The Carnegie Summit brings together practitioners, researchers, thought leaders, policymakers, and others to present on how they are utilizing improvement science and capturing the power of networks. Learn more about the improvers and innovators who represent the cutting edge of this work.
Anthony S. Bryk
President, Carnegie Foundation for the Advancement of Teaching×
Anthony S. Bryk is the ninth President of the Carnegie Foundation for the Advancement of Teaching, where he has introduced and is leading work to create a new research and development infrastructure to support educational improvement in the United States.
From 2004 until assuming Carnegie’s presidency in September 2008, Bryk held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University. He came to Stanford from the University of Chicago, where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform.
In his most recent work, Learning to Improve, Bryk argues improvement science combined with the power of networks offers the field a new approach to reach ever increasing educational aspirations.
Co-Author, Made to Stick and Decisive×
Dan Heath is a Senior Fellow at Duke University’s CASE center, which supports social entrepreneurs. At CASE, he founded the Change Academy, a program designed to boost the impact of social sector leaders.
Dan is the co-author, along with his brother Chip, of three New York Times bestsellers: Decisive, Switch, and Made to Stick. Amazon.com’s editors named Switch one of the Best Nonfiction Books of the Year, and it spent 47 weeks on the New York Times Bestseller list. Made to Stick was named the Best Business Book of the Year and spent 24 months on the BusinessWeek bestseller list. Their books have been translated into over 30 languages.
Previously, Dan worked as a researcher and case writer for Harvard Business School. In 1997, Dan co-founded an innovative publishing company called Thinkwell, which continues to produce a radically reinvented line of college textbooks.
Dan has an MBA from Harvard Business School and a BA from the Plan II Honors Program from the University of Texas at Austin. One proud geeky moment for Dan was his victory in the 2005 New Yorker Cartoon Caption Contest, beating out 13,000 other entrants. He lives in Durham, NC.
Pedro A. Noguera
Distinguished Professor of Education, Graduate School of Education and Information Studies, UCLA×
Pedro A. Noguera is the Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. He is a sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions as well as by demographic trends in local, regional and global contexts.
Dr. Noguera serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, NPR, and other national news outlets. Prior to joining UCLA, he served on the faculty at New York University, the Harvard Graduate School of Education, and the University of California, Berkeley. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, the National Association of Secondary Principals, and the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
Dr. Noguera has published over 200 research articles, monographs and research reports on topics such as urban school reform, conditions that promote student achievement, the role of education in community development, youth violence, and race and ethnic relations in American society.
Chief Executive Officer, Baltimore City Public Schools×
Baltimore City Public Schools CEO Sonja Brookins Santelises has spent close to 30 years focused on building high-quality teaching and learning to help students excel. Most recently, she served as vice president for K-12 policy and practice at The Education Trust, providing strategic direction for the organization’s K-12 research, practice, and policy work. This followed her tenure as chief academic officer for Baltimore City Public Schools. Previously, Dr. Santelises worked in Boston, where she served as assistant superintendent for pilot schools and assistant superintendent for teaching and learning/professional development.
Sonja began her career in education as director of professional development and teacher placement with Teach for America, followed by stints at a year-round school in Brooklyn where she was a founder, teacher, and curriculum specialist.
Throughout her career as an educator, academic, and administrator, Dr. Santelises has been steadfast in her belief that excellence in urban education is achievable at scale. “Our students have the same capacity for success as any other students,” she says. “We must communicate and demonstrate our complete confidence in that capacity, by charting a pathway to success for each individual child. The real challenge is ours — as educators — to hold ourselves and our students accountable for their achievement.”
Senior Consultant, Michael Fullan Enterprises Capacity Building Team×
Eleanor Adam consults internationally in the areas of leadership, change, and learning; and is a senior consultant for the Michael Fullan Enterprises Capacity Building team. She has worked with educators in various countries and states to improve and deepen learning for all students through excellence in classroom instruction and principal and district leadership. Her recent work has focused on whole system change through the development of coherence at the state and district levels. Developing and leading meaningful professional learning is a passion that Eleanor has pursued throughout her career. She facilitates relevant learning that is grounded in her experiences, but also incorporates new research and encourages critical thinking and collaboration.
Superintendent, Sacramento Unified School District; Associate Vice Chancellor, University of California, Merced×
Jorge Aguilar serves as Sacramento City Unified School District superintendent and associate vice chancellor at the University of California, Merced. In 2002, Jorge founded the Center for Educational Partnerships (CEP) to increase the number of students eligible to attend institutions of higher education. Jorge was persuaded that the CEP could assist schools and districts in using research to ensure that all students are given equal opportunities to graduate from high school with the greatest number of postsecondary choices from the widest array of options. Today, the CEP supports myriad San Joaquin Valley school districts with its research capacity to improve student performance.
Professor of Practice, Harvard Graduate School of Education×
Alonso became a professor of practice at the Harvard Graduate School of Education in July 2013. Previously, he served as the CEO of Baltimore City Public Schools (City Schools). During his tenure, Baltimore City students have reached their highest outcomes in state exams, across all categories of students. He serves on the National Assessment Governing Board, which sets policy for the National Assessment of Educational Progress (NAEP), known as “The Nation’s Report Card.” Alonso emigrated from Cuba to the United States with his parents at the age of 12. Originally speaking no English, he attended public schools in Union City, New Jersey, graduated Magna Cum Laude and Phi Beta Kappa from Columbia University, and earned a J.D. and a doctorate in education from Harvard University. After practicing law in New York City he changed course to become an educator. From 1987 to 1998, Alonso taught emotionally disturbed special education adolescents and English language learners in Newark, New Jersey. He then served as chief of staff for teaching and learning and as deputy chancellor for teaching and learning at the New York City Department of Education during the launch of its Children First reform.
Director, Learning Design Group, Lawrence Hall of Science, Amplify Science×
Jacqueline Barber serves as the director of the Learning Design Group at the Lawrence Hall of Science, a team of dedicated researchers, curriculum and assessment specialists, disciplinary experts, and educational innovators who have worked to create Amplify Science. She has led many projects funded by the National Science Foundation and other major foundations, including projects focused on science and literacy integration, argumentation in the science classroom, increasing access to science learning for English learners, the impact of educative curriculum materials on teacher and student learning, and curriculum design practices. She has worked at the Hall for over 30 years, initially working with students and teachers, and now engaged in research and curriculum design and implementation. She earned a bachelor’s degree in biology from Hampshire College and began a research career in neuroendocrinology at the University of Strasbourg before turning to science education.
Dean and Professor, Mary Lou Fulton Teachers College, Arizona State University×
Carole G. Basile is the dean of Mary Lou Fulton Teachers College. Prior to joining ASU, Carole was dean and professor in the College of Education at the University of Missouri-St. Louis. Her academic career has included research related to math and science education, teacher education, community engagement, and environmental education; with funding from the Department of Education, the National Governor’s Association, the National Science Foundation, and the National Education Association, among others. She has actively partnered with many urban school districts; nonprofit community education and social service entities; and constituents from business, industry, and workforce and economic development.
Associate, Director of Student Agency Improvement Community and Productive Persistence, Carnegie Foundation×
Rachel Beattie is the director of productive persistence and director of Student Agency Improvement Community at the Carnegie Foundation. Productive persistence refers to the combination of tenacity and good strategies that is necessary to help more students successfully complete their academic goals. Before coming to the Carnegie Foundation, Rachel was a postdoctoral researcher at the Ohio State University where she supported cognitive neuroimaging research on reading, language, and mathematical development. She has a BSc (Hons) in psychology from Staffordshire University, and an MA and PhD in psychology from the University of Southern California, where she conducted research on the underlying factors that contribute to the development of learning differences. Rachel also taught undergraduate psychology courses at Occidental College and the University of Southern California.
Director of Facilities and Director, Post-Baccalaureate Fellowship Program, Carnegie Foundation
Principal Advisor, Improvement Science Consulting; Fellow, Improvement Science, Carnegie Foundation×
Brandon Bennett, MPH, principal advisor for Improvement Science Consulting began his career as a United States Peace Corps volunteer, where he worked to continuously improve microfinance repayment rates for people living with HIV and struggling in poverty. He has served as an improvement advisor in the fields of healthcare and education, leading and advising on diverse initiatives from disease-specific processes to countrywide improvement programs. Brandon has published on the application of improvement science methods and has been a featured speaker at quality conferences around the world. He is currently a fellow at the Carnegie Foundation for the Advancement of Teaching, faculty for the Improvement Advisor Professional Development Program offered through the Institute for Healthcare Improvement, faculty for the Improvement Science for Academics offered through HAELO (a UK-based innovation and improvement center) and senior advisor to Ko Awatea, a New Zealand based organization that delivers health system innovation and improvement services to Australasia.
