Laura Goe

Laura Goe, Ph.D., completed her undergraduate studies in Language and Learning Theory in Social Context at UC San Diego before serving in the Mississippi Delta with Teach for America, where she taught 7th grade special education for three years. She completed her M.S. at the University of Memphis in the Leadership program in the Department of Education with a concentration on Special Education, while teaching at-risk middle school students in an urban Memphis school. She later earned her doctorate from UC Berkeley's Policy, Organizations, Measurement, and Evaluation program in the Graduate School of Education. She is currently a Research Scientist in the Student and Teacher Research Center in ETS' Research Division at Educational Testing Service in Princeton, NJ. For seven years, Dr. Goe provided expertise to The National Comprehensive Center for Teacher Quality (the TQ Center), serving four years as Principal Investigator for Research and Dissemination. She also served four years as a Sr. Research & Technical Assistance Expert for the federally-funded Center on Great Teachers and Leaders (the GTL Center).

Dr. Goe served as a reviewer for spring and fall 2012 rounds of ESEA Waiver requests. She also served as a reviewer in 2006 and again in 2015 for state equity plans. In 2011, she was one of the experts (along with Charlotte Danielson and OECD staff) that conducted a study of Chile's teacher evaluation system; findings and recommendations from that study were published in 2014. She has served on a number of technical advisory committees focusing on developing comprehensive teacher evaluation systems, researching the impact of teacher evaluation systems, measuring teacher performance, and evaluating the effectiveness of teacher preparation programs. In the past several years, Dr. Goe’s technical assistance work for the Center on Great Teachers and Leaders has focused on providing research-based support for states and regional comprehensive centers as they consider timely topics such as evaluating teacher effectiveness, understanding growth models, and using multiple measures to assess teachers contribution to student learning growth, particularly in non-tested subjects and grades. Dr. Goe also focuses on how evaluation results can be used to inform teachers' professional growth and is working with a team from the Central Comprehensive Center and the Center on Great Teachers and Leaders to assist several states in their efforts to develop educator shortage predictor models. She is also working with the Florida and Islands Comprehensive Center in the development and implementaton of the Virgin Islands Department of Education's Employee Effectiveness system, focusing on the development of evaluation systems and processes for all VIDE employees.

Dr. Goe's current research interests focus on diversifying the teacher workforce; preparing and certifying teachers; exploring how teachers develop expertise; comparing measures used in evaluating performance; teacher qualifications; teacher effectiveness; professional development; equitable access to excellent educators; and rural/frontier education challenges. As she has for many years, Dr. Goe continues to provide technical assitance to states and territories as they develop employee evaluation systems, refine existing systems, and determine "cut scores" for evaluation results.

In 2009, Dr. Goe completed a three-year term as co-editor of the AERA journal Educational Evaluation and Policy Analysis. She has served as a visiting scholar to the NEA and advisor on their teacher evaluation work, has advised the AFT as a member of their expert panel on teacher evaluation, and served as a consultant to the AFTs Innovation Grant sites in designing innovative, comprehensive teacher evaluation systems in Rhode Island and New York.

As part of her work for the National Comprehensive Center for Teacher Quality and for the Center on Great Teachers and Leaders, Dr. Goe has authored numerous research syntheses and policy briefs focused on teacher quality, effectiveness, and professional growth. Her research at Berkeley and at ETS has focused on using both quantitative and qualitative approaches to examining school improvement, the distribution of teachers, formative assessment, and teacher evaluation. She has observed hundreds of teachers around the country for various projects, designed and built quantitative databases, and conducted statistical analyses using national, state, district, and school databases.

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