Previous PDC
Graduating Class!
Click on a face above to view a
brief intro and testimony!
 Amy
Quinn, Green Bay
A first grade teacher at Wilder Elementary School, Quinn
began her professional career as an LD Special Education
teacher in Seymour. Her PDC work focuses on literacy,
specifically ways to improve the quality of her writer’s
workshop and more effectively meet the needs of her
struggling readers.
“I
have come so far in my professional development during
this rigorous two-year journey. First, I have learned
that you CAN do anything you put your mind to, no matter
how insurmountable it seems at the time. I am thrilled
that I have met the two goals that I had set at the
onset of this project; improving the quality of my
writer’s workshop and meeting the needs of my struggling
readers. Last year, at the completion of my PDC
research, 96% of my students reached proficiency or
above in reading! And at this current time, this year I
am proud to say for the first time in my 23 year career,
100 percent of my students are at proficiency or above
in reading. I can honestly say, this is directly related
to my PDC experience.
But the area that has had the biggest impact on me as a
professional has been in proposition 5: collegiality. As
a direct result of my PDC work, I feel I am truly an
active member of the Wilder School learning community. I
have stepped out of comfort zone and have included this
piece in every one of my Learning Experiences and the
outcome has made me a better person and educator. I
cannot begin to express the importance collaboration is
to me now. Together we can accomplish so much
more.” –Amy Quinn
 Lynn
Carney, Green Bay
Physical Education Department Head at Edison Middle
School, Carney is a veteran teacher of more than 20
years. Her PDC work focused on providing students with
the knowledge and skills to achieve a healthy lifestyle,
not only in the school setting, but into adulthood.
“The program owes its success to the dedicated and
talented individuals at the UWGB Institute for Learning
Partnership. My PDC journey was an enriching
experience that will impact my profession and my
learners for years to come.” – Lynn Carney
 Kathaleen
Stilp, Green Bay
A special education teacher at Jefferson Elementary
School, Stilp began teaching students with special needs
in 1996. She has worked at Jefferson school for 15
years. Her PDC work focused on scientific research which
has not only reaffirmed the importance of explicit
phonic instructions, but has brought to light the
essential role of phonological awareness in learning to
read.
“My PDC experience has been a rewarding journey. I
was able to reflect upon myself and my educational
practice. The learning experiences and action
research project were tools for me to grow as an
educator, which in turn, benefitted students. I
witnessed improved learning from students because of
what I learned throughout this journey.” – Kathaleen
Stilp
 Jessica
Dresser, Green Bay
A Special Education Teacher at Webster Elementary
School, Dresser began her professional career in 2006.
Her PDC work focused on inclusion in the least
restrictive environment and behavior improvement through
relationships.
“The PDC process made me look at what I wanted to do to
become a better teacher and then held me responsible for
doing it. There are things I would not have continued
with had I not been in the PDC and my students would
have missed out on a lot.”—Jessica Dresser
 Katherine
Thibaudeau, Green Bay
A Reading Recovery and Title I Reading Teacher at
Eisenhower Elementary School, Thibaudeau has previously
taught in De Pere and Wrightstown. Her PDC work focused
on vocabulary development after realizing that her
students had little knowledge of what words mean, which
results in a breakdown of reading comprehension.
“Over the course of a trimester, I implemented explicit
vocabulary instruction through the use of interactive
games, graphic organizers, and word part learning.
After analysis of assessments, my students gained as
many as 2-5 reading levels and possessed a vocabulary
that closely matched their reading level.”—Katherine
Thibaudeau
 Tiffani
Schley, Manitowoc:
An elementary school counselor at Jefferson Elementary
School, Schley is in her third year of school
counseling. Her PDC work focused on determining the
effects a structured school-wide bullying program could
have on school climate.
“The PDC program benefited both the students and me by
teaching and challenging me to look for how to offer the
best for the student, not just better. I learned more
about researching and data to ensure I am offering the
best at all times.”—Tiffani Schley
 Natalie
M. Killion, Green Bay
A school counselor, Killion has been a professional
educator since 1998 and has worked with students at
Seymour and Green Bay Southwest High School, before her
present assignment at Preble High School. Her PDC work
focused on investigating and implementing strategies to
improve transition of freshmen to high school, with the
goal of reducing the number of failing grades.
