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Thomas R. Guskey, Ph.D.

>Dr. Thomas Guskey, for your event<

Tom Guskey

Thomas R. Guskey, Ph.D., is professor of educational psychology in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he served as director of research and development for Chicago Public Schools and was the first director of the Center for the Improvement of Teaching and Learning, a national research center.

Dr. Guskey is the author/editor of numerous books and book chapters, articles, and professional papers on educational measurement, evaluation, assessment, and grading. He co-edited the Experts in Assessment series. His articles have appeared in prominent research journals, as well as Educational Leadership, Kappan, and The School Administrator.

Dr. Guskey is listed in the National Staff Development Council’s Leaders in Staff Development. He is the only person to have won the Council’s Book of the Year Award twice and the Article of the Year Award three times. His work has been honored by numerous organizations, and he has been featured on the National Public Radio programs Talk of the Nation and Morning Edition.

He served on the policy research team of the National Commission on Teaching and America’s Future, the task force that developed the National Standards for Staff Development, and was named a Fellow in the American Educational Research Association, which also honored him in 2006 for his outstanding contribution relating research to practice.

Presentations and Related Books by Thomas R. Guskey

Improving Student Learning with Standards and Assessments

     Performance assessments make a real difference for students only when they become an integral part of the instructional process.  This presentation focuses on to set clear learning goals, gather useful information on students’ performance, use that information to guide improvements in teaching and learning, and document learning progress in the context of modern classrooms.  Participants will learn how to use classroom assessments as effective learning tools, how to integrate performance assessments with more traditional testing and evaluation methods, how to align assessment procedures with important learning goals, and how these procedures will allow them to better meet the needs of diverse learners.

Guskey, T. R. (Ed.) (2009).  The Principal as Assessment Leader.  Bloomington, IN:  Solution Tree.

Guskey, T. R. (Ed.) (2009).  The Teacher as Assessment Leader.  Bloomington, IN:  Solution Tree.

Guskey, T. R. (1997).  Implementing Mastery Learning (2nd ed.).  Belmont, CA:  Wadsworth Publishing.

Grading and Reporting Student Learning:

Effective Policies and Practices

     This presentation describes the good, the bad, and the ugly of grading and reporting policies and practices.  Stressing the importance of fairness and honesty in grading, a variety of ways to report student learning progress to parents and the community are discussed, including report cards, alternative formats for parent conferences, newsletters, email, phone calls, and other reporting tools.  Designing new reporting structures that better communicate and involve parents in students’ learning will be highlighted, along with policies and practices that should be avoided due to their negative consequences for students, teachers, and schools.

Guskey, T. R., & Jung, L. A. (2013).  Answers to Essential Questions about Standards, Assessments, Grading, and Reporting.  Thousand Oaks, CA:  Corwin Press.

Guskey, T. R., & Bailey, J. M. (2010).  Developing Standards-Based Report Cards.
Thousand Oaks, CA:  Corwin Press.

Guskey, T. R. (2009).  Practical Solutions to Serious Problems in Standards-Based Grading.
Thousand Oaks, CA:  Corwin Press.

Guskey, T. R. (2002).  How’s My Kid Doing?  A Parents’ Guide to Grades, Marks, and Report Cards.  San Francisco:  Jossey Bass.

Guskey, T. R., & Bailey, J. M. (2001).  Developing Grading and Reporting Systems for Student Learning.  Thousand Oaks, CA:  Corwin Press.

Differentiating Instruction with Mastery Learning

     This presentation describes ways to individualize and differentiate instruction for diverse students through the use of mastery learning instructional strategies.  The practical issues involved in the implementation of mastery learning will be presented, along with ways to adapt these procedures to personal teaching styles, specific classroom situations, and the needs of individual students.  Participants will be provided with a clear understanding of the theory and practice of mastery learning so that they can use these strategies efficiently and effectively to help more of their students learn excellently.

Guskey, T. R. (Ed.) (2006).  Benjamin S. Bloom:  Portraits of an Educator.
Lanham, MD:  Rowman & Littlefield Education.

Guskey, T. R. (1997).  Implementing Mastery Learning (2nd ed.).
Belmont, CA:  Wadsworth Publishing Company.

Designing and Evaluating Effective Professional Development

     Professional developer leaders today are expected to show that what they do makes a difference.  Stakeholders at all levels want to know if investments in professional development truly result in improvement in the practices of educators and, ultimately, in the performance of students.  This presentation explores factors that contribute to the effectiveness of professional development and outlines the various levels professional development evaluation.  The use and appropriate application of these levels are described, along with procedures for establishing reliable indicators of success during professional development planning.  Participants will learn how to apply research findings to design and implement more effective professional development activities, how to gather quantitative and qualitative evidence on effects, and how to present that evidence in meaningful ways.

Guskey, T. R. (2000).  Evaluating Professional Development.  Thousand Oaks, CA:  Corwin Press.

Guskey, T. R., & Huberman, M. (Eds.) (1995).  Professional Development in Education:  New Paradigms and Practices.  New York:  Teachers College Press.

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