Texas Tech University

Dale Scott Ridley, Ph.D.

Dean
College of Education

Dr. Ridley has served as the Dean of the College of Education at Texas Tech University since the summer of 2011.  Since that time the College has engaged in significant reform including the evolution of all academic programs to a competency-based orientation. The reformed teacher education program, Tech Teach, has won acclaim from school districts, national and international accrediting bodies.  With its school reform and community revitalization work in the East Lubbock, the College houses one of only twelve Promise Neighborhood Grant Programs in the United States.  Before his appointment as Dean at TTU, Dr. Ridley served as the Associate Dean in the Mary Lou Fulton Teachers College at Arizona State University.  Dr. Ridley spent 21 years at ASU as a professor, program director, author and principal investigator of over $ 110 million in federal grants supporting district-based teacher and principal preparation programs and comprehensive school reform initiatives in urban and rural partner districts across the state of Arizona.  He considers himself as a pragmatic scholar/activist who balances intellectualism with grass-root action.  As a reform leader in education, he continues to seek collaborative school-university-community college-business ventures that advance education and achievement to higher levels of excellence.   Dr. Ridley was raised on a farm/ranch in the panhandle of Texas. 

Dr. Dale Scott Ridley, Ph.D., Dean of the College of Education

Education

  • 1990 - The University of Texas at Austin - Ph.D., Educational Psychology
    • Emphasis: Learning, Cognition, Motivation, & Instruction
  • 1988 - The University of Texas at Austin - Masters, Educational Psychology
    • Emphasis: Program Evaluation
  • 1978 - New Mexico State University - Bachelors, Economics

Vita Highlights

  • A reform leader in the College of Education at Texas Tech University
  • Author of close to $ 33 million in federal funding since arrival at TTU in 2011
  • Creator and leader of a nationally award-winning, statewide school-university partnership network in Arizona
  • The top research & development funding producer at Arizona State University in 2010 and 2011

Scholarship

Externally Funded Research & Development Grants

2013 - East Lubbock Promise Neighborhood
U.S. Department of Education – Promise Neighborhood Grant (2013-2017)
Writer & PI, Texas Tech University - $ 24.5 million

2013 - TAP CONNECT National Pilot
U.S. Department of Education – Supporting Effective Educator Development Grant (2013-2017)
Writer & TTU PI
National Institute for Excellence in Teaching (NIET) and Texas Tech University
$ 11.9 million (total), $ 4.7 million (TTU)

2012 - Competency-based Educator Preparation and School Intervention
U.S. Department of Education – Investing in Innovation Grant
(2012-2016)
Writer & PI, Texas Tech University - $ 3.44 million

2010 - Arizona Ready-for-Rigor Project
U.S. Department of Education – Teacher Incentive Fund (2010-2015)
Writer & PI, Arizona State University - $ 43.4 million

2009 - PDS NEXT: Reformed Teacher Education Program with the Teacher Advancement Program (r TEP w/ TAP)
U.S. Department of Education – Teacher Quality Partnership (2009-2014)
Writer & PI, Arizona State University - $ 33.8 million

2009 - PDS WINS: PDS With Indian Nations
U.S. Department of Education – Indian Education Program (2009-2013)
Co-writer (Kathy Puckett) & PI, Arizona State University - $ 1.3 million

2008 - EXCEL: Excellence & Collaboration in Educational Leadership
U.S. Department of Education – School Leadership Grant (2008-2013)
Writer & PI Arizona State University $ 3.5 million

2007 - ASPIRE: Arizona Special Initiative to Recruit and Retain Educators
U.S. Department of Education – Transition to Teaching Grant (2007-2012)
Co-writer (Kathy Puckett) & Co-PI, Arizona State University - $ 3.2 million

2004 - PDS TENET: Professional Development School Teacher Education Network of Excellence through Technology
Title II: U.S. Department of Education -- Teacher Quality Enhancement Grant (2004-2009)
Writer & PI, Arizona State University $ 10 million

2000 - 21st Century Learning Centers: Osborn District (PDS Partner District)
After-School Programming to Increase Student Achievement
Co-writer and Project Evaluator, Arizona State University - $ 1.3 million

1999 - AZTEC: Arizona Teacher Excellence Coalition
Title II: U.S. Department of Education Teacher Quality Enhancement Grant (2000-2005)
Co-writer (Jim Middleton) & Co-PI, Arizona State University - $ 13.8 million

Refereed Publications

Chapters in Book(s)
Ridley, D.S., Hackett, M.R., Landeira, K., & Tate, P. (2005).  Are new teachers prepared in a PDS-based certification program really better?   In I.N. Guadarrama, J. Ramsey, & J. Nath  (Eds.),  Forging alliances in community and thought:  Research in professional developments schools Volume II (p.p. 85-100).  Houston, TX:  Information Age Publishing.