CEO & Partner, Center for Teaching Quality×
Barnett Berry is founder and CEO of the Center for Teaching Quality (CTQ), whose focus is on an equitable and excellent public education for all students driven by the bold ideas and best practices of their educators. In 2003, CTQ launched the nation’s first virtual network of teacher leaders: the CTQ Collaboratory. Barnett has served as a high school social studies teacher, think tank analyst, senior state education agency leader, and university professor. Before CTQ, he directed the state partnership network for the National Commission on Teaching and America’s Future. He is author of more than 100 peer reviewed papers on teaching policy, accountability, and school reform; as well as two books, Teaching 2030 and Teacherpreneurs. Barnett serves on numerous national advisory boards and task forces, and consults with other organizations in the service of public education and the teaching profession.
Associate, Networked Improvement Science, Carnegie Foundation×
Manuelito joined the Carnegie Foundation as an associate in networked improvement science in 2016. He comes to the foundation from Stanford University, where he served as senior researcher at the John W. Gardner Center for Youth and Their Communities. Manuelito seeks to bridge research, practice, and policy by studying the implementation and influence of educational reforms on students’ learning and development—particularly those from minority and disadvantaged backgrounds. Manuelito’s research has been presented in community forums and professional conferences, and published in academic journals, policy briefs, and edited volumes. He holds a doctorate in education policy from the University of California, Davis.
Director of Collaborative Improvement, StriveTogether×
As senior manager of innovation, Heidi Black works closely with communities across the country to build the capability of local leaders and practitioners to improve outcomes for children and youth through data-driven decision making and community voice. To do this, she developed a methodology that pulls tools and techniques from continuous improvement, design thinking, Results Counts™ and equity. Through her work at StriveTogether, Heidi has supported more than 25 communities to apply StriveTogether’s improvement methodology towards kindergarten readiness, third grade reading, eighth grade math, high school graduation, and post-secondary enrollment. Prior to her work at StriveTogether, Heidi has worked across the education landscape, including as a classroom teacher for six years, in the U.S. House of Representatives as an education policy aide, and through management of the Ohio 8 Coalition (a state-wide policy collaborative of Ohio’s 8 urban public school districts).
Founder & CEO, Improving Education×
Jarrod Bolte is the founder of Improving Education, a nonprofit working with schools and districts to improve educational outcomes through the use of improvement science. He has led efforts in Baltimore City Public Schools to improve early literacy, increase teacher quality and retention, and develop curriculum for pre-K-12 classrooms. He is a former teacher, school-based administrator, director of teacher development, and executive director of teaching and learning. He has served on multiple state and national commissions focused on a variety of educational initiatives. He also served as Baltimore Team Lead for the Building a Teaching Effectiveness Network (BTEN) improvement initiative with the Carnegie Foundation, and has been using improvement science in a variety of contexts in the nonprofit education sector.
Interim Executive Officer, Equity and Access, Fresno Unified School District×
Adam joined Fresno Unified in 2014 as an Analyst II. Since August 2017, he has been serving as the Interim Executive Officer in Equity and Access. His focus has been improving student outcomes through the effective use of data.
Chief Strategy Officer, CORE×
Noah Bookman is the chief strategy officer of CORE Districts. In his role, Noah leads CORE’s strategic initiatives, including CORE’s newly launched cross-district improvement community focused on math achievement gaps for African American and Hispanic/Latino youth, and CORE’s multi-district continuous improvement, holistic data system serving 1.8 million students. As Chief Accountability Officer at CORE from 2013 to 2016, Noah oversaw the implementation of the CORE No Child Left Behind Waiver, which included a first of its kind whole child approach to school accountability, emphasizing academic success, social-emotional development and positive school culture-climate. He also led the development and implementation of two school intervention programs–School Pairing and Communities of Practice– that together operated in over 200 low performing Title I schools in the state of California. Before CORE, Noah served as the director of performance management for the Los Angeles Unified School District (LAUSD). His responsibilities involved developing and implementing a coherent system to articulate, monitor, and deliver outcomes for schools, for the regional and central office units that support and manage schools, and for the operational divisions of the District’s central office. Noah also played a leadership role in the District’s educator effectiveness initiative. Noah has also served as a managing director at the After-School-All-Stars (ASAS), a national after-school program for at-risk youth and was an English teacher in the LAUSD. He is a graduate of University of California, Los Angeles, and has a master’s degree in Public Policy from the University of California’s Goldman School of Public Policy. Noah lives in the greater Los Angeles Area with his middle school sweetheart and their son and daughter.
Math Content Specialist, San Francisco Unified School District×
Alisa Brown joined SFUSD in 2001 as a middle school math teacher at Dr. Martin Luther King Jr. Academic Middle School. In 2012, she transitioned to coaching teachers of all grade levels and content areas. From 2014-2016, Alisa did program development for SFUSD’s intern program while attending graduate school in UC Berkeley’s Principal Leadership Institute cohort 16. Currently, she works as a middle school math coach, learning and growing with teachers while having conversations around growth mindset and equity for all students.
Senior Vice President, New Teacher Center×
Dr. Cynthia Brunswick is senior vice president of program delivery for New Teacher Center. In her role, Cynthia leads the organization’s national program delivery work, focused on developing highly effective educators, and is a member of its senior leadership team. Cynthia began her career teaching middle and high school at Lindblom High School in Chicago. Before joining New Teacher Center, she led the Center for Urban School Improvement Professional Development for Network Schools at the University of Chicago. Cynthia holds a doctorate at Loyola University, a master’s degree in education at Roosevelt University, and a bachelor of science degree at Valparaiso University.
Elaine Farber Budish
Senior Consultant, UPD Consulting×
Elaine Budish currently serves as the Florida Implementation Network’s project director. She has been with UPD since 2010 and has over 15 years of experience in performance improvement processes, stakeholder engagement efforts, change management, and collaborative strategy development to address issues of education equity and effectiveness.
Assistant Superintendent, Kannapolis City Schools×
Dr. Kelly Burgess is the Assistant Superintendent of Kannapolis City Schools in Kannapolis, North Carolina. Burgess began her career in Kannapolis City Schools as a school counselor and later became the assistant principal of Kannapolis Middle School. She has served in various roles for the district, including Director of Accountability, Director of Title III and English as a Second Language, Online Learning Coordinator, Academically and Intellectually Gifted Program Coordinator, and STEM Program Coordinator. During her time in Kannapolis City Schools, Burgess has been influential in helping to improve student achievement. She received her bachelor’s degree from SUNY Geneseo, masters’ degrees from Canisius College and UNC Charlotte, and doctorate from Wingate University. She also serves as an adjunct professor at Wingate University.
Director, Center for Research on Equity and Innovation, High Tech High Graduate School of Education×
Stacey Caillier, PhD, is the director of the Center for Research on Equity & Innovation and the Deeper Learning Hub at the High Tech High (HTH) Graduate School of Education, where she supports improvement work within HTH K-12 schools and beyond. Stacey has been with the HTH GSE since its inception in 2006, previously serving as the director of the Teacher Leadership MEd program and co-director of instructional support for HTH schools. She began her career as a high school physics and math teacher at a Portland, Oregon high school affiliated with the Coalition of Essential Schools and is a proud member of the national Deeper Learning network. She holds degrees from Willamette University and the University of California, Davis.
Associate Professor, Portland State University×
Associate Professor Susan Carlile teaches in PSU’s Initial Administrative Licensure program. She has served as a central office administrator, high school and middle school administrator, and spent nearly 10 years studying, traveling, and working in other countries and states as a Peace Corps volunteer, including Sierra Leone, West Africa, as a Peace Corps volunteer. Professor Carlile’s research agenda includes a focus on the mentoring of culturally and linguistically diverse school leaders, reducing educational disparities and using improvement science to improve the principal preparation program.
Chief Academic Officer, Summit Public Schools×
Adam began his career in public education as a high school English teacher, receiving the California Alliance for Arts Education’s Outstanding New Teacher Award. In 2003, he became the founding English teacher at Summit Preparatory Charter School. He has taught in schools in Indonesia and Argentina, and he founded and directed the Innovative Schools Programme in Jakarta. Adam returned to Summit in 2011 where, in his role as chief academic officer, he leads Summit’s Academics and R&D team. Under his leadership, this team which works tirelessly to ensure that students and educators across the nation have the tools and support they need to be empowered, self-directed learners.
