Division initiatives, she ensures that financial protocols are followed and oversees the work of junior project staff.

As a member of the Division's Fiscal Management Team, Hawley provides consultation to initiatives throughout the Division, as well as collaborating with colleagues to develop resources to systematize development work and project management Division-wide. She also works closely with EDC’s Finance and Accounting Division to recruit and orient new fiscal staff and design and deliver professional development to ensure compliance with EDC policy and federal guidelines and to support the implementation of new policies and systems.

Hawley began her career at EDC as a Senior Accounts Payable Specialist. In this capacity, she ensured efficient processing and monitoring of invoices, coordinated the system of travel advances, and supported EDC project staff in resolving issues related to payments, contracts, and agreements.

Prior to joining EDC, Hawley held financial positions at several Massachusetts businesses.

Staff: 

Non-Staff Profile

Job title: 

Finance Manager I

Program: 

Learning and Teaching Division

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2743

Melissa Lin

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Melissa Lin

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Melissa

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Lin

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Melissa Lin specializes in project management, product development, conference and event administration, proposal coordination, facilitation of team collaboration, and development of administrative systems. To all of her work, she brings a deep commitment to community engagement and fostering the sharing of information and ideas.

Lin advances the mission of EDC school leadership projects that share a common focus on improving the quality of principal preparation programs to respond to the demands of today's schools and enhance learning outcomes for all students. She supports the work of the Quality Measures™ Center for Program Assessment and Technical Assistance, led by Cheryl King and funded by The Wallace Foundation.

In the National Training Provider/Graduate Principal Professional Learning Community, she is facilitating an effort to improve the quality of districts’ principal preparation and training by engaging program providers and principals in a professional learning community. In the Quality Measures (QM) Principal Pipeline Technical Assistance initiative, Lin was part of a team that is supporting the scale-up of six urban school districts’ promising leader development initiatives by guiding program improvement efforts using the QM self-assessment process.

Lin contributes her written and visual communication skills to numerous online and print products. She edited the QM tools and resources (including the QM Principal Preparation Program Self-Assessment Toolkit); developed the Exemplar Catalogue on the Quality Measures website; and managed the publication process for the Wallace-funded report, Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts.

Prior to joining EDC, Lin worked in development and fundraising for a breast cancer organization affiliated with Columbia University Medical Center and for the Alliance of Resident Theatres/New York, which supports non-profit theatre companies in New York City through funding, training, networking, and space rentals. Earlier in her career, she interned with the Greater Hartford Arts Council’s Neighborhood Studios program, where she worked closely with the Program Director over two summers to implement a five-week arts apprenticeship program for high school students and served as a liaison between program leaders, youth participants, studio and professional development instructors, and community members.

Lin graduated from the University of Connecticut with a Bachelor of Fine Arts in Printmaking.

 

 

Staff: 

Non-Staff Profile

Job title: 

Project Associate II

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2133

Karen Shakman

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Karen Shakman

First name: 

Karen

Last name: 

Shakman

Bio: 

Karen Shakman, an experienced researcher and evaluator, specializes in advancing the field's knowledge of educator effectiveness systems and illuminating barriers and facilitators to sustaining K-12 education reforms. She brings significant expertise in collaborative research and works to deepen practitioners' understanding of program evaluation, research design, and data analysis.

As the lead researcher for the REL Northeast & Islands Northeast Educator Effectiveness Research Alliance (NEERA), Shakman has studied New Hampshire’s pilot educator evaluation system and served as the Principal Investigator of a study that examined links between educator evaluation and professional learning in a large district. For the REL Northeast & Islands, she has developed and published a series of workshops designed for district- and state-based practitioners about logic models for effective program design, implementation, and evaluation (access the toolkit to learn more) and another workshop on continuous improvement processes in education. Shakman has also provided coaching to a group of districts engaged in continuous improvement projects and facilitated regional support for states’ implementation of their equitable access plans.

Shakman has served as an evaluator for several projects, including the Nellie Mae Education Foundation’s District Level Systems Change initiative and several formative evaluations of the Rhode Island Federation of Teachers and Health Professionals’ educator evaluation system. She served as project director for the Illinois State Board for Education’s Local Assessment Support project, an initiative designed to support educators to develop high-quality, classroom-based assessments that they may use as part of their performance evaluation.

She has published her work in American Journal of Education and Teacher Education in Practice and presents her research at national conferences. She is the co-author of several comprehensive reports on teacher evaluation and related issues, including 1) Teacher Evaluation and Professional Learning: Lessons from Early Implementation in a Large, Urban District; 2) Redesigning Teacher Evaluation: Lessons from a Pilot Implementation; 3) Teacher Demographics and Evaluation: A Descriptive Study in a Large Urban District; 4) Principals’ Time, Tasks, and Professional Development: An Analysis of Schools and Staffing Survey Data; 5) Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit; 6) Changing Cultures and Building Capacity: An Examination of Performance-Based Teacher Evaluation Systems in Five States; and 7) Navigating Change: Massachusetts High School Reform in Challenging Times. She is a co-author of the chapter “Teacher Education for Social Justice” in The Handbook of Social Justice in Education.

Shakman was a Massachusetts Education Policy Fellow in 2013-14, and before joining EDC, she served as a Research and Policy Analyst at Teachers21, specifically working with the Massachusetts Statewide Working Group for Educator Excellence. Earlier in her career, she worked with Marilyn Cochran-Smith at the Boston College Lynch School of Education as a Research Fellow on the Carnegie Foundation’s Teachers for a New Era grant program and taught elementary, middle, and high school.

Shakman received her BA from Northwestern University, her MEd from the University of Massachusetts-Amherst 180 Days program, and her PhD in Curriculum and Instruction from the Lynch School of Education at Boston College.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453

Telephone: 

617-618-2729

Julie Riordan

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Julie Riordan

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Julie

Last name: 

Riordan

Bio: 

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.

Staff: 

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

First name: 

Cheryl

Last name: 

King

Bio: 

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
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