The development of innovative programs and the related creation of new knowledge through research is an important aspect of both my scholarly and administrative work.  Four major grant-supported projects that have been central to my work are briefly described here, and additional information can be found by following the links.

The William & Mary Clinical Faculty Program is a professional development opportunity for successful teachers who wish to contribute to the preparation and support of pre-service and beginning teachers.  Teachers admitted to the program learn about William & Mary's teacher preparation programs, as well as techniques in observing, conferencing with, and evaluating pre-service and novice teachers.  Emphasis is placed on developing constructive mentoring relationships, peer coaching, providing support, and developing autonomous professionals.  The Clinical Faculty Program is designed to foster collaborative relationships between W&M faculty and public school teachers in order to improve the clinical experiences, preparation, and induction of new teachers.  The ultimate aim of the program is to advance the learning of all students.  The Clinical Faculty Program is supported by a grant from the Virginia Department of Education.

PIE is the acronym for Preparing Inclusive Educators, a program improvement grant funded by the U.S. Department of Education, Office of Special Education Programs.  A multifaceted initiative, PIE aims to increase the number of qualified special educators who enter and remain in the profession.  A major focus of this initiative is to develop curriculum, design field experiences, and provide mentoring support aimed at more effectively preparing both special and general education teachers to meet the particular needs of culturally and linguistically diverse K-12 students.

ENDAPT is the acronym for Electronically Networking to Develop Accomplished Professional Teachers.  The purpose of this project is to enable new teachers to adapt to—and to adapt—the complex, ever-changing contexts of K-12 public education as teacher leaders and in service of student learning.  The broader aims of the project are to improve pre-service preparation, develop new means of support for teacher induction, strengthen the effectiveness of novice teachers, reduce teacher attrition, and foster teacher leadership.