Education Experts Blog

Contributor

Dan Cruce

Biography provided by participant

Dan Cruce joined Hope Street Group in 2012 as Vice President of Education. Cruce joined Hope Street Group from the Delaware Department of Education, where he was Deputy Secretary and Chief of Staff. He oversaw day-to-day operations of the 260-person department and was the state's Race to the Top project lead. He chaired the department's Directors Council and Charter School Accountability Committee. The Department's Charter School Office reported directly to Cruce as did the Department's District/Charter support work. Cruce, who earned his Juris Doctorate from Widener University School of Law, joined the Department in March, 2009, bringing extensive experience from the educational and business sectors. Immediately prior, Cruce was Assistant Superintendent/Chief of Staff for the state's largest school district, Christina. Cruce also worked for the New Castle County Executive Office and Law Department, was first law clerk to The Honorable Kent A. Jordan, United States District Judge for the District of Delaware. He was Associate General Counsel for Corporation Service Company, where he specialized in corporate legislative/compliance issues and Uniform Commercial Code product development. Additionally, he was a law clerk for Kent County Family Court and, while attending law school, worked for now Vice President Joe Biden in his Wilmington U.S. Senate office. A Wilmington resident, Cruce values his community involvement opportunities outside the office. He is president of both the Delaware Humane Association's Board of Directors and the Delaware Arts Consortium Board of Directors. He also sits on the Board of Directors' Executive Committee of the Delaware Theatre Company and Wilmington HOPE Commission Board.

Recent Responses

January 14, 2013 08:40 AM

The recent MET study release certainly does have the headline-grabbing data that show teacher effectiveness can indeed be measured scientifically. I would propose, though, that the documentation of such correlations, while essential to moving the overall work forward, is only as important as the professional conversations that occur with such results. This less sexy facet of reform is one that I feel needs highlighting in response to Ms. Johnson’s blog and as the education community reacts to the MET study findings.

The real change for kids will occur when a teacher and evaluator engage in meaningful dialogue about evaluation data. The enhancement of that professional dialogue as related to teacher evaluation certainly can occur as a result of student achievement data results, but it’s important to identify the other critical teacher voice opportunities within this evaluation reform continuum. To assume that teacher voice is only valuable at the end product stage short sights the full value of new opportunities. It’s paramount to actually realizing a

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