Andrea (Drey) Martone

Associate Professor of Teacher Education


Ed.D.Teacher Education and School ImprovementUniversity of Massachusetts - Amherst
M.S.T.Teacher Education (B-6)Fordham University
B.A.Economics and SociologyAmherst College

Professional Experience

I started my career in management consulting and enjoy applying that problem-solving approach to the field of education. Later as a fourth-grade teacher in New York City, I enjoyed analyzing the students’ needs and assessment results combined with the district’s standards and curriculum to determine how to best support the students.

While completing my doctorate, I was a project manager for a computer-based adaptive test development grant. This experience allowed me to develop experience in item writing, standard setting, and approaches to validity and reliability.

While at Saint Rose, I enjoy working with elementary schools in a variety of ways to support teachers and learn more from those experiences.

Teaching Interests

I teach both at the undergraduate and graduate level. My areas of expertise are in methods of teaching, math and science education for elementary education, assessment, and research. Throughout my teaching, I model pedagogies students can apply in their own work.

I believe that it is important to use assessment to inform instruction and this belief infuses my teaching. My work in elementary schools continually informs the work I do with our students.

Research/Creative Works

  • Martone, A. (2015, April). Talking about assessment with teachers. Presentation at the National Council on Measurement in Education, Chicago, Illinois.
  • Martone, A., Baldwin, P, Lodico, M., & Voegtle, K. (2014 May). Experiences of students in a Science and Math Methods course: Residency vs. non-residency students. Roundtable presentation at the Annual Meeting of the New England Educational Research Organization, Portsmouth, New Hampshire.
  • Martone, A. (2014 February). Mathematics: Common core, content progression, cognitive complexity, oh my! Presentation to Andrew Shanock’s School Psychology Practicum, The College of Saint Rose, New York.
  • Martone, A., Reagan, D. & Reed, G. (2013 April). Understanding the use of mathematics interim assessments in a high performing suburban elementary school. Paper presented at the American Educational research Association, San Francisco, California.
  • Grassetti, M. & Martone, A. (2012). Intel math program for education professionals: Observation rubric.
  • Baldwin, P., Lodico, M., .Voegtle, K., Bruce, S., Lee, M., Tricozzi, M., Rodrigues, E., Martone, A., Tomaszweski, A., and Wissick K. (2012 April) Leadership, goal setting and self- regulation: An action research study. Paper presented at the Annual Meeting of the American Educational Research Association, Victoria, British Columbia.
  • Martone, A. (2011 May). Supporting collaboration among graduate students through action research. Paper presented at the New England Educational Research Organization, New Bedford, Massachusetts.
  • Martone, A., & Sireci, S. (2010 May). A Blended Standards-Assessment Alignment Approach. Paper presented at the American Educational Research Association, Denver, Colorado.
  • Martone, A., Zenisky, A., & Randall, J. (2009). Score reporting for the MAPT: Focus group results (No. 711). Amherst, Massachusetts: University of Massachusetts.
  • Martone, A. & Sireci, S. G. (2009). Evaluating alignment among curriculum, assessments, and instruction. Review of Educational Research, 79(4), 1332-1361.