The KDS Common Core in Math (CCSS-M) courses were developed by a select group of educators and leading experts in mathematics, curriculum, instruction, and assessment. This collective team of experts developed practical and engaging courses that provide teachers with an in-depth examination of the instructional shifts and Standards for Mathematical Practice, teacher perspectives, and resources to support successful implementation of the CCSS-M in their schools.
Amplify is reimagining the way teachers teach and students learn in K-12 education. Our products are leading the way in data-driven instruction, breaking new ground in mobile learning and setting the standard for next-generation digital curriculum and assessment. And our professional services team, with years of classroom experience, helps schools implement digital solutions to meet their local conditions.
The KDS ELA Common Core State Standards (CCSS) courses were developed by a select group of educators, literacy consultants, and instructional designers with decades of research and instructional experience in English language arts, literacy, and more recently, developing curriculum aligned to the CCSS. This collective team of experts developed practical and engaging courses that provide teachers with the information, modeling, coaching, and resources to support successful implementation of the CCSS in their schools.
Margaret E. Bausch
Margaret E. Bausch, assistant professor in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky, earned a Master of Science Degree in Special Education Learning Disabilities and a Ph.D. in Special Education Technology from the University of Kentucky. Dr. Bausch spent nine years as a teacher of students with learning and behavior disorders before devoting her efforts to research and development projects in assistive and instructional technology. She has served as a co-principal investigator of the National Assistive Technology Research Institute, a federally funded project designed to examine factors related to the planning, development, implementation, and evaluation of assistive technology services in schools. Currently, Dr. Bausch is serving as the principal investigator of the Kentucky Assistive and Rehabilitative Technology Training grant that is providing scholarships to prepare personal from varying fields to integrate instructional and assistive technology into the school curriculum, post-secondary education, employment situations, and the daily lives of persons with disabilities.
James Bellanca, MA, is founder and CEO of International Renewal Institute, Inc., and acting director of the Illinois Consortium for 21st Century Skills. He founded SkyLight Professional Development in 1982. As its president, he mentored more than twenty author-consultants as he led SkyLight in pioneering the use of strategic teaching in comprehensive professional development. Bellanca has coauthored more than twenty books that advocate the application of thinking and cooperating across the curriculum with the theme of “not just for the test, but for a lifetime of learning.” A longtime proponent of 21st century skills, Bellanca’s most recent publications include Designing Professional Development for Change: A Guide for Improving Classroom Instruction, Enriched Learning Projects: A Practical Pathway to 21st Century Skills, Collaboration and Cooperation in 21st Century Schools, 200– Active Learning Strategies and Projects for Engaging Students’ Multiple Intelligences, and A Guide to Graphic Organizers: Helping Students Organize and Process Content for Deeper Learning.
Jon Bergmann is the Chief Learning Officer of FlippedClass.com. He and Aaron Sams have written two books: Flip Your Classroom: Reach Every Student in Every Class Every Day (2012) and Flipped Learning: Gateway to Student Engagement (2014). They are considered to be the pioneers of flipped learning. He is a founding board member and the treasurer of the Flipped Learning Network™, the only not-for-profit organization run by and for flipped educators. Mr. Bergmann hosts the radio show “The Flip
Side”, and he has presented at numerous events and trained educators and corporate leaders throughout the world.
Mr. Bergmann has been a middle school math and science teacher, a high school science teacher, and a technology integration specialist in Colorado and Illinois for 27 years. He serves on the advisory board of TED-Ed. He received the Presidential Award for Excellence in Mathematics and Science Teaching in 2002 and was named a semi-finalist for the Colorado Teacher of the Year award in 2010. He holds a bachelor's degree in science education from Oregon State University and a master's degree in
instructional technology from the University of Colorado at Denver.
Dr. Victoria L. Bernhardt is Executive Director of the Education for the Future Initiative, whose mission is to build the capacity of learning organizations at all levels to gather, analyze, and use data to continuously improve learning for all students. She is also a Professor (currently on leave) in the College of Communication and Education at California State University, Chico. Dr. Bernhardt works with learning organizations all over the world to assist them with their continuous improvement and data analysis.
Kristyn Klei Borrero
Kristyn Klei Borrero, Ed.D., is a nationally recognized expert on urban education. She was the founding principal of two elementary schools in traditionally underserved communities that both, under her leadership, exceeded the state academic benchmarks. She is the co-founder and CEO of the Center for Transformative Teacher Training.
Diane J. Briars, PhD, a mathematics education consultant, is president-elect of the National Council of Teachers of Mathematics and will serve two years (2014 and 2015) as president beginning in April 2014. Dr. Briars was mathematics director of Pittsburgh Public Schools for 20 years. Under her leadership, Pittsburgh schools made significant progress in increasing student achievement through standards-based curricula, instruction, and assessment. She is past president of the National Council of Supervisors of Mathematics and codirector of the Algebra Intensification Project. Dr. Briars began her career as a secondary mathematics teacher. Dr. Briars has been a member of many committees, including the National Commission on Mathematics and Science Teaching for the 21st Century. She has served in leadership roles for various national organizations, including the National Council of Teachers of Mathematics, the College Board, and the National Science Foundation. She earned a PhD in mathematics education, an MS, and a BS in mathematics from Northwestern University.
Meesha Brown is a course author and frequent presenter at Knowledge Delivery Systems. She is also the founder of Patalogos, an education organization that provides consulting and facilitation services related to the College and Career Readiness agenda. Meesha has partnered with EQuIP (Educators Evaluating Quality Instructional Products) to design and facilitate training sessions for educators, the American Museum of Natural History to advise on aligning educator resources to the CCSS, and the Odell Education Design team to create a proficiency series. Prior to this, Meesha worked at the NYC Department of Education as the Director of Literacy, where she designed and managed the NYC DOE Common Core Lab Site Initiative and managed the Citywide Instructional Expectations committees for literacy across content areas. She was also a Senior Instructional Coach for the Common Core Secondary Literacy Pilot, managing 20 Common Core pilot sites and the production of materials for the NYC DOE Common Core Library. Previously, Meesha was a Teacher and Director of Instruction for The Urban Assembly Academy of Civic Engagement, as well as a fourth grade English and Language Arts Teacher at the Midland Academy Charter School. Meesha has presented both nationally and internationally, including being the Keynote speaker at the 2011 GE Developing Futures Conference in Orlando Florida, and a panelist at the 2012 5th International Entertainment Education Conference in New Delhi, India. Meesha studied Urban Policy at the Milano New School for Management and Urban Policy and holds a BA in English from the University of Texas of the Permian Basin, with a specialty in reading.
Dr. Brulles is the director of Gifted Education Services in the Paradise Valley Unified School District in Arizona where she has developed an array of gifted education programs. As a faculty member at Arizona State University, Dina serves as director of the Herberger Academy Outreach Program and teaches graduate courses in gifted education. Publications include, The Cluster Grouping Handbook: How To Challenge Gifted Students and Improve Achievement For All by Free Spirit Publishing, and Helping All Gifted Children Learn: A Teachers Guide to Using the NNAT, by Pearson Assessment Inc. Dina can be contacted at: www.giftededucationconsultants.com.
Austin Buffum, EdD, has 38 years of experience in public schools. His many roles include serving as former senior deputy superintendent of the Capistrano Unified School District in California. Dr. Buffum has presented in over 400 school districts throughout the country and around the world. He delivers trainings and presentations on Pyramid Response to Intervention. This tiered approach to RTI is centered on Professional Learning Communities at Work™ concepts and strategies to ensure every student receives the time and support necessary to succeed. Dr. Buffum also delivers workshops and presentations that provide the tools educators need to build and sustain PLCs.
Dr. Buffum was selected 2006 Curriculum and Instruction Administrator of the Year by the Association of California School Administrators. He attended the Principals’ Center at the Harvard Graduate School of Education and was greatly inspired by its founder, Roland Barth, an early advocate of the collaborative culture that defines PLCs today. Dr. Buffum later led Capistrano’s K–12 instructional program on an increasingly collaborative path toward operating as a PLC. During this process, 37 of the district’s schools were designated California Distinguished Schools and 11 received National Blue Ribbon recognition.
