Founder and Partners
Michael B. Allen
Dr. Michael Allen has served in a number of different positions over the last 15 years in the field of education policy and research and is recognized nationally for his expertise on teacher quality and teacher preparation. As a senior consultant for CNA Education, he directs a research alliance on teacher preparation in four Appalachian states. He also has been a senior consultant to the Science and Mathematics Teaching Imperative of the Association of Public and Land-grant Universities (APLU). In that capacity, he directed a two-year NSF-funded study that produced a report and resource guide to help state policymakers and university officials better assess the state-level need and supply pipeline for science and math teachers. And prior to that, he served as a senior program officer at the National Research Council and was the inaugural director of the Committee on Teacher Preparation Programs, which ultimately produced the 2010 report Preparing Teachers: Building Evidence for Sound Policy. Michael’s education research and policy career began at the Education Commission of the States, where he served as a senior policy analyst and director of the teacher quality program over his seven-year tenure. While at ECS, Michael wrote many policy and research-related publications, including two major reports entitled Eight Questions on Teacher Preparation: What Does the Research Say? and Eight Questions on Teacher Recruitment and Retention: What Does the Research Say? A former professor of philosophy and ethics, he has also published articles on epistemology and a book on nonprofit ethics. He earned a Ph.D. and A.M. in philosophy from Boston University and an M.Ed. in research methods from Charles Sturt University, in Australia.
Charles R. Coble
Dr. Charles Coble has a national reputation as a pioneer in the field of teacher education. He was professor of science education for 10 years and dean of education for 13 years at the nationally award-winning school of education at East Carolina University, Greenville, North Carolina. He later served for six years as the vice president of university-school programs for the 16-campus University of North Carolina. In that capacity, Charles led the development of the University School Teacher Education Partnerships in all UNC teacher preparation institutions, and organized the UNC Center for School Leadership Development. Charles also led the design and construction of an $11 million state-of-the-art professional development center facility that initially housed the James B. Hunt Jr. Institute for Educational Leadership and Policy. Charles served as Director of Teacher Quality for 2 years and for a year as vice president of policy studies and programs at the Education Commission of the States. He later co-founded The Third Mile Group, a limited liability company that focuses on education and social policy. Since 2008 he has served as Co-Director of the Science and Mathematics Teacher Imperative (SMTI) for the Association of Public and Land-grant Universities and has worked in that capacity with over 130 institutions to help them improve their STEM Education programs. Dr. Coble has attracted over $12M in grant funds to support his research and outreach over the years and has authored and co-authored almost two-dozen books and chapters in books and over 70 published articles in teacher education generally and in science education. Charles is a native of North Carolina, where he earned his undergraduate, masters and doctoral degrees from the University of North Carolina-Chapel Hill. He has, since 1964, held a current NC Secondary Science Teaching License.
Dr. Edward Crowe is known nationally for his incisive analyses and innovative efforts in the field of teacher preparation. In addition to co-founding Teacher Preparation Analytics, he provides consulting services on teacher quality, K-16 policy issues, and evaluation through The Bench Group LLC, and he currently serves as Senior Adviser for the Teaching Fellows Program at the Woodrow Wilson National Fellowship Foundation. Since fall 2013 he has managed development and implementation of a new teacher preparation program inspection process, modeled on the British inspection system for schools and teacher prep programs. This work takes place through Teacher Prep Inspection-US (TPI-US). Crowe served as an evaluator for the New York City Partnership for Teacher Excellence, and wrote a commissioned paper for the Committee on Teacher Preparation Programs for the National Research Council (NRC). From 2002-2010, he was an adviser to the Carnegie Corporation of New York on implementation of the Teachers for a New Era initiative. For the National Commission on Teaching and America’s Future, he did research on the cost of teacher turnover and other teacher preparation issues, and he was as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive. He was the first director of the Title II Teacher Quality Enhancement Program for the U.S. Department of Education. Ed has extensive experience in state higher education policy, having served with the Office of the President of the University of North Carolina system, with the education coordinating board in Arkansas, and as senior manager of a statewide math and science education reform project funded by the National Science Foundation. He is a graduate of Boston College and holds masters and doctoral degrees in political science from the University of North Carolina-Chapel Hill.
Dr. Lynne Weisenbach’s work focuses on P-16 practice, policy, and advocacy. She has served in a range of positions, most recently as Vice Chancellor for Educational Access & Success at the University System of Georgia. Her implementation of USG’s college completion agenda included leading the successful re-design of remediation, initial implementation of new models of delivery, and ensuring faculty engagement focused on access and quality completion throughout the 30-plus campus university system. In addition to her work with Teacher Preparation Analytics, she serves as a consultant to Lumina Foundation and HCM Strategists as a State Policy Adviser with Strategy Labs, focused on state policy to increase higher education attainment.
Dr. Weisenbach served as dean of the College of Education and a professor at the University of Indianapolis, and founded the Center of Excellence in Leadership of Learning (CELL), a statewide resource for awareness, exploration and in-depth innovative school transformation focused on equity of educational achievement. While at UIndy she led fundraising efforts in excess of $30 million. Additionally Dr. Weisenbach has served in leadership and consultant roles at the national level for a variety of professional organizations (NCATE/CAEP, AACTE, CCSSO/NTEP) and holds degrees from Butler and Ball State Universities. Additionally, she has completed the American Council on Education’s Women’s Leadership program and the Institute for Educational Management (IEM) at Harvard University.