Christine M Neumerski
Biographic Data
| ID | 5742252 |
|---|---|
| NAME | Christine M Neumerski |
| GIVEN NAMES | Christine M |
| FAMILY NAME | Neumerski |
| SIGNATURE | NEUMERSKI C M |
| AFFILIATIONS | Vanderbilt University, Nashville, TN |
| ORCID | 0000-0003-1803-5802 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Instructional Leadership Plus
Purpose: The purpose of this study is to explore how central office leaders have reconceptualized the role of the principal in light of the COVID-19 pandemic. We investigate central office leaders’ perspectives on the practices needed for principals to be effective in a post-pandemic context. We draw on semi-structured interviews with 155 central office leaders across school districts of varying sizes, demographics, and locations in 2021 and 2022…
Fostering Improvement
In this conceptual piece, we explore the emerging definition of equity-centered improvement in education. We describe how the Center for Educational Improvement and Innovation, a partnership center at the University of Maryland College Park, both conceptualizes and operationalizes equity across three initiatives: (1) a district-embedded networked improvement community focused on math achievement and social/emotional learning; (2) a school improve…
Central Office Supports for Data-Driven Talent Management Decisions
School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts a…
Make Room Value Added
Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capita…
Rethinking Instructional Leadership, a Review
Purpose: The purpose of this article is to uncover what scholars know and do not know about instructional leadership, paying particular attention to what they have learned about how this work is done and where knowledge falls short. The author takes a first step at integrating three distinct literatures: (a) the traditional instructional leadership literature (centered primarily on the principal), (b) the teacher instructional leadership literatu…
Make Room Value Added
Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capita…
Central Office Supports for Data-Driven Talent Management Decisions
School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts a…
Rethinking Instructional Leadership, a Review
Purpose: The purpose of this article is to uncover what scholars know and do not know about instructional leadership, paying particular attention to what they have learned about how this work is done and where knowledge falls short. The author takes a first step at integrating three distinct literatures: (a) the traditional instructional leadership literature (centered primarily on the principal), (b) the teacher instructional leadership literatu…
Make Room Value Added
Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capita…
Central Office Supports for Data-Driven Talent Management Decisions
School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts a…
Fostering Improvement
In this conceptual piece, we explore the emerging definition of equity-centered improvement in education. We describe how the Center for Educational Improvement and Innovation, a partnership center at the University of Maryland College Park, both conceptualizes and operationalizes equity across three initiatives: (1) a district-embedded networked improvement community focused on math achievement and social/emotional learning; (2) a school improve…
Instructional Leadership Plus
Purpose: The purpose of this study is to explore how central office leaders have reconceptualized the role of the principal in light of the COVID-19 pandemic. We investigate central office leaders’ perspectives on the practices needed for principals to be effective in a post-pandemic context. We draw on semi-structured interviews with 155 central office leaders across school districts of varying sizes, demographics, and locations in 2021 and 2022…
Computer Science (4 works) · Political science (4 works) · Psychology (4 works) · Business (3 works) · Educational Assessment and Improvement (3 works) · Pedagogy (3 works) · Public relations (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Educational leadership (2 works)