Senior Fellow, Strategy and Business Development, Carnegie Foundation×
Penny Carver, M. Ed., is a senior fellow at the Carnegie Foundation for the Advancement of Teaching and an independent consultant working with a select group of not-for-profit organizations including Virginia Mason Institute and the Institute for Healthcare Optimization. Previously she was senior vice president at the Institute for Healthcare Improvement (IHI), responsible for IHI’s business and business strategy, including new initiatives, programs, and services. She was responsible for the design and start-up of IHI’s Breakthrough Series Collaboratives, Breakthrough Series Guides, and Breakthrough Series College; IHI’s website, IHI.org; professional development programs; the National, International and Asia Pacific Forum events; IHI’s international strategy; and the IHI Open School for Health Professions. As senior fellow at the Carnegie Foundation, Penny is responsible for leading the development and execution of the Foundation’s strategy to advance the performance of educational systems by accelerating their capacity to improve.
Public Education Specialist, UCLA Center X Northeast; Project Director, ExcEL Leadership Academy×
Dr. Jason Cervone is the Project Director for UCLA Center X’s Project ExcEL Leadership Academy. He has over a decade of experience in public education as a researcher, advisor, and evaluator, focusing on improving instruction for English language learners. Jason received his PhD in Educational Leadership and Policy Studies from the University of Massachusetts in Dartmouth. Additional educational credits include an MEd in Learning and Instruction with a specialization in English Language Learning at Northeastern University in Boston, Massachusetts; certification in Evaluation Practice with the Evaluator’s Institute at George Washington University; and a BS from Lock Haven University of Pennsylvania.
Associate, Networked Improvement Science, Carnegie Foundation×
Melissa is an associate for network initiation and development at the Carnegie Foundation. Before joining Carnegie, Melissa worked as a senior consultant at Education First, supporting states, districts, foundations, and advocacy organizations to improve teacher and student support models, to advance college readiness efforts, and to make grantmaking more effective. Prior to Education First, Melissa served as a senior program officer at the Bill & Melinda Gates Foundation, where she led investments in classroom- and curriculum-embedded assessment in literacy and mathematics throughout the United States. At the Gates Foundation, she also managed network implementation of teacher supports investments and led specific strategic and programmatic work to support English language learners. Earlier, Melissa spent time working in youth development across Northern California and with local districts. She has served as the legislative analyst for the San Francisco Unified School District and as a consultant for the Long Beach Unified School District. She also worked as a researcher for Harvard University on various high school reform studies. Earlier in her career, Melissa served several years at the U.S. Department of Education in the Under Secretary Office’s Planning and Evaluation Service, developing and managing federal policy initiatives and the research and evaluation of federal programs. Melissa earned a doctorate in education from Harvard University, a master’s degree in public affairs from the Lyndon B. Johnson School at the University of Texas, and a bachelor’s degree from Whittier College.
Director of Improvement, National Board for Professional Teaching Standards×
Lisa Clarke is the Director of Improvement at the National Board for Professional Teaching Standards. Lisa co-leads the Network to Transform Teaching (NT3); a growing NIC across 10 states, 45 districts, and over 100 schools working to ensure that every student has the opportunity to learn from accomplished teachers. Trained in improvement science by the Institute for Healthcare Improvement, Lisa is working to adapt this methodology for education systems. Prior to joining the National Board, she was the team lead for the U.S. Department of Education Teaching Ambassador Fellows. Lisa was a high school social studies teacher in Kent, Washington, and Brooklyn, New York.
Director of Curriculum and Instruction, School District of Osceola County×
René Clayton is a Director of Curriculum and Instruction for the School District of Osceola County in Florida. Clayton works with Middle School and K-8 Schools to support the implementation of the highest levels of teaching and learning. Prior to the Director position, she worked in Osceola County as a teacher, Reading Specialist, Assistant Principal, Principal, and district-level School Improvement Administrator. She has dedicated 14 of her past 24 years to changing and improving teaching and learning across the district through teaching, leading and coaching, as well as through providing professional development for school leaders. Clayton holds a Bachelor’s and Master’s degree from the University of Florida in Elementary Education and Reading K-12 and an Educational Specialist degree from National Louis University in Educational Leadership. She is currently pursuing a Doctoral degree at the University of Central Florida in the Executive Track for Educational Leadership.
Research Professor, Vanderbilt University×
Paul Cobb is a research professor at Vanderbilt University. His work focuses on improving the quality of mathematics teaching and student learning on a large scale, and on issues of equity in students’ access to significant mathematical ideas.
Program Assistant, George Washington University×
Gary Colletti works at the National Association of State Boards of Education, and is an education and outreach assistant for the George Washington University/National Science Foundation partnership for Arctic PIRE. His work focuses on networked improvement, K-12 philosophy, deeper learning, and education policy. He is a graduate of the Graduate School of Education and Human Development at George Washington University, and has worked with Dr. Marian Robinson on the George Washington graduate certificate in Improvement Science in Education.
Principal, Martin Luther King Middle School, Prince George's County Public Schools×
Rotunda Floyd-Cooper is currently the principal for Martin Luther King Middle School. Prior to her appointment, Rotunda served in a leadership role as systemic improvement specialist in the Prince George’s County Public Schools where she collaborates with both system- and school-level leaders to build their capacity to utilize the Data Wise Improvement Process as a strategic approach to improving school and district outcomes. Rotunda has served in various leadership roles including a recent post as the executive director of the Maryland Mathematics, Engineering, and Science Achievement (MESA) program at the Johns Hopkins University Applied Physics Laboratory, a program which seeks to promote interest in STEM careers.
Senior Director of New Content and Evaluation, Teaching Matters×
Naomi Cooperman, senior director of new content and evaluation, brings over thirty years of experience to the development of new content and curricular initiatives at Teaching Matters. She is currently spearheading Early Reading Matters, a multi-year teacher development initiative in K-3 literacy instruction. Naomi has led the development of multiple, scalable professional learning models that resulted in measurable increases in student outcomes. Previously, Naomi was the instructional design specialist at the Center for Management and Organization Research, Baruch College. Naomi earned an EdD from Teachers College, an MS from the University of Wisconsin, and a BS from University of Massachusetts Amherst.
Director of Evaluation, BARR Center×
Maryann Corsello, PhD, is director of evaluation for the BARR Center and professor emeritus of psychology at the University of New England. Dr. Corsello has over 25 years of experience in conducting community-based research and evaluation. She was the external evaluator for the U.S. D.O.E. Investing in Innovation i3 Building Assets Reducing Risks (BARR) Development grant, and provides program evaluation oversight of the BARR model for the i3 Validation and Scale-up grants. She is the lead researcher for BARR Center in the BELE Network, a national project funded by the Raikes Foundation designed to close opportunity gaps in underserved students.
In-House Expert on Learning and Attention Issues, Poses Family Foundation×
Bob Cunningham, Ed.M., serves as advisor in residence on learning and attention issues for Understood. He is also head of school at the Robert Louis Stevenson School and chairman of CDE Career Institute. Bob consults with schools, organizations, and families on matters related to learning and attention issues. He is a trustee of the Purnell School and a professional advisory board member for the National Center for Learning Disabilities, the NVLD Project, Story Share, and several other education-related nonprofit organizations. Previously, he was head of school for the Gateway Schools in New York City. Cunningham has been a teacher, evaluator and administrator in several public school districts. He holds a B.S. in education from Indiana University of Pennsylvania and two master’s degrees from Teachers College, Columbia University, where he has also served as an instructor in the learning disabilities program and the Department of Curriculum and Teaching.
Systems Improvement Consultant, McREL International×
Ben’s work with McREL International includes serving regions across the country and internationally through technical assistance consultations and learning sessions dedicated to systems improvement. Prior to joining McREL, Ben was the federal programs manager/academic officer for the Hawai’i State Charter School Commission, where he delivered technical assistance to charter schools across the state. Ben has also served as an elementary school principal, high school vice principal, and teacher of grades 8–12 in the state of Michigan. Ben holds an MA in educational leadership and a BA in secondary education from Saginaw Valley State University in Michigan. When not working, he enjoys spending time with family, watching and coaching baseball, and being outdoors.
