Gifty Amarteifio

My work will never be complete if it does not open doors and provide opportunities for a younger generation of scholars. My desire to play an influential role in the lives of students can be traced back to wanting to be a teacher in 3rd grade. My interests and paths have led me from wanting to be a teacher to wanting to influence the programs and policies that inform academic practices in K-12 settings. Not only am I committed to the learning of others, but I have committed myself to being a life long learner. I survived the undergraduate years and successfully received my Bachelor of Arts in Political Science and Public Administration. I swiftly endured the fast paced process of obtaining a Master of Arts in Public Policy, and I am currently enjoying the marathon of pursuing a Doctorate of Philosophy in Evaluation Studies with an emphasis in Education Policy.

I have been working as an evaluator in the Twin Cities (MN), and loving every minute of it. I have been fortunate to use my qualitative and quantitative research skills to evaluate early education instructional programs, district behavioral policy, and school integration partnerships, among many others. My skills have also afforded me opportunities to conduct work related to sexual violence and justice, community health partnerships as well as military service men and women and their families. It is the rare moment, while working, when I find myself sitting in the office of an elementary school, attending a high school graduation or sharing a conversation with a parent, that mean the most to me.

I am deeply passionate about K-12 education reform. My interest and past experiences have led me to become an advocate for the use of technology to supplement the delivery of curriculum in schools. I believe in the potential of technology when paired with student-centered pedagogy to transform the ways students are taught and the benefits they can obtain as they prepare for their next stage in life. My contribution to the use of technology in K-12 contexts will center on implementation and evaluation. I believe that the potential of technology to increase student achievement begins with proper implementation and ends with evaluation. I strive to uncover strategies that are proven to produce results and I have no patience for the persistence of practices that are failing our students.