Terry Lashley,PHD

Innovative educator and leader specializing in capacity building through research-informed strategies. Expertise in curriculum design and evidence-based practices to enhance participant engagement and educational outcomes. Established and maintained strategic partnerships and innovative programs, promoting collaboration and continuous improvement across diverse educational settings. Deep knowledge of professional learning for transformative thinking, planning, and action.

• Appalachian Higher Education Network (AHEN)
• National Science Teachers Association (NSTA)

TERC Using Data, Getting Results, Professional Learning Provider, 01/01/07
NSTA Certified Science Ed Evaluation, 01/01/06
AAAS Literacy Leader, 01/01/06
Facilitator Change Style Indicator, from Center for Creative Leadership, Chapel Hill, NC, 2003
Exploratorium STEM Institute for Inquiry, 01/01/06

Tennessee Educator Evaluation Team Member

• State of Tennessee STEM Master Teacher
• Fellow and Mentor, National Academy for Science and Mathematics Leaders
• Recognition by the Department of Energy's Oak Ridge National Laboratory and the Tennessee State Legislature for establishing strategic STEM Education and Business Partnerships
• 2007 YMCA Tribute to Women Honoree in the Category of Education
• 2006 TN Science Teachers Association Science Educator of the Year

Career Overview

Other examples of professional work, research, and presentations, includes shared curriculum materials for students, parents, and audiences at local, state, national, and international conferences such as AAAS, AERA, AHEN, ARC, ASCA, ASCD, KIPP-Indiana, LEAs, and various state and federal programs like NSF, Tennessee State Schools for the Deaf, TERC-Using Data to Get Results, WestEd’s National Academy for Science and Math Education Leadership, Department of Energy’s ORNL, Oak Ridge Associated Universities (ORAU), ORAU Women in Science and Technology, Tennessee and other states’ Departments of Education, State Boards of Education, University of Tennessee Evaluation Outreach, Chambers of Commerce, Workforce Development Groups, legislators (both local state and federal), Development Districts, College and Career Access organizations, among others. Her presentations focus on professional development strategies, leadership, STEM education, using data for continuous improvement, STEM strategies for gifted students, and STEM and ELA strategies for students with disabilities, including those with learning challenges, physical or mobility limitations, hearing impairments, and other special needs.

Publications (examples only, not comprehensive)

• Lashley, T. L., & Skolits, G. (2005). Early indicators of the impact of data-driven assistance and professional development. In Proceedings of the Fourth International Conference on Science, Mathematics and Technology Education, Victoria, British Columbia, Canada.
• Lashley, T. L., Skolits, G., & Melear, C. T. (2005). Short-term effects of data-driven professional development for middle school teachers of science. In Proceedings of the International Association of Science Teacher Educators at http://aste.chem.pitt.edu.
• Solids, G., & Lashley, T. L., (2006). Data-driven professional development for middle school teachers of science. In the Symposium of Powerful Teaching. Harriman, Tennessee: Roane State Community College.
• Lashley, T. L. (2003). Designing external evaluations for funded projects, Institute for Assessment and Evaluation (IAE) Conference, University of Tennessee, published IAE website.
• The Sustainability of GEAR UP Project Initiatives in middle schools of East Tennessee: A study of the Residual Impact of the University of Tennessee GEAR UP partnership, Mid-South Education Research Association (MSERA), 2003.
• The Transformative Experiences of a Scientist-Professor with Teacher Candidates at the National Association for Research in Science Teaching (NARST)Annual Conference in New Orleans, LA, March 2002.
• Transformative Experiences of a Scientist Professor with Teacher Candidates presented at the Association for the Education of Teachers of Science Conference, Charlotte, NC, January 2002.
• Appalachian Rural Systemic Initiative: An Account of and Reflection on a Service-Learning Collaboration of Two Science Educators AERA Convention, 2001.