Provost, High Tech High Graduate School of Education (HTH GSE)×
Ben Daley serves as provost for the HTH GSE. Ben joined High Tech High to teach physics as a founding faculty member in fall 2000. He was the second director of the original High Tech High. As a student at Haverford College, Ben majored in physics and was credentialed in secondary physics and math. After graduation, he traveled to the Philippines and taught science and math at an international school in Manila. Upon his return to the U.S., he taught physics and AP physics at the Madeira School, a girls’ boarding school in suburban Washington, D.C. He then moved to California to coach basketball and to teach physics at Pomona and Pitzer Colleges. He earned an MA in science education at the University of California, Santa Barbara, and a doctorate in educational leadership at the University of California, San Diego. Ben’s research interests include student voice in new teacher development and the emerging field of improvement research, which is an effort to scale up good ideas in education using a broad range of both outcome and process data. Ben has led work in conjunction with the Hewlett Foundation around spreading deeper learning principles.
Program Officer, Poses Family Foundation×
Joe Daly, as Program Officer at the Poses Family Foundation (PFF), supports organizations across the foundation’s focus areas through strategic advising and grant management. In this role, Joe works with non-profits increasing college access, providing mental health care for school- and college-aged youth, and improving K-12 education for vulnerable students. He brings his experience in community organizing and education to his work at PFF. Prior to joining PFF, he was a field organizer on Obama’s reelection campaign. Joe also served as a College Advisor at the Harlem Children’s Zone’s College Success Office—a program aimed at ensuring college graduation and job placement to all graduates of HCZ’s charter high schools and after-school programs. Joe graduated Phi Beta Kappa from Columbia University with a BA in American Studies.
Chief Strategy Officer, Center for Teaching Quality×
Alesha coordinates the Center for Teaching Quality (CTQ)’s work to support teachers and administrators in using research-based approaches to design, pilot, implement, and assess impact of their teacher and collective leadership systems. She also develops related research and practice partnerships with districts, states, and networked organizations. Alesha holds a Master of Public Policy (MPP) degree from Duke University.
Networked Improvement Science Fellow, Carnegie Foundation×
Patrice Dawkins-Jackson joined the Foundation in 2017 as a networked improvement fellow. Most recently, Patrice was an instructional leader, learner, and assistant principal at Sandy Springs Charter Middle School in Georgia. There, she used her knowledge of design-thinking to help impact professional development, engagement, and instructional practices. Prior to joining Carnegie, Patrice worked as an educator in Fulton County Schools for 12 years. During that time, she served two terms as a U.S. Department of Education classroom teaching ambassador fellow, where she worked on recruitment and support of teachers of color in partnership with TEACH.org, the White House Initiative on Educational Excellence for African Americans. Her passion for teacher leadership was further ignited when she joined Teach to Lead (an initiative convened by the National Board for Professional Teaching Standards, ASCD, and the U.S. Department of Education), whose mission is to advance student outcomes by expanding opportunities for teacher leadership. Patrice earned her certified associates degree in project management as well as a bachelor of science in early childhood education from the University of Central Florida. She went on to receive a master’s degree in early childhood education (also at the University of Central Florida), including specializations in home-school-community and educational leadership, with aspirations of pursuing her doctorate and opening her own school.
Assistant Superintendent, Evergreen School District×
As the assistant superintendent of Evergreen School District in San Jose, California, Dan develops high-quality professional learning communities and structures that encourage deeper learning for all learners. Evergreen schools engage students in authentic learning that prepares them with the skills to be globally minded citizens. Evergreen educators define six outcomes for learners: learner, critical thinker, advocate, communicator, innovator, and collaborator. A former teacher and site leader, Dan’s entire professional career has taken place within Evergreen. His long-standing commitment to the students, families, staff and community of the District has provided him the foundation to encourage change and innovation within the system while ensuring and advocating for equitable learning.
Associate, Networked Improvement Science, Carnegie Foundation×
Christina Dixon is an associate for network initiation and development at the Carnegie Foundation. Prior to joining the Foundation, Christina provided coaching, on-site support, and professional development to leaders of education, healthcare, and nonprofit organizations seeking to use systems principles to better meet the needs of the people they serve. She co-founded True North Institute, where she supported Bedford Area School District in creating a model for using Toyota Production System principles to improve student achievement. More recently, she was a principal of Value Capture, LLC, where she consulted with healthcare systems to accelerate their transformation to achieve safety, quality, and financial goals. Earlier in her career, Christina served as executive director of Summerbridge Pittsburgh, an educational program that prepares middle school students from under-resourced communities for college success, and as national service director for Summerbridge National (now Breakthrough Collaborative), where she worked with local Summerbridge sites to improve the quality of their programs. She holds a BA from Stanford University and an MEd from Bank Street College of Education.
Jonathan R. Dolle
Senior Research Associate, WestEd×
As senior improvement specialist and research lead, Dolle supports WestEd’s effort to develop new collaborative, field-based approaches to continuous improvement. In this capacity, he leads the design, development, and delivery of technical assistance to a network of eleven California State University teacher preparation programs working to improve the pre-service clinical experience of candidates. He also leads a networked improvement community comprised of five high-school community college partners focused on reducing the number of under-served students who enter college needing math remediation. And he provides strategic technical assistance to REL West partnerships engaged in continuous improvement.
Co-Director, University of Chicago, Network for College Success×
Sarah Duncan is the co-director of the Network for College Success at the University of Chicago School of Social Service Administration. Duncan has 20+ years’ experience in youth development, education improvement, and nonprofit management. Duncan co-founded the Network for College Success in 2006 to support school leaders with research and data, peer networks, and job-embedded coaching to improve student outcomes, particularly high school graduation and college success. Duncan holds a BA from Harvard University.
President, New Visions for Public Schools×
Mark Dunetz began his career as an educator teaching English as a second language and social studies in New York City public schools. In his two decades working in education, Dr. Dunetz has worked as a program evaluator, an educational consultant, and a professor of research methods and educational administration. He first worked at New Visions for Public Schools in 2006 when he supported the implementation of the organization’s first certification program for aspiring school administrators. While at New Visions, Dr. Dunetz also led the design of the first public high school to provide pathways to students from underrepresented communities into well-paid “below the line” careers in New York City’s television and film industry. Dr. Dunetz served as the founding principal of the Academy for Careers in Television in Film from 2008 until 2013, as it developed into one of city’s most academically successful non-selective high schools. In 2013, Dr. Dunetz returned to New Visions as Vice President for School Support and Operations responsible for leading the organization’s partnership with the New York City Department of Education and the support of 80 partner schools. To strengthen this work, he led a significant expansion of the organization’s data and analytics capacity, the launch of a software development team and the creation of open source high school curriculum in core subjects. In 2016, Dr. Dunetz was selected to replace Robert L. Hughes as the president of New Visions. Dr. Dunetz holds a BA in U.S. History from the University of California, Santa Cruz; an MA in Teaching Speakers of Other Languages from New York University; and a PhD in Urban Education with a concentration in education policy from the Graduate Center of the City University of New York.
Associate Professor, Curry School of Education, University of Virginia×
David Eddy-Spicer is associate professor of educational leadership in the department of Leadership, Foundations, and Social Policy at the Curry School of Education, University of Virginia. He designs and teaches courses and workshops on improvement science and continuous improvement to aspiring and advanced educational leaders in Virginia. His research interests include continuous improvement and the adaptive integration of instructional innovation across schools. He has expertise in program evaluation, case study research, and the design and evaluation of innovative professional learning environments internationally. He has authored or co-authored a wide range of major reports, book chapters, journal articles, and case studies on the diffusion of innovation, professional learning, and organizational change in the public sector.
Executive Director, National Writing Project×
Elyse Eidman-Aadahl is executive director of the National Writing Project (NWP), where she draws upon 15 years of experience designing and leading national programs, partnerships, and action-learning efforts for the NWP and other educational organizations. A recipient of the Hollis Caswell Award for Curriculum Studies, Eidman-Aadahl holds a PhD in curriculum theory from the University of Maryland, College Park. Her scholarship includes studies of literacy and learning in the context of our new digital, networked ecology. She is a broadly published author and presenter, well-known for co-authoring Because Digital Writing Matters (Jossey-Bass, 2010) and Writing for a Change: Boosting Literacy and Learning through Social Action (Jossey-Bass, 2008). Prior to becoming executive director, Eidman-Aadahl directed national programs and site development for the NWP, where she developed many of NWP’s signature programs and partnerships. Her recent work engages educators in schools, libraries, and museums as they rethink their teaching and learning environments with a view toward digital composition and production, connected learning, equity, and civic engagement. Formerly a high school English and journalism teacher, university professor, and evaluation consultant, Eidman-Aadahl has conducted action research and evaluation programs for organizations as diverse as the YWCA, the Mongolian Open Society Institute, National Council of Returned Peace Corps Volunteers, NIOST, Understanding Science, and numerous organizations focused on youth development and civic learning. Current partnerships include leading projects that engage partners in science and maker/tinkering communities to theorize the relationship of literacy to efforts in STEM/STEAM education.
