Jessica Charles is the Associate Dean of Research and Innovation at Bank Street Graduate School of Education. In her role, she supports faculty scholarship and innovation, conducts research on teaching and teacher education, and provides strategic oversight for research in the Graduate School. She also directs the Educator Preparation Laboratory, a consortium of educator preparation institutions, policy partners, and pre-K-12 school districts who are committed to strengthening the preparation of teachers and leaders on a national scale. Before coming to Bank Street, Jessica directed educator preparation programs at University of California, Berkeley; strategic partnerships at Lewis & Clark College; taught high school in three states; co-founded two high schools for underserved students in rural Oregon; and has taught and prepared teachers to teach at San Quentin State Prison. As a directly-impacted person, she continues to advocate for those who are incarcerated as a board member of the Correctional Association of New York, a nonprofit organization that monitors conditions in New York State prisons. She has published a variety of peer-reviewed articles, education reports, and multimedia projects. She earned her PhD in Education, with an emphasis on teacher education, at University of California, Berkeley.
Educational Background
Qualifications
PhD, University of California, Berkeley
Publications
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.
Conference Papers
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.
