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...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.

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...and has published in leading journals, including Educational Leadership (ASCD) and The Developer (The National Staff Development Council). Well known for his work with thinking skills, Jay McTighe has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking.

Jay received his undergraduate degree from the College of William and Mary, earned his master’s degree from the University of Maryland, and completed post-graduate studies at the Johns Hopkins University.

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He holds Honorary Doctorates from the University of Edinburgh, Scotland, and from Nipissing University in Canada.

Fullan served as dean of the faculty of education at the University of Toronto from 1988 to 2003, leading two major organizational transformations, including a merger of two large schools of education. He is currently working as adviser and consultant on several major education reform initiatives around the world.

He has written several best sellers on leadership and change that have been translated into several languages.

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She advises State Education Departments and National Ministries and Departments of Education, both in the United States and overseas.

Ms. Danielson is a graduate of Cornell University (history), Oxford University (philosophy, politics, and economics) and Rutgers University (educational administration and supervision.) She has taught at all levels, kindergarten through university, has worked as a curriculum director and staff development director, and is the founder of The Danielson Group. Her Framework for Teaching has become the most widely used definition of teaching in the United States, and has been adopted as the single model, or one of several approved models, in over 20 states.

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improve the quality of ...education through technology. His areas of expertise include planning across curriculum, staff development, new school design, community building and leadership development.

His writing includes numerous articles and two best-selling books, Empowering Students with Technology and Web Literacy for Educators. Alan was co-founder of the Stanford Institute for Educational Leadership Through Technology and is most proud of being selected as one of the original five national Christa McAuliffe Educators.

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...the impact of trauma on the developing child, adoptive motherhood, and self-development. Much of her experience and insight on understanding trauma, disruptive behaviors, and adoption-related issues comes from her direct mothering experience of her two adopted children. , adoptive motherhood, and self-development. Much of her experience and insight on understanding trauma, disruptive behaviors, and adoption-related issues comes from her direct mothering experience of her two adopted children.

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"I am about doing what’s right for our children to become confident and successful young mathematicians and future difference makers! I am not about doing something easy or fast. I founded DMTI to create school partnerships and work with teachers and parents to ensure math success!"
"Through my research background it is critical to highlight the following elements in learning math: language structures, modeling, problem solving, patterns, and spatial reasoning. I help people understand math and see math around them."

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Zac Hess holds a 2007 - 2009 Masters in Education Administration and Policy Studies at University of Colorado Denver. With a robust skill set that includes Team Building, Strategic Planning, Microsoft Office, Classroom, Public Speaking and more, Zac Hess contributes valuable insights to the industry.

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...for planning and implementing systemic change. He has collaborated with education ministries in several countries, the Council of Chief State School Officers, the Bill & Melinda Gates Foundation, the National Governors Association, and numerous national organizations. Dr. Daggett currently serves on the education advisory boards for NASA, USA Today, and Scholastic Achievement Partners. He is also the Founder and Chairman of the Successful Practices Network.

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...have students challenged by similar circumstances.

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...in the Richardson (Texas) Independent School District.

Her recent books include Becoming a Learning System, co-authored with Frederick Brown and Kay Psencik, A School Board Guide to Leading Successful Schools, coauthored with Anne Foster; A Playbook for Professional Learning, co-authored with Shirley Hord, and The Learning Educator, co-authored with Joellen Killion

Hirsh earned her masters and doctorate degrees from The University of North Texas and undergraduate degree from The University of Texas.

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...and was the catalyst of the NetSavvy and InfoSavvy information literacy series. He has written 12 books and nine educational series, and had more than 100 articles published in various journals.

His rambunctious, irreverent, and highly charged presentations emphasize the need to restructure our educational institutions so that they become relevant to the current and future needs of children.

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Dr. Reeves is the founder of The Leadership and Learning Center, an international organization dedicated to improving student achievement and educational equity.

Beyond his work in large-scale assessment and research, Dr. Reeves writes for American School Board Journal and ASCD Express. He continues his passion for education as a teacher, having taught students ranging from the elementary school level to doctoral candidates.

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...student learning forward. He was a classroom teacher for 12 years and high school principal for18 years where he successfully implemented a performance-based graduation model, one of the first high schools nationally with a Senior Project community assessed graduation requirement (1992). He has taught graduate level courses on supervision and evaluation, curriculum and instructional practices, formative assessment, and was one of two expert trainers and developers for the Understanding Teacher Quality research, jointly supported by the Gates Foundation and Educational Testing Service. While serving as a high school principal he was selected as the Vermont Principal of the Year (a National Association of Secondary School Principals award) and served an eight year term as a commission member with the New England Commission of Public Secondary Schools, during which he chaired the commission during his final two years.

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His most recent book is the best-selling FOCUS: Elevating the Essentials to Radically Improve Student Learning. His previous bestseller is RESULTS NOW, which was a finalist for “book of the year” by the Association of Education Publishers. He is a featured author in ASCD’s Master Class series.

Dr. Schmoker is the 2014 recipient of the Distinguished Service Award by the National Association of Secondary School Principals (NASSP) for his publications and presentations. He has consulted and keynoted for hundreds of organizations throughout the US, Canada, Australia and the kingdom of Jordan.

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...of the faculty of educational foundations at the University of Minnesota, Minneapolis.

