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Back to Our People Robert Zywicki, Ed.D., M.B.A. Superintendent in Residence e : p : rzywicki@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : Ed.D.; Saint Peter's University M.B.A.; The University of Iowa Tippie College of Business M.A.; Saint Peter's University B.A.; Rutgers University Affiliations : New Jersey Association of Educational Leaders, NJAEL The School Superintendents Association, AASA Association for Supervision and Curriculum Development, ASCD Council of the Great City Schools, CGCS Biographical Highlights ￫ Dynamic educational leader with over two decades of experience in transforming educational organizations. ￫ Expert in multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, and project-based learning. ￫ Recognized for innovative leadership, earning accolades such as "Superintendent to Watch" by the National School Public Relations Association. Dr. Robert R. Zywicki is a dynamic and innovative educational leader with over two decades of experience transforming educational organizations. His expertise spans multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, project-based learning, and school finance, consistently delivering measurable results in student achievement and organizational effectiveness. A proven change agent, Dr. Zywicki's tenure as a two-time PK-12 Superintendent of Schools is marked by significant accomplishments including increased graduation rates, expanded special education inclusion, and successful implementation of major capital projects. His transformative leadership has earned numerous accolades, including recognition as a District Thought Leader by Future Ready Schools, a "Superintendent to Watch" by the National School Public Relations Association, and the "Friend of Education" award from the NJEA for "extraordinary contributions to the profession." As an insightful graduate professor, sought-after keynote presenter, and trusted advisor to scores of urban, suburban, and rural districts, Dr. Zywicki delivers strategic coaching to educational organizations and governance boards nationwide. His expertise has been recognized by universities and state agencies, leading to appointments on advisory boards shaping literacy standards, computer science curriculum, interdistrict school choice, and the allocation of federal funds for at-risk learners. Notably, Dr. Zywicki played an instrumental role in the reopening of New Jersey's schools in September 2020, co-authoring the NJDOE's Road Back COVID-19 reentry manual. He has been featured in articles, podcasts, and webinars by Education Week, District Administration, School Administrator, and ASCD. Beyond his professional achievements, Dr. Zywicki demonstrates his commitment to community through coaching youth lacrosse, football, and basketball, and has served as an elected member of his local board of education. His unwavering passion for personalized learning drives his mission to make a meaningful difference for ALL students. Dr. Zywicki is renowned for energizing educational teams and equipping them with actionable strategies to drive meaningful change. His innovative approaches to leadership, instruction, and technology integration continue to open new possibilities for students across the United States.

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Back to Our People Anna Lasek Communications Assistant e : p : cesp@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : B.A., Comparative Literature/Political Science; Rutgers University, 2025 Affiliations : Biographical Highlights Anna Lasek is a double major in Comparative Literature and Political Science with a minor in Russian Literature at Rutgers University. As a Communications and Resource Development Assistant at Rutgers CESP, Anna develops blog posts and manages social media content to package instructional resources for educators, ensuring their accessibility and practical application. Throughout her time at Rutgers, Anna has actively engaged in various roles within Student Affairs. She serves as a Student Pedagogical Partner Fellow at the Institute for Teaching, Innovation, and Inclusive Pedagogy, where she conducts classroom observations and provides feedback to enhance teaching practices. Additionally, Anna has experience as a Resident Assistant, RU FIT and FIGS Peer Instructor, and Editorial Intern at Rutgers University Press. She is also a member of the School of Arts and Sciences Honors Program and has contributed to the program's blog. Anna is involved with the Institute for Women's Leadership (IWL) as a Leadership Scholar. In her free time, Anna enjoys reading and playing volleyball. She is a member of Girl Gains, a weightlifting organization dedicated to empowering women. Anna is also an alumna of North Arlington High School in New Jersey. After completing her undergraduate studies in May 2025, Anna plans to pursue a master's degree in College Student Affairs.

