Jessica joined Bank Street in 2016 and serves as Director of Scholarship on Educator Practice. The practice of teaching, the development of teachers, and the research of teachers, teaching and teacher education have constituted the bulk of Jessica’s professional and scholarly interests and activities.
At Bank Street, she researches educator preparation practices and disseminates those findings to a broad audience of practitioners, researchers and policymakers. Her projects include a close observation of a Bank Street faculty member’s work at a New York City school; an analysis of Bank Street’s district partnerships; research of a faculty inquiry process in the Graduate School; research on teacher educators’ conceptions of modeling as a pedagogy; research of a community-based teacher education program in the Bronx; and the development of several blogs, audio projects, reports and toolkits to disseminate Bank Street’s knowledge of young children and practice of teaching, leadership, and educator preparation. She also teaches a research course in the museum education program, as well as Observation & Recording, a foundational Bank Street course.
Before coming to Bank Street, Jessica led multiple aspects of the teacher education enterprise. She was a teacher educator and director of teacher education programs at UC Berkeley, as well as the director of strategic partnerships for Lewis & Clark College. She began her career as a social studies teacher in Brooklyn, New York and later started two schools for high school students in Oregon. She also served as a teacher trainer in New Orleans and curriculum developer, teacher trainer and teacher at San Quentin State Prison. These experiences have given Jessica a broad view of the range of educational, social and economic issues facing students, teachers and communities in a variety of U.S. contexts.
PhD, University of California, Berkeley
Stone, S. & Charles, J. (2018, in press). Conceptualizing the problems and possibilities of interprofessional collaboration in schools.
Charles, J. (2018). Descriptive Inquiry at Bank Street: Building intellectual community while responding to accreditation. Bank Street College.
Charles, J. (2017). Structures & supports: Building a throughline approach to district partnerships. Bank Street College.
Mintrop, R., & Charles, J. (2016). The formation of teacher work teams under adverse conditions: Towards a more realistic scenario for schools in distress. Journal of Educational Change, 1-27.
Charles, J. (2018, April). Modeling as pedagogy in teacher education: Articulating teacher educator practices and their intended purposes. Paper accepted for presentation at the American Educational Research Association Annual Conference, New York, New York.
Charles, J. & Woulfin, S. (2018, April). Work at the boundary: Examining a tool for creating new knowledge and system-level change. Paper accepted for presentation at the American Educational Research Association Annual Conference, New York, New York.
Charles, J. & Sharrock, E. (2017, November). Building a throughline approach to district reform. Paper presented at the University Council of Educational Administration Annual Conference, Denver, CO.
Charles, J. & Stone, S. (2017, April). Conceptualizing the problems and possibilities of interprofessional collaboration in schools. Paper presented at the American Educational Research Association Annual Conference, San Antonio, TX.
Charles, J., Cheung, R. & Rosekrans, K. (2016, November). The relative affordance of performance assessment: Analyzing epistemologies, logics and purposes. Paper presented at University Council of Educational Administration Annual Conference, Detroit, MI.
Charles, J., Bulterman-Bos, J. (2016, April). Dimensionalizing decompositions: An analytical frame for teacher education. Paper presented at the American Educational Research Association Annual Conference, Washington, D.C.
Charles, J. (2014, April). Signature problems of police preparation: Elaborating the representation-decomposition-approximations framework. Paper presented at the American Educational Research Association Annual Conference, Philadelphia, PA.
Mintrop, H., Koistinen, J. (2011, November). The formation of professional learning communities: The desire to connect and its frustration. Paper presented at the University Council for Educational Administration Annual Conference, Pittsburg, PA.
Mintrop, H., Koistinen, J. (2011, April). The formation of learning communities in distressed Schools: Straining for agency in a turbulent field. Paper presented at the American Educational Research Association, New Orleans, LA.