In addition, he has served as director of test development for the ACT, Iowa City, IA; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Educational Laboratory, Portland, Or; and as a member of the faculty of Lewis and Clark College, Portland. He has authored numerous articles, books and training videos on sound classroom assessment, assessment for learning and balanced assessment systems.

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She was a classroom teacher for 17 years and a middle school principal for10 where she successfully implemented a criteria-based educator observation growth and evaluation model and performance-based teaching and assessment models. She has taught graduate level courses on supervision and evaluation, curriculum and instructional practices, formative assessment, and was one of two expert trainers for the Understanding Teacher Quality research, jointly supported by the Gates Foundation and Educational Testing Service. She is one of the co-authors of the Framework for Teaching Action Tool, 2009, ASCD.

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...with and share best practices in leadership and student engagement. Previously, in 1984, he served as the founding executive director of the Gheens Professional Development Academy in Louisville, one of the first school district-based leadership development programs.

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He is a member of the National Academy of Education, and a past president of the Association for Public Policy and Management, the national organization representing graduate programs in public policy and management.

He is currently director of the Doctor in Educational Leadership (Ed.L.D.) program at HGSE. His current research and clinical work focuses on building capacity for instructional improvement in low-performing schools. He is coauthor of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press, 2009), and author of School Reform From the Inside Out: Policy, Practice, and Performance (Harvard Education Press, 2004).

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... based at HGSE for school principals, assistant principals, and other school leaders.

For the past four decades, Barth's work has impacted educators from all over the world. He continues to do so through the many books he has authored.

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Dr. Cawelti earned a reputation for his large study of 6,000 innovative high schools in the mid-sixties, and later in his career did the first study of high-achieving school districts (serving large numbers of children from low income families).

As director of Association for Supervision and Curriculum for 19 years, Gordon Cawelti traveled over 2 million miles to improve curriculum and teaching and provide leadership. After upgrading conference and journal quality in early years, Cawelti concentrated on promoting team leadership and developing a global education model.

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...which tells the Lincoln story. He co-wrote The Trauma-Informed School with Heather T. Forbes LCSW. Jim is currently working as a trauma-informed coach / consultant as well as a trainer with the Children’s Resilience Initiative, based in Walla Walla. His travels as a consultant, keynote speaker, presenter and trainer have taken him all over the United States. He is featured telling his story in the Trauma Academy.

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Since its founding in 2011, COUNT ME IN has initiated more than 30,000 projects worldwide, contributing a value of over $2.6 billion to the global economy through service.
   Shane has been featured by Larry King, Dr. Oz, Forbes, People Magazine, and he is the subject of a documentary TV series from A&E.
    He has worked with some of the world's most dynamic companies including Google, Microsoft, and Disney, and been recognized by The White House, The Prime Minister of Canada and The United Nations for his achievements in community leadership.

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...the most intense and challenging children form the basis of the approach that he has now brought to many. His work is inspiring a growing number of educational and treatment initiatives worldwide and has been featured on CNN, Esquire and more. Howard is the author of 15 books, including Transforming the Difficult Child. Howard currently teaches Nurtured Heart Approach Certification Training Intensives at the Nurtured Heart Institute as well as teaching at University of Arizona’s Integrative Medicine Program and the School of Public Health’s new Transformational Wellness program.

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Dr. Cox has specialized in exposure-based behavioral therapy for incapacitating anxiety disorders, including OCD, panic disorder, agoraphobia, and trauma-induced phobias. For the past 28 years, Dr. Cox has worked as a school district consultant. He has expertise in the treatment of childhood trauma and has been a member of the Missouri Governor's Task Force for the Prevention of Sexual Abuse of Children since 2015. He has been one of the early advocates for trauma-informed schools in the state of Missouri, and he currently aids school districts across the state with the development of trauma-informed organizational practices and cultural development. Currently, he also serves as a licensure supervisor, trains educational staff in cognitive-behavioral practices and trauma-informed principles, and aids in the development of school-based programming for severely emotionally disturbed K-12 students.

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Annie began her legal career as an Equal Justice Works Fellow, advocating for alternative sentencing on behalf of justice-involved veterans and foster youth. She graduated cum laude from Yale College and Harvard Law School.

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Weeks also served as a Substance Abuse and Crime Prevention Specialist, and in schools as an SRO, DARE, and GREAT Officer. As a District Administrator of the NC Guardian ad Litem Program, she oversees the advocacy of abused and neglected children across four counties. As the Director of Gang Prevention, Shenekia works on coordinating over 100 faith, community, and government agencies centered around the best practices for reducing youth violence. Civically, she sat on the Boards for the Governor’s One-on-One Volunteer Program, CDI Head Start, and Wake and Harnett JCPCs as a member of Delta Sigma Theta Sorority, Inc., co-chairing Social Action and Youth Delta Academy.

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She taught in Mexico, USA, Canada, and other countries, including Germany and Russia. Sharon worked from an outlook much like that promoted by Dr. Bessel Van Der Kolk, where the body becomes a way to both understand and participate fully in the healing process.

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While in North Carolina, Dr. McLaurin received his Master's Degree in School Administration K-12 and served as a Principal Intern. After relocating back to Pennsylvania, Dr. McLaurin taught sixth grade in North Penn School District. In 2013, Dr. McLaurin joined the School District of Springfield Township as the middle school Assistant Principal and Athletic Director. In 2015, Dr. McLaurin became the Principal of Erdenheim Elementary School. Dr. McLaurin is excited to be a Spartan and serve the entire school community.