"My PDC journey led to a much deeper understanding of
the challenges facing students in the transition to high
school. As I applied this knowledge through
learning experiences and action research, I experienced
new levels of leadership in my profession while becoming
more skilled at using data to assess learning."—Natalie
Killion
 - Nikki
Logan, Green Bay
A bilingual special education teacher at Eisenhower
Elementary School, Logan began her professional career
in 2007 in the Milwaukee Public School District and has
been teaching at Eisenhower Elementary since 2008. Her
PDC work focused on students in grade K-2, using the
math workshop approach. She created math centers, an
option board, math take-home bags, and documented
on-task behaviors among various other activities.
“The PDC experience has had a profound impact on me and
my students.
The journey has taught me the importance of
data-driven instruction and the positive influence is
has on student achievement.
It has also inspired me to begin graduate school
to earn my Ph.D.”—Nikki Logan
 Brian
Schley, Two Rivers
A school counselor at L.B. Clarke Middle School, Schley
is in his fourth year as a school counselor. He is also
the middle school Athletic Director and fifth grade
Learning is for Everyone (LIFE) teacher. His PDC work
focused on creating a cross-age peer tutoring program to
increase standardized test score in math and reading of
at-risk students.
“The PDC program pushed me to be well researched,
provide evidence for, and evaluate my programs. I
can say, with certainty, my students are positively
impacted by the action research and learning experiences
I have implemented.”—Brian Schley
 Tammy
Vann, Green Bay
An Elementary ESL Program Support Teacher/English
Language Learner Curriculum Coordinator, Vann began
working for the Green Bay School District in 2007. She
has taught ESL at Baird Elementary and Aldo Leopold
Community Schools. Her PDC work focused on researching
and implementing strategies to help English Language
Learners succeed in the classroom.
“The PDC program has been learning and growing process
for me. I can honestly say that each of my
Learning Experiences stretched me in one way or another,
which helped me become a better teacher. I have
never embarked on such an intense learning experience,
one that is self-driven with discovery, failure, and
success.”—Tammy Vann
 Lisa
Koch, Two Rivers
A Two Rivers High School science teacher, Koch began
teaching Physics and Chemistry in 1993 at Mishicot High
School, and has been a science teacher at Two Rivers
since 1994. Her PDC work focused on significantly
improving students’ success rates by learning different
avenues of teaching and providing multiple options for
her students to learn and practice new material.
"Earning my PDC truly has been an insightful journey.
Along the way, I became involved in more than what I had
chosen for my learning experiences. I've met and
become connected with many other Chemistry and Physics
teachers, I have attempted the modeling method of
instruction in my Physics classes, and I've created a
resourceful Moodle site for my students just to scratch
the surface of what I accomplished through the
PDC."—Lisa Koch
 Janice
Hutterer, Manitowoc
An Early Childhood Kindergarten Teacher at Riverview
Elementary School teaches kindergarten special education
and children age three to five. Her PDC work focused on
developing four-year-old kindergarten students’
handwriting using the HTW (Handwriting Without Tears)
program.
“Participating in the PDC process has allowed me to
become a more effective and reflective classroom teacher
…
Upon completion of my action research and data
collecting, I presented to the 4K administrators and
fellow 4K teaching staff. Because of my findings,
presentation of materials, and data collecting, an
enormous interest was taken on implementing HWT® in all
4K classrooms throughout the district. I have been
informed that many of the teachers are using it and the
ones that aren’t are lacking materials.”—Janice Hutterer
Other PDC Testimonies
Self-discovery and holistic approach to learning
"For me, the entire PDC process was one of self-discovery, as well as developing practical teaching knowledge. In retrospect, the growing pain resulted in a much stronger progression than any academic course could have produced. I would recommend the PDC to any teacher who is willing to take a self-directed, holistic approach to their professional and personal development."
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