LSI Formative Assessment International Conference
Presenters and panelists
Dr. Dylan Wiliam
Dylan Wiliam, PhD, is one of the world’s foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom. A two-part BBC series, “The Classroom Experiment,” tracked Wiliam’s work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.
Tanji Reed Marshall, Ph. D
Tanji Reed Marshall, Ph.D., is the director of p-12 practice, leading Ed Trust’s Equity in Motion assignment analysis work.
Prior to joining Ed Trust, Tanji worked in the Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education’s accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education.
Before joining Virginia Tech, Tanji worked for as a district-level literacy specialist in Charlotte–Mecklenburg Schools in North Carolina, where she supported middle schools across the district to refine their literacy practices. She also worked to prepare the district as they transitioned to Common Core standards. Additionally, as a Title I literacy coach, Tanji worked with targeted schools to improve literacy instruction for traditionally underserved students. Her career also includes elementary and middle school classroom teaching in North Carolina and New Jersey, which has allowed her opportunities to consult with school districts across the country to refine and focus teacher practice on literacy and to strengthen student achievement — with an emphasis on traditionally underserved students.
Tanji holds a doctorate in curriculum and instruction, with an emphasis on teacher practice with high-achieving African American students, from Virginia Tech; a master’s degree in English education, with a focus on critical literacy, from the University of North Carolina at Charlotte; and a bachelor’s degree in psychology from Boston College.
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments.
Prior to this position, Jay was involved with school improvement projects at the Maryland State Department of Education where he helped lead Maryland’s standards-based reforms, including the development of performance-based statewide assessments. He also directed the development of the Instructional Framework, a multimedia database on teaching.
Well known for his work with thinking skills, Jay has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.
Kaya Henderson is the CEO of Reconstruction, a technology company delivering a K-12
supplemental curriculum that situates Black people, culture, and contributions in an authentic,
Kaya served as Chancellor of DC Public Schools from 2010-2016. Her tenure was marked by
consecutive years of enrollment growth, an increase in graduation rates, improvements in student satisfaction and teacher retention, increases in AP participation and pass rates, and the greatest growth of any urban district on the National Assessment of Education Progress (NAEP) over multiple years.
Kaya began as a middle school Spanish teacher in the South Bronx. She went on to work as a
recruiter, national admissions director, and DC Executive Director for TFA. Henderson then served as the VP of Strategic Partnerships at TNTP and began her tenure at DCPS as Deputy Chancellor in 2007. She most recently led the Global Learning Lab for Community Impact at Teach For All.
Kaya graduated from Mt. Vernon Public Schools. She received her Bachelor’s degree in
International Relations and her MA in Leadership from Georgetown, as well as honorary doctoral degrees from Georgetown and Trinity.
Ken O’Connor is a staunch advocate for standards-based teaching, grading, and reporting. He has been a staff development presenter and facilitator in 46 states in the U.S., nine provinces and one territory in Canada, and 22 countries outside North America. Ken is the author of The School Leaders Guide to Grading, A Repair Kit for Grading: 15 Fixes for Broken Grades, How to Grade for Learning: Linking Grades to Standards, and Fifteen Fixes for Broken Grades: A Repair Kit.
From 1990 to 1999, he served as a curriculum coordinator for student assessment and evaluation and geography for the Scarborough Board of Education, and later the Toronto District School Board and currently is an independent consultant who specializes in issues relating to communicating student achievement. Ken earned his bachelor’s degree from the University of Melbourne and a Master’s of Education from the University of Toronto.
Bindu Sunil, Ed.S.
Bindu has been an educator for 17 years. She has served as a middle school teacher, content specialist, district content coach, and district content coordinator. Her teaching and learning effort focus on building instructional leadership in schools that empower principals, coaches, and teachers to implement curriculum, instruction, and assessment to improve student learning. Her work around student-centered coaching utilizes student work and action to enhance standards-based instruction aligned to equity and rigor by supporting its implementation through job-embedded professional learning.
Bindu has worked in public schools, the university system, and educational research organizations across three different states. Students from different demographics in urban schools interest her due to their resilience and unlimited learning capacity. She has skills in implementing UDL, PBL in instructional planning and values standards-based curriculum & grading, and data-driven instruction. While in Kentucky, she worked with schools to implement high-leverage instructional strategies to improve student achievement. She guides teachers and coaches through the backward planning model, facilitating open-ended tasks and utilizing student work and actions as formative assessments to improve student achievement.
Sherry Bennett is currently a PhD student at the University of Alberta, Canada, studying educational policy studies and leadership. Her research seeks to understand the value stakeholders place on formative assessment within the totality of the current assessment milieu, and how system leaders can leverage that understanding as they develop effective assessment policy.
Prior to returning to university, Sherry served as the Executive Director of the Alberta Assessment Consortium (AAC), a not-for-profit organization dedicated to enhancing classroom assessment practices. In addition to supporting the governance of the organization, her work involved developing and curating a collection of performance assessments for classroom use, facilitating extensive professional learning opportunities and resources for teachers and leaders, and co-authoring five publications along with several articles for education stakeholder organizations in Alberta.
Sherry proudly identifies as a teacher, having spent many years in the classroom, including supporting pre-service teachers. She is passionate about the potential formative assessment has to transform learning for students.
For over twenty years, Camile Earle-Dennis has served districts and schools as a teacher, literacy coach, district trainer, curriculum writer, national mentor, regional instructional coach, and leadership advisor. She is a nationally awarded Milken Educator and published author who uses a strength-based lens to build confidence and rebuild school and classroom communities to create a thriving culture of learning that maintains high expectations for all. She is known best for her ability to develop teams that reverse underperforming schools, teachers, and students. She relies heavily on her cognitive sciences and instructional leadership backgrounds to empower leaders and their teams by aligning social emotional learning and the power of foundational relationships to transform, transcend, and further drive learning and teaching. She believes that this essential work is a call to action to reverse underachievement, disrupt poverty, and ultimately and permanently shift trajectories for children, families, and school communities.
Jody Honaker is a Faculty Coach and Staff Developer with Learning Sciences International. Jody has extensive experience working in District Managed Turnaround Schools, with an unwavering focus on increasing and supporting standards-based, rigorous instruction through PLCs, professional development, and classroom support. Jody has devoted the last 2 decades in Educational Transformation, advocating her core belief that all children deserve a chance for a successful future.
With more than 15 years of education experience, Deana Senn, MS, is an expert in instructional strategies and classroom assessments. Her curriculum and instruction experience span the United States and Canada, in both rural and urban districts, from the school level to regional level. She actively develops content with the Marzano Center team and trains nationwide. She is a graduate of Texas A&M University and received her master’s degree from Montana State University. Ms. Senn recently co-authored three books with Dr. Robert J. Marzano: Identifying Critical Content, Engaging in Cognitively Complex Tasks: Classroom Techniques to Help Students Generate & Test Hypotheses Across Disciplines; Engaging in Cognitively Complex Tasks: Classroom Techniques to Help Students Generate & Test Hypotheses Across Disciplines; and Organizing for Learning: Classroom Techniques to Help Students Interact Within Small Groups.
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