Sally Zepeda, professor in the Department of Lifelong Education, Administration, and Policy, has been a district-wide professor-in-residence with a focus on leadership development for six years. She supported the development of the school district's teacher evaluation system, developed and supported the implementation of an instrument focused on observable practices, and is now aligning the Teacher Keys Evaluation System to fit the local context of teaching and learning in Clarke County. Her book, Job-embedded Professional Development: Support, Collaboration, and Learning in Schools, features nine cases from the field written by central office leaders and coaches, teachers and principals from the school district. Philip Lanoue (previous superintendent) and Zepeda have co-authored two refereed articles and two book chapters related to leadership development.
Sonia Janis, clinical associate professor in the Department of Educational Theory and Practice, became a district-wide professor-in-residence in fall 2017 after serving as the professor-in-residence at Cedar Shoals High School for three years. She now works with social studies teachers at three middle schools and two high schools. She supports her UGA social studies teacher candidates in classrooms as they lead small-group and collaborative projects, such as the Social Studies Fair, with students throughout the school district. She also mentors secondary social studies teachers who mentor her teacher candidates, and she partners with Laura Ambrose, the district's social studies curriculum coordinator, to provide professional learning.
Richard O. Welsh, assistant professor in the Department of Lifelong Education, Administration and Policy, has been a district-wide professor-in-residence with a focus on educational policy, equity, and school discipline since January 2018. He supports the district in data analysis and policy formulation and implementation around equity issues. He is leading a mixed-methods research project on the contributors to the disparities in disciplinary outcomes in the district with particular focus the interactions between teachers and school leaders.