Profile for Tammy Chandler
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Tammy Chandler
Teaching Supervisor (L)
Field Experience
University of Wisconsin-La Crosse
Tammy Chandler
Teaching Supervisor (L)
Field Experience
Brief biography
My teaching career began after graduating from UWL 30 years ago in elementary education with minors in both special education and psychology. After my graduation, I taught in three widely diverse public elementary schools from Kenosha, Wisconsin to Southern California for 18 wonderful years. My most recent work at UWL began after earning my doctorate in 2013 and serving for six years as a PK-12 school administrator at Coulee Christian School in West Salem, Wisconsin. For the past two years, I’ve worked in the Office of Field Experience as a Placement Coordinator for teacher candidates in the ECMC, MCEA, and ECE programs. In addition to that role, I was the Communication Specialist promoting the School of Education as I worked as the editor on the Eagle Edge Newsletter, weekly social media platforms, and shared news-worthy posts on the SOE digital sign.
Recently, I celebrated my 20th wedding anniversary with my husband, Brad, a retired 27-year United States Marine. We are blessed to parent four children and love on three grandsons and one grand dog and cat. Together, we enjoy entertaining, going for walks, golfing, live theater, and cooking.
I look forward to bringing my career full circle back to the classrooms of Morris Hall where I will work alongside other professionals to encourage and educate each individual student to grow in their confidence, competence, and compassion adding their worth to this most valuable profession.
Current courses at UWL
EDS 203 Sec. 2 & 8 School, Society, and Teachers
EDS 446 Sec 4 Field II Seminar & Field Supervision
Education
In '84 I graduated from Bangor High School. I earned my undergrad in Elementary Education at UW-LaCrosse in '91 with Special Ed and Psychology minors. While teaching in my first assignment in urban Kenosha, I earned my master's degree at the National-Louis University, in Evanston, IL in '94. Later, after I closed the door on my teaching career I pursued my doctorate at Edgewood College in Madison, WI, and defended my dissertation in 2013.
Career
Teaching history
Immediately following my undergrad from UWL in '91, I taught grades 5, 5/6, and 1 at Bain Elementary School in Kenosha, WI, for five years. That fall I moved to CA where I taught grade 2 for three years at Emblem Elementary School. Then I followed my heart to teach closer to my fiance in Carlsbad, CA teaching grades K, K/1, 2, and 4 at Pacific Rim Elementary School from 1999-2009. Loved every minute of it!
Professional history
Adjunct Faculty Department of Educational Studies, Fall 2021
Office of Field Experience Coordinator & Communications Specialist, 2020-2021
Supervisor of Student Teachers, 2019-2020
School Administrator PK-12, 2013-2019
Elementary School Teacher, 1991-2009
Research and publishing
My dissertation is titled, Teachers' Perceptions of School Leadership Based on the 21 Responsibilities of a School Leader as defined by Marzano, Waters, and McNulty (2005)
https://eric.ed.gov/?id=ED567291
The purpose of this study was to explore the extent to which teachers perceive the 21 Responsibilities of a School Leader. Marzano, Waters, and McNulty's correlational study of 2005 found an increase in student achievement when principals chose to implement, maintain, and support the 21 responsibilities in their schools. The researcher examined perceptions of teachers in elementary, middle, and high school regarding 21 Responsibilities of a school leader in an urban school district in western Wisconsin. The researcher designed an electronic survey to collect demographic data and gather perceptions of the importance of the 21 Responsibilities of a school leader using a Likert scale and rank order measurements. In addition, a free response section collected additional data. Of the 588 teachers invited to participate, a total of 180 teachers responded resulting in a final response rate of 31.61%. This mixed methods research study utilized descriptive statistics and measures of central tendency for each perception linked to the 21 Responsibilities. The district's most highly valued Responsibility when rated on the Likert scale was Visibility. The district's most highly valued Responsibility on the rank order scale was Communication. The free response results align to the 21 Responsibilities of Communication, Visibility, and Relationships. A recommendation is that principals should be encouraged to become aware of, implement, maintain, and utilize the 21 Responsibilities in their schools to enhance student achievement and teacher satisfaction