 Susan
Moore Johnson, Director and Principal Investigator. Susan Moore Johnson is the Carl H.
Pforzheimer, Jr. Professor of Teaching and Learning at the Harvard Graduate
School of Education. Dr. Johnson studies and teaches about teacher policy,
organizational change, and administrative practice. A former high
school teacher and administrator, she has a continuing research interest
in the work of teachers and the reform of schools. She has studied the
leadership of superintendents, the effects of collective bargaining on schools,
the use of incentive pay plans for teachers, and the school as a context for
adult work. From 1993-1999, Johnson served as Academic Dean of the Harvard Graduate School of Education.
She is the author of many published articles and four books: Teacher Unions in Schools (Temple University Press, 1984), Teachers
at Work (Basic Books, 1990), Leading to Change: The Challenge of the
New Superintendency (Jossey-Bass, 1996), and Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (Jossey-Bass, 2004). Dr. Johnson is a member of the National
Academy of Education.
The Project on the Next Generation of Teachers includes a
research team comprised of Research Affiliates and Research Assistants.
Research Assistants
Megin Charner-Laird
Sarah Edith Fiarman
Cheryl L. Kirkpatrick
Will Marinell
Mindy Sick Munger
John P. Papay
Emily Kalejs Qazilbash
Stacy Agee Szczesiul
Research Affiliates
Dr. Jill Harrison Berg
Dr. Sarah Birkeland
Dr. Morgaen
L. Donaldson
Dr. Anne E. Jones
Dr. Susan
M. Kardos
Dr. David Kauffman
Dr. Edward Liu
Dr. Jennifer L. Steele
Research Assistants
 Megin Charner-Laird, Research Assistant. Megin Charner-Laird is an advanced doctoral student at the Harvard Graduate School of Education and a Spencer Research Training Grant recipient. After graduating from Swarthmore College, she spent four years teaching elementary school in California’s Bay Area. Her research focuses on how urban second-stage teachers experience professional learning opportunities. She also conducts research with newly trained urban teachers. Charner-Laird served as an editor of Education, Past and Present: Reflections on Research, Policy, and Practice (2005), a volume celebrating the 75th anniversary of the Harvard Educational Review, in addition to serving as co-chair of the journal. Currently, Charner-Laird is the Associate Director of the Undergraduate Teacher Education Program at Harvard.
 Sarah E. Fiarman, Research Assistant. Sarah E. Fiarman is an advanced doctoral student in Administration, Planning, and Social Policy at the Harvard Graduate School of Education. She is a former National Board Certified Teacher and current elementary school principal in Cambridge, Massachusetts. She enjoys helping educators build powerful learning communities through collaboratively examining data, observing instruction, and making shared decisions. She is a contributing author to several books about improving instruction including Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning, edited by Kathryn Parker Boudett and Jennifer Steele (Harvard Education Press, 2007) and a co-author of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press, 2009). She holds an A.B. from Stanford and Ed.M.s from Antioch University and Harvard Graduate School of Education.
 Cheryl L. Kirkpatrick, Research Assistant. Cheryl Kirkpatrick is an advanced doctoral student in Learning & Teaching at the Harvard Graduate School of Education and a Spencer Research Training Grant recipient. She is co-authored of Effective teaching/effective urban teaching (2006), Angling for access, bartering for change: How second-stage teachers experience differentiated roles in schools (2008) and Opting to invest, opting to coast: When schools fail to engage second-stage teachers (under review). Formerly a middle school history teacher, Kirkpatrick earned National Board Certification in 2000. She taught teacher education classes as Merrimack College and served as advisor and research assistant for the Harvard Teacher Education Program. Her current research focuses on second-stage teachers, teacher engagement, and school culture.
 William H.
Marinell, Research Assistant. Will Marinell is an advanced doctoral student in Education Policy, Leadership and Instructional Practice at the Harvard Graduate School of Education. Will has taught literature and writing to elementary, middle, and high school students in New York City, the suburbs of Boston and Philadelphia, and in Kenya and Bangladesh. He is the coauthor of Angling for Access, Bartering for Change, an article that he co-authored with his NGT colleagues about teachers who perform differentiated roles in their schools. In addition, Will has recently published an article in the Harvard Educational Review (fall, 2008) about a teacher in Lawrence, MA who is attempting to improve her students’ performance by confronting damaging stereotypes of the Lawrence community. Will graduated from Amherst College with a BA in English and also holds an Ed. M. in Administration, Planning, & Social Policy from the Harvard Graduate School of Education. His current dissertation is focused on mid-career entrants to teaching—that is, teachers who enter the profession after having worked in one, or several, careers.
 Mindy Sick Munger, Research Assistant. Mindy Sick Munger is an advanced doctoral student in Administration Planning and Social Policy at the Harvard Graduate School of Education. A former middle school math teacher, Munger also served as Education Policy Advisor to Governor Jim Edgar of Illinois from 1994-1997. Munger studies teacher policy, teachers unions, and instructional leadership by teachers and principals. She has conducted research on international teacher policy for the Aspen Institute. Currently, she is a research assistant with the Project on the Next Generation of Teachers. Through her work with the Project she has co-authored numerous papers about teachers union leaders and Peer Assistance and Review (PAR) Programs. She is a graduate of Harvard (AB, 1994) and the Harvard Graduate School of Education (Ed.M., 2001). She is a recipient of an Entering Student Fellowship, the Gordon Ambach Fellowship, and a Spencer Research and Training Grant.
