Claudette Rasmussen is a senior technical assistance consultant at AIR. She has worked primarily with AIR’s regional Great Lakes Comprehensive Center, the Connected Educator project, and the national Center on Great Teachers and Leaders. Much of her work during the past 16 years has been with state and district leadership teams providing expert consultation in professional learning, including blended learning solutions and Communities of Practice (CoPs), continuous improvement, and leadership development.
Rasmussen has provided long-term technical assistance to Department of Education leaders in Ohio to develop an Ohio Improvement Process, enhance the state system of support as they roll out the Process, and align improvement work across state offices. In Michigan, Rasmussen has provided technical assistance to a state stakeholder team to revise professional learning policy and guidelines and to support their implementation, including use of an Individual Professional Development Plan. She has been consulting with Michigan’s State Reform Office to support development of job-embedded professional learning for persistently low achieving schools. Rasmussen has represented AIR on the International Standards Revision Advisory Team for Learning Forward’s Standards for Professional Learning. She has led tasks within the Promoting Teacher Effectiveness in Adult Education Project to develop model teacher competencies, a professional development toolkit and induction model to support their implementation across the country. Rasmussen provides expert consultation to the National Comprehensive Center for Teacher Quality on the role of professional learning within evaluation systems.
Rasmussen has worked with districts in the Midwest to improve mentor induction programs, incorporate job-embedded professional learning opportunities, and develop engaging, culturally responsive instruction. In 2006, she completed a three-year contract with the educational system of the U.S. Virgin Islands where intensive technical assistance resulted in substantive improvement, including significant achievement gains in 19 of 33 schools within the territory. Rasmussen has coauthored several publications, including a brief on the role of job-embedded professional learning in evaluation systems and a book on problem-based learning, and has led the design and development of professional learning resources, including an online guide to professional learning communities, a lesson study video guide, and a CD-ROM facilitator toolkit. Previously, she was co-investigator of a National Science Foundation teaching grant and spent 18 years in schools in program, curriculum, and professional development within special, regular, and gifted education.