Books
Ridley, D.S. & Walther, B. (1995).  Creating responsible learners:  The role of a positive classroom environment.  Psychology in the classroom:  A mini-series on applied educational psychology.  (B.L. McCombs & S. McNelly,  Series Eds.), Washington, DC:  American Psychological Association.

Refereed Journal Articles
Ridley, D.S., Hurwitz, S., Davis Hackett, M.R., & Knutson Miller, K. (2005).  Comparing PDS and campus-based preservice teacher preparation:  Is PDS-based preparation really better?  Journal of Teacher Education, 56(1), 57-72.

Ridley, D.S., McCombs, B.L., & Taylor, K.D. (1994).  Walking the talk:  Fostering self-regulated learning in the classroom.  The Middle School Journal, 26(2), 50-55. 

Ridley, D.S., Schutz, P.A., Glanz, R.S., & Weinstein, C.E. (1992).  Self-regulated learning:  The interactive influence of metacognitive awareness and goal-setting.  Journal of Experimental Education, 60(4), 293-306. 

Ridley, D.S. (1991).  Reflective self-awareness:  A basic motivational process.  Journal of Experimental Education, 60(1), 31-48.

Weinstein, C.E., Ridley, D.S., Dahl, T., & Weber, E.S. (1989).  Helping students develop strategies for effective learning.  Educational Leadership, 46(4), 17-19. 

Schutz, P.A., Ridley, D.S., Glanz, R.S., & Weinstein, C.E. (1989).  Goal-setting and goal-using:  Developing personal meaning to enhance the use of learning strategies.  Innovation Abstracts, 11(11). 

Weinstein, C.E., Johnson, K., Malloch, B., Ridley, D.S., & Schutz, P.A. (1988).  The high school to college transition.  Innovation Abstracts, 10(21). 

Refereed Conference Presentations
Ridley, D.S., Hamman, D., Saldana, R., Torres, A., Stocks, G., Briggs, M., Button, K., Johnson, M., Price, M.   (2014, March).  Preparing the measurably best teachers:  Can formative evaluations of instructional competency predict new teacher quality?  Paper presented at the annual meeting of the America Association of Colleges for Teacher Education, Indianapolis, IN.

Ridley, D.S., Hamman, D., Johnson, P., Salazar, D., Burley, H., & Price, P. (2013, March).  TEP structures and strategies for making the link:  Capturing evidence of teacher candidates’ competency and impact on student achievement.  Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Orlando, FL.

Ridley, S., Trlica, K., Hamman, D., Johnson, P., Salazar, D. (2012, October).  Capturing the link between candidate competency and impact on student achievement:  Implications for district partnerships.  Proposal accepted for the annual meeting of the Consortium of State Organizations for Texas Teacher Education (CSOTTE),Austin, TX

Ridley, D.S & Rojas, M. (2010).  Connecting Theory and Practice: Reforming a Teacher Education Program using TAP.  Paper presented at the annual meeting of the National Conference of Professional Development Schools

Ridley, D.S. & Koerner, M. (2009).  The Pragmatics of School-University Partnerships.   Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Ridley, D.S. (2009). PDS Professional Development:  Urban but NOT rural impact.  What are we doing about it?  Paper presented at the annual meeting of the National Conference of Professional Development Schools, Fort Lauderdale, Florida

Ridley, D.S. (2009).  Leveraging the Collaborative Strengths of a School-University PDS Teacher Education Partnership:  Piloting an Intensive Clinical Performance-based Assessment Process.  Paper presented at the annual meeting of the National Conference of Professional Development Schools, Fort Lauderdale, Florida

Ridley, D.S. & Koerner, M. (2009).  The “Fundamentals” of School-University Partnerships.   Paper presented at The What Works in Educational Partnerships Conference Phoenix, AZ  February 20-21

Ridley, D.S., George, P., Elliott, F., Berheim, B., Rojas, M., Linder, A., Saenz, S., & Grivalja, R. (2007).  From Schoolhouse Program to State Network:  Evolving the PDS Model with “Old World” Presence and “New World” Technology.  Paper presented at the annual meeting of the National Conference of Professional Development Schools, Las Vegas, NV.

