Scott R - University of North Carolina Wilmington



Scott R. Imig, Ph.D.

EDUCATION

University of Virginia

Ph.D. (education policy and evaluation) December 2003.

Dissertation: Assessing Teachers’ Interactive Decision-Making in the Content Areas

M.A.T. (elementary education) May 1995

Virginia, North Carolina, Maryland, & Illinois Teaching Certification

St. Mary’s College of Maryland

B.A. (language & literature) May 1991

PROFESSIONAL EXPERIENCE

University of North Carolina Wilmington

Watson School of Education, Wilmington, NC

Associate Professor, Department of Educational Leadership 2010 – Present

Administrator, Curriculum and Instruction Ed.D. Program

Assistant Professor, Department of Educational Leadership 2006 – 2010

Coordinator, Curriculum, Instruction and Supervision Program

Develop and teach courses in educational foundations, education policy, supervision and evaluation. Serve on thesis and non-thesis committees for graduate students. Represent program at school and university-wide meetings. Make decisions related to program admittance, develop a course of study with current students, and continually meet with students throughout their program.

Interim Associate Dean for Outreach Alliances June 2009 – June 2012

Watson School of Education, Wilmington, NC

Serve the Watson School and the Dean in administrative duties and responsibilities including work with the Administrative Team and Expanded Administrative Team. Other major components of the role of Associate Dean for Outreach Alliances are focused on partnerships and outreach to the community. The partnership initiatives include those with public schools, national professional organizations, and other departments /divisions at the university. The associate dean is responsible for overseeing the efforts of the Professional Development System Director, the Teacher-in-Residence, the Education Lab Director and the personnel affiliated with these initiatives. In addition, the associate dean coordinates and leads grant writing initiatives at the Watson School.

University of Virginia 2003-2006

Curry School of Education, Charlottesville, VA

Director, Teaching Assessment Initiative

Assistant Professor, Curriculum, Instruction & Special Education

Led the research efforts under the University of Virginia’s $5 million Teachers for a New Era Grant (Carnegie Corporation, Ford & Annenberg Foundations). Directed a team of University faculty members and student researchers studying the characteristics, beliefs and classroom practices of teacher candidates and practicing teachers. Created multiple classroom observation systems and observation protocols. Developed and implemented numerous study designs to capture information on teaching practices that lead to increased pupil performance, attention, behavior, engagement, and motivation. Taught undergraduate and graduate courses in the departments of Educational Leadership and Foundations and Curriculum, Instruction and Special Education. Served on eight doctoral dissertation committees.

University of Virginia 2000-2003

Curry School of Education, Charlottesville, VA

Graduate Research Assistant

Taught undergraduate and graduate courses in teacher education, evaluation, and educational leadership. Developed case studies and taught online courses using case study methodology. Acted as university supervisor for student teachers.

Winnetka Public Schools 1996-2000

Winnetka, IL

4th & 5th Grade Teacher, Hubbard Woods Elementary

Baltimore County Public Schools 1995-1996

Pikesville, MD

6th Grade Science Teacher, Pikesville Middle School

SELECTED PUBLICATIONS

Richardson, J. W., Imig, S., & Ndoye, A. (In press). Developing culturally-aware school leaders: Measuring the impact of an international internship. Educational Administration Quarterly.

Roseboro, D., Parker, M., Smith, R. & Imig, S. (2012). The evolution of teacher candidates' thinking: Coming to consciousness and developing conscience. Teaching and Learning. 26(2), 58-73.

Imig, D., Wiseman, D. & Imig, S. (2011) Teacher Education in the United States of America. Journal of Education for Teaching. 37(4),399-408.

Imig, D. & Imig, S. (2011). Foreward. In H. Rosselli, M. Girod & M. Brodsky (Eds.) Connecting Teaching and Learning: History, Evolution and Case Studies of Teacher Work Sample Methodology (pp. xiii-xvi). Lanham, MD: Rowman and Littlefield Publishers.

Sterrett, W.L. & Imig, S. (Winter 2011). Thriving as a new teacher in a bad economy. Kappa Delta Pi Record. 47(2), 68-71.