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Dianne is a thought leader in the area of stress and trauma in children. Her simple, yet profound 7-step writing tool, now used by schools across the US and internationally, gives kids and teens the opportunity to rewrite a challenging personal story and Imagine new possibilities in its place.
    Dianne is an international speaker and author of several award-winning books including her most recent is, The Imagine Project: Empowering Kids to Rise Above Drama, Trauma, and Stress (Yampa Valley Publishing, 2018) Dianne lives outside of Denver with her husband and has 3 grown children.

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...support, and the creation of trauma-informed systems of care for schools, out-of-school providers, and youth-serving organizations. Teri is a founding member of Delaware’s Compassionate Schools Learning Collaborative and the City of Wilmington’s Advisory Council for Youth Gun Violence Prevention. Current passions include expanding awareness of the impact of developmental trauma and toxic stress on learning and the implementation of neurosequential intervention strategies for healing the brain and body.

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...Superintendent of the School District of Lancaster in Lancaster, Pennsylvania. She left Pennsylvania to become the Superintendent of Portland Public Schools in Portland, Oregon, where she served until 2007. She was hired by the Bill & Melinda Gates Foundation as head of K-12 grant-making at the and served in this role until the end of 2015.

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In addition to earning his master’s degree in multicultural education, Josh has completed The ChildTrauma Academy’s Neurosequential Model of Education training. He has presented at regional, state, national, and international conferences and now offers training and consultation for schools throughout the United States and abroad. Josh has written the book, 101 Brain Breaks & Brain Based Educational Activities.

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He focuses on the intersections of student social-emotional skill development, interest-centered learning, and academic growth. His passion and belief in whole child teaching methodology inspired him to form Impact Community Supports, a non-profit 501c3 organization that delivers social emotional learning and restorative practices experiences to individuals. Michael began his career as a foster care social worker in Philadelphia before transitioning to teaching and leading marginalized populations along the northeast U.S. corridor. Within this region, he has led numerous culture and climate initiatives at the classroom, school, and district levels.

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Theodora Schiro, MEd, a former teacher and school administrator, is now a freelance writer. She writes for education and public service organizations and has published articles in ASCD’s Educational Leadership journal. She is the author of a new book, A Culture of Caring; A Suicide Prevention Guide for Schools (K-12), written to help educators understand youth suicide and create prevention plans. Steve Schiro, MEd, is a retired educator and former director for the Arizona chapter of the American Foundation for Suicide Prevention (AFSP). He currently conducts school and community suicide prevention and postvention presentations for EMPACT-Suicide Prevention Center. Steve also serves on the governing board for the Ray School District.

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As the author of over 15 books, Suzy’s passion is helping students recognize their ability to learn and helping them lead healthier lives while achieving academic success. Suzy’s mission is for ALL students to be on grade level in math and reading. As a national presenter for schools, conferences and PTA/O, Suzy shares how movement-based learning can assist in accomplishing this goal. Suzy’s work has been featured in television, radio, and print. View Suzy's media performances at: www.mathandmovement.com.

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a program developed to build bridges from frustration to hope by equipping, strengthening, and shepherding children with learning differences academically, relationally, and emotionally. Ann-Maura currently directs Bridge Educational Services at Lifeline Children's Services and co-directs Camp Empower, a camp for vulnerable children. She is certified in cognitive-developmental brain training and works to equip families with the tools needed to increase cognitive development..

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building resiliency, and making positive contributions to the learning environment and the world. Wendy is a licensed clinical social worker (LCSW) in the state of Missouri and has completed post-graduate work in non-profit management and leadership. Wendy works with students who have IEPs and have a variety of educational diagnoses which impact their ability to learn in a traditional educational setting. Many of her students have endured tremendous losses and other traumas, and they work daily within their classrooms to develop coping strategies, problem-solving skills, and the ability to advocate for themselves in ways that are safe and productive in a school setting. Wendy collaborates with classroom teachers and other school staff to help refine their trauma-informed universal classroom strategies and supports, as well as help them manage their own self-care.

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It was through the relationship with his middle school football coach that he was brought out of the depths of his own childhood challenges and traumatic experiences. Now, as a teacher and role model for his students, Darrion focuses on creating strong relationships with his students and spends much of his free time supporting them in their activities. Darrion also received a 2020 National Box Tops for Education Twilight Award.

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D.J. has continually promoted the development of high-quality training for SROs across the globe. When working with students, his focus is on determining the “why” behind the behavior rather than addressing the behavior alone. Within the state of Indiana, D.J. served as the secretary of the Indiana School Resource Officers Association (INSROA) from 2012 to 2016.

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His greatest experience and passion revolve around culturally connected teaching and learning, recruiting and retaining educators of color, restorative practice, and school culture. Mirko is the co-author with Dr. Katie Novak of the newly released book, Equity by Design: The Power and Promise of UDL. He is a principal mentor for the Perone-Sizer Creative Leadership Institute and a trustee at Wheaton College. He also is an active hip-hop artist and released the album, Unhealthy Societies, in 2018.

