My approach to planning and evaluation consultation is contextual, as each organization will have valuable assets that can serve as landmarks in their institutional landscape. I prefer to facilitate conversations through education and consensus building across all stakeholder groups, bringing to the fore multiple viewpoints and investigating complex alternatives that may be preferable to short-term technical fixes. To encourage collaboration, I work to create inclusive environments that are intellectually safe for all participants, using multiple means of outreach such as student and faculty surveys, focus groups, and public forums.

I approach planning by building on the particular values of the institution and the stakeholders, developing a shared vision of goals and the assets that are already in place, and consideration of the real abilities and needs of the students. With a shared view of who the institution serves, and the learning goals for those students, I facilitate conversations about pathways towards those goals, evaluation of progress, and the costs and benefits of changes in resource allocation required.

In both the public school and college settings, I have experience designing staff evaluations, needs assessments, and program evaluations. When evaluating programs, either as initial needs evaluations, developmental evaluation, implementation evaluations, or outcome evaluations, I seek a process that allows stakeholder groups to determine the focus of the evaluation and the questions to be answered; only in that manner will the evaluation process produce a document that is useful.

In a completely parallel fashion, staff and faculty evaluations should be flexible and formative, built to permit individualized data collection. I am a firm believer in active learning and, recognizing the impact that pedagogical experimentation can have on student opinion, advocate more complex processes of faculty evaluation, combined with SALG surveys.

Prior Experience:

  • Outcomes evaluation, First Year Seminar in science and humanities.
  • Developmental evaluation, for ADB-CAP, a grant-funded interdisciplinary group designing and testing evidence-based biosecurity education for swine, beef, and dairy producers.
  • Educational vision and plan for the Lake Champlain Maritime Museum collaboration with the Addison Northwest Supervisory Union, Vergennes Middle School.
  • Designed a transformation of pre-service teacher training curriculum from discipline-centered to interdisciplinary, including a written brief and multiyear vision of change.
  • Designed personalized teaching evaluations aligned with the Darling-Hammond model.
  • Designed a needs assessment for graduate teaching fellow training including focus groups, interviews, and survey design. UVM Center for Teaching and Learning.
  • Designed an implementation evaluation including focus groups, quantitative data collection, and qualitative observations.
  • Chair of the School Board of the Windsor, VT School District. Promoted training of board members; collaborated with other board chairs during mandated change in governance structure; chaired contract negotiations with faculty union; oversaw hiring of new school administrators; supervised development and presentation of annual school budgets.