Dr. Buffum is coauthor of Generations at School.
A graduate of the University of Southern California, Dr. Buffum earned a bachelor of music and received a master of education with honors. He also holds a doctor of education from Nova Southeastern University.
Dr. Kay Burke
Kay Burke, Ph.D. received her Bachelor of Arts Degree from Florida Atlantic University, her Master’s Degree from the University of Central Florida, her Specialist Degree from Emory University, her doctorate from Georgia State University, and her administrative certification from the University of Georgia. Her dissertation focused on helping students improve their performance on standardized tests. She taught English at the high school and college level, and also served as an administrator. Kay was named DeKalb County’s Teacher of the Year, was a semifinalist for Georgia Teacher of the Year, and was a STAR Teacher for Redan High School and for Georgia. She received the Distinguished Georgia Educator Award from Georgia State University and a Certificate of Excellence Award from President Ronald Reagan in 1984. Kay was also a member of the Southern Regional Council of the College Board and the director of the Field-Based Master’s Degree Program cosponsored by Saint Xavier University and IRI SkyLight in Illinois. She is an expert commentator for five online courses used by several graduate degree programs. The courses focus on assessment, classroom management, professional portfolios, student portfolios, and mentoring.
Dr. Burke has written and edited numerous books in the areas of standards-based learning, performance assessment, classroom management, mentoring, and portfolios.
Margarita Calderón, PhD, is professor emerita and senior research scientist at the Johns Hopkins University School of Education. She has conducted research, training, and curriculum development for teaching language, reading comprehension, and content knowledge to K–12 English learners. Her work has focused on effective instructional processes, two-way and dual-language programs, teacher learning communities, and professional development for schools with language minority populations and striving adolescent readers. Dr. Calderón's research has been supported by the New York Carnegie Corporation Foundation, US Department of Education, US Department of Labor, National Institutes of Health, and the Texas Education Agency.
A native of Juárez, Mexico, Dr. Calderón is a recognized expert in education with more than 100 publications to her credit. She is a respected member of several panels and national committees, and she has been welcomed internationally as a visiting lecturer. Dr. Calderón has created and directed her own international institutes for administrators, teachers, and parents. She has experience as a classroom teacher, bilingual program director, professional development coordinator, professor of educational leadership graduate programs, and teacher supervisor.
Dr. Calderón earned a doctorate in educational management, applied linguistics, and organizational development through a joint PhD program at Claremont Graduate University and San Diego State University.
Lee Canter, M.S.W., is an internationally renowned educational consultant and the developer of the classic Assertive Discipline Program. He and his staff have trained over 1.5 million teachers over the last thirty years. Lee is the author of over 40 best-selling books for educators. He is the co-founder of the Center for Transformative Teacher Training
Carolyn Coil, who earned her Ed.D in Educational Leadership at the University of Southern Florida, is an internationally known speaker, author, trainer, consultant and educator. Dr. Coil works with teachers, parents and students offering practical strategies for raising student achievement, differentiating curriculum, implementing a variety of assessment strategies, and dealing with the problems and challenges associated with preparing ourselves and our children for living and working in the 21st Century. Dr. Coil has worked in the field of education and training for over 30 years. She currently teaches courses in gifted and talented education and does workshops for schools and school districts on a wide variety of topics. She has been an adjunct professor at several different universities and has worked in the United States, Australia, New Zealand, Hong Kong, Bermuda, the Marshall Islands, Spain, Germany, Ecuador, Croatia, and South Korea.
Damian Cooper is an independent consultant who specializes in helping educators in schools and school districts throughout the world improve their instructional and assessment skills. In his varied career, Damian has been a secondary English, special education, and drama teacher; a department head; a librarian; a school consultant; and a curriculum developer. He has specialized in student assessment for more than 20 years.
Damian served as assessment consultant to the School Division of Nelson Education, where he worked on the development of assessment principles and strategies for a wide variety of K-12 resources. He was also coordinator of assessment and evaluation for the Halton District School Board in Burlington, Ontario.
Damian is the author of Talk About Assessment: Strategies and Tools to Improve Learning and Talk About Assessment: High School Strategies and Tools.
Charlotte Danielson, who earned her Master's of Education in Educational Administration and Supervision at Rutgers University, is a former economist and an educational consultant based in Princeton, New Jersey. She has taught at all levels, from kindergarten through college, and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work, Danielson specializes in teacher quality and evaluation, curriculum planning, performance assessment, and professional development. Danielson is the author of a number of books supporting teachers and administrators. These includeEnhancing Professional Practice: A Framework for Teaching(1996, 2007),Teaching for Understanding Professional Inquiry Kit(1996),Teacher Evaluation to Enhance Professional Practice(in collaboration with Tom McGreal) (2000),Enhancing Student Achievement: A Framework for School Improvement(2002), andStrengthening the Profession Through Teacher Leadership(2006), all published by ASCD. In addition, she has writtenCollections of Performance Tasks and Rubrics, published by Eye on Education,Teaching Methods(2009), published by Merrill, andTalk about Teaching: Leading Professional Conversations(2009), published by Corwin Press.
Rebecca DuFour, M.Ed., has served as a teacher, school administrator, and central office coordinator. As a former elementary principal, she helped her school earn state and national recognition as a model professional learning community. She was the lead consultant and featured principal in the Video Journal of Education program Elementary Principals as Leaders of Learning and is one of the featured principals in Leadership in an Age of Standards and High Stakes. Ms. DuFour has written for numerous professional journals, reviewed books for the Journal of Staff Development, and authored a quarterly column for Leadership Compass, published by the National Association of Elementary School Principals.
Richard DuFour and Rebecca DuFour are the authors of A Leader’s Companion: Inspiration for Professional Learning communities at Work; Learning by Doing: A Handbook for Professional Learning Communities at Work, 2nd Edition, On Common Ground: The Power of Professional Learning Communities, Getting Started: Reculturing Schools to Become Professional Learning Communities; Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn, and Raising the Bar and Closing the Gap: Whatever It Takes, among others.
Richard DuFour, Ed.D., was a public school educator for 34 years, serving as a teacher, principal, and superintendent. He was principal of Adlai E. Stevenson High School in Lincolnshire, Illinois, from 1983 to 1991 and superintendent of the district from 1991 to 2002. During his tenure, Stevenson became what the United States Department of Education has described as one of “the most recognized and celebrated schools in America.” Stevenson has been repeatedly cited in the popular press as one of America’s best schools and referenced in professional literature as an exemplar of best practices in education. The author of a quarterly column for the Journal of Staff Development for almost a decade, Dr. DuFour is the recipient of the Alumni Achievement Award from Illinois State University, the distinguished Scholar Practitioner Award from the University of Illinois, and the Distinguished Service Award from the National Staff Development Council.
Richard DuFour and Rebecca DuFour are the authors of A Leader’s Companion: Inspiration for Professional Learning communities at Work, Learning by Doing: A Handbook for Professional Learning Communities at Work, 2nd Edition, On Common Ground: The Power of Professional Learning Communities, Getting Started: Reculturing Schools to Become Professional Learning Communities, Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn, and Raising the Bar and Closing the Gap: Whatever It Takes, among others.
William M. Ferriter
William M. Ferriter a sixth-grade language arts and social studies teacher in a professional learning community (PLC) near Raleigh, North Carolina. A National Board Certified Teacher, Bill has designed professional development courses for educators nationwide. His trainings include how to use blogs, wikis, and podcasts in the classroom; the role of iTunes in teaching and learning; and the power of digital moviemaking. Bill has also developed Schoolwide technology rubrics and surveys that identify student and staff digital proficiency at the building level. He is a founding member and senior fellow of the Teacher Leaders Network and has served as teacher in residence at the Center for Teaching Quality.