Ridley, D.S. & Misner, H. (2006).  The Changing Face of Teacher Professional Development – PDS Style.  Paper presented at the annual meeting of the National Conference of Professional Development Schools, Orlando, Florida.

Ridley, D.S. & George, P. (2005).   Are New Teachers Prepared in a PDS-based Certification Program Really Better?  Paper presented at the annual meeting of the National Conference of Professional Development Schools, Orlando, Florida.

Ridley, D.S., Hackett, M.R., Hurwitz, S., & Tate, P. (2004, April).  Are new teachers prepared in a PDS-based certification program really better?  Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Ridley, D.S., Meko, S., Cleland, J., Rodriguez, A., Goldie, M., & Long. K.  (March, 2004).  The Challenges and Returns of doing a Reading Intervention Action Research Project at an Urban Middle School PDS.  Paper presented at the annual meeting of the National PDS Conference, Orlando, FL..

Ridley, D.S., Hurwitz, S., Davis-Hackett, M.R.  (April, 2003).  A Long-Term Analysis of PDS and Campus-based Preservice Teacher Preparation.   Is Preparation at a PDS Really Better?  Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill.

Ridley, D.S., Carlile, B.J., Hurwitz, S. & Knutson-Miller, K.  (April, 2002). An analysis of PDS and campus-based preservice teacher preparation.  Is preparation at a PDS really better?  Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

Ridley, D.S., Knutson-Miller, K., & Carlile, B.J.  (April, 1999).  Examining the effectiveness of reflective inquiry oriented educational psychology courses delivered in urban professional development schools:  Are they really better than a campus-based course?  Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Ridley, D.S.  (July, 1997).  Exchange for effective learning (ExCEL):  A collaborative change facilitation venture for urban teachers, service providers, and parents.  Paper presented at the China-U.S. Conference on Education, Beijing, Peoples’ Republic of China.

Cardelle-Elawar, M., & Ridley, D.S., (July, 1997).  Parents as partners with teachers to improve students’ motivation to learn.  Paper presented at the China-U.S. Conference on Education, Beijing, Peoples’ Republic of China.

Ridley, D.S., Cardelle-Elawar, M., & Buss, R., & Robbins, S.  (March, 1997).  A motivationally-based explanation for parent involvement in their children's education.  Paper to be presented at the annual meeting of the American Educational Research Association, Chicago, Ill.

Ridley, D.S., Cardelle-Elawar, M., & Buss, R., & Robbins, S.  (October, 1996).  Parents as partners in their children’s' motivation to learn.  Paper presented at the annual meeting of the Arizona Educational Research Organization, Phoenix, AZ.

Ridley, D.S. (1995, April).  Teachers' beliefs about learners and learning.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Ridley, D.S. (1994, August).  Teachers' self-reported beliefs about learners and learning:  walking their talk?    Paper presented at the annual meeting of the American Psychological Association, Los Angeles, CA.

Ridley, D.S. (1994, February).  Learner-centered principles as standards for the design of teacher education.  Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Chicago, Ill.

Ridley, D.S., & Taylor, K.D.  (1993, April).  The reciprocal nature of teacher and student self-regulation and motivational orientation in the classroom.  Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.

Ridley, D.S. (1992, November).  The development of the Teacher's Psychological Assumptions Scale (TPAS)  Paper presented at the annual meeting of the Arizona Educational Research Organization, Phoenix, AZ.

Ridley, D.S. (1992, April).  What do theories of self-regulated learning have to offer teachers?  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Ridley, D.S. (1991, October).  Self-regulated learning:  toward an integration of theory and practice.  Paper presented at the annual meeting of the Arizona Educational Research Association, Flagstaff, AZ.

Ridley, D.S. (1991, April).  Reflective self-awareness:  a basic motivational process.  Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois.

Ridley, D.S. (1990, January).  The development of a model of purposeful self-regulation.  Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, Texas.

Ridley, D.S., Schutz, P.A., Glanz, R.S., Weinstein, C.E. (1989, June).  Self-regulated learning:  The interactive influence of metacognitive awareness and goal-setting.  Paper presented at the annual meeting of the American Psychological Society, Washington, D.C.

Schutz, P.A., Ridley, D.S., Glanz, R.S., Weinstein, C.E. (1989, March).  The development of a self-regulation scale:  The conceptualization and measurement of a process model of academic self-regulation.  Paper presented at the annual meeting of the American Psychological Society, Washington, D.C.