Network Director, Tulare County Office of Education×
Shelah is the Central Valley Networked Improvement Community (CVNIC) director from Tulare County Office of Education and serves as a mathematics staff development and curriculum specialist. Shelah worked to launch CVNIC, an eight-district network located in California’s Central Valley with aims around math achievement in 5th grade. Working to address culture and mindset, instruction, coaching and supports, and collaborative learning; the teams are learning to improve both math outcomes as well as build an infrastructure for future improvement work. Shelah serves as the lead to organize all network events, consolidate data across the districts, and be an ambassador for improvement in the educational community. Shelah also leads a leadership network subgroup of CVNIC that is learning to foster improvement mindsets and align systems for improvement capacity.
Senior Researcher, American Institutes for Research×
Dr. Amy Feygin is a Senior Researcher at the American Institutes for Research, where she works with state and local education agencies to improve education systems through research, evaluation, and continuous improvement. Most recently, she facilitated a continuous improvement process with four school districts focused on improving the use of teacher evaluation system data. In addition, she works with three local education agencies to expand traditionally underserved students’ access to high-quality STEM learning experiences. She also serves as Research Liaison to the Regional Education Laboratory (REL) Midwest Career Readiness Research Alliance, a collaborative research alliance between that aims to improve career readiness for Minnesota public high school students, with a focus on narrowing opportunity gaps for students from rural areas and American Indian students. Feygin holds a Ph.D. in social service administration from the University of Chicago.
Director of Improvement Networks, Tennessee Early Literacy Network×
Bethany Fillers serves as one of two directors of improvement networks for the Tennessee Early Literacy Network (TELN), an improvement community led by the Tennessee Department of Education in partnership with 21 school districts across the state of Tennessee. She and her fellow director work closely with district and state education leaders to improve literacy proficiency for Tennessee students. Experiences prior to her current role include classroom teacher, high school administrator, and Tennessee Department of Education literacy consultant for the Upper Cumberland Region. Her education includes degrees in teaching and school administration from Tennessee Technological University and Lincoln Memorial University; and she is currently a doctoral student at East Tennessee State University, researching networked improvement communities. Bethany is passionate about supporting school teams in discovering innovative ways to improve literacy outcomes for their students and is excited to see this learning accelerated through the networked improvement community structure.
Executive Director, Affiliate Professor, University of Washington Center for Educational Leadership×
Dr. Stephen Fink is the executive director of the University of Washington Center for Educational Leadership (CEL), and affiliate professor in the University of Washington College of Education. Dr. Fink has worked extensively with school and district leaders on improving the quality of instructional leadership. His work has spanned large urban, suburban, rural and charter schools, and management organizations across the country. Dr. Fink has authored numerous articles about school and district leadership, and is the co-author of Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise.
Deputy Executive Director, Programs & Implementation, Bank Street Education Center×
Tracy began her career in education after graduating from John Jay College of Criminal Justice as a middle school math teacher. After earning her master’s degree in mathematics education from Brooklyn College, she transitioned into the role of a math coach and instructional specialist. Inspired by her work at the school level, Tracy continued her commitment to curriculum and instruction at NYCDOE district office where she served in a variety of roles: first working as the director of mathematics curriculum and the Common Core Fellows Program to support the city’s transition to the Common Core State Standards — working with teachers, principals, and leading experts to integrate these new standards into instructional resources and guidance for citywide adoption — and then as the Senior Director of STEM, playing a major role in defining the city’s approach to STEM instruction. Presently, Tracy is a deputy executive director in the Bank Street Education Center, leading the programmatic and implementation work for the organization. Tracy has also led multiple project teams with organizations that impact children and educators across the country, from Newark to New Orleans, from downtown Manhattan to mile-high Denver.
Director of Research, National Writing Project×
Linda Friedrich is the director of research and evaluation at the National Writing Project. Her research interests include teacher leadership, the role of professional development and teacher learning in improving student learning, and collaboration between teachers and researchers. With Ann Lieberman, she is the co-author of How Teachers Become Leaders: Learning from Practice and Research (Teachers College Press, 2010).
Professor Emeritus, Ontario Institute for Studies in Education, University of Toronto, Canada×
Michael Fullan, OC, is professor emeritus of the Ontario Institute for Studies in Education of the University of Toronto. He was awarded the prestigious Order of Canada in December 2012. Recognized as a worldwide authority on educational reform, Michael is engaged in advising policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. His books have been published in many languages. He has five honorary doctorates from countries around the world. Michael Fullan served as special advisor to the premier and minister of education in Ontario from 2003-2013. He holds honorary doctorates from the University of Edinburgh, Scotland; Nipissing University in Canada; the University of Leicester in England; Duquesne University, United States; and Hong Kong Institute of Education. His book, Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward (formerly the National Staff Development Council); Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education (AACTE); Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009; Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward; and Professional Capital (Hargreaves-Fullan) won the 2013 book of the year from AACTE.
Director of Research-Practice Partnerships, Policy Analysis for California (PACE)×
H. Alix Gallagher, Ph.D., is the Director of Research-Practice Partnerships at Policy Analysis for California Education (PACE). In that role, she studies critical issues in California education and strategies for supporting continuous improvement in school systems. Prior to coming to PACE, Dr. Gallagher was a Principal Research Scientist at SRI International, where her work focused on policies and programs designed to improve teaching quality. She led several randomized controlled trials and mixed methods studies that examined strategies for effective teacher preparation and professional development. Dr. Gallagher received her Ph.D. from the University of Wisconsin-Madison.
Education Research Specialist, Center for Research on Equity and Innovation, High Tech High Graduate School of Education×
Ryan Gallagher is an educational research specialist within the Center for Research on Equity & Innovation at the High Tech High (HTH) Graduate School of Education. He coaches improvement science projects within HTH K-12 schools; co-facilitates a networked improvement community focused on college, career and civic readiness; and directs High Tech High’s Next Generation Science Standards (NGSS) Early Implementation Initiative. Ryan has taught middle and high school within the HTH system since 2004, and co-designed and facilitated HTH’s first MOOC on deeper learning. Ryan holds undergraduate degrees in biology and philosophy from the University of California, San Diego; and he was a member of the first graduating cohort of students in the HTH GSE, where he is now a faculty member. He is a proud Ryan member of the Distinguished Educators Panel at the Temporal Dynamics of Learning Center and is featured in Kathleen Cushman’s recent book The Motivation Equation.
Chief of Staff, New Visions for Public Schools×
Nikki joined New Visions in 2013. She is responsible for supporting the executive members of senior management in executing critical strategy across the organization and helping ensure intentionality of focus. Previously a kindergarten teacher in Alexandria, Virginia, Nikki holds a bachelor’s degree in philosophy, a master’s degree in elementary education from the University of Virginia, and a second master’s degree in education (measurement, evaluation, statistics, and assessment) from the University of Illinois at Chicago.
Director of Curriculum and Learning, School District of Menomonee Falls×
Corey Golla is presently serving his second year as the director of curriculum and learning in the School District of Menomonee Falls, Wisconsin. Prior to this year, he served four years as principal of Menomonee Falls High School (MFHS). While in that role, MFHS earned a place on the College Board’s AP Honor Roll as it increased enrollment in AP courses, while simultaneously improving scores. Suspensions declined, college and career readiness indicators increased, and staff engagement was at an all-time high. Corey has over 20 years of experience in education, with 11 as an administrator. Corey earned a master of science degree in educational leadership from Marian College and his superintendent’s certification through Concordia University. He is presently working toward his PhD at the University of Wisconsin in Madison. In addition to his work as a middle and high school educator, Corey also served on a site team as an examiner for the Baldridge Performance Excellence Award and is a green belt in Lean Six Sigma. Corey’s passion and drive is combining his experience in leading change with his knowledge of improvement science to change outcomes for all students.
