Mark Baxter is a partner at Bellwether in the Policy and Evaluation practice area.
With 20 years of experience in the public and nonprofit sectors, Mark brings a range of skills to Bellwether, including policy development, strategic planning, program development and support, and facilitation skills.
Prior to joining Bellwether, Mark served as a vice president at Rodel, where he focused on strategy, partnerships, technical assistance, and talent systems for the organization. Mark helped to grow Rodel’s technical assistance team focused on expanding career pathways and teacher diversity strategies across Delaware. Mark also has experience in multiple leadership roles focused on building partnerships, developing and implementing policies, and facilitating trainings and design sessions focused on teacher-quality programs, data systems, school improvement, and strategy development at the Michael & Susan Dell Foundation, Texas Education Agency, Educate Texas, and the Council of Chief State School Officers. Mark began his career as a legislative assistant to a U.S. Congressman in Washington, D.C.
Mark is a graduate of the University of Maryland, where he was captain of the men’s swimming and diving team. He also earned a master’s degree in public affairs from the LBJ School of Public Affairs at the University of Texas at Austin. He currently lives in Wilmington, Delaware, with his wife and two children.
Why did you decide to join DFI’s board?
I have been honored to work with DFI as a partner, funder, and thought partner since their founding. It was a no-brainer for me when the board invited me to join this amazing organization. My former colleague Ryan Franklin said it best: "Everything else the state invests in for public education is a Band-Aid when we don’t have the supply of well-trained teachers." DFI sits at the center of ensuring we are building systems that train teachers in science-backed practices to improve outcomes for kids.
Describe a teacher or student who made a lasting impact in your life.
My 7th-grade social studies teacher, Mr. Gaffney, was transformative in helping me understand the connection between what we were learning in the classroom and events we were experiencing every day. He helped form my understanding of critical thinking and digging deeper to not just find the "right" answer but to understand its implications for other events.
What most excites you about the work of transforming educator preparation?
This is a difficult moment for our sector. Fewer people are choosing teaching as a profession at the same time we are continuing to build back from covid. If we are serious about ensuring every student has a well-trained, impactful teacher then we have to think differently about how we recruit and train our next generation of teachers. DFI sits at the center of that transformation which is why I am excited to be a part of this organization.