Meet the Team Behind Stronge & Associates
James H. Stronge, Ph.D., is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. He has worked with numerous school districts and other educational organizations to design and implement evaluation systems for teachers, administrators, and support personnel. His work on effective teachers focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at conferences such as American Educational Research Association and Association for Supervision and Curriculum Development, conducted workshops for national and state organizations, and worked with local school districts. He has been a teacher, counselor, and district-level administrator. His doctorate is in the area of educational administration and planning from the University of Alabama. University of Alabama
Ginny Tonneson, Ph.D., serves as Vice President of Stronge and Associates. Ginny has leveraged her extensive education, professional development, and program management expertise from her 20 years of service in the U.S. Air Force to conduct business operations, training, and technical development in support of the Stronge Teacher and Leader Effectiveness System. In this capacity, she works with international, state and regional education agencies as well as individual school districts. Ginny has taught at the elementary through graduate levels and has been a higher education administrator. She has presented at national-, state-, and local-level conferences in the areas of leadership, mathematics, and gifted education. Her current areas of research interest include teacher leadership and teacher effectiveness. Her work has been published in both books and peer-reviewed journals. Ginny received her doctoral degree in Educational Policy, Planning and Leadership from the College of William and Mary.
Xianxuan Xu, Ph.D., received her doctorate from the College of William and Mary's Educational Policy, Planning, and Leadership Program. Currently, Dr. Xu is working as a Post-Doctoral Research Associate for a state-wide teacher evaluation project which is funded by the Virginia Department of Education and based at the College of William and Mary. Her research interests are teacher effectiveness, professional development, and teacher and principal evaluation. Dr. Xu's research also focuses on international comparative analyses of teacher qualities in the United States and China. She has presented findings of her research on U.S.-China teacher effectiveness and teacher evaluation at national conferences, such as American Educational Research Association, University Council for Educational Administration, and National Evaluation Institute. She is also the contributing author to Effective Teachers = Student Achievement: What the Research Says authored by James H. Stronge and published by Eye on Education in 2010.
Matthew Tonneson, M.E.S.E., is the Chief Technology Officer of Stronge and Associates. He is responsible for designing, developing and building the digital components of the company, from video production to web development and back-end management. In addition to his duties, Matt manages a team of controllers responsible for real-time command and control of assets in an operational environment--as a side job! Prior to joining Stronge and Associates, Matt was an Executive Officer in the U.S. Air Force and a graduate of the U.S. Air Force Academy.
Lauri M. Leeper, Ph.D., is the Director of Instructional Design and Development. She is also a Post-Doctoral Research Associate at the College of William and Mary in Williamsburg, Virginia, and works with several state agencies and school districts on teacher and administrator evaluation systems. She is a former middle school and elementary school teacher, and library media specialist and has taught up through the graduate level. She has presented at national-, state-, and local-level conferences on topics including closing the achievement gap, effective schools, information literacy, problem-based learning, and curriculum design. Her research interests include effective reading comprehension instruction, teacher effectiveness, teacher/administrator evaluation, and teacher leadership. Lauri received her doctoral degree in Educational Policy, Planning, and Leadership from the College of William and Mary.
Mary Wallen is the Director of Project Planning. She has over 38 years of educational experience in an urban public school district in Virginia, serving in positions ranging from that of a classroom teacher to a central office administrator. Her classroom experience included both regular and gifted education in an elementary setting. After 15 years of teaching in the classroom, she spent the next three years as a "teacher trainer" providing professional development to teachers in grades pre-K through 12. Mary then became an elementary school administrator, serving as the principal of two elementary schools for the next 20 years. In her last role with the district she was a Leadership Coach, providing guidance and support to principals of Title I schools. Mary received her B.S. from Bridgewater State College in Massachusetts and her MA. Ed. from the College of William and Mary.
