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Connie M. Moss, Ed.D.

Associate Professor
School of Education
Foundations and Leadership

406 Canevin Hall
Phone: 412.396.4778

Education:

Ed.D., Educational Leadership, Duquesne University, 1996
M.Ed., Education, Slippery Rock University, 1978
B.S. Ed., Education, Indiana University of Pennsylvania, 1971
Bio

Dr. Moss is the Director of the Center for Advancing the Study of Teaching and Learning (CASTL) and the Director of the Master of Science in Educational Studies Program.

Dr. Moss brings over 40 years of educational experience to her University role. She provided direct service to children as a public school teacher in Anchorage, Alaska on Elmendorf Air Force Base, and later in the Mars and New Castle Area School Districts in Pennsylvania. Her 17 years in Pennsylvania classrooms were spent teaching children with special needs, learning disabilities, and behavioral challenges in early childhood, elementary and middle school classrooms. She continued her public school service as an educational leader of multi-district, regional, and statewide support initiatives in curriculum planning and classroom assessment, early childhood education, and instructional support for the Midwestern Intermediate Unit (MIUIV). In this role, she coordinated curriculum programs and initiative to improve teacher quality and student learning for the 27 school districts and the 119 buildings in Butler, Lawrence, and Mercer Counties. During that time, she also served as a compliance monitor for the Pennsylvania Department of Education in the areas of instructional support and inclusion.

Dr. Moss has been an invited speaker in over 600 school districts, 100 universities and colleges and numerous educational associations and organizations across the United States.

Dr. Moss brings a social justice lens to her teaching, research, and practice to promote equity and excellence for all students. She is committed to supporting programs and initiatives that foster the education, health, and safety of children and the growth, development, and respect of women.

Publications

Dr. Connie M. Moss is a recognized expert in the area of formative assessment, educational leadership, student learning, and teacher quality.

Her recent publications on formative assessment have garnered national and international attention. Her best selling, co-authored book Advancing Formative Assessment In Every Classroom: A Guide for the Instructional Leader was chosen as one of the top 17 resources in support of President Obama's Common Core Initiative. Her newest book: Learning Targets: Helping Students Aim for Understanding in Today's Lesson, was chosen as one of the top 5 publications by ASCD, and will be distributed to its 170,000+ membership across the globe as a member benefit for 2012. ASCD is one of the largest and most influential educational leadership organizations in the world and is dedicated to advancing effective practices and policies for the success of each learner. ASCD's 175,000 members in 119 countries are professional educators from all levels of educational practice and all areas of content for superintendents, supervisors, principals, teachers, professors of education, and school board members.

A selected list of her publications follows:

Books:

Moss, C.M., & Brookhart, S.M. (2009) Advancing formative assessment in Every Classroom: A Guide for instructional leaders. Alexandria, VA: ASCD.

Moss, C.M., & Brookhart, S.M. (July, 2012). Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Alexandria, VA: ASCD.

Book Chapters

Brookhart, S.M., Moss, C.M., & Long, B.A. (2009). Formative Assessment that Empowers. In M. Sherer (Ed.) Challenging the Whole Child: Reflections on Best Practices In Learning, Teaching, and Leadership (pp. 235-245) Alexandria, VA: ASCD.

Moss, C.M. (forthcoming). Research on Classroom Summative Assessment. In J.H. McMillan (Ed). SAGE Handbook of Research on Classroom Assessment. Thousand Oaks, CA: SAGE Publications, Inc.

Peer Reviewed Journals:

Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education, 17(1), 41-58.

Brookhart, S.M., Moss, C.M., & Long, B.A. (2009). Promoting student ownership of learning through high-impact formative assessment practices. Journal of MultiDisciplinary Evaluation, 6 (12), 52-67.

Brookhart, S.M., Moss, C.M., & Long, B.A. (2008). Formative assessment that empowers. Educational Leadership 66(3), 52-57.