Back to Research Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot Michael Kuchar, Frank V. Auriemma, Cynthia L. Blitz, & Elizabeth Jewett This presentation reports on a comprehensive three-year pilot study conducted by the Bergenfield School District in New Jersey as part of the Excellent Educators for New Jersey (EE4NJ) initiative. The study examined the relationship between teacher effectiveness measures and student achievement outcomes using multiple data sources including Danielson teacher observation ratings, Renaissance Learning Student Growth Percentile (SGP) data, New Jersey Department of Education SGP data, and University of Washington 5D evaluator training data. The research revealed several key findings that challenge traditional assumptions about teacher evaluation. Tenured teachers consistently scored higher on both observation ratings and student growth measures compared to untenured teachers. Elementary teachers received higher observation scores than middle or high school teachers, while teachers of untested subjects (such as specials and science) scored higher in observed classroom domains but lower in planning and professional responsibility domains. Significantly, the research demonstrated a moderate correlation between teacher observation ratings using the Danielson Framework and student growth as measured by Renaissance Learning assessments. The presentation highlights the district's systematic approach to building evaluator capacity, providing valuable insights for educational leaders seeking to implement research-based teacher evaluation systems that can genuinely improve instruction and student outcomes. January 2015 2015 College Board Middle States Regional Forum Baltimore, Maryland, USA Bergenfield NJ's 3-year pilot study using the Danielson Framework shows how data-driven teacher evaluation can improve student outcomes. Research confirms moderate correlation between observation ratings and student growth. Citation Kuchar, M., Auriemma, F. V., Blitz, C. L., & Jewett, E. (2015, January 28). Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot [Invited presentation]. 2015 College Board Middle States Regional Forum, Baltimore, Maryland, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Research Recruiting Diverse Learners to High School Computer Science Cynthia L. Blitz, Vivian Allen, & David J. Amiel Rutgers Center for Effective School Practices researchers Cynthia L. Blitz, Vivian Allen, and David Amiel presented 'Recruiting Diverse Learners to High School Computer Science' at the 52nd Association for Computing Machinery Technical Symposium on Computer Science Education in 2021 (SIGCSE21). The presentation highlighted strategies for improving recruitment and engagement of under-represented students into high school computer science classes. Operating within the collaborative structure of a researcher-practitioner partnership (RPP), the computer science diversity, equity, and inclusion strategies were conceived by members of the Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC), a National Science Foundation-funded RPP established to build the capacity of schools to provide rigorous, inclusive computer science education. Through an audit and reflection on current practice coupled with a synthesis of major findings from the education literature, CS-TLC formulated a three-pronged strategy to address equitable student recruitment: i. tailoring communication and outreach activities; ii. revisiting and updating relevant institutional practices or policies that directly or indirectly impact recruitment and engagement; and iii. enhancing existing instructional practices. The presentation previewed each of these approaches, shared what was preliminary qualitative evidence regarding their efficacy, and highlighted the benefits of working within an RPP to conduct such work. March 2021 52nd ACM Technical Symposium on Computer Science Education Virtual Event DOI: 10.1145/3408877.3439565 Conference presentations describe evidence-informed strategies for improving recruitment and engagement of under-represented students into high school computer science. Citation Blitz, C. L., Allen, V., & Amiel, D. J. (2021). Recruiting Diverse Learners to High School Computer Science [Poster presentation]. 52nd ACM Technical Symposium on Computer Science Education, Virtual Event. https://doi.org/10.1145/3408877.3439565 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People David J. Amiel, M.S. Research Analyst e : p : david.amiel@gse.rutgers.edu (732) 564-9100 x23 Education : M.S., Statistics; Rutgers University B.A., Biomathematics/Cognitive Science; Rutgers University David Amiel is a Research Analyst at the Rutgers University Center for Effective School Practices (CESP), where he advances the center's agenda through the planning, implementation, and dissemination of rigorous research and evaluation work. In his role at CESP, David works to create and curate knowledge and resources, connect them to relevant audiences in effective ways, and collaborate with partners to apply findings to practice. As an enthusiastic collaborator, David frequently partners with schools, community organizations, and other stakeholders to identify needs, develop interventions, and understand progress towards goals. His work includes the development of data collection instruments, carrying out meaningful and robust data analyses, and gleaning insights to inform CESP's work and support data-driven decision-making among partners. Within education, David draws on his experience as an educator, providing technical assistance, professional learning, and hands-on support to practitioners. David is passionate about making complex ideas accessible and useful through clear communication. Whether working directly with professionals, helping data tell their story, or disseminating the center's research and work at conferences and publications, David works to connect evidence and findings to the audiences they can support. Through the creation of content, publications, and presentations, David works to disseminate and represent the center’s work to diverse audiences of practitioners, researchers, and other professionals. His interdisciplinary training has equipped him with an analytic perspective and skill set that he enjoys applying to help others and address complex challenges within and beyond education. David holds an M.S. in Statistics with a concentration in Data Science and a B.A. in Biomathematics from Rutgers University.