An advocate for PLCs, improved teacher working conditions, and teacher leadership, Bill has represented educators on Capitol Hill and presented in state and national conferences. He is among the first one hundred teachers in North Carolina and the first one thousand in the United States to earn certification from the National Board of Professional Teaching Standards. He has been a Regional Teacher of the Year in North Carolina, and his blog, the Temper Radical, earned Best Teacher Blog of 2008 from Edublogs.
Bill earned a Bachelor of Science and Master of Science in education from the University of New York at Geneseo.
Doug Fisher—whose awards include the Innovation Award from the Academy of Educational Publishers, the Elva Knight Research Award from the International Reading Association, and the Farmer Award for Excellent in Writing from the National Council of Teachers of English, among many others—is a professor of Educational Leadership at San Diego State University. In addition to teaching on the college and high school levels, Fisher has been a co-director at the Center for the Advancement of Reading and policy fellow at the National Association of State Boards of Education. Fisher is the author of numerous articles (many with co-presenter Nancy Frey) for such publications as Principal Leadership, Educational Leadership, and Journal of Adolescent & Adult Literacy. He is also author, co-author, and/or editor of multiple books, including, with Frey, Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Discussing Text (Solution Tree), The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind (ASCD), and, with D. Lapp, Handbook of researching on teaching the English Language Arts (Taylor & Francis). He has also participated in plentiful funded projects all relevant to education and literacy.
Nancy Frey, Ph.D., is a Professor of Literacy in the School of Teacher Education at San Diego State University. She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference, as well as a co-recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. In addition to publishing with her colleague, Doug Fisher, she teaches a variety of courses in SDSU’s teacher-credentialing and reading specialist programs on elementary and secondary reading instruction, literacy in content areas, and supporting students with diverse learning needs. Nancy is a credentialed special educator and reading specialist in California, and is co-editor of the NCTE journal, Voices from the Middle. She is privileged to learn with and from students and teachers at Health Sciences High and Middle College every day.
Adam Garry is a former elementary school teacher. He is currently the manager of Dell’s global professional learning organization. He has presented and keynoted at technology conferences around the world, including Alan November’s conferences and National Education Computing Conferences. He has published many articles on technology integration for several education magazines and authors his own blog. Since 2001, he has consulted in school districts across the country on school change, professional development, 21st century skills, technology integration, curriculum and instruction, and leadership. He is also a facilitator for the Partnership for 21st Century Skills’ Professional Development Affiliate program and the International Society for Technology in Education’s School 2.0 workshops. Adam received a BA in elementary education, a master’s in teaching and learning with a technology emphasis, and a certificate in administration and supervision from Johns Hopkins University.
Thomas R. Guskey, Ph.D., is Professor of Educational Psychology in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. He is the author/editor of 18 books, over 200 published articles, and in 2010 was awarded the Distinguished Achievement Award by the Association of Educational Publishers. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & America’s Future, on the Task Force to develop the National Standards for Staff Development, and in 2009 was named a Fellow in the American Educational Research Association, which also honored him in 2006 for his outstanding contribution relating research to practice. His most recent books include Developing Standards-Based Report Cards (2010), Practical Solutions for Serious Problems in Standards-Based Grading (Ed.) (2009), The Principal as Assessment Leader (Ed.) (2009), The Teacher as Assessment Leader (Ed.) (2009), and Benjamin S. Bloom: Portraits of an Educator (Ed.) (2006).
Dr. Hasselbring is a graduate of Indiana University, earning a Bachelor of Science degree, the Master of Arts in Teaching degree, with a major in biology, and an Ed.D. in special education. He has authored more than one hundred books, book chapters, and articles on learning and technology and serves on the editorial boards of several professional journals. Dr. Hasselbring is the former president of the Technology and Media Division of the Council for Exceptional Children, and has served as a member of the National Academy of Sciences’ Committee on Goals 2000 and the committee on Inclusion of Students with Disabilities. He was a member of the National Governor’s Association Committee on Improving High Schools as well as a member of Japan’s National Institute of Special Education. Currently he serves on the board of the George Lucas Education Foundation.
Dr. Tammy Heflebower
Tammy Heflebower, EdD, is vice president of Marzano Research in Englewood, Colorado. She is a consultant with experience in urban, rural, and suburban districts throughout North America. Dr. Heflebower has served as a classroom teacher, building-level leader, district leader, regional professional development director, and national trainer. She has also been an adjunct professor of curriculum, instruction, and assessment at several universities. Dr. Heflebower began her teaching career in Kansas City, Kansas, and later moved to Nebraska, where she received the District Distinguished Teacher Award. She has worked as a national educational trainer for the National Resource and Training Center at Girls and Boys Town in Nebraska.
A prominent member of numerous educational organizations, Dr. Heflebower has served as president of the Nebraska Association for Supervision and Curriculum Development and president-elect for the Professional Development Organization for Nebraska Educational Service Units. She was president-elect of the Colorado Association of Education Specialists and legislative liaison for Colorado Association of School Executives. Her articles have been featured in the monthly newsletter Nebraska Council of School Administrators Today.
Dr. Heflebower holds a bachelor of arts from Hastings College in Hastings, Nebraska, a master of arts from the University of Nebraska at Omaha, and an educational administrative endorsement from the University of Nebraska-Lincoln. She also earned a doctor of education in educational administration from the University of Nebraska-Lincoln.
Gary R. Howard has over 35 years of experience working with issues of civil rights, social justice, equity, education, and diversity, including 28 years as the Founder of the REACH Center for Multicultural Education. He is a keynote speaker, writer, and workshop leader who travels extensively throughout the United States and Australia. Mr. Howard completed his undergraduate work in Cultural Anthropology and Social Psychology at Yale University and did graduate work in ethics and social justice at Yale Divinity School. He has served as an Adjunct Professor at both Western Washington University and Seattle University. He holds a Masters’ Degree in education.
Mr. Howard has provided extensive training in cultural competence and culturally responsive practice to schools, universities, social service agencies, and businesses throughout the United States and Australia. He is the author of numerous articles on race, justice, and multicultural issues and has developed collections of curriculum materials that are being used internationally. His most recent book, We Can't Teach What We Don't Know (Second Edition, 2006), was published by Columbia University and is considered a groundbreaking work examining issues of privilege, power, and the role of White leaders and educators in a multicultural society.
Rushton Hurley has worked and studied on three continents as a Japanese language teacher, principal of an online high school, teacher trainer, educational technology researcher, and school reform consultant. He founded and is executive director of the educational nonprofit Next Vista for Learning, which houses a free library of videos by and for teachers and students at http://NextVista.org. At Stanford University his graduate research included using speech recognition technology with beginning students of Japanese in computer-based role-playing scenarios for developing language skills. In the 1990's his work with teenagers at a high school in San José led him to begin using internet and video technologies to make learning more active, helping him reach students who had struggled under more traditional approaches. Rushton has trained teachers around the United States and in schools in Europe and the Middle East, presenting at national and international conferences. His fun and thoughtful talks center on the connection between engaging learning and useful, affordable technology, as well as professional perspectives of teachers.
Robyn R. Jackson
Robyn R. Jackson earned her Ph.D in Curriculum and Instruction from the University of Maryland. In her work with teachers, administrators, schools, and non-profit organizations, Dr. Jackson focuses on key principles of education rather than isolated strategies. Dr. Jackson founded Mindsteps Inc. in 2006 to help teachers learn how to help every students meet or exceed rigorous learning standards. Her work with administrators helps them effectively train and support teachers and create highly rigorous school programs that ensure equitable access to college readiness for all students. She also works with school systems and non-profits to remove institutional barriers to equity, access, and rigor for all students, particularly students of color who are traditionally under-represented in advanced courses.
