Terry G. Bowman
About Terry G. Bowman
Terry G. Bowman serves as the Executive Director at ReadWorks and has held the position since 2018. He previously worked as the Executive Director for the New York Metro region at The Network for Teaching Entrepreneurship from 2010 to 2016 and has a background in cognitive science research and educational solutions.
Current Role at ReadWorks
Terry G. Bowman serves as the Executive Director at ReadWorks, a position he has held since 2018. In this role, he focuses on enhancing educational content and tools by integrating cognitive science research. His leadership aims to improve teacher effectiveness and student achievement through innovative educational solutions. Bowman's work at ReadWorks contributes to addressing reading comprehension challenges in the United States.
Previous Experience at NFTE
Before joining ReadWorks, Terry G. Bowman was the Executive Director for the New York Metro region at The Network for Teaching Entrepreneurship (NFTE) from 2010 to 2016. During his six years at NFTE, he worked on initiatives to promote entrepreneurship education and empower young people through entrepreneurial skills development.
Educational Background
Terry G. Bowman has an extensive educational background. He studied at Harvard University, where he earned a Master of Divinity (MDiv) from Harvard Divinity School. His studies included English and Political Science. He also holds a Bachelor of Arts (BA) degree from the University of North Carolina at Chapel Hill, where he focused on Political Science and English.
Leadership at Mentored
In addition to his role at ReadWorks, Terry G. Bowman has been serving as the Executive Vice President at Mentored since 2016. His work at Mentored complements his focus on educational solutions and further emphasizes his commitment to improving educational outcomes.
Focus on Reading Comprehension
Terry G. Bowman has been actively involved in addressing the societal implications of reading comprehension challenges in the United States. His efforts aim to enhance understanding and support for students facing difficulties in reading, thereby contributing to broader educational improvements.