Andrew Ordover, Ed.D., serves as AVP of Content and Product Development, Global K-12, at Prometric. In this role, he directs product strategy for Prometric’s suite of school-focused products and services and leads discovery and solutioning efforts to meet customer needs in K-12 schools around the world.
Andrew has worked in education for over 30 years, as a classroom teacher, curriculum developer, teacher trainer, and product manager for online learning programs. He has directed large-scale, district-wide curriculum efforts. He has led product development for everything from professional development courses and videos to online supplemental programs. He has led workshops and delivered presentations on a variety of topics ranging from curriculum design and instructional practice to growth mindset and organizational change.
Andrew’s earliest teaching experiences were with dyslexic and at-risk teenagers, working in an alternative school based on the Summerhill model, for students who had “fallen through the cracks” and were in danger of dropping out. At the Benjamin Franklin Academy, in Atlanta, GA, he helped develop a self-paced, interdisciplinary curriculum that allowed students entering the school at various levels of academic readiness to engage with age-appropriate, real-world-relevant material, working one-on-one with instructors, to complete their high school educations.
When he left the classroom and began working at Kaplan K12 Learning Services, Andrew led creative and academic teams in the development of supplemental test-preparation and basic skills programs for use in school settings trying to meet the challenges of state assessment and accountability. He then led a team in creating unique business-to-district partnerships in core curriculum development for challenged urban school districts.
At ASCD, as the Director of Academic Quality, Andrew worked alongside the product development group to develop quality criteria and refine workflow processes. He wrote online professional development courses for teachers and administrators on a wide range of subjects, and scripted video programs for education experts such as Baruti Kafele and Robert Marzano.
At Catapult Learning, LLC, Andrew led a development team in revising academic intervention programs to align with the new Common Core State Standards and designed new curriculum and professional development programs, both print and blended, for teachers of all grades and subjects, with a special emphasis on the reading of complex texts and the writing of evidence-based, argumentative essays.
While at Catapult, Andrew helped the company move from a traditional, paper-based workforce to one supported by technology, allowing for better aggregation and analysis of data to improve the quality of their educational services. He worked with internal and external teams to develop a customized, online platform to hold and deliver intervention curriculum; a proprietary IOS app to support program supervisors in their observations of classroom teachers; and content for an online learning management system to support internal training and professional development.
At K12, Inc., Andrew led the teacher effectiveness and engagement team, responsible for onboarding, training, mentoring, coaching, and community-building among over 4,000 teachers in the company’s network of online charter schools. As part of this work, Andrew led the effort to develop a customized Master’s degree program in online instruction, in partnership with Southern New Hampshire University.
At Achieve3000, and then at McGraw Hill (after acquisition), Andrew served as Vice President of Supplemental Product. In that role, he managed development teams; worked with the user experience and sales teams to develop long-term product roadmaps; and collaborated with content teams and professional learning services teams to develop a “team of teams” approach to combat isolation and silo-ing in a highly matrixed company.
“Wherever I have worked, my mission has been to find innovative and exciting ways to break down walls and limitations for learners, especially those under-served by traditional schooling. The important thing to remember about students of any age is that their learning is theirs. They own it. We adults set expectations around what we want them to learn, but those expectations are a floor, not a ceiling. Students explore the world on their own, and they don’t wait for a diploma to start doing it. They will read things and hear things and see things we don’t know about and may not approve of, but that’s part of their exploration and their journey. Our job is to feed it, not to limit it.