Professor of Education and Information Studies, University of California, Los Angeles; Senior Fellow, Carnegie Foundation×
Louis Gomez is professor of education (and of information studies) at the University of California, Los Angeles. Gomez has served since 2008 as a senior fellow at the Carnegie Foundation for the Advancement of Teaching, where he leads network development work. Beginning in 2009, he held the Helen S. Faison Chair in Urban Education at the University of Pittsburgh, where he was also director of the Center for Urban Education and a senior scientist at the Learning Research and Development Center. From 2001 to 2008, he held a number of faculty appointments at Northwestern University, including the Aon Chair in the Learning Sciences at the School of Education and Social Policy. Prior to joining academia, he spent 14 years working in cognitive science and person–computer systems and interactions at Bell Laboratories, Bell Communications Research Inc., and Bellcore. His research interests have encompassed the application of computing and networking technology to teaching and learning, applied cognitive science, human–computer interactions, and other areas. Gomez received his bachelor’s degree in psychology from the State University of New York at Stony Brook in 1974 and a doctorate in cognitive psychology from UC Berkeley in 1979.
Policy Analyst, UC Merced Center for Educational Partnerships×
Marlyn Gomez is the policy analyst for Equity and Access at the University of California, Merced’s Center for Educational Partnerships (CEP). She joined the University of California, Merced in 2011 where she served as academic advisor, coordinator, and director of college access programs. Gomez’s experience working in both the K-12 and higher education settings has allowed her to bridge the conversation between both segments in an effort to improve student outcomes. Her current focus is on identifying and studying policies/practices within partner school districts that create barriers for students to graduate with the greatest number of postsecondary choices from the widest array of options. In partnership with Fresno Unified School District leaders, she began implementing improvement science efforts in 2016 and has recently expanded her support to scale similar efforts within the Sacramento City Unified School District. Gomez holds a bachelor’s degree in Law & Society and Chicana/o Studies with a minor in Education from the University of California, Santa Barbara and a master’s degree in Counseling from the California State University, Northridge.
Superintendent, School District of Menomonee Falls×
Pat Greco is the superintendent of schools for the School District of Menomonee Falls (SDMF). Menomonee Falls is a suburban district located on the northwest side of Milwaukee. Pat received her doctorate from the University of Wisconsin in 1995. She has been recognized as an instructional leader and advocate for student learning at the state and national level. SDMF was recognized at the Carnegie Foundation’s 2017 Spotlight on Continuous Improvement in Education in Washington, DC. An innovative leader nationally, Pat serves with the School Superintendents Association (AASA) as a national mentor for superintendents and on the Redefining Ready Taskforce. Pat is the 2018 Wisconsin Superintendent of the Year and has been previously recognized as Educator of the Year by Wisconsin Manufacturers and Commerce, received recognition by State and National PTA for Elementary School of the Year as an elementary principal, and received the Educational Influence Award from Wisconsin ASCD for her advocacy for children and public education. Pat has extensive background in leading instructional improvement and is published internationally. Pat has dedicated her professional service to organizations committed to impacting strong learning outcomes for students and educators. Her commitment is to build strong models of learning and share those to influence practice and achieve results at a high level.
Dean, Graduate School of Education, University of Pennsylvania; Board of Trustees, Carnegie Foundation×
Pam Grossman joined the University of Pennsylvania as the dean of the Graduate School of Education in January 2015. A distinguished scholar, she came to Penn from Stanford University’s School of Education, where she was the Nomellini-Olivier Professor of Education. At Stanford she founded and led the Center to Support Excellence in Teaching and established the Hollyhock Fellowship for early career teachers in underserved schools. Before joining Stanford, she was the Boeing Professor of Teacher Education at the University of Washington. Dr. Grossman serves on the boards of some of the nation’s foremost organizations for promoting rigorous educational research and teacher excellence. She was elected to the National Academy of Education in 2009 and currently sits on the Academy’s Board of Directors. She is vice chair of the Spencer Foundation Board of Directors and is an incoming member of the Board of the Carnegie Foundation for the Advancement of Teaching. She also served as member at large and vice president of the Division on Teaching and Teacher Education for the American Educational Research Association.
Co-Founder, Improvement Collective; Senior Fellow, Carnegie Foundation×
Alicia Grunow is an educational improvement expert, specializing in how to apply the science of improvement to help teams, organizations, and networks reach their improvement goals. Alicia started her career as a bilingual teacher in Denver Public School and then in New York City, working to improve outcomes for students that speak a language other than English. Through this work she discovered a passion for redesigning systems to better meet the needs of students. She pursued a specialization in improvement science and has spent the past seven years adapting these methodologies for education at the Carnegie Foundation for the Advancement of Teaching, where she co-authored the seminal book on the topic, Learning to Improve. Alicia remains senior fellow at the Carnegie Foundation and recently cofounded the Improvement Collective, a partnership dedicated to helping organizations to build their improvement capacity in order to solve important problems in education and the broader social sector. She holds a BA in psychology from Reed College, an improvement advisor certificate from the Institute from Healthcare Improvement, and a master’s degree in economics and PhD in education from Stanford University.
Executive Director, Teaching Matters×
Lynette Guastaferro is the executive director of Teaching Matters. Her experience as an educator, system leader, and organizer has helped quadruple Teaching Matters’ reach, and made the organization a leading innovator in scalable teacher development models. She started her career as a senior consultant at PriceWaterhouse Coopers’ Office of Government Services in Education Change Management, before becoming an elementary school teacher in Baltimore City. For 20+ years, she has collaborated with government and education systems to improve the quality of education for urban students. Lynette holds an MBA from Columbia University and a BA from Williams College.
Superintendent, Ottawa Area Intermediate School District (ISD)×
Pete joined the Ottawa Area ISD in July 2015, after serving 11 years at Greenville Public Schools, including eight years as superintendent. Previously, he served Tri County Area Schools as a principal and then assistant superintendent working in instructional leadership, special education coordination, and as manager of state and federal programming. He began his teaching career as a middle school science teacher in Kalamazoo, Michigan. His background in public education consists of six years in student services and several years as an adjunct faculty member at Grand Valley State University. Haines holds a bachelor’s degree in biology for secondary education from Western Michigan University, a master’s degree in education from Grand Valley State University; he also completed doctoral coursework at Eastern Michigan University. Pete is married to his high school sweetheart, Ronnie, and is blessed with two remarkable, grown daughters: Olivia and Rachel.
Network Director, Program Director, Education Programs, Instructional Services, Shasta County Office of Education×
Wendy Hall is in her 22nd year in education. She currently serves as Program Director of Education Programs of Instructional Services for the Shasta County Office of Education (SCOE). In addition to providing instructional support in Shasta County, Wendy works with Reach Higher Shasta Networked Improvement Community through a grant funded by the Bill and Melinda Gates Foundation to facilitate early literacy efforts. Prior to joining SCOE in 2015 as an instructional coach, Wendy enjoyed having the opportunity to serve her community as a teacher and administrator.
Director, Development, AdvancED×
Jeffrey Harding, Ph.D., is the Director for Development at Advanced Education, Inc. (AdvancED). His primary job responsibilities focus on the research and development of products and processes that can be applied in educational and classroom settings to improve outcomes for a variety of stakeholders. Dr. Harding began his career as a middle school language arts and social studies teacher before moving on to work as a graduate research assistant at the University of Georgia’s Institute of Higher Education, where he studied policy topics that spanned the K-20 spectrum as well as quantitative and qualitative methods. He has presented at national and international conferences on a range of topics, and his work was recently published in the peer reviewed journal Teachers College Record. His most recent scholarly endeavors have focused on issues related to the transition of students from high school into postsecondary education.
Dean Emeritus, Portland State University, School of Education; Senior Fellow, Carnegie Foundation×
Randy Hitz was dean of the Graduate School of Education at Portland State University from 2006-2017, overseeing over 50 programs and five research centers at the largest school of education in Oregon. He is former dean and professor of the College of Education at the University of Hawai’i and the College of Education, Health, and Human Development at Montana State University in Bozeman. He served as a professor and chair of education at Southern Oregon University. His background as an early childhood specialist and his teaching experience with pre-K-6 contributed to his more than 40 years of service to public education.
Heather J. Hough
Executive Director, CORE-PACE Research Partnership×
Heather J. Hough is the executive director of the research partnership between Policy Analysis for California Education and the CORE Districts, a collaborative of eight California school districts who have developed a robust measurement and accountability system that represents nearly a million students. Before joining PACE, Heather was an improvement adviser with the Carnegie Foundation for the Advancement of Teaching, helping education system leaders use research and data to support continuous improvement. She has worked as a researcher with the Public Policy Institute of California, the Center for Education Policy Analysis at Stanford University, and the Center for Education Policy at SRI International. Heather’s area of expertise is in district- and state-level policymaking and implementation, with a particular focus on policy coherence, system improvement, and school and teacher accountability. She holds a PhD in education policy and a BA in public policy from Stanford University.
