Jessica Enderlin Nadzam, Ed. S.
(She/her/hers). An aspiring policy practitioner with a passion for educational equity. Grounded in the belief that transformational teachers are key to student empowerment and the ultimate betterment of our society, Jessica seeks to share methods and strategies to better teacher practices, teacher workforce policy, and the comprehensive learning experiences of students.
Prior to entering the education field, Jessica was a biology major at Lyon College from 2011 to 2015. She began her research experience with an emphasis on public health before moving into education as a backroad to promoting positive education for mental and physical health of students. She obtained her master’s degree in Education from Johns Hopkins University in 2017, following her education specialist from Arkansas State University. Jessica is a current doctoral student at Texas Tech University, aiming to receive her Ph.D. in Educational Leadership Policy by 2022. Professionally, she seeks to advance equitable education through relevant research, as a policy broker, and as a passionate advocate for the needs of teachers and students.
Today, Jessica focuses her research on teacher preparation and retention as well as education finance policy. She is also an experienced secondary science teacher with experience in instructional coaching, delivering professional development, and virtual instruction. Her previous clients and partners for instructional facilitation and other consulting services include Teach for America, Arkansas Teacher Corps, TNTP, Arkansas State University, the Institute for Educational Leadership, and multiple other independent instructional coaching conferences. She is an alumnus of the Education Policy Fellows Program, Teach Plus Arkansas Policy Fellowship, and AmeriCorps.