Profile

Profile

Timothy Dohrer

Dr. Timothy Dohrer

Director, Master of Science in Education Program
Assistant Professor, School of Education and Social Policy


618 Garrett Place
Evanston, IL 60208-4135
Phone: (847) 467-4831
Cell: (847) 323-8887

Biography

Dr. Timothy Dohrer is the director of the Master of Science in Education program at Northwestern University. He is the former principal of New Trier Township High School in Winnetka, Illinois. In a career spanning more than 20 years, Dohrer has taught middle school, high school and college students in rural, urban and suburban settings and served as a long-term New Trier administrator and teacher. He first became an instructor in the Master of Science in Education program in 2004 while he was teaching English at the Northfield campus of New Trier High School. Since then, Dohrer worked in the areas of curriculum and instruction as well as research and academic services at New Trier. As New Trier principal, Dohrer led one of the largest and most successful schools in the country, supervising a staff of 450 employees and a student population of 3,100 sophomores, juniors and seniors. 


Curriculum Vitae

Adobe Acrobat PDF View Timothy Dohrer's CV.

Research/Scholarship

Education

Year Degree Institution
1999 PhD, Curriculum and Instruction Penn State University
1995 MA, English Northwestern University
1990 BA, English and Journalism Indiana University

Dissertation

Year Title  
1999 Preparing Teachers for Curriculum Integration

Selected Publications

Dohrer, T. (Working Paper/In Press/Under Review). Ralph McGee: A Life’s Work.

Dohrer, T. (2012). Partnering with Students, Staff, and Parents to Improve SEL in Advances in SEL Research, AERA Social and Emotional Learning SIG.

Dohrer, T. (Ed.) (2001). A History of New Trier High School. New Trier High School.

Dohrer, T. (Ed.) (2001). Best Practices in Curriculum Integration. English Leadership Quarterly.

Dohrer, T. (1998). A Textbook for Everyone: Balancing Canons and Culture in English Textbooks in J. Kincheloe & S. Steinberg (Eds.), Unauthorized Methods: Strategies for Critical Teaching Routledge.

Selected Presentations

Dohrer, T. (February, 2012). Improving High School Family Engagement through Social and Emotional Learning. Illinois State Board of Education Parent Involvement Regional Summit Webinar.

Timothy Dohrer (December, 2005). Learning to Lead: The Professional Development Needs of Novice School Leaders. National Staff Development Council Annual Conference. Philadelphia, PA.

Timothy Dohrer (December, 2004). Beyond Certification: The Professional Development Needs of Novice School Leaders. National Staff Development Council Annual Conference. Vancouver, BC, Canada.

Timothy Dohrer (November, 2004). Evolution of a Portfolio Project. National Council of Teachers of English Annual Convention. Indianapolis, IN.

Timothy Dohrer (December, 2002). Connections: Higher Education as a Resource for the Professional Development of K-12 Teachers. National Staff Development Council Annual Conference. Boston, MA.

Timothy Dohrer (November, 2001). Literacy and Language Arts: Focus on Pre-Service Teachers and Teaching. National Council of Teachers of English Annual Convention. Baltimore, MD.

Timothy Dohrer (April, 2000). Preparing Teachers for Curriculum Integration. American Education Research Association Annual Conference. New Orleans, LA.

Research Interests

Leadership development, curriculum and instruction, and curriculum integration.

Teaching/Advising

Courses

MS_ED 436

Instructional Design and Assessment This course takes a closer look at the two most important areas of curriculum and instruction: Instructional Design and Assessment. In the first half of the course, students will gain an overview of various approaches to curriculum design and instructional models, including the history and theory of each approach and opportunities to practice them through lesson/unit planning, simulations, and micro-teaching. In the second half of the course, students will investigate several kinds of assessments, including formative and summative assessments, and how those assessments are closely linked to instructional design, teaching, and learning. Opportunities will be given to practice grading, providing good feedback, and managing a class assessment system.

MS_ED 437

Curriculum Design and Implementation The course provides an overview of various approaches to curriculum design and instructional models, as well as the impact of both on student learning, classroom climate, and school culture. The history and theory of curriculum and instruction will be touched upon before delving deeply into specific current models with an emphasis on leading teams of teachers and school-wide efforts.

MS_ED 447

Building a Culture of Learning This course will address three core areas of school culture: data analysis-understanding the connection between data and instruction for academic achievement; improving teaching and learning; and supporting the affective domain of the curriculum. We will explore several components needed to create, implement and maintain an effective school while we will examine teaching and learning, diversity in student populations, the role of the community in supporting schools, and new research in education. As a final project, course participants will write a proposal that encompasses various components needed to start a new school.

MS_ED 449

TLE: Teacher Thinking and Learning In this course teachers review current research on the development of teacher thinking and learning. In particular, they pay attention to the knowledge teachers bring to their work and how teachers develop the knowledge needed for teaching. Using this research as a backdrop, teachers use videotapes to observe and reflect on the teaching practices of colleagues. Each teacher leader develops a professional development plan for his or her school based on the needs of colleagues.

MS_ED 461

Formative and Benchmark Assessment This course covers the use of formative and benchmark assessments for K-12 teachers to diagnose and redesign learning opportunities for students. It also focuses on measurement topics related to understanding validity and reliability as well as the use of data to inform instruction. In addition, teachers learn techniques for using formative classroom assessments to inform instruction.

MS_ED 499

Independent Study


Professional

Employment History

1990 2013 Principal, New Trier High School
385 Winnetka Ave
Winnetka IL 60093
United States of America
(847) 446. 7000
 


Last Updated: 2016-01-12 15:12:56