Susan Schultz is the Director of Teaching, Learning, and Assessment for SCALE. Her primary responsibilities involve designing and piloting science performance assessments in California, New York, and Ohio as well as developing a science teacher observation instrument to be used in the Measuring Effective Teaching (MET) study being funded by the Bill and Melinda Gates Foundation.
Susan’s background in science education is extensive, including serving as the Education Officer for the Stanford Linear Accelerator Center and as Vice President of Education for Yosemite National Institutes. Prior to teaching high school biology and chemistry for ten years, she was an ecologist for the U.S. Army Corps of Engineers in Los Angeles and a biologist for the U.S. Fish and Wildlife Service in Long Island, NY. After earning her Ph.D. at Stanford in 1999, she was the Stanford Project Director for the Center for Assessment and Evaluation of Student Learning (CAESL), a NSF funded multi-university research project focusing on improving assessment development and classroom assessment strategies with the goal of improving student science achievement. As a Stanford Teacher Education Program (STEP) Instructor, she taught science curriculum, instruction, and assessment courses to teacher candidates emphasizing curriculum design, inquiry-based instruction, cooperative learning techniques, and alternative assessment strategies.
Susan first partnered with SCALE as a member of the original Science Development Team for the Performance Assessment of California Teachers (PACT) and PACT Trainer working with universities across the state to pilot and score the PACT Assessment. She holds a B.S. degree in Biology and Chemistry at Elmira College, NY (1978); a M.A. in Education and California Secondary Science Teaching Credential at Stanford University (1986); and a Ph.D. in Curriculum and Teacher Education in Science Education at Stanford University (1999). Her teaching and research interests focus on science education, for pre-service as well as professional development for in-service teachers, with particular emphasis on issues of alternative assessments, inquiry-based learning, cooperative learning strategies, and equity. She is the author of cases in Groupwork in Diverse Classrooms: A Casebook for Educators and Using Assessments to Teach for Understanding: A Casebook for Educators as well as author of numerous journal articles on the reliability and validity of alternative assessment techniques (i.e., concept mapping and performance assessments).