 John P. Papay, Research Assistant. John is an advanced doctoral student in the Quantitative Policy Analysis in Education concentration at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Before entering graduate school, he taught high school history. Papay holds a B.A. in History from Haverford College and an Ed.M. from the Harvard Graduate School of Education. His research interests include teacher policy, the economics of education, teacher labor markets, and teachers unions.
 Emily Kalejs Qazilbash, Research Assistant. Emily is completing her doctoral degree in Administration, Planning, and Social Policy at the Harvard Graduate School of Education where she is a research assistant with the Project on the Next Generation of Teachers. Her research interests include teachers unions, urban school reform, and teacher policy. A former teacher in Boston and Baltimore, Qazilbash has also directed professional development programs for both new and experienced teachers in the Boston Public Schools. She holds a B.A. in Political and Social Thought from the University of Virginia and an Ed. M. from the Harvard Graduate School of Education.
Stacy Agee Szczesiul, Research Assistant. Stacy Agee Szczesiul is an advanced doctoral student in the Learning and Teaching program at the Harvard Graduate School of Education. Prior to becoming a graduate student, she taught in an alternative school in New York City, a comprehensive high school in west Texas, and an essential school in New Hampshire. Szczesiul earned her undergraduate degree in Political Science and a Masters degree in Education at the University of South Carolina in Columbia, SC. Her current research focuses on teacher autonomy in a context of accountability. As a member of the Urban Impact Project she has collaborated with colleagues to study the experiences of first year teachers. She has coauthored and presented several papers as a result of her work on this project. Szczesiul maintains a connection with schools by serving as a member of the grant-funded NH Center for Effective Behavioral Interventions and Supports. In 2004 she was awarded a Spencer Research Training Grant.
Research Affiliates
Dr. Jill Harrison Berg, Research Affiliate. Jill Harrison Berg is the Director of Research and Development at Teachers21. A former middle school teacher and educational consultant, she earned her EdD from Harvard University in 2007. She can be reached at jhberg@teachers21.org
 Dr. Sarah Birkeland, Research Affiliate. Sarah Birkeland is a former elementary and middle school teacher. She has an MA in Education Psychology from the University of Colorado at Denver and an EdD in Administration Planning and Social Policy from the Harvard Graduate School of Education. She currently splits her time between Education Matters in Cambridge, Masschusetts and the Mandel Center for Studies in Jewish Education at Brandeis University. She can be reached at sbirkeland@gmail.com.
 Dr. Morgaen L. Donaldson, Research Affiliate. Morgaen L. Donaldson is an assistant professor at the University of Connecticut. A former high school teacher, and founding faculty member of the Boston Arts Academy, Donaldson earned an AB at Princeton University and an EdM and EdD from the Harvard Graduate School of Education. Donaldson studies teachers’ career development and professional growth, teachers unions, and current changes in rural and urban schools.
Dr. Anne E. Jones, Research Affiliate. Anne E. Jones currently works with districts and schools across the country to build and sustain Data Wise cultures. Her expertise grew largely out of her experiences as a middle school science teacher and as a doctoral student at the Harvard Graduate School of Education. Anne can be reached at aej934@mail.harvard.edu.
 Dr. Susan M. Kardos, Research Affiliate. Kardos’ work spans teaching, research, consulting, and community organizing and planning. She received her master’s and doctoral degrees in Administration, Planning & Social Policy from Harvard University (1992 and 2004) and was a post-Doctoral research fellow at Brandeis University’s Mandel Center. Susan M. Kardos is the Director of Strategy and Education Planning at the AVI CHAI Foundation in New York City and can be reached at skardos@avichaina.org.
 Dr. David Kauffman, Research Affiliate. David Kauffman, a former public school teacher and education consultant, is the principal of Becker Elementary School in Austin, Texas, where he also serves as a mentor for aspiring school administrators at the University of Texas. Kauffman received his doctorate in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. He can be reached at david_kauffman@post.harvard.edu.
 Dr. Edward
Liu, Research Affiliate. Ed Liu is assistant professor of educational theory, policy, and administration at Rutgers University. He received his BA from Yale University, his MBA and AM in Education from Stanford University, and his EdD from Harvard University. A former high school history teacher and director of a nonprofit educational program for low-income middle school students, Liu studies teacher hiring, school improvement and organizational change, leadership, education policy, and the nonprofit sector. His email address is: ed.liu@rutgers.edu.
 Dr. Jennifer L. Steele, Research Affiliate. Jennifer L. Steele is an Associate Policy Researcher at the RAND Corporation, where her work focuses on teacher quality and compensation, urban school reform, and data-driven decision making in schools. A former educator in the public and private sectors, Steele earned an Ed.D. in Administration, Planning, and Social Policy from Harvard University in 2008. She is co-editor of Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning (2007) and of the Harvard Educational Review Special Issue on Adolescent Literacy (2008). Her email address is: jsteele@rand.org.
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