Ph.D., Teaching and Learning, Teaching and Teacher Education, Georgia State University, 2018
Ed.S., Early Childhood Education, Georgia State University, 2006
M.A., Early Childhood Education, Oglethorpe University, 1991
B.A., Early Childhood and Elementary Education, Furman University, 1985
Teacher support and coaching
Teacher performance assessment
Accreditation and program evaluation
Carla Tanguay, Ph.D., is a clinical assistant professor in the Department of Early Childhood and Elementary Education (ECEE) and the associate to the Dean for Clinical Practice in the College of Education & Human Development at Georgia State. Since joining the university in 2007, Tanguay served as the program and assessment coordinator for 12 years for the bachelor of science in education in elementary education with concentrations in ESOL and special education. Additionally, she served as a member of the Georgia edTPA Policy & Implementation Advisory Committee supporting Georgia with edTPA implementation and support from 2013-2020.
Tanguay continues to collaborate with faculty, university supervisors and P-12 partners to develop and sustain strong program models. These models serve the largest ECEE programs, inclusive of approximately 100 graduates annually and 200-250 students across program cohorts.
In her current role, she supports all initial teacher preparation programs in the areas of teacher performance assessment and clinical practice. Preparing candidates to teach all learners, she works with Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the P-20 Metro-Atlanta Collaborative and local school education advisory boards.
Tanguay is chair of the Assessment and Accreditation Committee and reviews unit-level data annually, implementing a continuous improvement cycle. For SACS accreditation purposes, Tanguay also reviews the university core and academic programs. She is a university senator serving on the Academic Programs and Budget Committees.
She is Co-PI for “Preparing, Supporting and Retaining Elementary Mathematics Specialists (PSREMS),” an NSF funded project. Complementing this work, she serves as the teacher support and coaching endorsement program coordinator. Her scholarly interests include teacher development, induction, retention, assessment, program evaluation and educational policy.
International and National Refereed Articles
Tanguay, C. L. (2020). “High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change.” Education Policy Analysis Archives, 28(53). https://doi.org/10.14507/epaa.28.4840
Many, J. E., Bhatnagar, R., Tanguay, C., Favors-Welch, S., Thomas, C., Cannon, S., … Wilson, J. (2019). “State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators.” Education Policy Analysis Archives, 27 (122), 1-26. https://doi.org/10.14507/epaa.27.4460
Tanguay, C. L., Bhatnagar, R., Stevens Barker, K., & Many, J. E. (2018). “AAA + professional development for teacher educators who prepare culturally and linguistically responsive teachers.” Curriculum Teaching and Dialogue, 20(1 & 2), 87-104.
Ogletree, T. W., Kim, J., Bhatnagar, R., Many, J. E., & Tanguay, C. (2018). “Push-pull relationships between concerns and personal engagement: Exploring the adoption of edTPA as an innovation.” American Journal of Educational Research, 6(7), 902-908.
Bhatnagar, R., Many, J. E., Barker, K., Ball, M. Kim, J., & Tanguay, C. (2016). “Are we making our social justice framework salient? Candidates’ perceptions of urban teacher preparation program effectiveness.” National Teacher Education Journal, 9(2), 27-41.
Dangel, J., & Tanguay, C. (2014). “Don’t leave me out there alone: A practical guide for supporting supervisors.” Action in Teacher Education, 36 (1), 3-19.
Tanguay, C. L., Many, J. E., Ariail, M., Bhatnagar, R., & Emerson, J. (2019). “An organic model for edTPA exploration and implementation.” In K. K. Winter, H. H. Pinter, & K. Watson (Eds.). Performance-Based Assessment in 21st Century Teacher Education (pp. 42-80). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8353-0
Tanguay, C. (2017). “The evolution of teacher performance assessments as a measure of accountability.” In J. Many and R. Bhatnagar (Eds.), Implementing and analyzing performance assessments in teacher education (pp. 1-37). Charlotte, NC: Information Age Publishing.
Cross, S. B., Tanguay, C., Williams, M. J., & Hale, J. J. (2017). “The new teacher residency project: Explicating the relationship between professional capital and a hybrid third space.” In R. Flessner & D. R. Lecklider (Eds.), Case studies of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield Education.
Fisher, T., Tanguay, C., Lynch, H., Fernandez Williams, R., Saxton, R., & Dangel, J. (2017). “Striving for critically responsive teacher preparation: Remaining relevant by shaping programs to reflect who and where we teach.” In R. Flessner & D. Lecklider (Eds.),The power of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield Education.