As Vice President I would like to foster communication among members, continue the collaboration with professionals, and support the president. I have become more active in NAAD this year through committee work and want to continue to build on NAAD’s successes. A professional focus for me would be best practices in integrating an assessment system with formal and informal assessments within the K-12 educational setting.
Dr. Charlotte Gilbar currently serves as the Executive Director of Curriculum & Instruction for Natrona County School District in Casper, Wyoming. She supervises the Teaching and Learning Department and the Educational Research and Assessment Department. She started in Natrona County in 2015 as the Director of Research and Assessment, prior to that she served as a school improvement specialist, principal, and teacher for Amherst County Public Schools in Amherst, Virginia. She earned her Doctorate of Education from the University of Lynchburg in 2015. One of her primary focuses is using research and data to inform school improvement practices. She also consults with building leaders and teachers on the use of formative and summative assessments.
Matt is currently the Assessment & Accountability Coordinator at School District U-46 in Elgin (2nd largest district in Illinois). Matt manages the testing, research, school improvement planning, program evaluation, and administrator accountability metrics for the district. U-46 serves over 35,000 students from Preschool to grade 12 across 57 schools with ranging diversity.
He began his career teaching at the secondary level. His teaching assignments ranged from high school Spanish, Mathematics, and Middle school ELL Special Education. He earned his bachelor's degree from Illinois State University and his Masters's in Applied Statistics from DePaul University.
Matt has been working in the Assessment and Accountability office since 2013. His core values are increasing transparency for all stakeholders, providing high-quality and accurate information, ensuring equity across all groups, and ethical accountability.
Dr. Kelberlau’s career in education spans twenty six years, all in the state of Nebraska. He spent ten years as a high school mathematics teacher and sixteen years at the central office level. During this time, he completed the Nebraska Assessment Cohort at the University of Nebraska – Lincoln (UNL). This eighteen-hour graduate program focused on increasing the assessment literacy of leaders, improving classroom assessment practices, and preparing teachers for leadership roles. Upon completion, he became a teaching assistant for six years in which he contributed to books and articles regarding assessment literacy.
He currently serves as the Executive Director of Assessment, Research, and Evaluation for the Millard Public Schools (third largest school district in Nebraska). Major tasks include directing the assessment system, collecting, analyzing and interpreting data, and designing program evaluations. He also is currently an adjunct professor in the department of Educational Administration at the University of Nebraska – Kearney where he teaches graduate courses in assessment leadership.
Dr. Kelberlau holds a Ph.D. in Quantitative, Qualitative, & Psychometric Methods in Education from UNL. He has earned a M.S. ED. in Curriculum and Instruction with an emphasis in Instructional Technology and a B.A. in Mathematics.
As the Director of Research and Evaluation at Township High School District 214 in suburban Chicago, Jeffrey coordinates district-wide assessment policy and administration of national, state and district testing for 12,000 high school students across six comprehensive high schools, and four alternative education sites. He helps facilitate the Chicago Area Directors of Curriculum and Assessment (CADCA) working group which works with College Board and the Illinois State Board of Education (ISBE) to improve administration and implementation of the College Board suite of assessments across the state.
In his role at THSD214, and as the prior Director of Institutional Research at Ivy Tech Community College-Northeast, Jeffrey supports program and curricular assessment projects for accreditation and process improvement, including the design and implementation of student and staff assessment instruments. At the Missouri Department of Higher Education he was the staff coordinator of the Learning Assessment in Missouri Postsecondary Education (LAMP) advisory council working with institutional assessment professionals and academic officers at local high schools, community colleges, universities, and the state K-12 board of education to develop assessment policy around Common Core Standards, best practices and benchmark standards for entry, general education, completion, and workforce readiness assessment issues.
Jeffrey has taught courses in Sociology at the University of St. Francis. He is a Ph.D. candidate in Educational Leadership at Concordia University of Chicago and holds an M.A. in Sociology form the University of Notre Dame, a M.Div from Louisville Seminary, and a B.A. in Religious Studies, and Music from William Jewell College.
My vision is to help cultivate an environment that encourages intellectual curiosity, collaboration and innovation within our membership. I wish to empower our leadership, expand our membership, and encourage members to bring their experiences to the table and value each voice regardless of titles and discipline.
This organization serves an important purpose for the membership. It is a community bound by purpose. Being an assessment director may look different in various contexts, but we are very often presented with similar issues. The conversations we have shape practice. I see NAAD as a support for my own work. As I became an Assessment Director, I needed guidance and feedback. Groups like NAAD have been integral to my success and ability to serve my organization. I see an immense value to belonging to this organization and hope that by being involved I can work with others to elevate our organization.
Myrah Stockdale has served as Director of Assessment, for the Campbell University College of Pharmacy and Health Sciences (CPHS) in Buies Creek, NC since May 2016. She has a BBA in Marketing, a MS in Sport Administration/Physical Education, a MS in Educational Research Methodologies, and all but dissertation (ABD) on her PhD in Educational Research, Measurement, and Evaluation from the University of North Carolina at Greensboro. Her dissertation work expands on an assessment framework for micro-credentialing programs – infusing psychometrics and evaluation for continuous improvement and multifaceted feedback channels.
My role has allowed me to work with students, staff, and faculty from Pharmacy, Pharmaceutical Sciences, Physician Assistant, Physical Therapy, Nursing, Public Health, Osteopathic Medicine, Ophthalmology, Veterinary Medicine, Biological Sciences, and more. During my time, I have been an integral part of a full PharmD curricular overhaul, multiple specialized accreditation site visits, a SACSCOC reaffirmation, QEP development, Strategic Planning, and spearheaded several major successful projects across the University. I have also been an active member of the American Educational Research Association (AERA) and National Council on Measurement in Education (NCME) where I served on the AERA Division D Graduate Student Council for two years. In 2017, I became the tenth Professional ATLAS.ti Trainer in North America.
