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Brad Ermeling, Ed.D., Executive Director, Pearson Learning Teams Bradley Ermeling, Ed.D., is currently Senior Research Associate and Executive Director of Pearson Learning Teams. He taught high school English for 11 years and spent 7 years in Japan as an educator and director for faculty development and exchange programs, where he designed and organized international programs for teachers and administrators connecting a Japanese K-12 school with an American University. During his time in Japan, he also participated regularly in several authentic Japanese lesson study projects. After returning to the United States, Dr. Ermeling earned his Ed.D. from UCLA, working under Professors Ronald Gallimore and Jim Stigler. His studies entailed the design of a lesson analysis process for teams conducting lesson study through a technology interface and the completion of a three-year case study on collaborative, inquiry-based professional development. His research led him to design the secondary model for Learning Teams, and direct the first school-wide High School implementation of LT. He is now the Executive Director of Learning Teams at Pearson and is leading efforts to build strategic partnerships for LT in states and districts around the US. He also leads Pearson Learning Teams' efforts to develop rubrics and processes for assessing school readiness for LT implementation as well as the training and certification of LT Advisors. Dr. Ermeling regularly gives presentations on lesson study and inquiry based learning teams at conferences and professional development events around the country and assists superintendents and district personnel to design multi-year implementations for this sustained collaborative work. His 11 years of teaching experience, combined with research and first hand knowledge of professional development in both Japan and the United States make him uniquely prepared to lead this process. EducationConcordia University Irvine, B.A., English Selected PublicationsErmeling, B.A. (2009). Tracing the Effects of Teacher Inquiry on Classroom Practice. Teaching and Teacher Education. DOI: 10.1016/j.tate.2009.02.019. Ermeling, B. A. (2005). Transforming professional development for an American high school: A lesson study inspired, technology powered system for teacher learning. Unpublished Doctoral Dissertation, University of California, Los Angeles. Gallimore, R., Saunders, B., & Ermeling, B.A. (2007). Everyone needs to be part of a professional learning team: Classroom teachers, district administrators, and state leaders. Innovation Quarterly, 2(3), 8-7. Gallimore, R., Ermeling, B.A. (Under review). Turning the promise of collaborative teacher learning teams into reality. Gallimore, R., Ermeling, B.A., Saunders, B., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher Education Implications of School-based Inquiry Teams. Elementary School Journal, 109, 5, 537-553. Graff-Ermeling, G.J., Ermeling, B.A. (Under review). Sustaining learning teams beyond the summer workshop Saunders, W, Ermeling, B.A. (2009). Learning Teams Manual. Glenview: Pearson Education. |