Back to Research Interpreting Responsiveness in Persons with Severe Traumatic Brain Injury: Beliefs in Families and Quantitative Evaluations Etienne J. Phipps, Madeline D. Pasquale, Cynthia L. Blitz & John Whyte This qualitative pilot study examines the complex relationship between family beliefs and clinical assessments regarding responsiveness in patients with severe traumatic brain injury. Using semi-structured interviews with family members at two time points during rehabilitation, the researchers explored how families interpret and understand their loved one's behaviors, awareness, and functional abilities compared to objective clinical evaluations. The study involved five patients with severe TBI who were either minimally conscious or in non-responsive states, along with their family members who consented to participate in the evaluation process. The research revealed significant discrepancies between family perceptions and clinical assessments of patient responsiveness. Family members consistently interpreted subtle behaviors, movements, and expressions as meaningful signs of awareness and cognitive function, even when quantitative evaluations showed limited or no evidence of purposeful responses. Common themes emerging from family interviews included relief that the patient survived, hope for full recovery, confusion about the brain injury and its implications, and belief that the patient was more functional than clinical assessments indicated. Families often cited specific incidents or behaviors that they believed demonstrated their loved one's awareness and understanding. The study highlights important implications for clinical practice and family education in brain injury rehabilitation. The researchers emphasize that family beliefs about patient responsiveness, while often diverging from clinical findings, serve important psychological functions in maintaining hope and coping with trauma. However, these discrepancies can also create challenges for treatment planning and realistic goal setting. The findings suggest that clinicians need to carefully balance providing accurate prognostic information with supporting family emotional needs, while also incorporating family observations that may capture subtle changes not detected through formal assessment protocols. August 1997 The Journal of Head Trauma Rehabilitation | Volume 12, Issue 4 This qualitative study explores the differences between family perceptions and clinical evaluations of responsiveness in patients with severe traumatic brain injury during rehabilitation. Citation Phipps, E. J., Pasquale, M. D., Blitz, C. L., & Whyte, J. (1997). Interpreting Responsiveness in Persons with Severe Traumatic Brain Injury: Beliefs in Families and Quantitative Evaluations. The Journal of Head Trauma Rehabilitation , 12 (4). https://journals.lww.com/headtraumarehab/fulltext/1997/08000/interpreting_responsiveness_in_persons_with_severe.6.aspx View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Nedim Yel, Ph.D. Senior Statistician/Researcher e : p : Download CV Education : Affiliations : Biographical Highlights

Back to News Building a Strong Computer Science Foundation at Randolph Middle School Shining the spotlight on Randolph Middle School's computer science program, redesigned through the Rutgers EIR project With support from Rutgers EIR, Randolph Middle School reimagined computer science education through hands-on lessons, cross-curricular integration, and teacher-led innovation, tripling student enrollment and transforming how CS is taught. By Anna Lasek, Communications Assistant at Rutgers CESP During the first two weeks of Randolph Middle School’s introductory computer science course, students don’t even touch a keyboard. Instead, they rewrite stories using emojis, analyze familiar music in 8-bit quality, and watch videos ranging from low- to high-definition. “This teaches them core computer science lessons like data storage and abstraction using concepts they already understand,” explains Science Supervisor Melissa Strype. This creative, accessible, and interdisciplinary classroom approach is just one element of the school’s new computer science education strategy, developed in partnership with the Center for Effective School Practices (CESP) at Rutgers University. For the past three years, CESP has contributed professional development, curriculum, and assessment support for Randolph’s teachers and administrators alike. And the results speak for themselves: enrollment in the school’s elective computer science extension course has tripled, and what was once a barely filled section has grown to nearly 80 students. “That’s a success,” says Strype, “and it’s a direct result of the changes we made to our courses, thanks to the Rutgers EIR program.” Rutgers EIR, formally known as “Extending the Computer Science Pipeline,” is a six-year federally funded research grant that partners diverse CESP experts with New Jersey middle schools to modernize computer science instruction from the inside out. CESP’s approach is deeply collaborative and relationship-focused, working side by side with teachers and administrators to define goals, co-create implementation plans, and make data-informed adjustments along the way. “They are wonderful to work with, always available, knowledgeable, and helpful,” says Strype. “They understand our time and budget constraints. And they’re honest. If something isn’t working, they tell us. That kind of honesty is what leads to real improvement.” Education Transformation CESP hit the ground running at Randolph Middle School with institution-wide professional development centered on computer science education. As the school’s first training of this kind, it focused on what computer science is, why it matters, and how it can be integrated across disciplines. Then, teachers collaborated to identify how they were already using computer science principles, often without realizing it, and brainstorm simple, meaningful ways to go even further. “At one point, computer science was taught in isolation,” says Strype. “Now, thanks to CESP’s support, every teacher in our district—from physical education to English—has been trained to embed computer science into their lessons.” Next, CESP helped teachers and administrators interpret new computer science curriculum standards, led an audit of existing programs, and held more than 20 sessions over the summer to rework the school’s curriculum into something both rigorous and engaging. “Then, they worked with teachers to develop lessons so they were empowered to teach the new material once they went back to the classroom,” Strype adds. Now in its third year, the partnership includes robust data collection and analysis to refine the improvements made so far. For example, administrators are now tracking which classes best prepare students for advanced computer science coursework, where roadblocks appear, and how to make recruitment even more inclusive. “Schools shouldn’t overlook the gift of time, expertise, and one-on-one support,” Strype says. “It’s not just about funding—it’s about having the right people beside you.” Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link