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. 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.

As a NAAD Board Member I 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.

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.

Scott Guerry Taylor has worked in education for 23 years and is currently the Coordinator for Assessment and Accountability for Lexington School District One in Lexington, South Carolina.  Scott’s experience includes time serving as a high school assistant principal in two schools, Math teacher at both the middle and high school levels, and various coaching positions at the high school and college levels.  Scott received his undergraduate degree in Mathematics and Psychology from Coker College and holds a Masters degree in Educational Administration from the University of South Carolina.

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.

My hope for NAAD is that the group can lead efforts to take a critical look at the state of assessment and accountability measures in grades Pre-K through 16 to ensure that educational entities are utilizing the best available methods of measurement and accountability for students and teachers.  This is important because many schools, in my experience, rely on inadequate and unreliable methods of assessment that may not be revealing the true extent of student learning.  As leaders in the assessment field, we must help improve that situation.

Dr. Shane Phillips is the Director of Assessment and Accountability for Lexington County School District One in Lexington, South Carolina.  Dr. Phillips holds a B.S. in Secondary Education (English) from The Citadel, an M.Ed. in Instructional Technology, and a Ph.D. in Educational Psychology and Measurement, both from the University of South Carolina.  His career includes experience as a teacher, coach, technology coordinator, assessment coordinator, and director of assessment and accountability.  In his spare time, he enjoys working on his farm and coaching lacrosse.

Leigh Bennett currently serves as the Assessment Supervisor for Loudoun County Public Schools, the third largest school division in Virginia. She has held the position for 10 years, also serving as the Assessment Specialist for 4 years. Leigh oversees assessment administration to over 82,000 students at 98 different educational facilities. Prior to her work in assessment, Leigh supported students with a disability through private and non-profit companies for 10 years, providing counseling, case management, special education, and vocational training services.

Leigh has served as a former Board member for the National Association of Assessment Directors and is a current member of the National Association of Testing Professionals. She received an Award of Excellence from the Virginia Association of Test Directors for her work with the Virginia Grade Level Alternative Assessment and was asked to serve on a state advisory panel regarding the roll out of the revised Virginia Alternate Assessment Program.

Leigh holds a Bachelor of Science degree in Psychology from George Mason University, a Master of Arts degree in Counseling Psychology from Marymount University, and has continuing, graduate coursework from George Mason and Shenandoah Universities.