Coaches in Residence

  • NET-Q Professional Development Schools may desire on-site professional development opportunities for practicing teachers. Schools can request a University Coach in Residence (CIR) to visit the school and focus on a particular topic over an extended period of time. 
  • After matching schools’ needs to faculty expertise, both the school and the CIR will be notified of the appointment and given two weeks to confirm the match. We encourage at least one face-to-face meeting during this initial period to ensure that the appointment will be successful.
  • CIRs are expected to spend an average of 15-20 hours per month working with the school; however, that time can be spread across many or few days, or many or few months. CIRs are not expected to be at the school full-time.
  • Upon completion of a one-semester appointment, the CIR and school can extend the appointment for additional semesters. We encourage extended appointments because they provide more opportunity for commitment and trust to grow and nurture teacher learning.

 Meet the Coaches

Kadir Demir, Ph.D. is an Assistant Professor of science education in the Department of Middle/Secondary Education & Instructional Technology (MSIT) at Georgia State University. Dr. Demir holds a bachelor’s degree in Biology Teaching, two master’s degrees, one in Science Education and one in Educational Technology, and a Ph.D. in Science Education from University of Missouri-Columbia. He teaches undergraduate and graduate classes in science education. His current research foci include reform-based practices, e.g., inquiry-based teaching, problem-based learning, and Japanese lesson study, of pre/in-service secondary science teachers and science education in urban settings. Dr. Demir has been working very closely with Metro Atlanta Public schools and has been working with Lilburn Middle School as university liaison on Georgia State University’s Professional Development School grant. As he helping his preservice teachers deepen their pedagogical content knowledge, he utilizes Georgia Performance Standards framework as he leads teachers in understanding science lessons and frameworks.

 

Amy Seely Flint, Ph.D. is an Associate Professor in the Middle-Secondary Education and Instructional Technology department. Her area of expertise is literacy development, particularly in the elementary grades. She focuses on how to support all students in the classroom as they achieve grade level expectations and beyond. Amy has worked extensively with teachers on developing effective reading and writing workshops in their classrooms. Recognizing the importance of building collaborative professional development opportunities with teachers and administrators, Amy facilitates model lesson demonstrations and observations, teacher reflective debrief sessions, and after-school workshops and study groups. Amy works with teachers and administrators to determine the topics to be addressed and the resources to use. These avenues support teachers’ pedagogical growth and development as they aim to develop a knowledge base and expertise in teaching reading and writing at the elementary level.

 
Miles Irving, Ph.D. investigates how human experience and culture influences cognition. To this end, his research currently investigates self-efficacy, sources of self-efficacy, and the development of cultural identification. He really enjoys the classes I teach as they are also very connected to my general research interest. Currently, he teaches an undergraduate course (Human Growth and Development) and three graduate courses (1) The Psychology of the Learner and Learning, (2) Motivation, and (3) Racial, Cultural, and Ethnic Identity. He has been involved with Georgia State University’s partnership with the Atlanta Public Schools as a liaison to Connally elementary school where he worked with the school and community to improve the education of children in urban environments. Dr. Irving is interested in assisting schools to address the needs of students who struggle academically.  

 

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Mona Matthews, Ph.D. is a professor in the Early Childhood Education Department and has extensive experience working with preK-fifth grade classroom teachers and their students. Reading and literacy teaching and learning are her focus areas. Specific areas of expertise are: reading acquisition, assessment of reading progress, reading comprehension, decoding, word reading, and vocabulary development. She has spent over 15 years co-directing ECE’s Collaborative Master’s Program (CMP). This program focuses on student-centered learning and how to create learning experiences that build on what students know. Mona believes two elements are key to effective, student-centered literacy instruction: assessment of student learning and the quality of the teacher-student relationship. Mona’s has experience with numerous professional development activities (such as implementing workshops, organizing study groups, working with teachers using a plan-coach-debrief model, teaching beside the classroom teacher, modeling lessons). All of her work includes an examination of Georgia Standards and how those standards are aligned with current knowledge of research and best practice. 