President of From Lto J Consulting Group, Inc., Lee Jenkins writes, speaks, and consults in the educational fields of standards, assessment, accountability, and data-based decision-making. Equipped with a B.A. from Loma Nazarene University and a Ph.D. from Claremont Graduate University, Jenkins taught in the California public schools and at Oregon State University. During his fourteen years as a school district superintendent, he studied the principles of quality organizations, eventually presenting his analyses in his booksImproving Student Learning andPermission to Forget. An accomplished editor as well as author, Dr. Jenkins has addressed educators in most states plus several other countries regarding improving classroom, school, and school district systems for the benefit of student learning.
Elizabeth Jiménez is the CEO of GEMAS, a consulting and advocacy firm dedicated to improving the education of English learners and their families. Jiménez earned an MBA from the Peter F. Drucker Graduate Management Center at Claremont Graduate University and a BA in Spanish from CSU, Fullerton. Jiménez taught English learners for nine years; then, she cut her teeth in politics working in her state legislature on pioneering legislation for English learners. She has taught literacy methods courses in English and in Spanish for college teacher preparation programs. Jiménez has written over 25 textbooks for Pre-K-12 English learners. Jiménez is a highly sought after keynote speaker, coach, and professional developer, having worked with school districts and charter schools in over 20 states and Puerto Rico. Her many projects include working with the Department of Education in Puerto Rico; Bassett Unified School District; and Riverside, Inyo, Mono, and San Bernardino Counties in California to improve learning outcomes for English learners. She has been a panelist, session speaker, moderator, or keynote speaker for national and local organizations and conferences including NALEO (National Association of Latino Elected and Appointed Officials), Latino Leadership Conference, LAUSD Achieving A– Summit, Milken Institute Global Conference, and Puerto Rico TESOL Conference.
Ian Jukes has been a teacher, an administrator, writer, consultant, university instructor, and keynote speaker. He is the d irector of the InfoSavvy Group, an international consulting group that provides leadership and program development in many areas, including assessment and evaluation, strategic alignment, professional development, change management, and hardware and software acquisition.
Lee Ann Jung
Lee Ann Jung is Associate Professor of Special Education at the University of Kentucky. Dr. Jung is a graduate of Auburn University and has worked in the field of special education since 1994 as a teacher, administrator, consultant, and researcher. She is a national presenter on topics of family involvement, inclusion, IEP/IFSP development, and grading and reporting progress of exceptional learners. She has authored more than 30 journal articles and book chapters and has received in excess of $3 million in funding to support personnel preparation and research. She is an editorial board member for three special education journals and has served as guest editor for Topics in Early Childhood Special Education. Dr. Jung was named “Outstanding Junior Faculty Researcher” at the University of Kentucky in 2002. She serves on the governor-appointed council that advises Kentucky’s Cabinet for Health and Family Services on matters of providing special education services to young children.
Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community district in Lincolnshire, Illinois. Dr. Kanold is committed to equity and excellence for students, faculty, and school administrators. He conducts highly motivational professional development leadership seminars worldwide with a focus on turning school vision into realized action that creates greater equity for students through the effective delivery of professional learning communities for faculty and administrators.
He is a past president of the National Council of Supervisors of Mathematics (NCSM) and coauthor of several best-selling mathematics textbooks over several decades. He has served on writing commissions for the National Council of Teachers of Mathematics. He has authored numerous articles and chapters on school leadership and development for education publications over the past decade.
Dr. Kanold received the prestigious international 2010 Damen Award for outstanding contributions to the leadership field of education from Loyola University Chicago, 1986 Presidential Award for Excellence in Mathematics and Science Teaching, and 1994 Outstanding Administrator Award (from the Illinois State Board of Education). He serves as an adjunct faculty member for the graduate school at Loyola University Chicago. Dr. Kanold earned a bachelor’s degree in education and a master’s degree in mathematics from Illinois State University. He completed a master’s in educational administration at the University of Illinois and received a doctorate in educational leadership and counseling psychology from Loyola University Chicago.
Ken Kay, JD, has spent the past twenty-five years bringing together the education, business, and policy communities to improve U.S. competitiveness. He is president of the Partnership for 21st Century Skills, the nation's leading advocacy organization focused on infusing 21st century skills into education and preparing every child to succeed in the new global economy. He also serves as the CEO and cofounder of e-Luminate Group, an education consulting firm. Throughout his career, Ken has been a major voice and premier coalition builder on competitiveness issues in education and industry - particularly policies and practices that support innovation and technology leadership. An executive director of the CEO Forum on Education and Technology, he led the development of the StaR Chart (School Technology & Readiness Guide), used by schools across the country to make better use of technology in the K-12 classrooms. A lawyer and nationally recognized coalition builder, Kay has also facilitated initiatives by universities and technology leaders to advance research and development policy and by computer industry CEOs to advance U.S. trade and technology policy.
Venita Kelley is former representative to the Governor for Closing the Achievement Gap (CTAG) in Ohio. Dr. Kelleys expertise is interdisciplinary and includes intercultural communication, media, organizational design/diagnosis, and leadership development. She has worked in the education and communication fields for several years and served as urban scholar for the cultural competency professional development training segment of the Governors Initiative. Her experience includes: associate deanship of leadership and student development; noted professor in teaching and learning; curriculum and program development; professorate positions in communication and ethnic studies with affiliated status in film and womens studies; secondary education as a 9-12 English teacher, career counselor, and life skills; and consultant and/or trainer in intercultural communication in state and federal government, K-12 and university systems, medical schools, and foundations. She is noted as a master teacher. Her publications span book chapters, performance pieces, news columns, articles, and peer reviewed journals.
Dr. Kelley holds a Bachelor of Arts in Social Science from the University of California at Berkeley; a Master of Arts in Mass Communication and Public Policy from Howard University; a doctorate in Intercultural and Public Communication from the University of Kansas. She has also completed post-doctoral fellowships at Cornell University and Harvard University. She is founder of a consulting firm focused on leadership development, media, cultural literacy, and proficiency and holds ASPIRE certifications in administration, budgets and supervision.
Dr. Jawanza Kunjufu was educated at Morgan State, Illinois State, and Union Graduate School. He has been a guest speaker at most universities throughout the U.S., and has been a Consultant to most urban school districts. He has authored 33 books including national best sellers, Black Students: Middle Class Teachers; Keeping Black Boys Out of Special Education; An African Centered Response to Ruby Payne's Poverty Theory; Raising Black Boys; 200 Plus Educational Strategies to Teach Children of Color; and his latest title, Understanding Black Male Learning Styles. His work has been featured in Ebony and Essence Magazine, and he has been a guest on BET & Oprah. He is also a frequent guest on the Michael Baisden show.
Nica Lalli, artist and writer, earned her AB from Vassar College and her MFA from American University. She attended the New York Studio School for Painting and Sculpture where she concentrated in painting and museum studies. The winner of the prestigious Rose Prize for Creative Arts from Vassar College, a highly competitive award given to one creative artist each year, Lalli has taught art at Lebanon College, in the New York City public schools, and freelance at the Metropolitan Museum of Art. She has also worked with Lincoln Center, ArtsConnection, and Studio in a School, the last as coordinator of a three year study conducted in New York City public schools. The author of Nothing: Something to Believe In, Lalli is an active writer and artist.
Cheryl Lemke is President and CEO of the Metiri Group, a consulting firm dedicated to advancing effective uses of technology in schools that has been conducting research and evaluations into every major education technology movement of the last decade for the United States Department of Education, the National Science Foundation, and numerous state-funded programs. She also serves as the practice leader for Metiri Group Policy Consulting. Prior to launching the firm, she was the executive director of the Milken Exchange on Education Technology for the Milken Family Foundation. Lemke specializes in public policy for K-12 learning technology, working at many levels with governors, legislators, superintendents, business leaders, and teachers. Last year, she facilitated public hearings in Silicon Valley, CA, and Atlanta, GA, for the Web-based Education Congressional Committee. This year, she is working with several states on leadership in technology initiatives, and most recently authored the definitive work on 21st century skills, published by the North Central Regional Educational Laboratory and the CEO Forum. Lemke's 25-year career in the public sector and her work with Metiri Group have included projects related to assessing the impact of technology on learning; gauging the progress of states, districts, and schools in bringing technology to the learning process; conducting surveys and focus groups; convening national experts in discussions on policy issues; and designing and prototyping educational technology frameworks. Lemke has most recently turned her attention to the effective use of Web 2.0.