Nancy Richmond, Ed.D., is New Jersey Coordinator for the Stronge Teacher and Leader Evaluation models in the Garden State. Following a 34-year career in public education, Nancy was a member of the Senior Staff at the New Jersey Principals and Supervisors' Association. As a public educator in New Jersey, Nancy served as teacher, reading specialist, and elementary principal. In 1998 she was named National Distinguished Principal by the National Association of Elementary School Principals and in 1993 the school where she was principal was named a Blue Ribbon School of Excellence. Nancy co-authored a book on school leadership entitled, Learning to Lead: Ten Stories for Principals, and has been a featured writer for Principal Magazine. She has presented on numerous occasions at state, national, and international conventions. Nancy earned the Ed.D. in organizational leadership from Teachers College, Columbia University.
Christine Salcito was hired by Stronge and Associates in August, 2017 as the Stronge New Jersey Coordinator. She retired in July 2017 after 42 years of service in education. Christine served in New York and New Jersey as a teacher of mathematics for eighteen years, an Elementary Principal, Director of Curriculum and Instruction, Assistant Superintendent, and Interim Superintendent. Christine was inducted into Who's Who in American Education and was chosen New Jersey Governor's Teacher of the Year and Woodbridge New Jersey's Chamber of Commerce Teacher of the Year. She graduated in 1974 Magna Cum Laude from the University of Hartford with a Bachelor of Arts in Education/Mathematics and in 1990 earned a Master's degree in Educational Administration from Kean University. In addition, Christine went back to school to earn a degree in Accounting.
Carol Pollack is the Stronge & Associates Arizona Coordinator. She has 32 years of educational experience in Arizona. She has held the positions of high school teacher, department chair, high school assistant principal, high school principal and central office administrator. She also serves as adjunct faculty for Arizona State University. She has presented at Association for Supervision and Curriculum Development and has currently led the teacher and leader evaluation process for her district providing training and professional development for teachers and administrators. Carol Pollack received a Bachelor of Science degree in Education and a Masters of Education in Educational Leadership both from Northern Arizona University.
Kate Wolfe Maxlow has worked as a teacher, an instructional coach, and a professional learning coordinator in Virginia school districts, with a focus on aligned and engaging instruction. She graduated from the University of Virginia with a B.A. in History and from the College of William and Mary with a Master's in Elementary Education. Through her work with Stronge & Associates, she has traveled the country to train educators on topics such as teacher evaluation, creating more valid and reliable assessments, and providing evidence-based feedback. In her work with the Virginia Department of Education, she helped to create an Academic Review system for districts to self-assess their alignment between the written, taught, and assessed curriculum. She was the lead author on the book, 20 Formative Assessment Strategies that Work (2017, Routledge), which featured a start-to-finish guide for practical and engaging activities to assess student understanding.
Jeanifer Caldwell is a Stronge trainer for our districts in Texas. She serves as the Project Manager over teacher and principal evaluations at the Texas Center for Educator Effectiveness. She helps leadership teams to analyze data to create plans for professional development and coaching to best meet the needs of their campuses. As they put these plans into action, she guides them in determining next steps to improve student achievement and meeting the goals they initially set as well as provides training to ensure they grow professionally and continue to strengthen their own support of their campus. Prior to joining the TxCEE team, she worked in the classroom for 10 years teaching 7th-11th grade math and computer applications, as well as serving as technology coordinator. She also spent two years as a teacher leader at Terra Vista Middle School. Caldwell received a Bachelor of Science degree in Interdisciplinary Studies specializing in Secondary Math and Business and a Masters of Education in Educational Administration both from Lubbock Christian University.
Why choose the Stronge Teacher and Leader Effectiveness System?
» Aligns the criteria used for hiring, developing, evaluating, and supporting educators
» Fully customizable to state, district, or organizational requirements
» Comprehensive evaluation system is research-based, feasible, and sustainable
» Recognized expertise in assessment and student growth measures
» Top quality, handbooks, user guides, training materials, and support materials
» Reasonably priced