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by Lora Cooper (Editor), Linnea Grim (Editor), Gary Sandling (Editor)
This theoretical and practical exploration of how museums can effectively support teacher thinking and practices demonstrates best practices for teacher professional development at sites and museums based on research and evaluation, and offers practical tips for starting or strengthening teacher programs
Author Biography
Lora Cooper, Continuing Education Coordinator at Monticello, facilitates the interdisciplinary work of providing professional development to historical interpreters and classroom teachers. She earned a Master of Education in Curriculum and Development from the University of Virginia School of Education and Human Development and a B.A. in history from Christopher Newport University. She has been involved in the evaluation of teacher professional development at historic sites and museums since 2015, and her work has been featured in the Journal of Museum Education (2018). Linnea Grim, Vice President of Guest Experiences at Monticello, is passionate about creating meaningful learning experiences for all guests and is especially interested in building relationships with educators. She earned a M.A. in history museum studies from the Cooperstown Graduate Program and a B.A. in history from the College of William and Mary. Her publications include a chapter in Interpreting Slavery at Museums and Historic Sites (2014), co-author of "Taking the Next Step: Confronting the Legacies of Slavery at Historic Sites" in the Journal of Museum Education (2017), and co-author of "Museum Management Tune-Up" in History News (2015). Gary Sandling, Vice President and Chief Content Officer at Monticello, has worked in public history for more than two decades and at Monticello since 2005. As Vice President of Education and Visitor Programs for eleven years, he led the talented teams that produce Monticello's onsite programs, including the reshaped Monticello Teacher Institute.
