Kerry Kretchmar, Carroll University faculty

Dr. Kerry Kretchmar

Associate Professor of Education 262.524.7285 kkretchm@carrollu.edu Education Hall 203B

TEACHES IN THE FOLLOWING PROGRAM(S)

Education

Biography

Dr. Kretchmar grew up in Marshfield, Wisconsin. Prior to coming to Carroll, she worked as a Kindergarten teacher in the Bronx, an ESL preschool teacher, an intern at Sesame Street, and as a coach and supervisor for pre-service and practicing teachers in Milwaukee, Madison, New York City, and Los Angeles.

Education

  • New York University, B.A. in Individualized Study
  • Pace University, M.S. in Childhood Education
  • University of Wisconsin, Madison, Ph.D. in Curriculum and Instruction, Educational Policy Minor

Areas of Specialization

Dr. Kretchmar teaches courses in the early childhood minor, the equity and inclusion block, and Educational Studies. Her research interests include examining the way market-based reforms are impacting teachers, teaching, and teacher education, with a focus on issues of equity and social justice.

Scholarly and Professional Achievements

Peer Reviewed Articles

Kretchmar, K. & Zeichner, K. (2016). Teacher Prep 3.0: A Vision for Teacher Education to Impact Social Transformation. Journal of Education for Teaching. 42(4), 417-433.

Kretchmar, K., Sondel, B. & Ferrare, J. (2016). The Power of the Network: Teach For America and the Deregulation of Teacher Education. Educational Policy.

Brewer, T.J., Kretchmar, K., Sondel, B., Ishmael, S., & Manfra, M. (2016). Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices. Education Policy Analysis Archives, 24(15).

Kretchmar, K., Sondel, B. & Ferrare, J. (2014). Mapping the Terrain: Teach For America, Charter School Reform, and Corporate Sponsorship. Journal of Education Policy. 29(6), 742-759.

Kretchmar, K. (2014). The Revolution will be Privatized: Teach For America and Charter Schools. The Urban Review. 46, 632-653.

Kretchmar, K. (2013). Democracy (In)Action: A Critical Policy Analysis of New York City School Closings by Teachers, Students, Parents, Administrators and Community Members. Education and Urban Society. 46(1), 3-29.

Chapters in Edited Volumes

Kretchmar, K., Sondel, B. & Ferrare, J. (2015). Mapping the Education Entrepreneurial Network: Teach For America, Charter School Reform, and Corporate Sponsorship. In Au, W. & Ferrare, J. (ed.) Mapping Corporate Education Reform. New York, NY: Routledge.

Kretchmar, K., Nyambe, J., Robinson, M., Sadeck, M. and Zeichner, K. (2011). Policies and Practices for the Continuing Professional Development of Teachers in Namibia and South Africa. In Day, C (ed.), The Routledge International Handbook of Teacher Education. London, UK: Routledge.

Magazine Articles

Kretchmar, K. & Sondel, B. (2014). Organizing Resistance to Teach For America. Rethinking Schools. 28(3), 33-37.

Service to Carroll University and Profession

Institutional Service

  • edTPA coordinator
  • Teacher Residency Leadership Team
  • General and Cross Cultural Education Committee (2016-present)
  • Academic Steering Committee (2015)
  • Carroll University Admissions Committee (2013-2015)
  • Carroll University Technology in Teaching and Learning Committee (2012-2013)
  • CEO Leadership Academy Pre-College Program
  • Bridge to College Mini Course Instructor

 Professional Service

  • Governance Council Member, Hartland Fine Arts Leadership Academy 
  • American Studies K-16 Collaboration Council, Chair (2011-2014) Peer reviewer for Urban Education, Journal of Education Policy, and Educational Policy Analysis Archives

Community Outreach

  • Early Head Start School Readiness Council, La Casa de Esperanza 
  • Early Head Start Policy Council, La Casa de Esperanza
 
 

What is your teaching style?

Responsive, student-centered, and relationship-based.

Why do you do what you do?

As a teacher educator, my goal is to coach students towards a deeper understanding of the immense power of their roles as teachers—to reflect not only on how to be outstanding educators but also to analyze their teaching practice within the larger societal context. I strive to not simply prepare future teachers for employment but to provide students with lasting skills that will help them excel as teachers by understanding and utilizing the processes of inquiry, critical thinking, and collaboration.

How do you make learning engaging?

I build a strong classroom community, use varied discussion models, student-driven projects, and engaging texts.

What should students know about you?

My work with future and current educators inspires me. I am continually learning from my work with pre-service and practicing educators.

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