Supervisor, Office of Professional Learning & Leadership, San Francisco Unified School District×
Nora Houseman grew up in Washington, DC, attending public schools there and leaving high school determined to further equity and justice in public schooling. Nora taught middle school (primarily math) for nine years in Oakland, Hayward, and San Francisco. She then served as principal for four years at San Francisco Community School, an alternative, project-based, K-8 school in the Excelsior District. Nora is currently a supervisor in San Francisco Unified School District’s Office of Professional Learning and Leadership, coaching and supporting professional development for paraprofessionals, teachers, and site administrators. She currently supports the Master Teacher Program (a leadership development program for veteran teachers), the Paraprofessional Leadership Network (a leadership development program for paraprofessionals), the Lesson Study Network, the Project-Based Learning Support Team, and various other professional development and coaching initiatives.
Teacher, Shue-Medill Middle School×
Dr. James is in her 21st year of teaching. She holds advanced degrees in special education and English, among other subjects. She is also a National Board-certified teacher. She is currently the Response to Intervention coordinator in her school and the liaison with the district. She most recently has assisted within her networked improvement community (NIC) and sister school, analyzing and communicating the results of Shue-Medill’s school improvement efforts. She is a mother of three teenagers and is also involved within her community.
Senior Director of Advancement, StriveTogether×
As director of network advancement, Bridget Jancarz is responsible for managing StriveTogether’s 70+ community Cradle to Career Network strategy and member services. This includes providing strategic guidance and oversight to the Cradle to Career Network, which includes events and training, member engagement, and the Civic Infrastructure Assessment. Bridget also oversees the national evaluation, a three-year process to determine how communities across the Cradle to Career Network build civic infrastructure and the relationship to community-level outcomes. She leads the development and execution of the Systems Change Assessment to identify if and how partnerships are sustainably changing systems in their communities. Prior to her work at StriveTogether, Bridget worked as a graduate assistant for Fostering Success Michigan and activity participated in collaborative action networks led by The Learning Network in Kalamazoo, Michigan.
Doctoral Student, Stanford University×
Michael Jarry-Shore is pursuing his doctorate in the Stanford Graduate School of Education under the supervision of Dr. Hilda Borko. Michael’s research focuses on the in-the-moment noticing and mathematical knowledge for teaching of both pre-service and in-service teachers of elementary and middle-school mathematics. Michael is interested in how best to support teachers in implementing the ambitious vision of mathematics instruction outlined in current reforms. Michael taught middle-school mathematics for seven years prior to starting his doctoral studies.
Assistant Principal, Shue-Medill Middle School×
Elaine Jefferson is currently in her fourth year as assistant principal of Shue-Medill Middle School. She has a master’s degree in curriculum and instruction and has taught special education for more than twenty years. She enjoys working with teachers to discover and implement innovative ways to improve student success. Elaine is married with three children (ages 29, 22, and 17), and is active in her church and community.
Executive Director, BARR Center×
Angela Jerabek is the developer of the Building Assets, Reducing Risks (BARR) model, a licensed K-12 teacher, and a secondary school counselor in Minneapolis, Minnesota. Angela is an author, speaker, and innovator in education. She developed the BARR model in 1998 and now also serves as the executive director of the BARR Center, providing thought leadership, evaluation services, and oversight for the BARR model and the national BARR network. Angela’s expertise lies in secondary school improvement, equity, youth development, counseling adolescent and families, and using evidence in schools.
Superintendent, Oakland Unified School District
Doctoral Student, University of Wisconsin – Madison×
Julie Kallio is a doctoral student in educational leadership and policy analysis at the University of Wisconsin-Madison. Her research interests include participatory design processes, professional community, organizational theory, and social networks. Julie previously taught in outdoor education and independent schools for nine years, leading technology integration, teaching science, and dorm parenting. She received her MS in science education from Montana State University and her BS in biology and French from the University of Wisconsin-Madison.
Special Education Teacher, UCLA Community School×
Rebekah M. Kang is a 6th-12th grade special education teacher at UCLA Community School, a k-12 university-partnered public school located in Los Angeles, California. As one of the founding teachers, Rebekah helped start and develop signature learning programs such as the Seminar Program and Integration Program for students with disabilities. Rebekah’s love and passion for improvement science started after attending a Carnegie Foundation event in December of 2015. There, she realized the value of asking more questions, making small changes, and learning from each change. Since then, Rebekah and a team of teachers and administrators have helped bring improvement science to her school, changing the way teachers and staff engage in professional learning and development. She is also a National Board-certified teacher and a UCLA Writing Project fellow.
Executive Director, College Promise Campaign; Senior Fellow, New York University×
Dr. Martha Kanter leads the College Promise Campaign, designed to increase college access, affordability, and completion in American higher education. She is also a senior fellow at New York University’s Steinhardt Institute for Higher Education Policy, specializing in policy efforts to implement evidence-based interventions, financing models, and behavioral incentives to raise America’s high school and college graduation rates. From 2009-2013, she served President Obama and Secretary Duncan as U.S. under secretary of education, overseeing all federal postsecondary statutory, regulatory, and administrative policies and programs for the U.S. Department of Education. From 1993-2009, she was president and chancellor of the Foothill-De Anza Community College District.
Co-Founder and Chief Growth Officer, Leading Through Connection×
Anna is the Co-Founder and Chief Growth Officer for Leading Through Connection (LTC), an organization that studies and provides methods to instill a Connective Mindset™ and habits for connection. Most learning opportunities that exist for leaders today are focused on tools and frameworks without doing crucial inner work. LTC, however, is based on the premise that connection to self and others is fundamental to effective leadership.
Anna learned this lesson herself after working for the Institute for Healthcare Improvement and the Carnegie Foundation for the Advancement of Teaching — organizations dedicated to helping leaders transform educational and healthcare systems and improve outcomes. In working with over 1,000 leaders and 100 teams to help realize the promises of their organizations for the people they serve, she learned that the most successful leaders didn’t just implement tools and frameworks; they also experienced a deep shift in mindset and disposition — embracing humility, vulnerability, curiosity, and a deep respect and care for those they worked with and for. She now studies how to make that transformation come alive in a systematic way.
Anna holds a BA in public health from Cornell University and an MBA/MPP from Duke University. After growing up across the Middle East, Europe, and U.S., she now lives in the Bay Area, California and spends her free time hosting friends, helping her husband rebuild engines, traveling to new countries, and enjoying #vanlife.
Associate, Networked Improvement Science and Director, Networked Improvement Science Fellowship Program, Carnegie Foundation×
Edit Khachatryan is an associate in network improvement science, supporting organizations launching networked improvement communities. Most recently, Edit was a teacher educator and research assistant at the Stanford Graduate School of Education while completing her doctoral studies. Her methodological strengths are in many forms of qualitative research and design-based implementation research where practitioners are engaged in the process. Prior to Stanford, Edit served as a teaching ambassador fellow at the U.S. Department of Education. Edit started her career in education as a high school social science teacher in the Los Angeles Unified School District after completing her teaching credential and first master’s degree at UCLA. This research dealt with interdisciplinary and project-based teaching and learning. As a teacher leader in the Glendale Unified School District, Edit facilitated teacher professional development for her school and district, and successfully supported the use of assessment data in instructional improvement. Edit received leadership training and her second master’s degree from UCLA while still in the classroom. This research dealt with how school leaders address marginalization of immigrant and English learners in high schools.
Program Manager, Fairfax County Public Schools×
Shannon is the manager of the Best Practices in Teaching and Learning Project for Fairfax County Public Schools. She has worked in the field of education for more than 20 years as a teacher, an instructional coach, and an educational specialist supporting professional development. She has conducted professional development and presented sessions for teachers, instructional leaders, and administrators on the topics of differentiation, proactive planning, purposeful assessment, inquiry-based instruction and teacher leadership. She is also an adjunct professor at George Mason University, teaching masters-level courses in curriculum and instruction, assessment and differentiation, gifted education, and educational research.