Cunningham, D.J., Schreiber, J.B., & Moss, C.M. (2005). Belief, doubt, and reason: C.S. Peirce on education. Educational Philosophy and Theory. The Philosophy of Education Society of Australiasia. 37 (2), p. 177-189.

Moss, C.M. (2002, January). Finding Balance: The vices of our "versus". FirstMonday, [Online Journal], 7, (1)

Moss, C.M. (2002). Professional learning on the cyber sea: What is the point of contact? In Richard Hall (Ed.). Special Topic Issue: World Wide Web and Education: Journal of CyberPsychology and Behavior,1(3). New York: Mary Ann Liebert, Inc., 41-50.

Moss, C.M., & Brookhart, S.M. (in press). Principals' and Supervisors' Roles in Helping Teachers Use Formative Assessment Information. Applied Measurement in Education.

Moss, C.M., Brookhart, S.M., & Long, B.A. (March, 2011). Knowing Your Learning Target. Educational Leadership 68(6), 66-69.

Moss, C. M. & Shank, G. (2002, May). Using Qualitative Processes in Computer Technology Research on Online Learning: Lessons in Change from "Teaching as Intentional Learning" [79 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 3(2).

Moss, C.M., Gosnell, K., Brookhart, S.M., & Haber, J. (2002). The role of rubrics in reflective practice: Moving pre-service teachers from "goal seeking" to "goal getting" dispositions. Pennsylvania Teacher Educator. The Pennsylvania Association of Colleges of Teacher Educators.

Moss, C.M. (2001). Beyond painting the roses red: Challenging the beliefs of pre-service teachers in an online community of inquiry. In K. Scanlon (Ed.) Technology: Applications to Teacher Preparation. Monograph III (pp. 32-42). The Pennsylvania Association of Colleges of Teacher Educators.

Peterson, S.E., Schreiber, J.B, & Moss, C.M. (in press). Changing pre-service teachers' beliefs about motivating students. Teaching Educational Psychology Journal.

Schreiber, J.B., Moss, C.M., & Staab, J. (2007). A preliminary examining of a theoretical model for researching educator beliefs. Semiotica, 164, 153-172.

Schreiber, J.B., & Moss, C.M. (2002). A Peircean view of teacher beliefs and genuine doubt. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice 17(1), 25-42.

Walsh, M.B., Moss, C.M., Johnson, B.G., Holder, D.A., & Madura, J.D. (2002). The impact of a cognitive modeling intelligent tutor system on student performance in balancing chemical equations. The Chemical Educator 7 (6), 379-383.

Presentations
Invited Academic Presentations

Moss, C.M. (2011, May). The Power of Inquiry Learning. An invited keynote presentation at the 3rd annual Duquesne Educational Leadership Symposium. Duquesne University, Pittsburgh, PA.

Moss, C.M. (2005, August). Teaching as Intentional Learning: The Power of Beliefs and Assumptions in the Learning Age. An invited keynote presentation at the 30th annual International conference on Improving University Teaching. Duquesne University, Pittsburgh, PA.

Moss, C.M. (2000, August). Designing Organic Online Learning Environments. A presentation to a joint session of the Center for Applied Semiotics and the Center for Research on Learning and Technology, Indiana University, Bloomington, IN.

Moss, C.M., McCown, R., Goldbach, D. (February, 2000). Teaching as Intentional Learning: A Learning Environment that Learns. A Presidential session at the Annual meeting of the Association of Educational Communications and Technology. Long Beach, CA.

Moss, C.M. (May, 1999). Becoming Leaders of Learners and Learning: Using the Portfolio Process to Assess the Evolution of a Teaching Career. Fredonia College SUNY, Fredonia, NY.

Selected Academic Presentations

Arter, J.A., Brookhart, S.M., Moss, C.M., Conrad, B., Larson, A.,& Snodgrass, D.G. (2009). Setting the Context for: Examination of Formative Assessment Uses of Day-to-Day Classroom and Common Assessments. Presented at the Annual Meeting of the American Educational Research Association. San Diego.

