Andrea K. Rorrer
Andrea Rorrer (andrea.rorrer@utah.edu) is a Professor at the University of Utah Department of Educational Leadership and Policy and Director of the Utah Education Policy Center (UEPC). The UEPC’s mission is to bridge research, policy, and practice by conducting rigorous and comprehensive research and evaluations, and providing expert and research-informed technical assistance and professional learning. Through its partnerships with educators, policymakers, and communities, the UEPC ensures that its work translates into actionable insights that drive improvement and lasting impact.
All Articles
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Utah STEM initiative turns teacher learning into student engagement
Students today arrive with complex personal needs alongside academic ones, including managing distractions, coping with anxiety, and dealing with the pull of social media. In the midst of these realities, the work of teachers to foster engagement and belonging is more important than ever. Science, technology, engineering, and math (STEM) […] -
Taking the loneliness out of leadership
Leadership is often described as lonely work. Today’s leaders have demanding, high-stakes responsibilities yet lack the peer connection and high-quality professional learning they need to address those challenges. Leaders’ professional learning frequently occurs in isolation from their peers with similar experiences, and it is often confined to a one-size-fits-all format […] -
Professional learning vs. PD: The distinction matters
For most professional learning facilitators, this is a familiar scenario: A district invites us to present during a back-to-school professional development day, assigning us to a breakout session slot following a general session keynote address. We work with the educators for a short time — maybe 45 minutes, maybe three […] -
Lift and lead
Leaders in turnaround schools have unique professional learning prospects and needs. The demands and scrutiny in turnaround schools may be more intense than in other schools, as the changes necessary to improve often require attention to and interrogation of many factors, including current leadership, teaching, and learning methods. Consequently, our […] -
Moving From 'Students Can't' To 'How Students Can'
What happens when a university-based education policy center uses the Standards for Professional Learning (Learning Forward, 2011) to design purposeful professional learning experiences for teachers, community members, principals, central office administrators, superintendents, and university faculty to re-engage in the meaning and creation of equitable and excellent educational opportunities throughout the […]