Jim Littlejohn, is the president of P.E.A.C.E. Skills, Inc. which provides training and consulting in conflict and anger management, classroom management, peer mediation, interpersonal relationships, brain-based learning, and school crisis management, as well as boys in poverty and crisis. Named a Hero for Children, by the governor of South Carolina, Littlejohn has been a professional educator since 1976. He has taught at the middle school, high school, and graduate school levels, and served as department chair, athletic director, and coach. Mr. Littlejohn earned his Masters of Education from the University of South Carolina.
Dr. Robert J. Marzano
Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research in Englewood, Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The Art and Science of Teaching and Effective Supervision. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.
Dr. Marzano received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.
Mike Mattos, an author and a consultant, is recognized throughout North America for his work in the areas of response to intervention and professional learning communities. He is former principal of both Marjorie Veeh Elementary School and Pioneer Middle School in Tustin, California. At these schools, Mike used RTI and PLC practices to create a collaborative environment among his staff and improve learning for all students.
In 2004, Marjorie Veeh Elementary, a school with a large population of youth at risk, won the California Distinguished School and Title I Achieving School awards. A National Blue Ribbon School, Pioneer is one of only 13 schools in the nation selected by the GE Foundation as a “Best-Practice Partner” and is one of eight schools chosen by Dr. Richard DuFour to be featured in the video The Power of Professional Learning Communities at Work ™: Bringing the Big Ideas to Life. Based on standardized test scores, Pioneer ranks among the top 1 percent of California middle schools and in 2009 was named Orange County’s top middle school. For his leadership, Mike was named the Orange County Middle School Administrator of the Year by the Association of California School Administrators.
Elaine K. McEwan-Adkins, EdD, has served as a teacher, a librarian, a principal, and an assistant superintendent for instruction in several suburban Chicago school districts. Dr. McEwan-Adkins has been honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the 1991 National Distinguished Principal from Illinois. Dr. McEwan-Adkins is the author of more than 35 books for parents and educators. Her titles include Teach Them All to Read; and Ten Traits of Highly Effective Schools. She received an undergraduate degree in education from Wheaton College and a master’s degree in library science and a doctorate in educational administration from Northern Illinois University.
Dr. Michael Moody
Michael Moody is the founder and CEO of Insight Education Group, Inc. In this role, he oversees all company operations and drives the development and implementation of Insight’s innovative products and services.
Dedicating his career to ensuring every student gets a great education, Dr. Moody has extensive experience throughout the field. His work as a classroom teacher, school and district administrator, and consultant has provided him with the foundation necessary to understand first-hand the needs of students, teachers, and educational leaders.
He has supported the development and implementation of numerous school- and district-wide initiatives aimed at enhancing instructional efficacy and increasing student achievement. While serving as the chief academic advisor for DC Public Schools, Dr. Moody’s work contributed to the significant student gains and instructional advances seen throughout several previously underachieving schools. Read the case study for more information on his efforts and the notable results.
Now widely regarded as a thought leader in instructional reform, Dr. Moody works closely with educational leaders and key organizations, such as the Aspen Institute and The Bill & Melinda Gates Foundation, on the design and implementation of instructional initiatives, including educator effectiveness, standards-based instruction, and strategic planning.
Dr. Moody also coauthored Strategic Design for Student Achievement (Teachers College Press, 2009), and is often called upon to contribute to industry publications and academic journals. In addition, he regularly serves as a keynote speaker and facilitator at major conferences and events, drawing upon his deep knowledge of teaching and learning.
With a bachelor’s degree from Marquette University, a master’s degree in education with an emphasis in teaching and curriculum from the Harvard Graduate School of Education, and a doctorate in Urban School Leadership from the University of Southern California, Dr. Moody’s academic background is reflective of his dedication to the field.
Dr. Eugenia Mora-Flores
Dr. Eugenia Mora-Flores is an Associate Professor of Clinical Education in the Rossier School of Education at the University of Southern California (USC). She teaches courses on first and second language acquisition, Latino culture, and courses in literacy development for elementary and secondary students. Eugenia leads the reading certificate program and serves as the chair of the Master in Art of Teaching governance committee.
Her research interests include studies on effective practices in developing the language and literacy skills of English learners in grades K-12. She has written 9 books in the area of literacy and academic language development (ALD) for English learners, including, Balanced Literacy for English Learners (K-2), Writing Instruction for English Learners, Connecting Content and Language for English Learners, Science for English Language Learners: Developing Academic Language through Inquiry Based Science and most recently, four publications on Strategies for Connecting Content and Language for English Learners across the curriculum.
Eugenia further works as a consultant for a variety of elementary, middle and high schools across the country in the areas of English Language Development (ELD), Academic language development (ALD) and writing instruction for ELs.
As a doctoral chair, Eugenia works with doctoral students in conducting research on teaching and learning with English learners. Research includes studies investigating writing instructional practices and programs for English learners, second language anxiety, Two-way Immersion Programs at the middle school level, comprehension practices for ELs and elementary language arts programs for ELs.
Dr. Anthony Muhammad
Anthony Muhammad, PhD, is a much sought-after educational consultant. A practitioner for nearly 20 years, he has served as a middle school teacher, assistant principal, and principal, and as a high school principal. His tenure as a practitioner has earned him several awards as both a teacher and a principal. Dr. Muhammad’s most notable accomplishment came as principal of Levey Middle School in Southfield, Michigan, a National School of Excellence, where student proficiency on state assessments more than doubled in five years. Dr. Muhammad and the staff at Levey used the Professional Learning Communities at Work™ model of school improvement, and they have been recognized in several videos and articles as a model high-performing PLC.
As a researcher, Dr. Muhammad has published articles in several publications in both the United States and Canada.
Dr. Kris Nielsen works with schools nationally and internationally on issues of school improvement, assessment, instructional strategies, planning, and the effective use of data to improve school processes and instruction. She coaches principals and teachers in effective planning and in quality implementation of research-based practices. Dr. Nielsen’s experience includes tenure as the Executive Director of the Minnesota Administrators Leadership Forum, funded by the Bill and Melinda Gates Foundation. She has also been a high school administrator, a preK-12 staff development director, an elementary Title 1 and gifted/talented coordinator, and a teacher of English, language arts, composition, and humanities. Dr. Nielsen’s doctorate is in educational policy and administration.
David Noyes is a coach in English language development and sheltered instruction for the Long Beach Unified School District. The author of Astronomy Made Fun andOceans Made Fun—both English learner support resources—Noyes is also a writer for McGraw Hill'sOpen Court English Learner Support Guide. He has an M.A. in early childhood education and curriculum; writes children's songs and poetry; and earned a 2005 Parents' CD Choice award forOceans Made Fun. Noyes has presented for California Elementary Education Association/Staff Development Resources and been awarded 2006 Outstanding Teacher of the Year by Long Beach Unified and the Los Angeles County Office of Education, for meeting the needs of English language learners.
Diana Nunnaley has worked with teachers, teacher leaders and administrators for 30 years providing professional development and technical assistance to aid their efforts to increase student growth and achievement. At the heart of her work is a deep, underlying belief in the power of teachers to dramatically altar the landscape of learning for their students, and the power of data to help teachers make those transformations.
Her work has focused on designing the materials and activities to help school leaders and teachers develop the supports, techniques / skills and processes needed to transform school cultures into ones where continuous learning guides improvement in practices resulting in increased student achievement in learning.
Dr. Richard Nyankori
Richard Nyankori is the executive vice president of Insight Education Group. Dr. Nyankori is responsible for increasing Insight’s national impact and leading its product development team. He led the development of myCore, an award winning curriculum platform to help educators implement the Common Core State Standards. Currently, his team is working on an innovative video feedback and evaluation platform for educators called ADVANCE.