Brookhart, S.M., Moss, C.M., & Long, B.A. (2011). Principals' and Supervisors' Roles in Helping Teachers Use Formative Assessment Information. A paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.

Brookhart, S.M., Moss, C.M., & Long, B.A. (2008). Professional Development in Formative Assessment: Effects on Teacher and Student Learning. A paper presented at the annual meeting of the National Council on Measurement in Education. New York.

Brookhart, S.M., Moss, C.M., & Long, B. A. (2007). Teacher Inquiry Into Formative Assessment Practices in Title 1 Reading Classrooms. A paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

McCown, R., Moss, C.M., Generett, G.G., Miller, P.M. (2010). Re-designing the Human Ecology of Educational Leadership: Changing the Preparers as well as the Prepared. A paper presented at the annual meeting of the American Educational Research Association. Denver, CO.

McCown, R.R., Miller, P.M., Moss, C.M., Henderson, J.E., & Hopson, R.K. (2007). Preparing Stewards of Educational Leadership: Capstone Assessment for the Ed.D. Versus the Ph.D. A paper presented at the annual meeting of the University Council for Educational Administration. Alexandria, VA.

McCown, R.R, & Moss, C.M. (April, 2002). The Value of and the obstacles to becoming a teacher researcher: Practicing teachers' understandings of action research. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Moss, C.M. (April, 2002). In the Eye of the Beholder: The Role of Educational Psychology in Teacher Inquiry. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Moss, C.M. (November, 2001). Beyond painting the roses red: Challenging the beliefs of pre-service teachers in an online community of inquiry. Paper presented at the annual meeting of The Pennsylvania Association of Colleges of Teacher Educators, Grantville, PA

Moss, C.M. (April, 1999). Areas of Concern: Invitations for Understanding. Paper presented at the annual meeting of the National Consortium for Instruction and Cognition. Montreal, Canada.

Moss, C.M. (March, 1997). Systematic Reflection: Professional development for the reflective practitioner. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Moss, C.M., & Brookhart, S.M. (March,2012). Increasing Student Achievement: Shared Learning Targets and Performances of Understanding. 2012 ASCD Annual Conference, Philadelphia, PA.

Moss, C.M., Brookhart, S.M., & Long, B.A. (2011). What are the students actually doing? Preparing principals who gather strong evidence of learning. A paper presented at the University Council for Educational Administration Annual Conference, Pittsburgh, PA.

Moss, C.M., Brookhart, S.M., & Long, B.A. (2011). School Administrators' Formative Assessment Leadership Practices. A paper presented and the annual meeting of the American Educational Research Association. New Orleans, LA.

Moss, C.M., Brookhart, S., Gosnell, K., & Haber, J. (February, 1999). Analytical Rubrics: Providing a Framework for Systematic Self-Assessment of Teaching Portfolios in Teacher Education. Paper presented at the annual meeting of the Association of Teacher Educators. Washington, DC.

Moss, C., & McCown, R. R. (2007, February). Toward a theory of signature pedagogy: The case of (and for) systematic and intentional inquiry. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education.

Moss, C.M., McCown, R., Brown, L.I., Miller, P., Hopson, R.K., & Kanyongo, G.Y. (2007). Inquiry without boundaries: Can a signature pedagogy promote educational leadership for a just and humane world? A paper presented at the annual convention of the University Council for Educational Administration. Alexandria, VA.

Moss, C.M., Brown, L., Miller, P., Hopson, R.K., & McCown, R. (2006). A World of Difference: Can We Develop Leaders Who are Disposed Toward Strengthening the Struggle for Social Justice? A paper presented at the annual convention of the University Council for Educational Administration, San Antonio, TX.

Moss, C.M. & Kanyongo, G.Y. (2007, October). The Statistical Concepts Web. Presented at the annual meeting of the Mid-Western Educational Research Association. St. Louis Missouri.

