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Jonathan Andrew Supovitz
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Contact information
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Graduate School of Education
22 University of Pennsylvania
3a 3700 Walnut Street #404
Philadelphia, PA 19104
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22 University of Pennsylvania
3a 3700 Walnut Street #404
Philadelphia, PA 19104
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Office: 215-573-7209
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Email:
jons@gse.upenn.edu
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jons@gse.upenn.edu
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Education:
21 7 BA 14 (History) c
3b University of California, Berkeley, 1985.
21 7 MA 1a (Public Policy) c
28 Duke University, 1991.
21 a Ed.D. 3d (Education - APSP Program, Research Concentration) c
2b Harvard University, 1996.
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Permanent link21 7 BA 14 (History) c
3b University of California, Berkeley, 1985.
21 7 MA 1a (Public Policy) c
28 Duke University, 1991.
21 a Ed.D. 3d (Education - APSP Program, Research Concentration) c
2b Harvard University, 1996.
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Areas of Expertise
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87 District reform
Instructional improvement
School reform/state takeovers
Standardized testing
Teacher qualifications
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29 Professional Biography
217 Dr. Supovitz conducts research on how education organizations use different forms of evidence to inquire about the quality and effect of their systems to support the improvement of teaching and learning in schools. Dr. Supovitz also leads the evidence-based leadership strand of Penn’s mid-career leadership program and teaches courses on how current and future leaders can develop an inquiry frame of thinking about continuous improvement and the skills necessary to compile, analyze, and act upon various forms of evidence.
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353 While studying policy analysis at Duke University, Dr. Supovitz first focused on education leadership and policy. Before earning his doctorate at Harvard's Graduate School of Education, he gained middle and high school teaching experience in Queretaro, Mexico, and Boston, Massachusetts. His dissertation at Harvard focused on the classroom and accountability uses of portfolio assessment in an urban school district. Upon completing his degree, Dr. Supovitz worked as a research associate at Horizon Research in Chapel Hill, North Carolina, where he directed the evaluation of the New Jersey Statewide Systemic Initiative and evaluated the effectiveness of electronic “netcourses” for teacher enhancement. He joined the Consortium for Policy Research in Education (CPRE) in 1997 as a senior researcher and the faculty at Penn GSE in 2005.
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383 Dr. Supovitz is an accomplished mixed-method researcher and evaluator, employing both quantitative and qualitative techniques. He has published findings from a number of educational studies, including multiple studies of programmatic effectiveness; examinations of the relationship between teacher professional development, teaching practice, and student achievement; studies of educational leadership; research on efforts to develop communities of instructional practice in schools; an examination of the equitability of different forms of student assessment; and the use of technology for evaluative data collection. His current work focuses on how districts develop a coherent vision of instructional improvement and devise systems to support instructional focus in schools, and how organizations build a culture of inquiry that supports sustained organizational learning and improvement.
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36 Research Interests and Current Projects
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1d0 Dr. Supovitz is the principal investigator or co-principal investigator of several research and evaluation projects at CPRE. These include the national evaluation of the America's Choice comprehensive school reform design; a study of high school strategies for instructional improvement; and a study of district improvement efforts. He is currently planning a randomized experiment of the implementation and scale-up of a formative assessment intervention.
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Description of Research Expertise
2eAreas of Expertise
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87 District reform
Instructional improvement
School reform/state takeovers
Standardized testing
Teacher qualifications
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29 Professional Biography
217 Dr. Supovitz conducts research on how education organizations use different forms of evidence to inquire about the quality and effect of their systems to support the improvement of teaching and learning in schools. Dr. Supovitz also leads the evidence-based leadership strand of Penn’s mid-career leadership program and teaches courses on how current and future leaders can develop an inquiry frame of thinking about continuous improvement and the skills necessary to compile, analyze, and act upon various forms of evidence.
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353 While studying policy analysis at Duke University, Dr. Supovitz first focused on education leadership and policy. Before earning his doctorate at Harvard's Graduate School of Education, he gained middle and high school teaching experience in Queretaro, Mexico, and Boston, Massachusetts. His dissertation at Harvard focused on the classroom and accountability uses of portfolio assessment in an urban school district. Upon completing his degree, Dr. Supovitz worked as a research associate at Horizon Research in Chapel Hill, North Carolina, where he directed the evaluation of the New Jersey Statewide Systemic Initiative and evaluated the effectiveness of electronic “netcourses” for teacher enhancement. He joined the Consortium for Policy Research in Education (CPRE) in 1997 as a senior researcher and the faculty at Penn GSE in 2005.