Ridley, D.S., Glanz, R.S., & Schutz, P.A. (1989, January).  The interactive influence of metacognitive awareness and goal-setting.  Paper presented at the annual meeting of the Southwest Educational Research Association, Houston, Texas.

Schutz, P.A., Ridley, D.S., Glanz, R.S., & Weinstein, C.E. (1989, January).  The construction of a self-regulation scale for learning.  Paper presented at the annual meeting of the Southwest Educational Research Association, Houston, Texas.

Schutz, P.A., Ridley, D.S., & Weinstein, C.E. (1988, October).  Components of autonomous learning:  A conceptual framework for learning skills courses.  Paper presented at the annual meeting of the Texas Association of Developmental Education, El Paso, Texas.

Ridley, D.S., Mason, E., Boverie, P., & Grubb, P. (1988, March).  An examination of the relationship between cognitive development and ego identity development.  Paper presented at the annual meeting of the Southwest Psychological Association, Tulsa, Oklahoma.

Ridley, D.S. & Schutz, P.A. (1988, January).  Does metacognitive awareness imply the existence of explicit goals for learning?  Paper presented at the annual meeting of the Southwest Educational Research Association, San Antonio, Texas.

Invited Presentations

Ridley, D.S. (2015, March).  Application of TAP in Texas Tech University’s Reformed Teacher Education Program.  Invited Panel Presentation at the National TAP Conference. Los Angeles, CA.

Ridley, D.S. (2015, January).  Community College – University Collaborations for Excellent Teacher Preparation.  Keynote Address for the Tarrent County College District Spring Faculty Kick-off Meeting.  Fort Worth, TX.

Ridley, D.S. (2014, May).  Evidence-driven Teacher Education at Texas Tech University.  Keynote Address for the CAEP Clinic of the States Conference.  Kansas City, MO.

Ridley, D.S. (2014, February).  Do the Right Thing:  The Transformational Initiative to Reform Teacher Education at Texas Tech University.  Invited Address for CAEP at the annual meeting of the America Association of Colleges for Teacher Education, Indianapolis, IN.

Ridley, D.S.  (2010, June).   AACTE “Day on the Hill” Congressional Briefing.  Panel presentation at the U.S. Senate Building, Washington, D.C.

Ridley DS  (2010, March).  Collaboration to Impact Teacher Quality and Student Achievement in Arizona.  Presentation at the Arizona Department of Education, Phoenix, AZ.

Ridley, D.S. (2010, March).  Leading Change: District and State Perspectives.  Panel presentation at the National TAP Conference, Washington, D.C.

Ridley D.S. (2010, March).  AACTE Policy Brief on Clinical Preparation.  Panel presentation at the National Press Club , Washington, D.C.

Ridley, D.S.  (2004, November).  Urban School and University Teacher Education Reform through the PDS Model and Responsibility for Student Learning.  Paper presented at the Whose Children: Ethics, Education, and Collective Responsibility Conference, Tempe, AZ.

Ridley, D.S.  (January, 2002). Full Service PDS in underserved communities?  Paper presented at the PI Meeting for Title II, San Diego.

Ridley, D.S. (1995, October).  How can parents and teachers help make students more responsible learners?  Presented at ArrowheadElementary School, Phoenix, AZ.

Ridley, D.S. (1995, August).  Motivating college students.  Presented at the ParadiseValleyCommunity College Fall Faculty Retreat, Phoenix, AZ.

Ridley, D.S. (1994, September).  Fostering self-regulation in the homeless:  theory and practice from the field of education  Paper presented at the "Homelessness:  Current Issues, Practices, and Research" Conference, Phoenix, AZ.

Ridley, D.S. (1992, June).  The role of teacher self-regulation and motivational orientation in effective teaching and student learning.  Paper presented at the annual meeting of the Impact Conference on Assessment and the Teaching of Thinking, Tucson, AZ.

Unpublished Manuscripts
Ridley, D.S.  (1990).  Reflective intentionality:  The development of a model of purposeful self-regulation.  Unpublished doctoral dissertation, The University of Texas at Austin.