I am immensely thankful for the opportunities my position at CPHS has afforded me. Over the past five years I have been able to work with diverse organizations such as the North Carolina Board of Pharmacy, AAHLE, AAC&U, University of Melbourne, Weill Cornell Medicine, UNC-Greensboro, Van Andel Institute (VAI), and NC State Veterinary School to name a few. Often I act as a technical advisor or educator/translator on educational research and evaluation projects. Faculty have involved me on projects related to: interprofessional education in substance abuse disorders education to blended learning modalities and educational technology competencies. Staff have involved me in many discussions and projects related to leadership development, process improvement, and faculty-staff crossover opportunities. In 2018, I was given the latitude by executive leadership to develop and implement a semesterly collegewide ‘Assessment Day’ filled with assessment-related professional development opportunities for faculty and staff. Assessment Day has continued to grow with the assistance of our hard working faculty on the Assessment Committee.
In addition to my administrative duties, I enjoy precepting Public Health and undergraduate first generation students who are interested in gaining applied research or higher education assessment experiences. Following the development of our co-curricular model, I had the good fortune of receiving internal grant funding for Six Sigma Black Belt education with another administrator from CPHS. This education has presented me a new challenge by way of facilitating a Hoshin Kanri Strategic Planning process for the entire College, as well as each of our seven unique programs. This process along with building faculty and staff-friendly professional development for Assessment Days has instilled in me the importance of translating statistical, psychometric, or other methodological content to intended audiences.
Dr. Bonnie Strykowski is currently an analyst and program evaluator in the Department of Research and Evaluation at Mesa Public Schools, Mesa Arizona. Dr. Strykowski worked in Prek-12 public education serving as Director of Accountability, Research, Evaluation and Testing departments in public school districts in Illinois and Ohio. Dr. Strykowski has taught graduate level courses in Research and Assessment. She has over two decades of experience with psychological and educational testing. She a Past President for both the National Association of Test Directors (NATD) and the Directors of Research and Evaluation (DRE).She is a member of the Arizona Educational Research Association (AERO) and the American Educational Research Association (AERA).
Dr. Carrie Levy currently serves as the Director of Research, Evaluation and Assessment at Evanston Township High School District 202. Evanston is a diverse community that borders Chicago. She oversees national, state and district assessments, research, and program evaluation for the district. ETHS is a member of the MSAN Network, a national coalition of multiracial school districts that work to understand and eliminate racial opportunity gaps that persist in their schools. Dr. Levy is part of the leadership team on MSAN’s Research Practitioner Council (RPC).
Dr. Levy has worked in the Research, Evaluation and Assessment department since 2006. She earned her Ph.D. in Research Methodology from Loyola University Chicago in 2010. She holds an MBA from Loyola University Chicago and a BSBA from American University. Her core values include ethical data reporting and data equity.
I bring an unique perspective to NAAD working with school district leaders and boards of education across the country. My goals for the organization would be: 1) to increase our membership, 2) to create opportunities for members and experts to engage on topics of interest and 2) to intentionally focus on assessment in ways that recognize and support our increasingly diverse student populations while attending to issues of equity.
Dr. Adrienne Y. Bailey has worked in the fields of education, assessment, and equity throughout her career. She currently is a leadership coach with Harvard University’s RIDES (Reimaging Integration: Diverse and Equitable Schools) and as a consultant works with local school districts on equitable student outcomes, governance effectiveness, assessment literacy, and data-based decision-making. Prior positions include: Senior Consultant, Panasonic Foundation, where she contributed to the development of a system-wide equity assessment framework and supported the Highline (WA) and Elizabeth (NJ) school districts; Program Manager, Stupski Foundation, responsible for strategic implementation in the areas of assessment, accountability, literacy, and leadership development in East Baton Rouge and Cleveland school districts; Study Director for the Standards and Assessment Partnership, Consortium for Chicago School Research, University of Chicago; Senior Consultant for Standards and Assessment, Council of Great City Schools; and Deputy Superintendent for Instruction, Chicago Public Schools. For 10 years she served as Vice President of Academic Affairs and Director of the Educational EQuality Project at the College Entrance Examination Board.
She has been a longstanding peer reviewer for the USDE/OESE and in this role has evaluated state academic/performance standards and assessment systems required under Title I ESEA and NCLB, Enhanced Assessment Grants, state/district competitive applications, consortia assessment proposals, and ESEA flexibility requests. She served 8 years as a charter member of the Illinois State Board of Education and is a Past President of the National Association of State Boards of Education. She currently serves on the NAAD board, a role she has actively fulfilled in supporting several NAAD presidents. Adrienne has written and spoken widely on issues of academic standards, state and local policy related to assessments, equity , and aligned instructional systems.
Dr. Lynnette Michalski is a certified Superintendent, Principal, Elementary Teacher, and Adult Educator, and has served as a dedicated educator for 26 years. As a current Superintendent and former Director of Assessment for Mesa Public Schools, Dr. Michalski has implemented research-based programs that have increased graduation rates and student test scores. She is known for her expertise in school improvement and her outgoing passion for public education. She truly believes that every student can reach their individual potential. Dr. Michalski believes that student success begins in the home and continues in the classroom with community support. She cares deeply for students, staff, and public education. She has the knowledge and expertise to bring people together for the betterment of students and their ongoing success.