Cori Groth
Cori Groth, Ph.D., is Associate Director of the Utah Education Policy Center at the University of Utah, where she partners with schools, districts, and state agencies to strengthen leadership and drive evidence-informed improvement. With nearly two decades of experience in educational evaluation, school and district improvement, and leadership development, Cori is committed to translating research into meaningful insights and practices that help educators achieve excellent outcomes for all students.
All Articles
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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 […]
