Marcella Emberger‘s focus as an educator has been on the improvement of classroom teaching using research-based strategies, and the companion task of designing effective classroom assessments. With 35 years of varied experience, she works successfully with all the members of the education community.
As recent director in for an organization designed to support Maryland schools as they work to meet new state and national assessment requirements, Marcy created and implemented “Assessment for Learning Professional Development” modules for leadership teams at the school and district levels. She designed and implemented a statewide action research project based on the text, “Classroom Instruction that Works,” by Robert Marzano, which received an Outstanding Professional Development Affiliate Award. As director of the Writing Across the Curriculum Project, a staff development program for the Baltimore County public school system, she received the Center of Excellence Award from the National Council of Teachers of English.
Marcy‘s career began with 15 years as an English teacher in the Baltimore County school system, five of which were as a Department Chairman. From there she moved to the County level, where she served as a Writing Resource Teacher, Lead Facilitator for the Office of Instructional Development and Grants, Innovative Program Manager, and as a Principal for an Alternative Middle School. Emberger‘s final position with the County was as Staff Development Facilitator for the Southwest Area, where she provided workshops for 30 schools (K-12), teachers and administrators.
At Maryland State Department of Education Marcella was a Specialist for the High School Improvement Project, chaired the High School Improvement Staff Development Committee, and wrote its report, “A Professional Developed Framework for Maryland’s High School Improvement Program.”
Marcy Emberger left the public sector to become director of a non-profit organization with strong ties to the local school districts. Jay McTighe, co-author of Understanding by Design, and Marcy have co-authored two publications: “Step-by-Step Strategies You Can Use” (Journal of Staff Development, Winter, 2006), and “Assessment as Professional Development – Powerful Designs for Professional Learning” (National Staff Development Council, 2005). Marcy‘s most recent solo publication is “Helping Teachers Think Like Assessors,” (Principal, March/April 2006).
Emberger has made many presentations at national conventions, and has co-taught with the Differentiated Instruction cadre.
Marcy Emberger previously served on the Boards of the Mid-Atlantic Association of Cooperation in Education, the Council of Education Administrators and Supervisors of Maryland, and BioTrek Naturalists, Inc. At Johns Hopkins University, she served on the Advisory Board of the Masters in the Art of Teaching where she also taught “Action Research for School Improvement” and a “Teacher Leadership Seminar.” Her own Masters in Writing degree comes from Towson University in Maryland, as does her Bachelors of Science degree.