Assistant Professor of Assessment and Instruction
327 Shibles Hall
University of Maine
Orono, Maine 04469-5766
Bio: Tammy Mills is an assistant professor of curriculum, assessment and instruction with the University of Maine College of Education and Human Development’s School of Learning and Teaching.
Dr. Mills taught for 28 years in public and private schools across the nation in multiple positions before completing her doctorate. She taught kindergarten through 9th grade and held positions as math specialist, literacy specialist, Title I Coordinator, Reading Recovery teacher, middle school team leader, and curriculum coordinator. She worked in urban, suburban, and rural schools in Washington State, Arizona, New Jersey and Maine.
Mills completed math specialist training at Arizona State University. She received her master’s degree with a literacy specialist certification, and Reading Recovery training at University of Maine. She completed her Ph.D. at Montclair State University, working mainly in Newark schools. However, her dissertation study was done in Maine and explored the the complexity of expertise development in Reading Recovery teachers using the Model of Domain Learning as the theoretical framework for analysis.
Dr. Mills is interested in continuing to explore the complexities of teaching and learning and using non-linear theoretical perspectives of teaching and learning to better understand practice.
Ph.D. in Teacher Education/Teacher Development, 2016, Montclair State University
Courses taught at UMaine
- EHD 202: Education in a Multicultural Society
- EHD 204: Teaching and Assessing for Student Learning
- EHD 400: Practicum
- EHD 521: Practice to Improve Student Learning
- Strom, K., Mills, T., Abrams, L., & Dacey, C. (2018). Thinking with posthuman perspectives in self-study research. Self-Study of Teacher Education, doi.org/10.1080/17425964.2018.1462155
- Strom, K., Daily, A., & Mills, T. (2017). Non-linear negotiations: Constructing practice as a first-year teacher. Teacher Education Quarterly.
- Mills, T. (2016). Mangling expertise: Using post-coding analysis to complexify teacher learning. Issues in Teacher Education Special Issue: Thinking with Theory.