Moss, C.M., Furman, R.L., Goldbach, D.C., & Ragan, R.B. (2005). Beliefs matter in matters of democracy: The pentimento effect versus intentional conceptual change. Paper presented at the annual meeting of the University Council for Educational Administration, Nashville, TN.

Moss, C.M., Furman, R.L, & Goldbach, D.C. (2004). Beginning With the End in Mind: Developing Principals Who Will Lead Learning and Learners. Paper presented at the annual meeting of the University Council for Educational Administration, Kansas City, MO.

Moss, C.M., & McCown, R.R. (March, 1999). Establishing a Scholarship of Practice Through a Web-Based Intentional Learning Community. A paper presented at the annual meeting of the Norham Centre of Leadership Studies, University of Oxford, UK.

Moss, C.M., McCown, R.R., & Driscoll, M. P. (April, 1999). Examining teacher discourse: Opinion or scholarship? Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.

Moss, C.M., McCown, R.R., & Driscoll, M. P. (April, 1999). Teaching as intentional learning: The glue for educational psychology. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.

Moss, C.M. & McCown, R.R. (April, 1998). Using principles of educational psychology to foster web-based collaboration among practicing and aspiring teachers. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Moss, C. M. & Nyiri, R. (April, 1999). Beyond collaboration: Forming a school-university partnership that honors the teacher as a professional learner. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.

Moss, C. M., Peterson, S. E., & Wetzel, N. (2007, April). Enhanced self-regulation and teacher quality: One teacher's journey of cognitive conflict and conceptual change. Paper presented at the annual meeting of the American Educational Research Association..

Moss, C.M. & Schreiber, J.B. (April, 2004). The palimpsest: A conceptual framework for understanding teacher beliefs. A paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Peterson, S.E., McCown, R.R., & Moss, C.M. (2008). Evolutionary Course Design in Teacher Education: Toward Systematic and Intentional Inquiry. A paper presented at the annual meeting of the American Association of Colleges of Teacher Education. New Orleans, LA.

Peterson, S.E., & Moss, C.M. (2007). Acquiring, Abandoning, and Adapting Beliefs about Motivation: Inquiry into Teachers' Decisions of Teaching Practice. A paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Peterson, S.E., & Moss, C.M. (2006). Changing Pre-service Teachers' Beliefs about Learning and Motivation: Are We Asking the Right Questions? A paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Rezzetano, K., Moss, C.M., & McCown, R. (2009, November). Argument Tracking: Methodological and Cultural Implications for a Signature Pedagogy. Poster presented at the annual meeting of the University Council for Educational Administration, Anaheim, CA.

Schreiber, J. B., & Moss, C.M. (2003). A Peircean View of Teacher Beliefs and Genuine Doubt. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Schreiber, J.B., Moss, C.M., and Staab, J. (2005). Theoretical Model for Researching Educator Beliefs. A paper presented at the annual meeting of the American Educational Research Association, Montreal Canada.

Shank.G.D., McCown, R.R., & Moss, C.M. (2004). Signs of learning: Understanding naturally occurring internet learning communities. A paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Honors/Awards

2012 Selected for Membership in Phi Kappa Phi Honor Society
Duquesne University
2011 Presidential Award for Excellence in Teaching
Duquesne University
2011 2011 Teacher of the Year for the School of Education
Kappa Delta Epsilon

2008 Honorable Mention
U.S. Professors fo the Year

2007 Creative Teaching Award
With Dr. Gibbs Kanyongo
Duquesne University Center for Teaching Excellence
2002 Teacher of the Year, Duquesne University
Omicron Delta Kappa

Courses
Dr. Moss regularly teaches courses at the undergraduate, graduate, and doctoral levels including but not limited to:

Undergraduate Courses:
Educational Psychology
Formative Assessment
Classroom Assessment

Masters Level Courses:
Teaching as Intentional Learning
Theory of the Teaching and Learning Process
Motivation in Education
Elementary School Management
Supervision
Pupil Personnel
Action Research Seminar
Alternative Strategies in Classroom Assessment

Doctoral Level Courses:
Society and the Individual