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She is the CEO and Founder of the Push Through Organization which is a non-profit that uses innovative practices to equip, inspire, educate, and empower individuals to overcome adversity to become change agents. An elementary educator of 10 years, Jasmyn’s empowering and out-of-the-box teaching style has been featured in a global GAP Kids back-to-school campaign as well as various national and international news and media outlets including NPR News and Good Morning America. Her mantras and teaching philosophies have been adapted into adult and K-12 classroom settings across 19 U.S. states and 25 countries. Visit the Push Through Organization at www.wepushthrough.org/wepushthrough.org

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Prior to that, Lori taught emotionally troubled students in the upper elementary grades, worked as a school counselor, and was a private practice counselor. She was also a behavioral consultant in the adolescent psychiatric unit for Methodist Hospital in Indianapolis. There, she learned that emotional and mental illness can be so challenging for youth, but the brain can repair and heal. She also learned that resilience rests at the core of human nature and our well-being. Lori’s passion is applying neuroscience to attachment, regulation, and educator brain state, as well as teaching students and staff about their neuroanatomy. Her latest book, Connections Over Compliance: Rewiring Our Perception of Discipline, was released in 2020.

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Taking a trauma-informed approach led to improved outcomes in all areas at her school (academic, behavior and attendance). Jana has served as a building administrator in the district for eight years. Her K-12 experience runs the gamut to include administrator, instructional coach, athletic director, department head and classroom teacher.

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She served that school district for 16 years as a principal and assistant principal. Her 35 years in education has included roles as a secondary classroom teacher and a counselor as well as 20 years in administration. She holds an education specialist license from St. Mary’s University of Minnesota, a master's degree from University of Wisconsin-Milwaukee, and a bachelor’s degree from the University of Wisconsin-La Crosse. Carol is an educator who leads with compassion and inclusion and is committed to creating pathways in which all students find success. She is a frequent presenter in Minnesota and has presented at the Minnesota State Secondary School Principal’s winter conference. She also has a story featured in the Caring During Crisis Project called "Healing Staff with Compassion" printed by Corwin Press.

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She is passionate about connecting children of color to yoga and mindfulness and in building healthy communities by disrupting historical and racial trauma. She is a Trauma-Informed Specialist in Richmond, Virginia at Greater Richmond SCAN (Stop Child Abuse Now) and also the owner of Rethinking Resiliency, a think tank that provides professional development for educators and administrators that address issues related to poverty, mental health, cultural competency, and addiction. She is a licensed classroom teacher, registered yoga teacher (200 hours), MindUp trainer, Koru Mindfulness teacher, and ACE Interface Master Trainer. She brings both her lived and professional experience to help others understand the impact of trauma on learning and long-term societal outcomes.

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Having great conversations with parents and creating partnerships for the benefit of the child is something Tania is passionate about. She loves her career working with children and adults and feels as if she learns something new each day. Tania holds a bachelors of science in elementary education from the University of Missouri St. Louis, a masters in administration from Lindenwood University, and a doctorate of education from Missouri Baptist University.

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She addresses a variety of topics, including systems change, collaborative teamwork, coaching, facilitation skills, effective staff development practices, data/accountability, and long-range planning.

Ann is an associate of W. P. Dolan and Associates, a management and labor consulting firm that specializes in deep systemic change and collaborative work. In this role, she works with Dr. W. Patrick Dolan, supporting board of education, district, and union leaders who are committed to long-term reform initiatives.

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... he majored in Administration and Supervision with collateral studies in Educational Psychology and Industrial and Personnel Management. He has taught in grades 4 through 12 and has served as principal of elementary, middle and junior high schools in Tennessee and Kentucky. In addition to the principalship, he has worked in central offices in Chattanooga and Oak Ridge, Tennessee.

Professor Canady has worked with school districts in 44 states and with schools in the Virgin Islands and Dependent Schools in Germany. His major presentations have focused primarily on grading practices, active teaching strategies, implementing programs for at‐risk students, and restructuring schools by using a variety of scheduling and instructional strategies.

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...Collective Bargaining Agreement (PLA) with New York City and the Building Construction Trades Council on behalf of the Minority Business Leadership Council which created unprecedented contractual and job opportunities for minorities and women. He was the featured speaker at the United Nations at its Commission on Violence against Women and spearheaded a clergy prayer vigil at the United Nations to protest the bloodshed in Darfur, for which he was featured on the CBS Evening News. He was named to the Nielsen Media African American Advisory Board after he championed for accuracy in media ratings to include communities of color.

Reverend DeGraff received, from the State of Israel, the Martin Luther King, Jr. Award for Lifetime contributions in the struggle for Social Justice.

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She has published six professional writing titles for Maupin House.

Ms. Freeman developed the comprehensive, writing craft instructional approach of the CraftPlus K-8 Writing Program over a period of working with students and teachers for more than fifteen years.

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She is also a college Professor in the Department of Professional Studies in Education.

She has made numerous presentations at professional meetings and conducts workshops on the school portfolio, data analysis, data warehousing, and school improvement at local, state, regional, national, and international levels.

Dr. Bernhardt is passionate about her mission of helping all educators continuously improve student learning in classrooms, schools, districts, states, provinces, and countries by gathering, analyzing, and using actual data.

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Dave served as Superintendent of KIPP NYC until 2012. He now leads the KIPP Teaching and Learning Labs team at the KIPP Foundation along with continuing a board leadership role within KIPP NYC.