Fischetti, J., Imig, S., Ndoye, A. & Smith, R. (2010). In search of a tipping point: North Carolina’s professional teaching standards and the importance of dispositions. In P.C. Murrell, M.E. Diez, S. Feiman-Nemser & D.L. Schussler (Eds.) Teaching as a Moral Practice (pp 141-162). Cambridge, MA: Harvard Education Press.

Ndoye, A., Imig, S.R., & Parker, M.A. (2010). Empowerment, leadership and teachers’ intentions to stay in or leave the profession or their schools in North Carolina charter schools. Journal of School Choice, 4(2), 174-190.

Imig, S., Koziol, S., Pilato, V. & Imig, D. (2009). Teacher Certification and Credentials: Alternative Routes to Teaching, in The New International Handbook of Teachers and Teaching (pp. 141-158). Springer Press.

Parker, M. A., Ndoye, A., & Imig, S. R. (2009). Keeping our teachers! Investigating mentoring practices to support and retain novice educators. Mentoring & Tutoring: Partnership in Learning, 17(4), 329- 341.

Imig, S.R., & Imig, D.G. (2009). The role of standards on the educational landscape: Perspectives on standards for teacher educators. In C.L. Klecka, S.J. Odell, W.R. Houston, & R. H. McBee (Eds.) Visions for Teacher Educators (pp. 243-273). Lanham, MD: Rowman and Littlefield Education.

Imig, S., Ndoye, A. & Parker, M. (Fall, 2008). Teacher empowerment, school leadership, and student performance in North Carolina’s charter schools. The Charter School Resource Journal. Date Published: November 17, 2008 .

Konold, T., Jablonski, B., Nottingham, A., Kessler, L., Byrd, S., Imig, S. & McNergney, R. (2008). Adding value to public schools: Investigating teacher education, teaching and pupil learning. Journal of Teacher Education. 59(4), 300-312.

Imig, D. & Imig, S. (2008). From Traditional Certification to Competitive Certification: A Twenty-Five Year Retrospective. In M. Cochran-Smith, S. Feiman-Nemser & D. McIntyre (Eds.), The ATE Handbook of Research on Teacher Education (pp. 886-907). Routledge. New York.

Imig, D. & Imig, S. (2007). Quality in Teacher Education, Seeking a Common Definition. In Handbook on Teaching. Springer Press, Netherlands.

McNergney, R. & Imig, S. (2006). Acquiring and using evidence on the efficacy of teacher education. Teachers College Record On-line. Date Published: October 26, 2006

ID Number: 12814.

Imig, D. & Imig, S. (2006). What do beginning teachers need to know? Journal of Teacher Education. 57(3), 286-291.

Imig, D. & Imig, S. (2006). The Teacher Effectiveness Movement: How Eighty Years of Essentialist Control Has Shaped the Teacher Education Profession. Journal of Teacher Education. 57(2), 167-180.

Imig, D. & Imig, S. (September/October, 2005). The Learned Report on Teacher Education: A Vision Delayed. Change Magazine.

Gartland, M., McNergney, R., Imig, S., & Munter, M. (2004). Case method and intercultural education in the digital age. In The World Yearbook of Education 2004: Digital Technology, Communities and Education.

McNergney, R., Imig, S., and Gartland, M. (December, 2003). Teacher education in the United States: Terra infirma. Asia-Pacific Journal of Teacher Education. 6 (2), 57-65.

McNergney, R., & Imig, S. (2003). Teacher evaluation. In Encyclopedia of Education. New York: Macmillan Publishing Company, Inc.

Imig, S. (2001). Connecting technology policy and practice in teacher education. Virginia Center for Educational Policy Studies Newsletter, 1 (1), 5-7.

Imig, S. (April, 2001) [Review of conflicting missions? Teacher unions and educational reform]. American School Board Journal, 188 (4), 72.

SELECTED PRESENTATIONS

Fischetti, J., Imig, S. & Smith, R. (Feb. 2012). Where the Rubber Meets the Road: Outstanding Teacher Preparation Programs in NC. AACTE annual meeting, Chicago.

Fischetti, J. Imig, S. & Smith, R. (Sep. 2011). Characteristics of Effective Preparation Programs in North Carolina. CREATE conference, Oxford, Mississippi.

