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Bill R. Foster, Jr. (co-founder, Education Development Project)

Bill R. Foster, Jr.
Educational Development Project
5710 Neosho St. Louis, MO 63109
(314) 752-1051
FAX: (314) 752-9946

Bill R. Foster is co-founder of Educational Development Project. As an educational consultant for the past ten years, he has provided policy analysis, program development and evaluation, group facilitation, and training for state departments of education, schools districts, colleges/universities, and professional organizations in standards development, curriculum alignment, assessment development and administration, performance-based pedagogy, and data-based program evaluation. He is presently involved in researching educator professional development, educator recruitment and retention, and the adequacy of existing teacher competency tests and performance-based assessment. Mr. Foster is also a faculty member of the School of Education at the University of Missouri-St. Louis, where he is involved in strategic planning, program re-design, technology programming, and professional development schools.

Michael L. Walker (co-founder, Education Development Project)

Michael L. Walker
Educational Development Project
9270 South Tomlin Hill Road
Columbia, MO 65201
(573) 442-2903
(no FAX number)

Michael L. Walker, co-founder with Bill R. Foster of Educational Development Project, is currently an educational consultant to public schools and to state departments of education. He has been involved in state-, school/college-, and classroom-level standard setting and performance-based assessment for all levels of education-from K-12 to teacher education and in several states. He provides technical assistance to more than 50 high schools in the areas of curriculum development, instructional practices, and assessment and to several teacher education institutions in teacher education portfolio development, evaluation, and data-based program analysis. For four years he participated in a redesign of the University of Missouri-Columbia College of Education teacher preparation curriculum and taught within that new program for two years. Previously, he taught literature, composition, and technical writing for 17 years at several Missouri colleges and universities. His research activities involve teachers' perceptions of professional development and the impact of standards and performance-based assessments on K-16 student performance.
(See vitae.)