Susan Swars, Ph.D. is an Assistant Professor of Mathematics Education in the Department of Early Childhood Education.  She teaches elementary mathematics methods and content courses to undergraduate and graduate students.  She served as a consultant to the Georgia Department of Education (GADOE) on mathematics curriculum tasks that support the Georgia Performance Standards.  The product of this work, “Georgia Performance Standards: K-2 Framework Units”, is found online at the GADOE’s website.  She has conducted numerous sessions of professional development for elementary teachers on a broad range of topics related to mathematics teaching and learning.  She also serves as a University Liaison to a local elementary school and spends one day per week at the school site supporting collaborative activities. 

 

Christine D. Thomas, Ph.D. is Associate Professor of Mathematics Education in the Department of Middle-Secondary Education and Instructional Technology at Georgia State University, Atlanta, GA, USA.  Dr. Thomas is an active member of the mathematics education community.  She currently serves as a member of the National Council of Teachers of Mathematics (NCTM) Board of Directors, serves on the NCTM editorial panel for The Mathematics Teacher, is Co-Chair of the steering committee of the National Chapter of the Psychology of Mathematics Education and serves as an editor for the Journal of Urban Mathematics Education.  Dr. Thomas is also a past-president of the Georgia Council of Teachers of Mathematics.  She was the 2005 recipient of the Gladys M. Thomason award, the most prestigious award presented by the Georgia Council of Teachers of Mathematics for outstanding contributions in mathematics education.  She is principal investigator for a National Science Foundation Grant, the “Robert Noyce: Urban Mathematics Educator Program.”  She also served as principal investigator for two Mathematics and Science Partnership funded projects.  As a result of these projects, solid collaborative partnerships in mathematics education are ongoing with several school districts within the metropolitan Atlanta area.  Dr. Thomas’s research and publications are grounded in the development and enhancement of high quality mathematics teachers for urban schools.  Her most recent published works are in The Journal of Urban Learning Teaching and Research; Urban Education; Online Yearbook of Urban Learning, Teaching and Research; Teachers Engaged in Research; and Teaching Mathematics in the Middle Grades.  Dr. Thomas was awarded the 2002 Excellence in Mathematics Education Teaching Award and has been recognized for her productivity in working with students who complete the doctorate in mathematics education at Georgia.

 
Brian Williams, Ph.D. teaches science methods and multicultural education in the Department of Early Childhood Education. He works most closely with in-service teachers enrolled in the department's Urban Alternative Preparation Program. His scholarly pursuits focus on the intersection of science education, urban education, and multicultural education.  Specifically, he is interested ways in which issues related to race, ethnicity, culture, and class influence the teaching and learning of science.  Most recently, Dr. Williams coordinated the Math/Science Equity Program at the University of North Carolina at Charlotte.  The program examined the link between parental involvement and the tracking of African American students in science and mathematics in the Charlotte-Mecklenberg School System.  

Lydia Criss Mays, Ph.D. is a Clinical Assistant Professor of Early Childhood Education in the Department of Early Childhood Education at Georgia State University. She holds a master’s degree in Human Ecology and Early Childhood Education from The University of Tennessee and a Ph.D. in Early Childhood Education from Georgia State University. Prior to joining the faculty at Georgia State University, Dr. Mays helped to write and implement technology standards for the Tennessee Department of Education, taught prekindergarten, kindergarten and third grade. Drawing upon these experiences, she teaches undergraduate courses in literacy methods at the University and at a site-based professional development school. Dr. Mays’ specific areas of expertise and interest include: collaborative teacher reflection as a tool to increase teacher self-efficacy and student achievement, fostering professional development school partnerships through teacher development, and developing critical thinking through writing.

Nermin Bayazit, Ph.D. is a Clinical Assistant Professor of Mathematics Education in the Department of Middle-Secondary Education and Instructional Technology at Georgia State University. She holds a master’s degree in Mathematics Education from Middle East Technical University, Turkey and a Ph.D. in Mathematics Education from Florida State University. Prior to joining the faculty at Georgia State University, Dr. Bayazit helped to investigate in-service teachers’ conception of technology integration in mathematics education and the effective classroom practices with using technology. She taught variety of undergraduate and graduate mathematics methods and content courses. Dr. Bayazit’s specific areas of expertise and interest include: advanced mathematical thinking particularly the concept of proof; integration of technology in mathematics instruction and understanding of mathematics in professional settings such as engineering and finance.

 

 For more information and application to the NET-Q University Coaches in Residence (CIR) Professional Development Program download the files below.

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CIRMenuFall2011.doc242 KB
List of Coaches in Residence Fall 2011.doc39.5 KB