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Brad Ermeling, Ed.D., Executive Director, Secondary, LT™ Learning Teams Bradley Ermeling, Ed.D., is currently the Executive Director of Learning Teams in the Achievement Solutions group of Pearson. 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 faculty professional development connecting a Japanese K-12 school with an American University. During his time in Japan, he also participated regularly in authentic lesson study. After returning to the United States, Dr. Ermeling earned his Ed.D. from UCLA, working under Professors Jim Stigler and Ronald Gallimore. 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 for the American High School. His secondary research led him to design the High School LT model, and direct the first school-wide High School implementation of LT. He is now the Executive Director of Learning Teams at Pearson LT and is leading a research and development team to design instructional improvement programs for large inner city middle and high schools around the US. He also leads Pearson’s efforts to develop protocols for reflection and data driven decision making for district administration. 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 assess the readiness of their schools 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 facilitate this process. EducationConcordia University Irvine, B.A., 1992, English Selected PublicationsErmeling, B.A. (2008 in review). Tracing the Effects of Teacher Inquiry on Classroom Practice. Lesson Lab Research Institute, Santa Monica. 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 Unpublished Doctoral Dissertation, University of California, Los Angeles.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: Classoom teachers, district administrators, and state leaders. Innovation Quarterly, 2(3), 8-7. Gallimore, R., Ermeling, B.A., Saunders, B., & Goldenberg, C. (in press). Moving the learning of teaching closer to practice. Elementary School Journal. Saunders, W, Ermeling, B.A. (2008). Learning Teams. Glenview: Pearson Education. |