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During his 10 years as dean he also served as the chair of the Pennsylvania Deans of Education Forum representing all 95 teacher preparation institutions in the Commonwealth. In 2009 he was elected as President-Elect of the Pennsylvania Association of Colleges and Teacher Education (PAC-TE). Through his involvement with teacher education he has worked closely with the Pennsylvania State Board of Education, Pennsylvania’s Secretaries of Education, the Pennsylvania House of Representatives Education Committee and several key legislators in crafting legislation regarding teacher certification.

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With the late Richard W. Strong, Harvey developed The Thoughtful Classroom™—a renowned professional development program dedicated to the goal of "Making Students as Important as Standards."

More recently, Dr. Silver has collaborated with Matthew J. Perini (SSA's Director of Publishing & Content Development) and hundreds of educators from across the country to develop The Thoughtful Classroom Teacher Effectiveness Framework (TCTEF)—a comprehensive system for observing, evaluating, and refining classroom practice.

Prior to joining Goodwill, Dr. Findlay was the Director of Curriculum and supervised all content area specialists, Indiana’s Academic Standards, implementation of state code regarding curriculum requirements and recommendations, and served as a team member of all areas impacting the state’s academic achievement. Dr. Findlay was responsible for the state’s plan for implementing the Common Core State Standards. This included leading teachers, coaches, professors, and content experts in the development of state curriculum maps which serve as a starting point for schools to develop curriculum, resources which support the standards, and formative assessments which align with the curriculum. She also supervised the Division of College and Career Readiness which worked with business, industry, and higher education to develop career pathways which lead to certification or dual credits.

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...as well as teacher and professional organizations and state education agencies.

A recognized leader in the movement for authentic assessment, Strong was a former district-level coordinator for gifted and talented education and a prolific writer on many topics in education.

Strong was awarded the "New York State Educator of the Year" award in 2007 by the New York Association for Supervision and Curriculum Development.

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Changing Student Behavior: Comprehensive Learning, Interventions for Correcting Kids, and Successful Interventions for Today’s Exceptional Kids: Cultivating a Passion for Compassion. He is co-author of The Children We Share, a program for parents and principals.

He has trained at the state, national, and international levels. Dr. Scannella received his doctorate from Rutgers University and was awarded the Distinguished Educator Award from the Graduate School for outstanding and exemplary service in his field.

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Recognized at the State level for excellence in the classroom and in the administrative office, Dr. Hamilton is known for her work around differentiated instruction as it impacts at-risk learners, particularly children carrying special education labels. She has served for ten years on a State committee aimed at creating inclusive environments through effective instruction and clear assessment strategies. Cathy also serves as an adjunct professor for Miami University (Ohio), in the Department of Education Leadership.

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with organizational development and change and on topics relating to middle level education.

He has published numerous articles on these topics and has authored a book that deals with the issue of implementing community service into the school curriculum. Dr. White earned a doctorate in general administrative leadership from the Peabody College of Vanderbilt University, a master’s degree in educational administration from the University of Northern Colorado and a bachelor’s degree in science education from West Chester University. Prior to joining the faculty at Lehigh Dr. White served as the Assistant Superintendent of the Central Bucks School District and has worked as a middle school principal, team leader and science teacher in Pennsylvania, Colorado and New Jersey.

Dr. White is the co-founder and curriculum advisor of the Governor School for Global Entrepreneurship, a Pennsylvania Department of Education funded project that provides a five-week summer residential experience to high school juniors and seniors from PA and countries from around the world.

Kelli oversees some programming and school services, provides presentations, and supports staff. Kelli also completes ongoing scheduling of staff.

• K-12 Intervention Specialist Mild-Moderate
• K-12 Intervention Specialist Moderate-Intensive
• Masters of Education in Educational Psychology & Applied Behavior Analysis
• Doctorate in Organizational Leadership & Special Education
• Advanced Certified Autism Specialist

• Over 20 years experience in education, 15 years in the online environment
• 10 years of experience creating and implementing online courses grades 6-12
• Selected to present at the World Council for Gifted & Talented Children in Prague on the benefits of online learning for the gifted, 2011
• Supervised creation of blended learning program with partner school in Shenzhen, China 2011
• Developed and implemented blended learning in multiple high schools in Chester Co, PA 2008

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As a professional student and educator, Reggie has continually worked to improve his effectiveness as an educational leader. Reggie holds a Master's degree in Educational Administration from Grand Canyon University, Bachelor of Arts from the College of Wooster. Reggie has also been trained in dispute resolution, conflict management, classroom and behavior management, differentiated instruction, project-based learning and technology integration which have helped to provide him a well-rounded understanding and approach to education today.

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She serves as a charter member of the National Forum to Accelerate Middle Grades Reform. She has authored numerous articles, tapes, and books. Her most recent publication is entitled Transforming ourselves: Transforming schools (NMSA, 2002)

Since then, she has worked as a professional development consultant with middle school educators in all 50 states, Canada, Europe and the Far East.

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... at the University of Washington; middle school principal; staff development specialist; and middle and high school teacher.

