Christopher Villa
Christopher C. Villa is Principal Consultant at Helix Solutions, a consulting firm specializing in program evaluation, research, data analysis, and monitoring services. He is also an affiliated researcher with the University of Washington Center for the Study of Teaching and Policy and a member of the American Evaluation Association. He received a joint MBA/MPA degree and a B.S. in Civil Engineering from the University of Texas El Paso.
Zahra Eslami
Zahra Eslami holds two master’s degrees in Computer Science and Information Technology and is an innovative, forward-thinking IT leader and public school advocate. She served as a Research Assistant at the University of Minnesota, leading web development for Early Childhood Family Education (ECFE) programs. Her work blends educational technology, business analysis, and equity-focused design to create solutions that improve learning access and systemic impact in K–12 education.
Pooya Almasi
Dr. Pooya Almasi is an Assistant Professor of Quantitative Methodology in the Department of Advanced Studies, Leadership, and Policy at Morgan State University. He previously served as a Research Scientist at the University of Washington College of Education. His research focuses on the economics of education, labor economics and public economics, applying quantitative methods to analyze educational programs and policies with a focus on equity and impact.
Min Sun
Dr. Min Sun specializes in teacher learning, the school and policy contexts that support teacher learning, and AI/ML research and application developments in education. Her work has been published in premier research journals in education and has been funded by IES, NSF, Spencer Foundation, William T. Grant Foundation, among others.
David Knight
Dr. David Knight is Director of the Center for the Study of Teaching and Policy and the Center for Early Childhood Policy and Equity at the University of Washington College of Education and serves as Associate Professor of Education Finance and Policy. David is a Fellow at the National Education Policy Center and a member of the Board of Trustees of the National Education Finance Academy.
Are Principal Salaries in Washington Adequate?
From a recently published CTP policy brief:
School Leaders and Teacher Evaluation: Learning, Leading, and Balancing Responsibilities
Washington state’s revised teacher and principal evaluation system (TPEP) represents a substantial change in state education policy. Implementing an ambitious evaluation system has impacted educators across the system, but nowhere more intensely than at the school level. This study builds on existing work by focusing on school leadership as key to successful TPEP implementation. In this report we provide practical examples of how school leaders learn to productively support the professional growth of teachers.
Washington's Teacher and Principal Evaluation System: Examining the Implementation of a Complex Policy
Washington state’s new teacher and principal evaluation system (TPEP) represents one of the most substantial changes in statewide education policy in recent years. Districts and schools face distinct challenges in trying to implement a complex evaluation system like TPEP. Using a backward mapping strategy to investigate the implementation of TPEP, this study examined issues associated with an evaluation policy that seeks to serve dual purposes of accountability and instructional improvement.
Examining Beginning Teacher Retention and Mobility in Washington State
In this study, we examine the characteristics of beginning teachers and look at factors associated with their retention and mobility. We also examine a specific set of beginning teachers who began their first year of teaching in districts that received BEST (Beginning Educator Support Team) grants from the state to support teacher induction. This report serves as a companion piece to the report issued in January 2017 regarding retention and mobility of all teachers in Washington state.
Understanding Principal Retention and Mobility in Washington State
The work of a school principal is complex and multi-faceted. Expectations for the role are steadily rising, and questions have surfaced regarding the capacity of principals to meet all of these expectations. In recent years, Washington state has engaged in numerous instructional improvement and accountability initiatives, including revisions to the way in which educators are evaluated. A sizable portion of the workload associated with these initiatives rest on the shoulders of school principals and assistant principals.