Dr. Nyankori is a board member of Brightside Academies—a leading provider of private early care, early learning, and Head Start services for low-income families in Pennsylvania, New York, and Ohio. Additionally, he advises Goalbook, an exciting start-up in the special education and blended learning space. He serves as a national advisor for the SWIFT Center, a five-year, $24.5 million grant from the U.S. Department of Education Office of Special Education Programs awarded to the University of Kansas to eliminate the silos in education by bridging general and special education.
Dr. Nyankori began his work as a special educator with the Baltimore City Public Schools where he taught mathematics, science, and reading and later became a school leader. He is the former deputy chancellor of Special Education with the District of Columbia Public Schools. While deputy chancellor, Dr. Nyankori instituted a series of extensive reforms to reverse decades-long decline in the provision of special education services and led the District out of major class action lawsuits. He is called on frequently to provide advice and counsel concerning special education issues. He began designing educational products at Performance Learning Systems and then at TNTP where he designed, among other offerings, an alter-training program leading to certification whose participants showed higher levels of performance than candidates from both traditional and non-traditional prep programs in Louisiana.
Dr. Nyankori earned his PhD in Education Policy, Planning, and Leadership from the University of Maryland, College Park. He has a master’s degree in Curriculum and Instruction from McDaniel College and a Bachelor’s in Sociology from Emory University. He is a 1993 Teach for America corps member and 2011 Pahara-Aspen Fellow.
Ken O’Connor is an independent consultant specializing in grading and reporting. He has been a staff-development presenter and facilitator in the United States and Canada, and in 14 countries outside North America. Ken’s 33-year teaching career includes experience as a geography teacher, department head, and curriculum coordinator responsible for student assessment and evaluation.
Ken’s articles have appeared in the NASSP Bulletin, Educational Leadership, and Orbit. He is author of How to Grade for Learning and A Repair Kit for Grading
A highly active presenter, keynote speaker, and writer, Meg Ormiston is the author of ConqueringInfoclutter: Timesaving Technology Solutions for Teachers, and, with Mark Standley,Digital Storytelling with PowerPoint. Her research focuses on how curriculum can be delivered through visual images, simulations, and multimedia, coupled with real-time assessment to check for comprehension. She has been a classroom teacher, curriculum coach, website developer, grant writer, consultant, and a founding member of the Educational Foundation for Excellence. Ormiston earned her Bachelor of Science in elementary education at Eastern Illinois University, and her Master's of Education in curriculum and instruction at the National College of Education in Illinois.
Ruby K. Payne
Ruby K. Payne is the author and coauthor of more than a dozen books, including the foundational A Framework for Understanding Poverty. In 2011, two of her publications received a Gold Medal from Independent Publishers in the Education Category, and Boys in Poverty: A Framework for Understanding Dropout, around which this course was developed, received the Distinguished Achievement Award from the Association of Educational Publishers. Payne is the founder of aha! Process and an author, speaker, publisher, and career educator. She has trained hundreds of thousands of professionals who work with people from poverty. Her work represents more than 30 years of experience in public schools as a department head, principal, and central office administrator of staff development. Dr. Payne earned her doctorate in education leadership and policy from Loyola University.
Debra Pickering, PhD, consults with schools and districts nationally and internationally as a senior scholar for Marzano Research. Throughout her educational career, Dr. Pickering has gained practical experience as a classroom teacher, building leader, and district administrator. For many years, she has used this experience to provide training and support to K–12 teachers and administrators as they seek to continually improve student learning.
In addition to her work with schools, Dr. Pickering has coauthored (with Dr. Robert Marzano) educational books and manuals, including Dimensions of Learning, Classroom Instruction That Works, Classroom Management That Works, and Building Academic Vocabulary.
With a combination of theoretical grounding and over three decades of practical experience, Dr. Pickering has worked with educators to translate theory into practice. Her work continues to focus on the study of learning and the development of resources for curriculum, instruction, and assessment to help all educators meet the needs of all students.
Dr. Pickering has a master’s degree in school administration and a doctorate in curriculum and instruction, with an emphasis in cognitive psychology.
Douglas B Reeves
Dr. Douglas Reeves is founder of the Leadership and Learning Center. He is a frequent keynote speaker for education, business, nonprofit, and government organizations throughout the world. The author of more than twenty books and many articles on leadership and organizational effectiveness, he has twice been selected for the Harvard Distinguished Authors Series. He was named the 2006 Brock International Laureate for his contributions to education. He also received the Distinguished Service Award from the National Association of Secondary School Principals and the Parents’ Choice Award for his writing for children and parents.
Karla Reiss is the founder of The Change Place, where, as a certified professional coach, she uses her experience in the education field—as a coordinator of professional development at Western Suffolk Board of Cooperative Education Services; and as director of planning and funding at Southern Westchester Board of Cooperative Education Services—to offer customized support to school systems and other organizations and individuals. Also a certified school district administrator, with an M.A. and professional diploma in special education, Reiss is the author of Leadership Coaching for Educators; Bringing Out the Best in School Administrators (Book of the Year, Learning Forward) and Be a Changemaster; 12 Coaching Strategies for Leading Professional and Personal Change.
Aaron Sams is the founder of Sams Learning Designs, LLC, Turn About Learning, LLC, and The Flipped Learning Network™. He has been an educator since 2000 and is currently the Director of Digital Learning
at the Reformed Presbyterian Theological Seminary in Pittsburgh, PA and Adjunct Lecturer at Saint Vincent College in Latrobe, PA. He taught Chemistry and AP Chemistry at Woodland Park High School in
Woodland Park, Colorado and at Los Altos High School in Hacienda Heights, CA. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching. Aaron recently served as co-chair
of the Colorado State Science Standards Revision Committee and serves as an advisor to TED-Ed. Aaron is co-author of Flip Your Classroom: Reach Every Student in Every Class Every Day and Flipped Learning: Gateway to Student Engagement. He frequently speaks and conducts workshops on
educational uses of screencasts and The Flipped Classroom concept. He believes strongly in inquiry and in student centered learning environments in which students are encouraged to learn and demonstrate their understanding in ways that are meaningful to them. Aaron brings a unique educational perspective to any audience with experience in public, private, and home schools in face-to-face, online, and blended learning environments. He is a lifelong learner, reader, maker, and explorer. He can often be found making beer, roasting coffee, or figuring out a way to control either process with his computer and a voided warranty. He holds a B.S. in Biochemistry and an M.A.Ed. both from Biola University.
Jonathon Saphier is founder and president of Research for Better Teaching, Inc. (RBT), an educational consulting organization dedicated in 1979 to improving classroom teaching and school leadership throughout the United States and internationally. The Ministry of Education of Singapore uses Dr. Saphier’s induction program for all newly hired teachers.
He has led large-scale district improvement projects forging working alliances among superintendents, teacher union leaders, and school boards in school districts such as Montgomery County, Maryland, Eugene, Oregon, and Brockton, Revere, and Attleboro in Massachusetts. He is an annual guest instructor for The Harvard Graduate School of Education’s Achievement Gap Institute and is a well-known keynote speaker on high-expertise teaching, school leadership, and related education topics.
Dr. Saphier is passionate about and actively engaged in public policy efforts to close the nation’s achievement gaps. His expert opinion is often requested by organizations and news outlets such as National Public Radio, and The Washington Post. In 2003, he served as a panel member for the National Research Council of the National Academy of Sciences to study the best methods for transferring well-established educational research knowledge to classroom practice.
He is an author of eight books on education, including The Skillful Teacher, now its 6th edition and used extensively in teacher and leader training programs in districts and leading institutions of higher education. Other publications include How to Bring Vision to School Improvement and John Adams’ Promise. Examples of recent published articles include “15 Minutes to a Transformed Lesson” and “Coaching, Teaching Standards, and
Feedback Mark the Teacher’s Road to Mastery” in Learning Forward’s Journal of Staff Development, and “How Coaches Can Maximize Student Learning” with Lucy West in Phi Delta Kappan.