She is the author of published papers including "Increasing the Capacity and Will to Accelerate Middle Level Reform" (NASSP, 1999) and has been cited for reform work in several publications including Crossing the Tracks (Wheelock, 1992).She received an Ed.D. in Education Leadership from the University of Washington; an M.A. in Middle Grades Instruction and Curriculum from Western Washington University; and a B.A. in English from San Diego State University.

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... Florida Atlantic University, and the University of Miami.

Dr. George has authored eight books and over one hundred articles and book reviews. Two of the books have won awards.

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He earned a bachelor's and master's degree in English from Fordham University, and took additional education classwork at Hunter College. Mr. Alvarado earned national distinction as the leader of an innovative Manhattan school district and then went on to become the second-in-command of the San Diego school system.

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She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change—including standards-based curriculum, instruction, assessment, supervision, and accountability.

Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research.

Holcomb is the author of four previous books and numerous articles and reviews.

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...more than a dozen countries in Europe, South America, Asia, and the Caribbean. In addition to nine books, he has published in the NASSP Bulletin, Middle School Journal, Phi Delta Kappan, School Administrator, Schools in the Middle, School Boards Journal, and numerous other scholarly publications.

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...planning, negotiation and mediation skills. Jill was the first woman elected to the presidency of the Council of Supervisors and Administrators representing more than 10,000 school principals and administrators. Ms. Levy rose to national prominence as the first female elected to preside over the American Federation of School Administrators in Washington DC representing members throughout the U.S., Puerto Rico and the U.S. Virgin Islands.

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Cheri’s formative work began in the 1970s, responding to the needs of youth grappling with grief and trauma. In the early 1980s, she worked as a behavioral specialist with the Marion Education Services District (Salem, Oregon), working closely with parents, teachers, counselors, and administrators in the areas of crisis response and trauma. It was during this time that Cheri pioneered the unified team approach to crisis response within the school setting.

By the early 1990s, broad-based demand for her authoritative method of crisis response compelled Cheri to devote herself to writing and publishing crisis response manuals, in addition to providing on-site technical expertise during crisis situations.

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Giselle has a strong background in organizational change and has graduate degrees in communication and development, social sciences in education, and educational evaluation from Stanford University. She has worked with thousands of schools nationally and internationally in the areas of standards, curriculum and assessment, adult learning, organizational development, school improvement, and action research.

Giselle has supported the development and writing of close to fifty curriculum units, action research studies, articles, and courses of study. She has also written extensively.

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He is the founder of BrainSMART, Inc, and is the developer of the BrainSMART program for leading, teaching, and learning.

Conyers has refined his research-based models for effective teaching by working with thousands of K-12 students and with 100,000 educators and administrators worldwide. He is a co-developer of the curriculum for the Master of Science and Educational Specialist degree programs with a major in Brain-Based Teaching with the Abraham S. Fischler School of Education at Nova Southeastern University. He serves as Director of Communications for the Center for Innovative Education and Prevention.

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She has 20 years experience in schools as a teacher, counselor, and administrator and has served as a National presenter on juvenile violence and gang issues. In addition, she is a consultant in the area of domestic crisis and homeland security.

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... inclusive education, leadership team development, and training teams to implement RTI.

She is also as an adjunct professor for Ashland University in Ashland, Ohio.

Her teaching experience covers every grade from preschool through 8th grade in both a general and special education capacity. Her administrative experience has been as a K–12 supervisor in Dayton City Schools as well as a middle school principal in Springfield, Ohio, and an elementary school principal in Toledo, Ohio.

She served as an advisor to President George H. W. Bush on elementary and secondary education issues.

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Tharp is professor emeritus of education and psychology at the University of California, Santa Cruz, and professor emeritus of psychology at the University of Hawaii. He is the founding director of the national Center for Research on Education, Diversity & Excellence (CREDE) and the Kamehameha Elementary Education Program (KEEP). His research focuses on human development, psychotherapy, community psychology, education, culture, anthropology and applied linguistics. Tharp is considered a distinguished researcher, practitioner and author in the areas of education, educational reform, and the development of sociocultural theory. His work spans 42 years.

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He was one of the founders of the firm, now known as Walsh, Anderson, Gallegos, Greenand Treviño, P.C., to focus on representing Texas public schools.

He is the co-author of The Educator's Guide to Texas School Law and the author of The Common Sense Guide to Special Education Law.He is publisher and managing editor of theTexas School Administrators' Legal Digest, for which he writes the popular "Law Dawg" column.

He is the author of a monthly newsletter on special education, This Just In..., the monthly Walsh’s Word column in the IEP Team Trainer publication, and is editor in chief and a regular columnist for Texas School Business magazine. Mr. Walsh has taught school law at the graduate level. He has conducted in-service training

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Reg Weaver recently completed two terms as president of the 3.2 million-member National Education Association (NEA) - the nation's largest professional employee organization, and the world's largest democratic, deliberative body.

As a middle school science teacher and 30-year classroom veteran, Weaver has been a lifelong advocate for quality public schools. He served as president of the NEA affiliate in Illinois - the Illinois Education Association - and president of his local in Harvey, Illinois - the Harvey Education Association.

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...the work of school-based teams as they examine their current program, plan modifications, and implement improvements.

Ron specializes in resolving complex scheduling issues, evaluating middle and high school programs, improving instructional leadership, and re-structuring middle and high school programs.