Presentations (examples only, not comprehensive)

• Lashley, T., & Hines, B. (2019, November). Competency-based education in the science classroom [Conference presentation]. Tennessee Science and Math Teachers Annual Conference, Murfreesboro, TN.
• Lashley, T., & Walther, A. (2019, October). Integrating Career and Technical Education, STEM/STEAM to meet workforce needs. Executive Directors of the TN Development Districts, Murfreesboro, TN.
• Lashley, T., & Walther, A. (2018, June). Workforce-ready mathematics—ACTing to achieve [Conference presentation]. Appalachian Higher Education Network Conference, Asheville, NC.
• Lashley, T., Snelick, S., & Connell, D. (2018). Opening doors, changing futures.Appalachian Higher Education Network. https://iel.org/wp-content/uploads/2018/02/Opening-Doors-Changing-Futures.pdf.
• Trent, K., Suters, L., Ogbomo, Q., & Lashley, T. (2017, November). Digging deep into science literacy: Exploring close reading and technical writing in science for grades K–8. Association for Advancement of Educational Research.
• Lashley, T. L., & Smith, K. (2014, June). Multifaceted leadership. West Virginia Association of School Administrators, WV.
• Lashley, T. L., Identifying Critical Causes in Science Education Related to Kids in Poverty, NSTA, 2010.
• Lashley, T. L., & Wallace, D. G. (2005). Using data to prescribe professional development. www.nces.org.
• Skolits, G., & Lashley, T. L., (2006). Data-driven professional development for middle school teachers of science. In the Symposium of Powerful Teaching. Harriman, Tennessee: Roane State Community College.

Research and Evaluation (examples only, not comprehensive)

• Evaluating, Selecting, and Developing High School Curriculum: 3-year Evaluation of the Department of Energy Outreach programs presented bythe National Center for Improving Science Education (NCISE) and conducted by the National Laboratories. Education Staff Members.
• NSF Rural Systemic Initiative in Appalachian school systems on school improvement and leadership (12 years). Conducted multiple program reviews in the Appalachian Regions of TN, KY, VA, WV, OH, and NC.
• Science Program Improvement Reviews in multiple non-Appalachian Regions.
• Facilitated opening and staffing Innovative High School Models at the Center School in Knoxville, TN, for students needing intensive and expedited instructional support to earn a Carnegie Unit Diploma.
• Extensive work with the TERC Using Data program with outreach to multiple K-12 clients, university programs, and departments across the U.S. Worked with KIPP-Indianapolis on using their data for school improvement.
• Developed program evaluation plan, strategies, and rubrics for the 5-year NSF NOYCE program at Western Kentucky University in Bowling Green. Worked with the NOYCE program from proposal to final report, conducting interviews, observations of program components, and providing formative feedback to the NOYCE leadership.
• Expert in working with data from state and national, high-stakes assessments and testing in multiple states, including data sets such as TN TCAP, ACT, NWEA (TN School for the Deaf).
• While serving as a faculty member at Tennessee Tech University, taught STEM and Social Studies preservice teachers to review, understand, and use their PRAXIS scores by disaggregating the results and focusing on each student’s areas of opportunity for continuous improvement.
• Founded and managed an education-focused non-profit to assist administrators, educators, students, and others in underserved states, regions, and school districts needing improvements for specific content and College and Career Awareness and Access.

Complementary Experiences: International Education Exploration (2000-2011)

• Confucius Institute Education Study in Beijing, Hangzhou, and Shanghai, China, Higher Education Participant.
• Palmenia Centre for Continuing Education, University of Helsinki, Finland.
• Observed and interviewed Volvo School High School administrators and students, Gothenburg, Sweden.
• Observation visits of special education students in Glasi Hergiswil, Switzerland.

Documented and resolved the University of Tennessee's PhD foreign language requirement, leading my committee members to agree to the use of a computer language.

Negotiated a 2-semester PhD foreign language requirement, which was a potential problem for me. I shared that learning a computer language was much more useful for my career. I convinced my committee that it was a reasonable trade-off and should meet the requirement for myself and others. I believe I was the first student to use HTML for my foreign language credits.