People

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Showing 1 - 9 of 9 people

Linda Darling-Hammond

President and CEO

Linda Darling-Hammond is President and CEO of the Learning Policy Institute and the Charles E. Ducommun Professor of Education Emeritus at Stanford University. She is author or editor of a number of award-winning books and more than 500 publications on education policy and practice. Her work focuses on achieving equitable and empowering education for all children through a focus on meaningful learning, educator quality, and adequate resources. Read more >

Topics Deeper Learning, Early Childhood Learning, Accountability and Improvement, Educator Quality, Equitable Resources and Access, The Every Student Succeeds Act (ESSA)
Patrick M. Shields

Executive Director

Patrick M. Shields is a member of LPI’s Early Childhood Learning Team, and is one of the co-authors of The Road to High-Quality Early Learning: Lessons from the States. Read more >

Topics Early Childhood Learning, Educator Quality, Equitable Resources and Access
Terry Godfrey

Chief Financial and Administrative Officer

Terry Godfrey serves as LPI’s Chief Financial and Administrative Officer. Godfrey brings to LPI more than 25 years of experience in consulting, finance, human resources, and venture capital. Read more >
Maria E. Hyler

Director, Washington, DC Office and Senior Researcher

Maria E. Hyler serves as the Director of the Learning Policy Institute (LPI)’s Washington, DC office. She directs the Educator Preparation Laboratory (EdPrepLab) in partnership with Bank Street Graduate School of Education. Read more >

Topics Educator Quality, Deeper Learning
Tara Kini

Chief of Staff and Director of State Policy

Tara Kini serves as the Learning Policy Institute’s Chief of Staff and Director of State Policy. She has co-authored several LPI reports, including serving as lead author of a comprehensive analysis of the impact of experience on teacher effectiveness, Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Read more >

Topics Educator Quality, Equitable Resources and Access, The Every Student Succeeds Act (ESSA)
Monica Martinez

Director of Strategic Initiatives

Monica Martinez provides strategic direction and support for multiple initiatives across LPI, most specifically focused on performance assessment. Martinez has spent her career focused on addressing college success from both the higher education level and the k–12 level. Read more >
Barbara McKenna

Director of Strategic Communications

Barbara McKenna is the Director of Strategic Communications. She oversees outreach relations for LPI, communicating LPI’s news to media and the public and serving as a resource for members of the press looking for research to inform education news of the day. Read more >
Carolyn Rutsch

Director of Development

Carolyn Rutsch is the Director of Development. She cultivates and stewards relationships with LPI’s foundation funders, building and managing a pipeline of investors for its work. Read more >
Marjorie Wechsler

Principal Research Manager

Marjorie Wechsler has more than 25 years of experience conducting policy research at the national, state, and local levels. Read more >

Topics Early Childhood Learning, Educator Quality

Santa Fe cityscape with the Bataan Memorial Building in foreground and mountains in the background

Report

Improving Education the New Mexico Way: An Evidence-Based Approach

Dec 01 2020

In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.

Report

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Oct 27 2020

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

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