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Ellen Hume-Howard

Executive Director

Ellen Hume-Howard has served as NHLI’s executive director since 2017.  In this role, she leads NHLI to assist New Hampshire schools and districts to deepen their innovative practices in education and improve learning for all students.  In addition to managing a staff of five, she also works directly with teacher leaders and administrators to support competency-based and personalized learning, assessment design, and competency-based instructional practice.

Since 2014, Ellen has worked with state and national experts to design a competency assessment program using performance assessment for state accountability.  Initially called PACE, the program was a first-of-its-kind accountability and assessment.  In 2022, NHLI launched NH PLACE (Performance Learning and Assessment Consortium for Educators) to support performance learning and assessment.

Before joining NHLI, Ellen worked as the director of curriculum for the Sanborn Regional School District, and guided the district’s research, design, and implementation of a nationally recognized K-12 competency-based learning system.

Ellen received her undergraduate degree in English from the University of New Hampshire, a master’s degree in Education and a CAGS in Educational Leadership.

Ellen and her husband Kip live on the New Hampshire Seacoast.

Ellen Hume-Howard / May 31, 2022

NHLI Welcomes Two New Team Members

Hampton, NH — June 1, 2022 — The New Hampshire Learning Initiative announced that NH educators, Scott Laliberte and Brian Stack will join NHLI starting on July 1. “We look […]

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Ellen Hume-Howard / July 1, 2020

Together and Stronger in the 603

We heard from many educators that they also needed normal conversations, and to focus on ideas that went beyond the current reality and look to a future to when we are past this crisis. 

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Ellen Hume-Howard / December 5, 2019

Professional Learning that Matters

When you think about professional development in education it is reasonable to picture what most of us have experienced; full day workshops of “sit and get” and a “hope” that what was communicated in five hours will somehow miraculously change our practice. Or perhaps it is the “Wild West” professional learning approach, where one struts out on their own to pursue what they are personally interested in, only to find that alignment to district and school goals, or even educational strategies, proves problematic.  

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