Catherine Hogg

Catherine Hogg is the Senior Instructional Specialist for a university-based community school initiative through Teachers College, Columbia University.  In her role, she consults with principals across five traditional public schools that have adopted the community school model to help them strengthen their school's professional development to strengthen teacher planning and instruction, data use, and instructional team meetings.  Additionally, she designs and delivers professional development sessions for the cohort of teachers across K-12 including summer institutes and on-site coaching.  In the community school model employed at these schools, attempts are made to integrate the teaching and learning needs with expanded learning opportunities for students, family support and engagement for parents of the students, and physical/mental health supports for students and their parents so that there is coherence and intentionality that ultimately impacts student learning.
Prior to her work at Teachers College, she was a full-time doctoral student at Rutgers-Newark.  Her dissertation explores ways in which K-12 teachers of low-income and minority students design opportunities for their students to learn science in preparation for high-stakes exams.  She was also a part-time lecturer in the Urban Teacher Education Program (UTEP) at Rutgers University-Newark, where she instructed and supervised pre-service teachers around curriculum, instruction, data-driven assessment, and differentiation.
She began her teaching career in Newark, NJ as a high school physics, chemistry, and environmental science teacher at Central High School and later at North Star Academy Charter School. At various points, she was also the assistant coach of the boys' football and baseball teams, senior class advisor, and assistant director of school musicals. In addition to teaching, she served as an Instructional Lead for the science department at North Star, a School Director for Teach For America's 2007 Philadelphia Institute, and as Assistant to the Executive Director of Project for School Innovation (PSI), which was a Boston-based non-profit organization dedicated to disseminating best practices for teaching and school leadership across charter and traditional schools. She earned a BA in Chemistry from NYU and an Ed.M. in School Leadership from Harvard University.