THE QTEL TEAM
Senior Policy Associate
Peggy Mueller is a Senior Policy Associate at WestEd and works in the Teacher Professional Development Program with the Quality Teaching for English Learners (QTEL) initiative. In that capacity, Peggy works with the QTEL team to develop project opportunities and disseminate knowledge to multiple audiences. Most recently, she worked to support the development of literacy policies, practices, and expertise in the Chicago Public Schools.
Prior to working with the QTEL team, Peggy was a Senior Program Officer for education grants at The Chicago Community Trust, Chicago’s community foundation. In that capacity for 17 years, she managed grants focused on supporting strategic and large-scale education initiatives in Chicago and other systems in the region that serve predominantly low-income children. Initiatives she led in partnership with school districts, resource organizations, and universities targeted the strengthening of educators’ knowledge and school-wide approaches to improving instruction in core curriculum areas. Mueller also worked with several collaborative funding groups, donors, and donor groups at the Trust, including the Chicago Arts Education Collaborative.
Prior to being at the Trust, Mueller directed a project at the Spencer Foundation to support the development of national and international research on effective professional development for educators. Her additional experiences in the field include being the director of the Chicago-based urban teacher education program for the Associated Colleges of the Midwest, teaching at elementary, high school and college levels; developing counseling programs for school districts; evaluating education programs; and developing international cultural studies curricula.
Mueller has a doctoral degree in Administration, Planning and Social Policy from Harvard University’s Graduate School of Education as well as graduate degrees in Curriculum and Philosophy of Education; Policy and Administration; and Human Relations/Counseling Services. She has served as a Local School Council member in Chicago, on the founding boards of two new Chicago high schools, and as a committee member in national organizations related to school reform and philanthropy in Education. She has authored and co-authored publications supported by Fulbright and U.S. Japan Foundation grants and has led teacher groups on Fulbright study seminars in India. A chapter based on her dissertation was published in School Leadership in Times of Urban Reform.
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