His work focuses on leading and learning in the digital age as a model for moving schools and districts forward. This has led to the formation of the Pillars of Digital Leadership, a framework for all educators to initiate sustainable change to transform school cultures.

...“Common Sense School Reform,” “Revolution at the Margins,” and “Spinning Wheels.”

Hess serves as executive editor of Education Next, as lead faculty member for the Rice Education Entrepreneurship Program, and on the review board for the Broad Prize for Public Charter Schools. He also serves on the boards of directors of the National Association of Charter School Authorizers and 4.0 SCHOOLS. A former high school social studies teacher, he teaches or has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University and Harvard University. He holds an M.A. and Ph.D. in Government, as well as an M.Ed. in Teaching and Curriculum, from Harvard University.

...topics, particularly those focused on evaluation of educators.

Currently, Weber is the project director for multiple teacher evaluation projects and leads the implementation of the Performance Management Advantage, a set of services to districts aimed at improving teacher and principal evaluation systems.

...nation to improve student learning through the use of instructional technology, problem-based learning, Language Arts instruction, and implementation of College and Career Readiness standards.

Curtis’ work and ideas have been featured in Rick Hess’ book , The Cage-Busting Teacher, and Kristin Magette’s Embracing Social Media: A Practical Guide to Manage Risk and Leverage Opportunity. Curtis was named the Kansas State Teacher of the Year in 2011 and is also an inductee into the Mid-America Educator Hall of Fame.

She annually travels with her students to Model United Nations and Youth in Government. Melissa is a 2014 National Hope Street Group Teacher fellow, a National America Achieves Fellow and currently serves as a member of the Rodel Teacher Council with a focus on personalized learning. In 2013, Melissa was the Conrad Schools of Science Teacher of the Year. She’s highly interested in civic education, technology, and ensuring that all students receive a high quality education. Melissa earned a Bachelor of Arts degree in history from Tulane University, a Master of Education degree in curriculum and instruction (social studies) from the University of Delaware, and she’s currently pursuing a Master of Arts degree in history at Villanova University as a James Madison Fellow.

Congressional Affairs in April 2012 and has served in her current role as Senior Adviser to the Secretary since January 2014. Prior to joining the Department, Ruthanne served as Assistant to the President for Special Projects at the American Federation of Teachers.

Ruthanne began her career in 2001 at the Democratic National Committee working on women's and LGBT issues. Over the course of her career, Ruthanne has led major field and political operations on behalf of progressive issues, agencies and candidates, with a particular focus on education issues. She was raised in Alexandria, Louisiana; educated at Smith College in Northampton, Massachusetts; and lives in Takoma Park, Maryland.

His research concerns school organization and organizational change, administrative and teacher leadership and workforce development, and urban school improvement.

His work has appeared in the American Education Research Journal, Educational Researcher, Educational Administration Quarterly, Educational Evaluation and Policy Analysis, Educational Policy, Journal of School Leadership, Leadership and Policy in Schools and Review of Research in Education. He has contributed chapters to numerous books on teachers and teaching, leadership and administration, and educational change.

Professor Smylie was awarded a National Academy of Education Postdoctoral Fellowship, the William J. Davis Award from the University Council for Educational Administration, and the American Educational Research Association’s Research Review Award. He was a Residential Fellow at the Spencer Foundation. Before his work at the university level, Professor Smylie was a high school history teacher. He received his Ph.D. from Vanderbilt University and B.A. and M.Ed. degrees from Duke University.

...and implementation implementation of Standards for Professional Learning. She contributed to the development of state policy and the implementation of policy through practice guides in several states and in overseas, international, and American schools in multiple countries.

Her books include What Works in the Middle; What Works in the Elementary Grades; and What Works in the High School; Teachers Who Learn, Kids Who Achieve: A Look at Model Professional Development; Assessing Impact: Evaluating Staff Development, 2nd edition; Collaborative Professional Learning Teams in School and Beyond: A Tool Kit for New Jersey Educators; Taking the Lead: New Roles for Teacher and School-based Coaches; The Learning Educator: A New Era in Professional Learning; Becoming a Learning School; and Coaching Matters.

She authored and co-authored numerous papers, reports and workbooks such as PDK’s EDge, The Changing Face of Professional Development, and resources associated with the Transforming Professional Learning (TPL) initiative in Kentucky and six other states.

• 34 years in education as a Teacher, Principal, Director of Personnel, Associate Dean and Professor
• Outstanding Graduate Faculty Member, Graduate Student Association, Baylor University, 2001
• Author, Consultant and National Presenter

In his 12 years at Harlan (IA) Community School District, Magee fulfilled many roles including: teacher, coach, activity sponsor, assistant high school principal, elementary principal, and middle school principal. He also served as the Assistant Superintendent/ Director of Human Resources in the Waukee (IA) Community School District.

Magee is a graduate of Drake University in Des Moines, IA, where he received a bachelor’s degree in secondary business education and an education specialist degree in educational leadership. He also holds a master’s degree in education administration from Buena Vista University in Storm Lake, IA.

Before joining Microsoft in 1997, Gupta was a professor of Computer Science and Electrical Engineering at Stanford University. He has published more than 100 papers in major conferences and journals and has 75+ issued US patents. He received the National Science Foundation (NSF) Presidential Young Investigator Award in 1990. Before joining Stanford in 1987, Gupta was on the research faculty at Carnegie Mellon University, where he received his Ph.D. in computer science in 1986. He holds a bachelor’s degree in electrical engineering from the Indian Institute of Technology, Delhi, where he graduated receiving the President’s Gold Medal in 1980.