Dr. Saphier holds an Ed. D. from Boston University, M.Ed. from University of Massachusetts, M.S. from London School of Economics, and a B.A. from Amherst College.
Debbie Silver has 30 years experience as a classroom teacher, staff development instructor, and university professor. A Louisiana State Teacher of the Year, Dr. Silver has been an invited author for several educational journals and has given keynotes at state, national, and international conferences in 49 states, Canada, Europe, and Asia. A featured teacher for the PBS OnLine Teacher Chat, Silver has authoredDrumming to the Beat of Different Marchers: Finding the Rhythm for Teaching Differentiated Learning, which has been updated and re-released by Incentive Publications. Songs she co-wrote with Monte Selby are featured on his CDs.
Glenn Eric Singleton
Glenn Eric Singleton hails from Baltimore, Maryland. A product of public elementary and independent secondary school, Singleton earned his bachelor’s degree from the University of Pennsylvania and his master’s degree from the Graduate School of Education at Stanford University. Singleton began his career as an Ivy League admissions director. In 1992, he founded Pacific Educational Group, Inc. (PEG) to support families in their transitions within and between K–12 and higher education. His company rapidly grew into a vehicle for addressing systemic educational inequity by providing a framework, guidance, and support to K–12 systems and institutions of higher education focused on meeting the needs of under-served students of color.
Singleton and his associates at PEG design and deliver individualized, comprehensive professional development for educators in the form of training, coaching, and consulting. Working at all levels, from beginning teachers to superintendents at local, state, and national levels, PEG helps educators focus on heightening their awareness of institutional racism and implementing effective strategies for eliminating racial achievement disparities in schools. In 1995, Singleton developed Beyond Diversity, a widely-recognized seminar aimed at helping administrators, teachers, students, parents, and community stakeholders identify and examine the intersection of race and schooling. The Beyond Diversity seminar is the foundation for the PEG Systemic Racial Equity Framework and its theory of transformation, which focuses on leadership development, teacher action-research, and family/community empowerment. Today, participants around the world use Singleton’s COURAGEOUS CONVERSATION Agreements, Conditions and Compass, introduced to them in Beyond Diversity, as they strive to usher in culturally proficient curriculum, instruction, and assessment.
Over its 20-year plus history, PEG’s scope of work has expanded to include online professional learning, independent school partnerships, and international efforts in Canada, Australia and New Zealand that focus on educational equity for indigenous populations. PEG hosts an annual National Summit for Courageous Conversation, in which scholars, educators, community members, and other stakeholders convene to identify strategies and best practices for creating high-level, equitable learning environments for all students.
In 2003, Singleton received the prestigious Eugene T. Carothers Human Relations Award for outstanding service in the fields of human rights and human relations from the National School Public Relations Association. He has hosted and produced educational programs for television and has written numerous articles on the topics of equity, institutional racism, leadership, and staff development. He is the author of Courageous Conversations about Race: A Field Guide for Achieving Racial Equity in Schools, which earned “Book of the Year” recognition from both the National Staff Development Council and ForeWord Magazine in 2006, and the newly-released More Courageous Conversations about Race. In 2009, Singleton was elected to serve as a commissioner on the California State Board of Education African American Commission.
Singleton is formerly an adjunct professor of Educational Leadership at San José State University. He is founder of Foundation for a College Education of East Palo Alto, California. Singleton earned his master’s degree from the Graduate School of Education at Stanford University and his bachelor’s degree from the University of Pennsylvania. A member of Phi Beta Sigma Fraternity, Singleton is a native of Baltimore, Maryland, and currently resides in San Francisco, California.
David A. Sousa, Ed.D, is an international consultant in educational neuroscience and author of more than a dozen books that suggest ways that educators and parents can translate current brain research into strategies for improving learning. Dr. Sousa has edited science books and published dozens of articles in leading journals on staff development, science education, and educational research. His most popular books for educators include How the Brain Learns, third edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read; How the Brain Influences Behavior; How the Brain Learns Mathematics, which was selected by the Independent Publishers' Association as one of the best professional development books of 2008; The Leadership Brain; and Mind, Brain, and Education: Neuroscience Implications for the Classroom.
Dr. Sousa is past president of the National Staff Development Council. He has received numerous awards, including the Distinguished Alumni Award and an honorary doctorate from Massachusetts State College at Bridgewater and an honorary doctorate from Gratz College in Philadelphia. He has a master of arts teaching degree in science from Harvard University and an Ed.D from Rutgers University. He has taught senior high school science and has served as a K-12 director of science and a district superintendent in New Jersey schools. He has also been an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University.
Clifton Taulbert, a Pulitzer nominated author forOnce Upon a Time When We Were Colored(1989) and the president and founder of the Building Community Institute, speaks worldwide on the critical issue of building community. His booksEight Habits of the Heart andEight Habits of the Heart for Educatorsadvance the theory that "unselfish leadership...ensures student success." Before he became an author (including of the Little Cliffchildren's series) and professional speaker, Taulbert worked in the banking industry. After a stint as a sergeant in the US Air Force, Taulbert earned his B.A. at Oral Roberts University, and earned continuing professional education credits (toward an MBA) from Southwest Graduate School of Banking at Southern Methodist University. Recipient of the 17th annual National Association for the Advancement of Colored People (NAACP) Image Award for literature, Taulbert was one of the first African American writers to win the Mississippi Institute of Arts and Letters Award for nonfiction, and was named byTimemagazine one of America's outstanding black entrepreneurs.
Julia G. Thompson
Julia G. Thompson has been a public school teacher for more than 35 years. Thompson has taught a variety of courses, including freshman composition at Virginia Tech, English in all of the secondary grades, mining, geography, reading, home economics, math, civics, Arizona history, physical education, special education, graduation equivalency preparation, and employment skills. Her students have been diverse in ethnicity as well as in age, ranging from seventh graders to adults. Thompson currently teaches in Fairfax County, Virginia, where she is an active speaker and consultant. She is the bestselling author of The First- Year Teacher’s Survival Guide, Discipline Survival Guide for the Secondary Teacher, and The First-Year Teacher’s Checklist, Thompson also provides advice on a variety of subjects through her website, www.juliagthompson.com; on her blog, juliagthompson.blogspot.com; and on Twitter (@TeacherAdvice).
Donna Walker Tileston
Donna Walker Tileston is the author of 23 books on educational topics. Eleven of her books have won the Distinguished Achievement Award for Excellence in Educational Publishing by the Association of Educational Publishers. Her book on working with children from poverty also won the coveted Bronze Award from ForeWord Magazine. She has served education as a leader in teaching, administration, research, writing, software development, national consulting, curriculum development, management, technology, finance, grants management, public relations, and drug abuse prevention programs. Dr. Tileston specializes in brain research, the effects of poverty on learning and how to create and maintain powerful RTI programs. Dr. Tileston has made presentations world-wide on her research, including The Hague, Prague and Istanbul.
Carol Ann Tomlinson
Carol Ann Tomlinson, Ed.D, is a highly esteemed consultant, trainer, presenter, and author. She works with teachers through the United States and internationally to develop more responsive, heterogeneous classrooms. Her education experience includes twenty-one years as a public school teacher and twelve years as a program administrator of special services for struggling and advanced learners. Recognized by the state of Virginia as Teacher of the year, Dr. Tomlinson has focused throughout her career on curriculum and instruction for struggling and advanced learners and encouraging creative and critical thinking in the classroom. She is a faculty member at the University of Virginia's Curry School of Education, where she is the William Clary Parrish Jr. Professor and chair of the Department of Educational Leadership, Foundations, and Policy. Dr. Tomlinson codirects the university's Institutes on Academic Diversity. She was named Outstanding Professor in the Curry School of Education in 2004 and received an All University Teaching Award in 2008.