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383 Dr. Supovitz is an accomplished mixed-method researcher and evaluator, employing both quantitative and qualitative techniques. He has published findings from a number of educational studies, including multiple studies of programmatic effectiveness; examinations of the relationship between teacher professional development, teaching practice, and student achievement; studies of educational leadership; research on efforts to develop communities of instructional practice in schools; an examination of the equitability of different forms of student assessment; and the use of technology for evaluative data collection. His current work focuses on how districts develop a coherent vision of instructional improvement and devise systems to support instructional focus in schools, and how organizations build a culture of inquiry that supports sustained organizational learning and improvement.
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36 Research Interests and Current Projects
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1d0 Dr. Supovitz is the principal investigator or co-principal investigator of several research and evaluation projects at CPRE. These include the national evaluation of the America's Choice comprehensive school reform design; a study of high school strategies for instructional improvement; and a study of district improvement efforts. He is currently planning a randomized experiment of the implementation and scale-up of a formative assessment intervention.
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d1 Supovitz, J. A., & Weinbaum, E.: The Implementation Gap: Understanding Reform in High Schools. New York: Teachers College Press, 2008.
13b Weinbaum, E. H., Cole, R. P., Weiss, M. J., & Supovitz, J. A.: Going with the flow: Communication and reform in high schools The Implementation Gap: Understanding Reform in High Schools. J. A. Supovitz & E. H. Weinbaum (eds.). New York: Teachers College Press 1a 2008.
ea Supovitz, J. A.: The Case for District-based Reform: Leading, Building, and Sustaining School Improvement. Cambridge, MA: Harvard Education Press (eds.). 2006.
f8 Supovitz, J. A., & Taylor, B. S. : Systemic education evaluation: Evaluating the impact of systemwide reform in education. American Journal of Evaluation 26(2): 204-230, 2005.
126 Supovitz, J. A., & May, H.: A study of the links between implementation and effectiveness of the America’s Choice comprehensive school reform design. Journal of Education for Students Placed at Risk 9(4): 389-419, 2004.
133 Supovitz, J. A., & Klein, V. : Mapping a Course for Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data to Guide Improvement. Philadelphia: Consortium for Policy Research in Education, 2003.
13a Supovitz, J. A.: Evidence of the influence of the National Science Education Standards on the professional development system. What is the Influence of the National Science Education Standards? Washington, D.C.: National Academy Press, 2003.
bc Supovitz, J. A.: Developing communities of instructional practice. Teachers College Record 104(8): 1591-1626, 2002.
e6 Supovitz, J. A., & Poglinco, S. M. : Instructional Leadership in a Standards-based Reform. Philadelphia: Consortium for Policy Research in Education, 2001.
12f Supovitz, J. A.: Translating teaching practice into improved student achievement. From the Capital to the Classroom: Standards-based Reform in the States. S. Fuhrman (eds.). Chicago: University of Chicago Press, Page: 81-98, 2001.
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Selected Publications
114 Supovitz, J.A. & Rikoon, S.: Early Achievement Impacts of The Harlem Success Academy Charter School in New York City 2010.d1 Supovitz, J. A., & Weinbaum, E.: The Implementation Gap: Understanding Reform in High Schools. New York: Teachers College Press, 2008.
13b Weinbaum, E. H., Cole, R. P., Weiss, M. J., & Supovitz, J. A.: Going with the flow: Communication and reform in high schools The Implementation Gap: Understanding Reform in High Schools. J. A. Supovitz & E. H. Weinbaum (eds.). New York: Teachers College Press 1a 2008.
ea Supovitz, J. A.: The Case for District-based Reform: Leading, Building, and Sustaining School Improvement. Cambridge, MA: Harvard Education Press (eds.). 2006.
f8 Supovitz, J. A., & Taylor, B. S. : Systemic education evaluation: Evaluating the impact of systemwide reform in education. American Journal of Evaluation 26(2): 204-230, 2005.
126 Supovitz, J. A., & May, H.: A study of the links between implementation and effectiveness of the America’s Choice comprehensive school reform design. Journal of Education for Students Placed at Risk 9(4): 389-419, 2004.
133 Supovitz, J. A., & Klein, V. : Mapping a Course for Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data to Guide Improvement. Philadelphia: Consortium for Policy Research in Education, 2003.
13a Supovitz, J. A.: Evidence of the influence of the National Science Education Standards on the professional development system. What is the Influence of the National Science Education Standards? Washington, D.C.: National Academy Press, 2003.
bc Supovitz, J. A.: Developing communities of instructional practice. Teachers College Record 104(8): 1591-1626, 2002.
e6 Supovitz, J. A., & Poglinco, S. M. : Instructional Leadership in a Standards-based Reform. Philadelphia: Consortium for Policy Research in Education, 2001.
12f Supovitz, J. A.: Translating teaching practice into improved student achievement. From the Capital to the Classroom: Standards-based Reform in the States. S. Fuhrman (eds.). Chicago: University of Chicago Press, Page: 81-98, 2001.
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