Profile for Tammy Chandler

Tammy Chandler profile photo

FirstGeneration badge,
EagleAtWork badge, I proudly earned my undergrad in Elementary Education with Special Ed and Psychology minors in '91.
SOEFaculty badge,

Brief biography

I have served in various roles of education for nearly 3 decades including, teaching elementary school, school administration PK-12, and supervising teacher candidates at UWL.  I love everything about working in the educational system.  It brings me great joy to help others grow along a life long path of learning and encouraging students toward their dreams. 

I am married to an amazing husband, we have four children, from the ages of 15-33 years old, and four adorable dogs.  We've been blessed with the sweetest, three grandsons ever and a rambunctious grand dog. I enjoy entertaining family and friends, watching or performing live theatre, cooking, baking, reality tv,  and reading on quiet Saturday mornings.         

Education

In '84 I graduated from Bangor High School.  I earned my undergrad in Elementary Education at UW-LaCrosse in '91 with Special Ed and Psychology minors.  While teaching in my first assignment in urban Kenosha, I earned my masters degree at the National-Louis University, in Evanston, IL in '94.  Later, after I closed the door on my teaching career I pursued my doctorate at Edgewood College in Madison, WI and defended my dissertation in 2013.   

Teaching history

Immediately following my undergrad from UWL in '91, I taught grades 5, 5/6, and 1 at Bain Elementary School in Kenosha, WI, for five years.  That fall I moved to CA where I taught grade 2 for three years at Emblem Elementary School.  Then I followed my heart to teach closer to my fiance in Carlsbad, CA teaching grades K, K/1, 2, and 4 at Pacific Rim Elementary School from 1999-2009.  Loved every minute of it!    

Research and publishing

I published my dissertation titled, Teachers' Perceptions of School Leadership Based on the 21 Responsibilities of a School Leader as defined by Marzano, Waters, and McNulty (2005)

https://eric.ed.gov/?id=ED567291

The purpose of this study was to explore the extent to which teachers perceive the 21 Responsibilities of a School Leader. Marzano, Waters, and McNulty's correlational study of 2005 found an increase in student achievement when principals chose to implement, maintain, and support the 21 responsibilities in their schools. The researcher examined perceptions of teachers in elementary, middle, and high school regarding 21 Responsibilities of a school leader in an urban school district in western Wisconsin. The researcher designed an electronic survey to collect demographic data and gather perceptions of the importance of the 21 Responsibilities of a school leader using a Likert scale and rank order measurements. In addition, a free response section collected additional data. Of the 588 teachers invited to participate, a total of 180 teachers responded resulting in a final response rate of 31.61%. This mixed methods research study utilized descriptive statistics and measures of central tendency for each perception linked to the 21 Responsibilities. The district's most highly valued Responsibility when rated on the Likert scale was Visibility. The district's most highly valued Responsibility on the rank order scale was Communication. The free response results align to the 21 Responsibilities of Communication, Visibility, and Relationships. A recommendation is that principals should be encouraged to become aware of, implement, maintain, and utilize the 21 Responsibilities in their schools to enhance student achievement and teacher satisfaction