Dr. Tomlinson is a reviewer for eight journals and the author of more than two hundred articles, book chapters, books, and professional development materials. Among her books on differentiation are: How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching, Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids (with Jay McTighe), and Leading and Managing a Differentiated Classroom (with Marcia Imbeau). Dr. Tomlinson's master's degree and doctor of education degree come from the University of Virginia.
Diane Wagenhals brings over 25 years of experience in the field of family education. She has been a childbirth educator, a family therapist and founder of a parenting education company, has designed extensive training programs for family professionals and parents and has authored many published articles and curricula. Her training has touched over 400 parenting educators and since the inception of The Institute for Family Professionals in 2003, close to 1,000 family professionals and early childhood educators in Philadelphia. Diane received a Bachelor of Science degree in Elementary Education from West Chester State College (now West Chester University) and taught elementary school for two years. She did graduate work at the University of Pittsburgh and University of Maryland in Rehabilitation Counseling. She received a Master’s of Education in Psycho-Educational Processes specializing in Family Therapy from Temple University and worked as a family therapist with a local psychiatrist for ten years before shifting her focus entirely to psycho-educational processes. She is a Certified Family Life Educator. She is a Fellow with the Child Trauma Academy in Houston, TX. She is working with Dr. Bruce Perry on creating his Neurosequential Model for Educators and with Dr. Sandra Bloom to incorporate her Sanctuary Model into the field of Early Childhood Education. She is currently the Program Director for Institute for Professional Education & Development of Lakeside Educational Network and The Institute for Family Professionals.
Chris Weber, EdD, is a consultant and administrative coach for Chicago Public Schools and the Oakland (California) Unified School District. He delivers trainings and presentations on Pyramid Response to Intervention. This tiered approach to RTI is centered on Professional Learning Community at Work™ concepts and strategies to ensure every student receives the time and support necessary to succeed. Dr. Weber also delivers workshops and presentations that provide the tools educators need to build and sustain PLCs.
As principal of R.H. Dana Elementary School in the Capistrano Unified School District (CUSD) in California, Dr. Weber was the leader of a highly effective professional learning community. Together with his staff, he lifted the school to remarkable levels of success. Designated Schoolwide Title I, with over 60 percent of all students English learners and Latino and over 75 percent socioeconomically disadvantaged, R.H. Dana consistently exceeded adequate yearly progress (AYP) goals. The school’s gains over four years were among the top 1 percent in the state, and it was the first school in the decades-long history of the CUSD to win the State of California’s Title I Academic Achievement Award. Under Dr. Weber’s leadership, R.H. Dana earned the first California Distinguished School Award in the school’s 42-year history. After the percentage of students meeting AYP in English and math tripled in four years, the school was named a National Blue Ribbon School. Dr. Weber credits these achievements to the daily practice of key principles: focusing on student engagement, maximizing instructional time, reallocating resources, and developing systematic student support programs based on RTI.
Dr. Weber has taught grades K–12 and served as a site administrator for elementary and secondary schools. He was director of instruction for the Garden Grove Unified School District in California, which was the 2004 winner of the prestigious Broad Prize for Urban Education. During this time, all groups of students in the district’s 47 K–6 schools achieved double-digit AYP gains in mathematics and English language arts.
Nancy E. Willard has a Bachelors of Science in Elementary and Early Childhood Education (University of Utah, 1975), a Masters of Science in Special Education (University of Oregon, 1977), and a Doctor of Jurisprudence (Willamette University College of Law, 1983).
She taught “at risk” children with emotional and behavior difficulties, practiced law in areas of computer law and copyright, and provided consulting services to schools on the implementation of educational technology, before focusing her professional attention on issues of youth behavior when using information communication technologies and safety, legal, and ethical issues related to the use of the Internet in schools.
In 1995, Willard published Legal and Ethical Issues Related to K-12 Internet Use Policies. This online document, the first analysis of its kind, became a widely recognized resource for educators in the early stages of the implementation of the Internet in schools. Many school districts around the country have policies that are grounded in this early work of Willard. A later version of this document was published in the Brigham Young University Education and Law Journal (Volume 2000, No. 2). The most recent version of this work is now published online as Safe and Responsible Use of the Internet: A Guide for Educators. This full document is available online at: http://csriu.org/onlinedocs/pdf/srui/sruilisting.html
Shaundra Williams has been leading teachers, staff, faculty, and students in K12 classrooms, school districts colleges, colleges, universities, and community organizations nation wide, through equity training and workshops over the past 20 years. She works to support equity in education for black and brown children in K12 schools nationwide and is committed to social justice and racial equity in education and community efforts to help all students succeed and thrive.
Currently, Ms. Williams leads the Affiliate Program which trains individuals to facilitate Pacific Educational Group’s signature seminar, Beyond Diversity. She coaches Affiliates in using the Protocol for Courageous Conversations About Race and leads others to practice this Protocol through an authentic voice based on personal, local and immediate experiences on race and racial dialogue. Prior to joining PEG, Williams worked with K12 districts to provide Title I supplemental after school education programs in Mathematics and Language Arts to assist in California state testing. She later worked to train and direct faculty to instruct professional test taking examinations and preparatory programs.
Ms. Williams has also previously taught as an Adjunct instructor for Pacific Educational Group’s Beyond Diversity online course and as an Adjunct instructor for the Civil Rights course and Civil Rights Journey (alternative Spring Break program) at California State Polytechnic University at Pomona. Shaundra has served as the Lead Faculty in Residence at UCLA, National Equity Center’s Summer Civil Rights Institute hosted by the NAACP and the Director of the African American Student Center at California State Polytechnic University at Pomona.
Before joining the staff of PEG, she worked as a Kindergarten teacher at San Diego City Schools and a substitute teacher/teaching assistant at San Diego Juvenile Court and Community Schools.
She currently serves on the board of the Heritage Education Group in Southern California and remains active in her community through her social service organizations to improve the lives of girls, college women and the African American community at large. Shaundra holds a Bachelor of Arts in Black Studies from the University of California at Santa Barbara and a Master of Science in Counselor Education with an emphasis in Student Development from Mississippi State University.
SUSAN WINEBRENNER is a consultant and author who works with school districts to help them translate current educational research into classroom practice. She is president of Education Consulting Service, Inc., a speakers' bureau for educational topics, which she founded in 1986, She has taught students in mixed-ability and gifted classes. She presents workshops on a variety of topics, including Teaching Gifted Students, Teaching Students with Learning Difficulties, and The Schoolwide Cluster Grouping Model. She also works as a consultant with individual schools and districts. She has written numerous articles for various publications, and has presented at national conferences for several educational organizations.
Rick Wormeli is a National Board Certified Teacher and a columnist forMiddle Groundmagazine, published by the National Middles School Association (NMSA). Awarded in April 2008 the prestigious New England League of Middle School's James P. Garvin Award for distinguished service and the winner of Disney's American Teacher Award for English in 1996, Wormeli has an international reputation for his presentations on middle-level education, innovation, and teacher professionalism. The author of Day One and Beyond: Practical Matters for New Middle Level Teachers;Differentiation: From Planning to Practice, Grades 6 – 12;Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom; andMeet Me in the Middle: Becoming an Accomplished Middle Level Teacher, he consults for National Public Radio,USA Today, and the Smithsonian Institute.
Karyn Wright is currently the Director of K-12 Teacher Development for the Clark County School District. She has been an educator for 27 years serving as a teacher, curriculum consultant, building level administrator and district level administrator. In her current role, she directs Preservice Development and the New Teacher Induction programs for the fifth largest school district in the nation. Karyn also designs, develops, and presents numerous district training sessions and workshops on a variety of topics for both teachers and administrators.
Jeff Zwiers Ed.D
Jeff Zwiers, Ed.D., is a senior researcher at Stanford University. He has taught elementary, middle, and high school students in Latin America, Asia, Africa, and the United States. He has taught graduate courses on language development, bilingual education, and content literacy at Stanford University and the University of San Francisco. He works with teachers and schools to promote academic language development, critical thinking, disciplinary literacy, and formative assessment practices.