Scott Ridley has served as the dean of the College of Education at Texas Tech University since the summer of 2011. With its school reform and community revitalization work in East Lubbock, the College houses one of only twelve Promise Neighborhood Grant Programs in the United States. Before his appointment as dean at TTU, Scott served as the associate dean in the Mary Lou Fulton Teachers College at Arizona State University. Scott spent 21 years at ASU as a professor, program director, author and principal investigator. He is the author of over $150 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 states of Arizona and Texas.

Taking reasoned risks to pilot innovations and acknowledging that we do not ‘know it all’ removes the barriers associated with the status quo.

Why did you decide to join Deans for Impact?

Frustration with the entrenched mindsets of many university teacher educators and the hope that the Deans for Impact collaborators were willing to team together to find better ways to learn.

What is one pivotal moment in your career in educator preparation that left a positive impact on you or others?

The pivotal moment was the collaborative design process for the first school-university teacher preparation program in the Osborn School District in Phoenix. We literally co-created a new partnership teacher preparation program with ASU faculty and a large number of teachers and administrators in the library of an inner-city elementary school. That school-university partnership became the template for collaborative programs all over Arizona (and now Texas).

What most excites you about the opportunity to transform the field of educator preparation in the years ahead?

Being a part of collaborative school-university team with the explicit purpose of learning and improving educator preparation is exciting. Taking reasoned risks to pilot innovations and acknowledging that we do not “know it all” removes the barriers (and the weight) associated with the status quo. I know from experience that we can continue to improve the effectiveness of educators. I am excited about continuing to learn.

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