Leadership in Teaching, Curriculum, & Program Development

TEXAS TECH UNIVERSITY

Competency-based Educator Preparation & School Intervention

All programs in the College of Education at Texas Tech University have been reformed to focus on higher-order (skill and product) learning outcomes built on a foundation of knowledge and reasoning.  Faculty members in each program area have established one-to-three impact-oriented program competencies that distinguish our graduates from other doctoral and teacher education programs.   Collaborations with businesses such as Teachscape provide technologies that enable the College to measure graduate impact in the classroom and schools.

East Lubbock Promise Neighborhood

Northeast Lubbock is ethnically diverse with population of over 33,000 citizens.  The community is distressed, has been underserved and the schools have a long history of failure.  A $ 24.5 million federal Promise Neighborhood grant is jumpstarting a broad, multi-organizational effort to support revitalization in East Lubbock.  Five colleges and three administrative units at TTU are collaborating with service providers in East Lubbock to provide a continuum of community services including health, early learning and family supports. The College of Education and Lubbock ISD are collaborating to radically reform four community schools into a model of intensive project-based learning and service learning for community improvement.

ARIZONA STATE UNIVERSITY

Teaching Foundations Project

In collaboration with faculty members from ASU’s colleges of liberal arts and sciences and numerous Arizona community colleges, I am leading the reform of subject-area coursework for education majors.  Following the work of the Council of Chief State School Officers (i.e., Common Core Standards) and related work on international approaches to higher-order instruction and assessment (e.g., Linda Darling-Hammond), we are working to increase academic rigor and use of digital technology applications in 40 lower division subject-area courses in English/Language Arts, History/Social Studies, Mathematics, Science, and The Arts.  This work is supported by the NEXT TQP grant.

Clinically Reformed Teacher Education Program using TAP

In collaboration with the National Institute of Excellence in Teaching, I am leading the reform of our district-based teacher education programs using the TAP instructional rubric.  For two years, ASU has been piloting the design of a “clinically-driven” teacher education program.  Initially using the PACT rubric designed by Linda Darling-Hammond, our project has moved to the TAP rubric for several reasons: 1) reliability and validity-research shows a positive relationship between teachers’ TAP rubric scores and student achievement, and 2) the TAP rubric is a formative tool promoting preservice teachers’ learning and clinical development.  This work is leading to new ASU-prepared teachers that are instructionally superior to new teachers prepared in other preparation programs.  This work is supported by the NEXT TQP grant.

TAP Comprehensive Reform Schools

In collaboration with the National Institute of Excellence in Teaching and the Arizona Department of Education, I am leading a comprehensive school reform initiative in 71 historically failing schools across Arizona.  Overseeing a staff of 18 “Regional Master Teacher Leaders” and program directors, we are working to implement the TAP model of school reform.  This work is part of a larger strategy of positioning the Mary Lou Fulton Teachers College as an institution of P-20 reform; blending research with practical and measurably effective change initiatives.  This work is supported by the NEXT TQP and the TIF grants.

Teacher Tracking and PORTAL (Partnership Office for Research on Teaching, Assessment, and Learning)

In collaboration with the Arizona Department of Education, my colleagues and I are leading the development of Arizona’s first statewide longitudinal teacher tracking data system; the “Colorado Growth Model”.  Approximately 20 members from ASU, the Arizona Department of Education and over 20 partner districts are building a “data portal” where data are collected, analyzed, synthesized, and returned to the districts and teacher preparation programs with customized information on how to make programmatic and policy decisions. This data portal system will also be used to facilitate achievement analyses at the classroom level.  We are currently designing teacher/administrator data usage professional development modules similar to the “Data Wise” work from Harvard University.

As part of this responsibility, I oversee a staff of 9 faculty members and graduate students conducting program evaluation and research support services.  We are moving toward developing a comprehensive data system (attitudinal, performance-based, and student achievement outcome-based) that will allow ASU to design and offer data-driven programming and services that are customized to the needs of specific partner districts, schools, and teachers.

PDS District-based Teacher Education Programs (now iTeachAZ)

Since 1998, I led the growth of ASU’s PDS district-based teacher education programs from 1 to 21 partner districts across the state of Arizona.  The partner districts include 14 urban and 7 rural districts.  Rural districts include tribal communities (Navajo, Apache, and Tohono O’odham) and communities on the border with Mexico.  Research, some published, has indicated that urban PDS-prepared teachers consistently out-perform teachers prepared in other teacher education programs.  I oversee 35 faculty members and support staff in the implementation of the district- based teacher education programs.  The success of these district-based programs has led to a strategy to move most teacher preparation programs at ASU to this off-campus model by 2012. (i.e., iTeachAZ)