Former President of the Collegiate Association for the Development of Educational Administration and former President of the Metropolitan Council of Educational Administrators

...and staff developer for K-12 teachers.Jeff was elected Assistant Chair of the Elementary Section of the National Council of Teachers of English (NCTE) in 2008 and served as a member of the Executive Committee of NCTE from 2008-2011. He has chaired several NCTE committees including the Government Relations Subcommittee and headed the national NCTE Review Team providing feedback about the ELA Common Core Standards. Jeff is a regular speaker at national and state conferences including NCTE Convention, International Reading Association Conference and the Reading Recovery Council of North America Conference and provides literacy consulting in Ohio and many other states. He has co-authored a book, Supporting Students in the Time of Common Core Standards: English Language Arts, Grades 3-5, several articles featured in The Reading Teacher, Journal of Adolescent Literacy and the Journal of Staff Development. In 2011-12, Jeff was one of two national recipients of the Hameray/Yuen Family Foundation Scholarship to return to The Ohio State University to pursue an intensive year-long Reading Recovery Teacher Leader training. Jeff is currently teaching graduate level courses for The Ohio State University, training and supervising teachers in Reading Recovery in the Greater Cleveland Area.

...brain, and education to practice for preservice and in-service teachers and educational leaders.

Dr. Wilson is adjunct faculty and lead developer of the EdD minor in Brain-Based Leadership, Educational Specialist degree in Teacher Leadership, and Master’s degree programs in Brain-Based Teaching with the Abraham S. Fischler School of Education at Nova Southeastern University. Her university work grew out of a three-year Florida Department of Education action research initiative and project funded through an Annenberg Challenge Grant.
BrainSmart.Org

...improve instruction by adopting a more reflective practice. He has worked with teachers and administrators throughout the U.S. and has taught hundreds of K-12 students to improve their reading and writing strategies.

He received his Doctorate in Education from Temple University in Philadelphia. He began teaching in the Department of Education at La Salle University in 1969.

...Public Policy. His research and teaching is concerned with the prevention of youth violence and bullying, as well as the facilitation of healthy student development and achievement through a supportive and structured school climate. Dr. Cornell has worked with juvenile and adult violent offenders, testified in criminal proceedings and legislative hearings, and consulted on violence prevention efforts. He has authored more than 200 publications in psychology and education, including studies of juvenile homicide, school safety, bullying, and threat assessment. Two of his books are School Violence: Fears Versus Facts, and Guidelines for Responding to Student Threats of Violence. He is currently conducting a federally-funded study of school climate and bullying in more than 700 Virginia secondary schools

In 1984, Rose cofounded CAST, a not-for-profit research and development organization whose mission is to improve education for all learners through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into the field called Universal Design for Learning which now influences educational policy and practice throughout the United States and internationally.

Rose is the coauthor of five scholarly books, numerous award-winning educational technologies, and dozens of chapters and research journal articles. He has been the principal investigator on large grants from the National Science Foundation, the U.S. Department of Education, and many national foundations. In the policy arena, he was one of the authors of the recent National Educational Technology Plan, has testified before the U.S. Senate, and helped to lead the development of the National Instructional Materials Accessibility Standard. Rose has won many awards, including recently being honored at the White House as a “Champion of Change.”

Rose holds a B.A. in psychology from Harvard College, a masters in teaching from Reed College, and a doctorate from the Harvard Graduate School of Education.

Shellie is a frequent speaker at regional, statewide and national seminars on such topics as religious issues in schools, student discipline, bullying, employment and personnel issues, and school board training requirements.

He also teaches leadership, finance, education law, entrepreneurship and microenterprise development. Among his areas of expertise are educational policy and reform.

As the dean of the large and rapidly growing College of Graduate and Innovative Programs at Concordia, Dr. Jandris leads several graduate programs that are among the largest in the country, serving approximately 5,000 graduate students in sixty-four programs. He was also the founding dean of the College of Business at Concordia-Chicago. Most recently, the University of Minnesota, where Jandris serves on the board of the College of Education and Human Development, named its “Thomas P. Jandris Center for Innovation in Higher Education” after him.

...writer of curriculum for training principal-mentors.He is also a writer and web designer with the distance-learning Principal Licensure program at the University of Dayton.

...work with teachers and administrators at every level. She continues to coach district administrators, provide professional development for effective leadership, and plan reform initiatives based on data analysis and standards implementation.

Kit has decades of successful multi-level experience working at the elementary, middle, and high school levels as a teacher, principal, Program Specialist, Direct Instruction Reading and Math coach, and Director of Professional Development for Sacramento County Office of Education’s multi-county SELPA. She worked as a teacher and principal in elementary, middle, and high schools in the San Juan Unified School District over the course of 20 years.

Kit has designed standards-based administrative coaching and curriculum/assessment programs, as well as successful parent training programs and some of the first fully integrated programs in California for students with disabilities. She is a published author in standards-based curriculum design and coaching for school reform, and she is known throughout the United States and Canada for her work in the implementation of standards-based schools and districts. Kit received her Ph.D. in Educational Sociology from Stanford University.