Roseboro, D. L., Parker, M. A., Smith, R. W., Imig, S. R. (Apr. 2011). Teacher Candidates' Dispositions: Developing a Social Justice Consciousness and Conscience. AERA annual meeting, New Orleans.

Fischetti, J. C., Smith, R. W., Imig, S. R., Ndoye, A. (Feb. 2011). Developing Capacities of Moral Agency and Ethical Practice in Teachers and Teaching. AACTE annual meeting, San Diego, CA.

Fischetti, J. C., Smith, R. W., Imig, S. R., Ndoye, A. (Feb. 2011). The Writing is on the Facebook Wall: Teacher Dispositions as a Critical Factor in Success for All Children. AACTE annual meeting, San Diego, CA.

Ongaga, K., Imig, S. R., Ndoye, A. (Oct. 2010). Rethinking high schools: The promise and reality of early colleges in North Carolina, CREATE conference, Williamsburg, VA.

Richardson, J., Imig, S. R. (June 2010). Fostering diverse perspectives in U.S. school leaders through international exchanges. XIV World Congress of Comparative Education Societies, Istanbul, Turkey.

Fischetti, J. C., Imig, S. R., Ndoye, A., Smith, R. W. (May 2010) Developing Capacities of Moral Agency and Ethical Practice in Teachers and Teaching. AERA annual meeting, Denver, CO.

Imig, S., Ndoye, A., & Parker, M. (Apr. 2009). A unified vision: School leadership, teacher empowerment and school performance. AERA conference, San Diego.

Ndoye, A., Parker, M., & Imig, S. (Apr. 2009). Empowerment, leadership, and attrition in North Carolina charter schools. AERA conference, San Diego.

Parker, M., Imig, S., & Ndoye, A. (Apr. 2009). Mentoring: The effects of various supports, mentor matching, and intensity on teacher attrition. AERA conference, San Diego.

Roseboro, D., Smith, R., Parker, M., & Imig, S. (Apr. 2009). A self-study of a middle grades program: Preparing teacher candidates to teach diverse students. AERA conference, San Diego.

Fischetti, J., Imig, S., Ndoye, A. & Smith, R. (Mar. 2009). North Carolina’s Professional Teaching Standards and the Importance of Dispositions. UNCW Mentoring conference, Wilmington.

Parker, M., Ndoye, A., & Imig, S. (Mar. 2009). Mentoring and teacher attrition. UNCW mentoring conference, Wilmington.

Roseboro, D., Smith, R., Parker, M. & Imig, S. (Feb. 2009). "What if preservice teachers hold racist beliefs?" AACTE conference, Chicago.

Fischetti, J., Imig, S., Ndoye, A. & Smith, R. (Feb. 2009). TEAM-C session on dispositions. AACTE conference, Chicago.

Imig, S., Roseboro, D., Parker, M., & Smith, R. (Nov. 2008). The elephant in the room: How preservice teachers’ social justice beliefs affect their teaching. NAME conference, New Orleans.

Parker, M., Imig, S. & Ndoye, A. (Oct. 2008). School leadership and teacher empowerment in North Carolina’s Charter Schools. CREATE conference, Wilmington.

Fischetti, J., Imig, S., Ndoye, A. & Smith, R. (Sep. 2008). In Search of a Tipping Point: North Carolina’s Professional Teaching Standards and the Importance of Dispositions. NCACTE conference, Raleigh.

Imig, S. & Smith, R. (2008, February). The Development of Social Justice Values in Preservice Teachers. Presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans.

Imig, S. & Ndoye, A. (2007, October). The Effectiveness of Charter Schools in North Carolina. Presented at the annual meeting of the Consortium for Research on Educational Accountability and Teacher Evaluation, Orlando.

Imig, S. & Cohen, S. (2007, February). Developing a Program of Research on Teacher Education: Findings from the University of Virginia’s Curry School of Education. Presented at the annual meeting of the American Association of Colleges for Teacher Education, New York.

Anderson, K. & Imig, S. (2006, November). Teacher Efficacy and Teacher Experience. Presented at the annual meeting of the Council of Professors of Instructional Supervision, Gainesville.

Ferrini-Mundy, J., Imig, S., Cabello, B. & Nager, N. (2006, April). Pupil Learning Studies: Findings from the Original TNE Sites. Presented at the annual meeting of the American Education Research Association, San Francisco.

