Brian Lord is a research scientist who studies student-centered learning as well as teacher leadership, working conditions, and professional development.
Lord is lead evaluator of the Nellie Mae Education Foundation’s District Level Systems Change Initiative, a multi-year, multisite initiative aimed at promoting student-centered learning in high schools in the New England region. He also served as evaluator of the New Jersey-based CONNECT-ED professional development initiative in science education and the Woodrow Wilson National Fellowship Foundation’s Environmental Science Leadership Program. Lord has led technical assistance and outreach efforts for national initiatives, including the National Science Foundation’s Statewide Systemic Initiatives, the Ford Foundation’s Urban Mathematics Collaboratives, and the College Board’s Forum on Standards and Learning.
Prior to joining EDC, he was assistant director of the Institute for Research on Educational Finance and Governance at Stanford University. He received a BA from the University of Southern California and an MA from U.C. San Diego. He was a PhD candidate at the Stanford University School of Education.
Lord, B., Cress, K., & Miller, B. (2007) Teacher leadership in support of large-scale mathematics and science education reform. In M. Mangin and S. Stoelinga (Eds.), Effective teacher leadership. New York, NY: Teachers’ College Press.
Lord, B., (1994). Teachers’ professional development: Critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America. New York, NY: College Board Publications.
The Indicators of College and Career Readiness, developed with support of the Nellie Mae Education Foundation, provide a dashboard assessment of school-level activities associated with student-centered learning. The indicators include data from students and teachers on student achievement, academic mindset, engagement, access to rigorous learning opportunities, and post-graduate evidence of success.
The Indicators of Systems-Level Change were developed with the support of the Nellie Mae Education Foundation to evaluate shifts for broad support for student-centered learning in the policies, culture, and structures that govern student learning. The indicators are organized around a set of core elements of practice and policy that are integrated in the district system.
This questionnaire was created by EDC, with funding from the Nellie Mae Education Foundation, for schools and districts to monitor support for student-centered learning.
This questionnaire was developed by EDC, with funding from the Nellie Mae Education Foundation, for schools and districts to support student-centered learning (SCL) approaches.