The document provides a resume for Jessica L. Lewis which outlines her education including a Doctorate in Education Leadership and Policy from Vanderbilt University, as well as her professional experience working as an education consultant, research associate, and data and communications specialist for various education organizations in Tennessee focusing on research, evaluation, and policy. Her work has included conducting program evaluations, managing research projects, securing grant funding, and supporting schools in areas such as performance management, data-driven decision making, and human capital strategies.
Dr. Kathy Strunk is a Senior Associate with the Education Content Consultant (ECC) business line in PCG Education. Based in the Nashville office, she primarily supports projects and business development for the Mid-South region. Her area of expertise is providing consultation and training in special education, assessment, data analysis, and Response to Intervention. She is also involved in the development and implementation of PCG's EdPlan RTI and IMS assessment education technology solutions. Dr. Strunk's current focus is on helping educators implement RTI and assessment initiatives in Tennessee and Arkansas.
Dr. Kathy Strunk is a Senior Associate with the Education Content Consultant (ECC) business line in PCG Education. Based in the Nashville office, she primarily supports projects and business development for the Mid-South region. Her area of expertise is providing consultation and training in special education, assessment, data analysis, and Response to Intervention. She is also involved in the development and implementation of PCG's EdPlan RTI and IMS assessment education technology solutions. Dr. Strunk's current focus is on helping educators implement RTI and assessment initiatives in Tennessee and Arkansas.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Well-Being of Primary and Secondary School Students: A Longitudinal PerspectiveJulia Morinaj
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
Creating a New Generation of Science LeadersStephen Best
This presentation documents the activities and processes used to develop teacher leaders in high needs schools by the Michigan Mathematics and Science Teacher Leadership Collaborative.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Well-Being of Primary and Secondary School Students: A Longitudinal PerspectiveJulia Morinaj
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
Creating a New Generation of Science LeadersStephen Best
This presentation documents the activities and processes used to develop teacher leaders in high needs schools by the Michigan Mathematics and Science Teacher Leadership Collaborative.
1. Jessica L. Lewis, Ed.D.
Motivated, organized, and strategic thinker committed to evidence-based decision-making, continuous
learning, and positive impacts in her community
EDUCATION Lipscomb University
Nashville, TN
Master of Education, Instructional Practice
Ongoing
Vanderbilt University’s Peabody College
Nashville, TN
Education Doctorate, Education Leadership and Policy K-12
May 2007
Vanderbilt University’s College of Arts & Sciences
Nashville, TN
Bachelor of Arts, Sociology and Spanish
May 2003
PROFESSIONAL Independent Education Consultant
EXPERIENCE Contract July 2013-October 2014
Worked as a research and policy consultant with Basis Policy Research. Projects
include:
• Conducting program evaluations and needs analyses for districts developing
performance-based evaluation, reformed salary structures, and professional
learning opportunities for educators
• Providing technical assistance for districts developing human capital
management systems
Currently working as an education consultant with the Tennessee Consortium on
Research, Evaluation, and Development. Projects include:
• Evaluating district strategic compensation programs in Tennessee
• Conducting analysis of statewide survey data and crafting research briefs
Lipscomb University’s College of Education
Adjunct Professor, Fall 2014
Under contract; no current course assignment
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2. Metropolitan Nashville Public Schools (MNPS), Office of Innovation
Data and Communications Specialist, July 2012 – July 2013
Oversaw initiatives to support the work of the district’s Innovation Zone (iZone).
Specific responsibilities included:
• Developing performance management processes for the office and continuous
improvement cycles for schools
• Supporting schools in their development and use of formative assessment
plans and data-driven decisions
• Managing the iZone’s SharePoint site
• Supporting the schools’ human capital strategies
Tennessee Consortium on Research, Evaluation, and Development &
National Center on Performance Incentives
Research Associate, June 2006 – July 2012
Coordinated centers’ research and development initiatives, with a focus on applying
research to education policy and practice. Specific responsibilities included:
• Promoting national awareness of the center’s work through various
dissemination activities including consulting, website development, journal
publications, and annual conferences
• Ensuring successful implementation of research activities
• Securing grant funding and other development opportunities to enhance the
center’s scope and sustainability
• Managing research activities conducted by faculty affiliates across multiple
institutions throughout the U.S.
• Overseeing work of graduate research students
Office of Research and Education Accountability
Policy Analyst, May 2004 – June 2006
Conducted program evaluations, policy analysis, and outreach to inform the work of
state policymakers in Tennessee. Specific responsibilities included:
• Coordinating statewide K-12 program evaluations
• Training staff on research strategies, such as interview technique, survey
construction, and document analysis
• Providing technical assistance to the House and Senate Education Committees
of Tennessee’s General Assembly
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3. PROFESSIONAL Professional Service
SERVICE, Tennessee Governor’s Office. 2010, Consultant for development of differentiated
WORKSHOPS compensation systems for educators and securing of Tennessee’s Teacher Incentive
& FIELD Fund Grant (approximately $36 million over five years).
EXPERIENCE
American Educational Research Association. 2011, Conference Review Panelist on
Teacher Policy and Politics (Division L).
Professional Workshops
“Decision Making for Results and Data Teams”
Workshop by the Leadership and Learning Center
February 2013
“Classroom Assessment for Student Learning”
Workshop by Jan Chappuis
Pearson Assessment Training Institute
January 2013
Pearre Creek Elementary School
Reading Clinic Tutor
October 2014-Present
Franklin Roach Academy, Destination Imagination Coach
1st
Grade team coach
2013-14
Bailey Middle School STEM Magnet
Grade 7 Math Instructor, Bailey’s Scholar Academy
April 2013
MNPS Reading Clinic
Tutor, Cameron Middle School
January – March, 2013
TECHNOLOGY Microsoft Office
SKILLS
Project Management Tools
SharePoint
Basecamp
Instructional Technology
MasteryConnect
Blackboard
Website Development
SchoolSuite
Google
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4. Statistical Programs
Statistical Package for the Social Sciences (SPSS)
School Data Systems
Metropolitan Nashville Public Schools Data Warehouse
Discovery Education Assessment
TN Value-Added Assessment System
PUBLICATIONS Books
Pepper, M., Dishman, M., London, T. and Lewis, J. (December 2009). Leading schools
during crisis. Rowman & Littlefield Publishers, Inc.
Refereed Journal Articles
Dishman, M., Lewis, J., Pepper, M. (March 2011) A student [came] down and said,
‘there’s a guy in the English classroom with a gun.’ Recovering from Violent Invasion.
Journal of Cases in Educational Leadership, 14(1), pp. 48-58.
Lewis, J. and London, T. (Fall 2009). Teacher attrition as a tool to improve teaching
effectiveness. Journal of Scholarship and Practice.
PRESENTATIONS Association for Public Policy Analysis and Management. Evidence-based Policy Making in
the Post-Bush/Clinton Era. November 2009. Paper presentation, “Program Funding is
Only the Beginning: The First Year Experience of the District Awards for Teacher
Excellence (DATE) Program in Texas.”
American Education Finance Association. Beyond the Schoolhouse Walls: Education Finance
and Policy in Context. April 2008. Paper presentation, “Performance incentives in Texas:
Why schools chose not to participate?”
National Center on Performance Incentives. Performance Incentives: Their Growing Impact
on American K-12 Education. February 2008. Paper presentation, “Performance
incentives in Texas: Why schools chose not to participate?”
NET Impact Conference. Building a Sustainable Future: What will you do next? November
2007. Panel discussant.
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