McNergney, R., Imig, S., Kessler, L., Nottingham, A., Byrd. S. & Marshall, E. (2006, April). Teacher Education, Teaching, and Learning: Investigating the Links. Presented at the annual meeting of the American Education Research Association, San Francisco.

Floden, R., Imig, S., Cabello, B. & Nager, N. (2006, January). Teachers for a New Era: Results of Pupil Assessment Studies. Presented at the annual meeting of the American Association of Colleges for Teacher Education, San Diego.

Imig, S. & Kessler, L. (2006, January). How Teacher Education Affects Pupil Learning, Teaching Practices, and Teacher Decision-Making – Results of a TNE study at UVA. Presented at the annual meeting of the American Association of Colleges for Teacher Education, San Diego.

Imig, S., Kessler, L., McNergeney, R. & Marshall, E. (January, 2006). Describing Teaching Practices: How UVA’s Teachers for a New Era Project Captures Information on Teaching Behaviors. Presented at the annual meeting of the American Association of Colleges for Teacher Education, San Diego.

Imig, S, Witty, J., Li, J., & Vaughn, J. (2005, February). Invited Address: Teacher Education: The Next Generation. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Washington.

Ferrini-Mundy, J., Imig, S., Cabello, B. & Nager, N. (2005, February). Teachers for a New Era: Pupil Assessment. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Washington.

Imig, S, McNergney, R., Storm, M., Nottingham, A. & Marshall, E. (2005, February). Assessing Value Added by Teacher Education Using Direct Observation. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Washington.

Imig, S, McNergney, R., Storm, M., & Nottingham, A. (2004, February). How does the University of Virginia add value to public K-12 education? Presented at the annual meeting of the American Association of Colleges for Teacher Education, Chicago.

Imig, S., Bronack, S., & Gartland, M. (2003, January). Assessing the effectiveness of teacher performance devices. Presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans.

Bronack, S. & Imig, S. (2002, March). Using web based teaching cases to promote inquiry based learning. Presented at the European Conference on Information Systems, Brussels, Belgium.

Imig, S., Herbert, J., & Gartland, M. (2002, February). Evaluating complex acts of teaching. Presented at the annual meeting of the American Association of Colleges for Teacher Education, New York.

Imig, S. & McNergney, R. (2001, October). Using case studies to bridge the digital divide. Presented at the Preparing Tomorrow’s Teachers to Use Technology in Schools (PT3) Collaborative Exchange meeting, Nashville.

UNIVERSITY TEACHING

EDL 622: System-Wide Teacher Evaluation and Supervision, University of North Carolina Wilmington

EDL 699: Dissertation Research, University of North Carolina Wilmington

EDL566: Supervision and Teacher Evaluation, University of North Carolina Wilmington

In this course, teacher supervision and evaluation is considered in the broader context of education, with the child’s learning in the classroom as the focal point and these processes intentionally tied to strengthening and enhancing the quality of teaching and learning in schools. The course topics include historical perspectives on evaluation and supervision, models of supervision and evaluation, theories and practices for classroom supervision and teacher evaluation, key tools and skills for classroom observation and teacher conferencing, differentiated approaches for supervision and evaluation, and components critical for a comprehensive and complementary system. This course is taken by students in the Master of School Administration and Curriculum, Instruction and Supervision programs.

EDL599: Thesis Research, University of North Carolina Wilmington

In this 6-hour course sequence, students develop and conduct a research study in a K-12 setting. Students produce a five-chapter thesis based on their research and they present their work during a formal defense. During this course, students learn how to shape research questions, conduct a literature review, refine their methodological skills, and present their findings. This course is taken by students during their final year in the Curriculum, Instruction and Supervision program.

EDN 567: Learning-Centered Supervision, University of North Carolina Wilmington

This course is most frequently taken by practicing classroom teachers interested in attaining school-level and district-level leadership roles in curriculum, instruction and supervision. The course facilitates an understanding of adult developmental theories and supervision models in relation to their application for the development of teachers and administrators throughout their careers. Topics include learning-centered supervision, collaborative peer coaching, research on novice teachers, conditions and strategies that support growth, and specific differentiated supervisory strategies.

