Kendra Hearn serves the School of Education as a clinical associate professor and secondary teacher education department chair. She currently teaches graduate courses in secondary English methods and education leadership. Her areas of scholarship include teaching in urban contexts, especially secondary English/literacy; educational/instructional leadership; and school improvement.
Prior to coming to the School of Education, Kendra Hearn has a storied career as an education practitioner. She was the assistant superintendent for curriculum and instruction for the West Bloomfield (Michigan) School District (2006-2010) where she also previously served as the curriculum director (2005-2006). She also was curriculum director in the Lincoln Consolidated School District in Ypsilanti (2003-2005); and a professional development consultant for the 28 school district in Macomb County, MI through the Macomb Intermediate School District (2001-2003). Her first jobs in education were as a high school English language arts teacher at West Bloomfield High School (1996-2001) and Detroit Public Schools (1993-1996).
She earned her BA in English from the University of Michigan ('93) and her MA in education administration from the University of Detroit Mercy ('95). With the completion of her dissertation, "Artifacts of Thought: Evidence of Metacognition in Twelfth Grade Students’ Reflective Writing," Hearn earned her PhD from Wayne State University ('05). Hearn was National Board Certified in early adolescence English language arts ('98). In 2008, she was selected as a Fulbright Scholar by the U.S. Department of Education's Fulbright-Hays program, and traveled to South Africa to study its post-apartheid educational system. She is the recipient of one of education’s most coveted awards, the Milken Educator Award, and has also received recognition as a nominee for Oakland County's WDIV-Newsweek Outstanding Educator Award (1999) and Education's Unsung Heroes Award (1998).
Classroom Assessment. Seminar
Assessment is an integral part of teaching and learning. Teachers use informal and formal assessments on an ongoing basis to make decisions about their students, evaluate the success of their instruction, and to monitor classroom climate. The typical teacher spends about a third of his/her professional time engaged in assessment-related activities. Because classroom-based assessment is so critical to the instructional process, learning about assessment is essential to learning about teaching.
In this course, you will develop and evaluate formative and summative assessments of simple and complex student knowledge, beliefs, and/or attitudes associated with classroom activities associated with a subject-matter domain and a particular target audience. You will learn how to design assessments that are carefully aligned with educational objectives. This course will also include hands on activities to guide the creation, revision and use of quality assessment rubrics and coding schemes that work with the assessments of your design.
This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (firstname.lastname@example.org)
“Conceptualizing Third Spaces in University Sponsored Alternate Route Teacher Education Programs: Creating Coherence Across Disparate Partnering Organizations”
Hearn, K. and McQueen, K. (2016). ] Working Paper. TeachingWorks.
“Preparing Interns for Diverse Classrooms: When Clinical Placements and Teacher Identities Collide.”
Hearn, K. and Hankinson, K. (In process).