EDN 578: Practicum in Learning-Centered Supervision, University of North Carolina Wilmington

A practicum experience designed to extend student’s understanding and application of the theory, concepts, and techniques of learning-centered supervision. Students will be engaged in a variety of supervision activities while mentoring a colleague, beginning teacher, or student intern in an educational setting. Includes self-analysis of own supervisory practices and the development and implementation of a plan for professional development.

EDN 200: Teacher, School and Society, University of North Carolina Wilmington

This introductory course in the teacher education program provides a historical, sociological and philosophical perspective on education. The course is designed to focus on key aspects of the Watson School of Education’s conceptual framework of developing competent professionals to serve in leadership positions. While students are provided with important knowledge pertaining to the U.S. education system, the course requires students to take an active part in thinking about the goals and purposes of education. The course challenges students to critically reflect on their personal and educational experiences and how these shape their educational perspectives and worldview.

EDLF 710: Contemporary Educational Issues, University of Virginia (Spring Semesters 2003-2006)

This course addresses some of education's defining issues and opportunities. Students are encouraged to consider teaching and learning from multiple perspectives, to formulate actions based on personal and professional knowledge, and to speculate about possible consequences of their behavior. This class integrates a great deal of online content and communication tools.

EDLF 843: Evaluation of Teaching, University of Virginia

This course examines the independent and interactive effects of four factors: 1) needs and abilities of teachers; 2) tasks teachers must accomplish; 3) the environmental effects on teachers; and, 4) behaviors demonstrated in teaching. Formative evaluation and the translation of research results into practice are emphasized.

EDIS 201: Teaching as a Profession, University of Virginia

In this survey of American education, students examine education history, philosophy in action in schools, student diversity, curriculum, effective teaching, school organization and governance, education finance, education law, sociopolitical dimensions of education, and the role of the teacher as professional.

EDIS 790: Teaching and Learning with the Web, University of Virginia

This course encourages students to cooperate to address educational problems as they occur in elementary, middle, and secondary schools in our rapidly changing, culturally diverse world. Course content is delivered in a case-based format via the Internet

SELECTED SERVICE

• Interim Associate Dean for Outreach Alliances, June 2009-2012

• Journal Reviewer: Journal of Teacher Education, Journal of Effective Teaching, Journal of Educational Change

• Program Coordinator, Curriculum, Instruction and Supervision (2006- 2009)

• Chair, Watson School of Education Curriculum Committee (2008 – 2010)

• Assessment Liaison Committee – Watson School of Education, University of North Carolina Wilmington (2007).

• Educational Leadership Search Committee – Watson School of Education, University of North Carolina Wilmington (2007).

• Dean’s Advisory Council – Watson School of Education, University of North Carolina Wilmington (2006-2008).

• Reviewer for Teacher as Researcher Grant Proposals, Virginia Association of Teacher Educators (2005).

• Membership Committee, American Educational Research Association (2004-2006).

• Research Advisory Council, University of Virginia (2005-2006).

• Provost’s Committee on Evidence and Accountability, University of Virginia (2003-2005).

• Curry School of Education Research Review Committee, University of Virginia (2004-2005).

GRANT ACTIVITY

Principal Investigator or Co-Principal Investigator on grants totaling over $650,000 from the U.S. Department of Education, the Virginia Department of Education, North Carolina Department of Education, University of North Carolina Wilmington & The Watson School of Education (UNCW)

CONSULTING

Workshops: Conduct multiple training workshops for U.S. Marines, Coast Guard members, and military contractors on mentoring and monitoring instruction (2007 – Present)

Research and Evaluation: Provided Boston College teacher education faculty members with experimental design advice related to their Teachers for a New Era project (2006).

Curriculum Development: Wrote on-line case studies and developed assessments for UVA educational company (2003-2004).

Professional Development: Trained preservice & inservice teachers, teacher educators, principals, and superintendents, to analyze educational problems via case studies. Trainees included: Baltimore County, Philadelphia, Charlottesville, and Albemarle County teachers and principals; Johns Hopkins, Lehigh, Arizona West, University of Virginia, and Nazereth College teacher educators (2000 - 2003).

Market Research: Conducted field research and developed research reports for Leo Burnett Advertising, Chicago, IL (1998-2000).

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