Executive Director, Bank Street Education×
Starting as a science teacher, first in New Jersey and then in New York City, Doug helped form Humanities Preparatory Academy, a progressive transfer school. In San Francisco, he led a nonprofit supporting low-income middle school students and families, academic and socio-emotional, through private middle school programs. Doug then returned to the New York City Department of Education, first serving as a school coach and network leader; next, as executive director for academic quality– overhauling the City’s quality review process and building resources to support educators during the transition to the common core; and finally, as a cluster leader of 10 school networks, where he was responsible for the quality of support to and leadership of roughly 275 schools. Presently, Doug is the executive director of the Bank Street Education Center, a new arm of Bank Street College that works with school districts across the country to improve instruction at scale.
Doctoral Student, Vanderbilt University×
Nicholas Kochmanski is a doctoral student at Vanderbilt University in the Department of Teaching and Learning with a focus on mathematics education. He is a former middle school mathematics teacher and instructional coach. His research interests include teacher learning, instructional coaching, and improving mathematics instruction at scale.
Principal, EDGE Consulting Partners; Senior Fellow, Strategic Field Building, Carnegie Foundation×
Jim Kohlmoos is a senior fellow at the Carnegie Foundation for the Advancement of Teaching, co-founder and partner of EDGE Consulting LLC, and a senior policy advisor for the William T. Grant Foundation. With more than four decades of experience in education leadership, Kohlmoos supports new innovative approaches in policy development, organizational management, research and development, marketing, and evaluation. Prior to founding EDGE, Kohlmoos was executive director of the National Association of State Boards of Education, a non-partisan nonprofit membership association dedicated to serving and strengthening State Boards of Education. From 2001-2012, he was the president and CEO of Knowledge Alliance, a nonpartisan nonprofit trade association in Washington, DC, dedicated to the effective use of research-based knowledge in education policy and practice. Prior to joining the Alliance, Kohlmoos was vice president of The Implementation Group. From 1993 to 2000 Kohlmoos served at the U.S. Department of Education as both deputy assistant secretary of elementary and secondary education and as senior adviser and special assistant. He also served on the presidential transition team in 1992. A graduate of Stanford University, Kohlmoos started his career in education with the U.S. Teacher Corps in Salinas, CA, and subsequently served two years in the U.S. Peace Corps in Malaysia as a professional development specialist.
Executive Lead, Community and Population Health, Cincinnati Children’s Hospital; Senior Fellow, Institute for Healthcare Improvement (IHI)×
Dr. Uma Raman Kotagal currently serves as the executive lead for community and population health at Cincinnati Children’s Hospital and Medical Center and professor of pediatrics, obstetrics, and gynecology at the University of Cincinnati. A neonatologist and health services researcher by training, Dr. Kotagal previously served as senior vice president for quality safety and transformation at Cincinnati Children’s Hospital Medical Center and executive director of the James M. Anderson Center for Health Systems Excellence. Dr. Kotagal has been a pioneer in the application of system science to improve outcomes in health care delivery across the world with the goal of dramatically changing medical and quality of life outcomes, patient and family experience, and value. Dr. Kotagal directed the Robert Wood Johnson Foundation’s Pursuing Perfection initiative at Cincinnati Children’s. As a result of Dr. Kotagal’s endeavors, Cincinnati Children’s has received several prestigious national and international awards for their efforts to transform health care delivery. Dr. Kotagal is a senior fellow of the Institute for Healthcare Improvement, serves on the Board of the Ohio Children’s Hospital Association, and chairs the Quality Improvement Committee of the Children’s Hospital Association. She has served on the Advisory Committee of the Toronto Patient Safety Center, and as associate editor of BMJ Quality and Safety. Dr. Kotagal is a member of the Institute of Medicine and is a recipient of the prestigious Daniel Drake medal from the University of Cincinnati College of Medicine. Dr. Kotagal holds a MS in epidemiology from Harvard University-School of Public Health, and an MBBS and a bachelor’s degree of medicine, surgery from Grant Medical College in Mumbai, India.
Director, Institutional Research and Library Services, Lewis & Clark Community College×
Dennis is the director of institutional research and library services at Lewis & Clark Community College in Godfrey, Illinois. Dennis’ research into the impact of student support services upon retention and grades has recently been presented in several national conferences including the National Symposium on Student Retention and the Association of College and Research Libraries. Dennis received his doctorate in higher education leadership from the University of Nebraska and his master’s degree in library science from the University of Missouri. Dennis was honored by the Illinois Library Association as the Illinois Academic Librarian of the Year in 2015.
Assistant Professor of Practice, Peabody College of Education and Human Development, Vanderbilt University×
David Laird, EdD, is an assistant professor of practice in the Department of Leadership, Policy, and Organizations within Peabody College of Education and Human Development at Vanderbilt University. He directs the Principals Leadership Academy of Nashville (PLAN) and the Educational Leadership Learning Exchange (ELLE) program with South China Normal University. He teaches in the doctoral program in educational leadership and policy, the master’s degree program in international education policy and management, and in the human and organizational development undergraduate program. His academic interests are leadership development and leveraging district information technology to support engaging classroom instruction.
Dean of Transfer Programs, Lewis & Clark Community College×
Jill O’Shea Lane is the dean of transfer programs at Lewis and Clark Community College in Godfrey, Illinois. Prior to her appointment to this position, Jill was an assistant professor of speech at Lewis and Clark. Jill came to Lewis and Clark from the Lone Star Community College System in Houston, Texas, where she served as an associate professor of communication. She also served as an adjunct faculty member at Lincoln Land Community College in Springfield, Illinois, for many years. Jill has extensive experience in higher education and government. Jill served as the director of governmental relations at the Illinois Community College Board where she lobbied the Illinois Legislature on behalf of the community college system in Illinois. She also spent several years at the University of Illinois- Springfield as projects manager of the Illinois Legislative Studies Center. Jill has served as staff to the Illinois Legislature, as an analyst at the Illinois Citizens Assembly, and as a budget analyst for the Bureau of the Budget in the Illinois Governor’s Office. Jill holds a bachelor of arts degree in political science from Drake University, a master of arts degree in communication from the University of Illinois-Springfield, and a doctorate in higher education leadership from Maryville University of St. Louis. Jill and her family reside in Godfrey, Illinois.
Junior/Senior High Principal, Fort Plain Central School District
Michael A. Lawson
Assistant Professor, University of Alabama×
Dr. Michael A. Lawson is an assistant professor in the Department of Educational Studies, College of Education, at the University of Alabama. His research and scholarship focuses on student engagement, collective parent engagement, school-family-community partnerships, as well as developmental and improvement-oriented evaluations of school-based and community-based prevention programs. His co-authored review of student engagement research and theory received the 2014 Review of Research award from the American Educational Research Association (AERA).
Executive Director, East Center of Regional Excellence, Tennessee Department of Education×
Ginger Leach is the Executive Director of East Center of Regional Excellence (CORE) with the Tennessee Department of Education. Ginger has over 16 years of experience in education. She has served as a high school math teacher, an adjunct instructor at Walters State Community College, a school-level curriculum coordinator and administrator, a district-level data and evaluation administrator, the East CORE data analyst, and currently as the executive director for East CORE. Ginger and her team work collaboratively with one another and with districts to build educator capacity through targeted, differentiated academic support that results in student readiness.
Chief Network Facilitator, Student Success Network×
Sue Lehmann is a former management consultant who started at McKinsey & Company and then worked independently with senior corporate executives to shape their strategies and operations, Two assignments in the early ‘90s—helping rethink special education in New York City and leading the team that designed the AmeriCorps program—sent her in a new direction. For more than 20 years, Sue has worked alongside nonprofit leaders with systems-changing approaches to helping all children achieve their full potential. Most recently, with an inspiring group of nonprofit leaders, Sue co-founded and is facilitating the Student Success Network, a rapidly growing community of youth-serving organizations sharing social-emotional practices to ensure all NYC’s children have the experiences they need to become empowered, connected adults with fulfilling work and relationships. Sue also co-founded Chalkbeat, an online daily newspaper covering education in five—soon to be seven—metro areas. Sue is on the boards of New Visions for Public Schools, Strive Together National Partnership and Chalkbeat. She also serves on the Advisory Boards of 100Kin10, South Bronx Rising Together, Teach For All, Teach For America-NY, and Teaching Works.
Senior Vice President, Programs, Carnegie Foundation×
Paul LeMahieu is the senior vice president of the Carnegie Foundation, where he manages all of its programs. Previously at Carnegie, he directed the work of the Carnegie Hub, which supports the networks the Foundation convenes to engage problems of education practice in the field. LeMahieu came to Carnegie from the National Writing Project (NWP) at the University of California, Berkeley, where he was director of research and evaluation. He has also served as superintendent of education for the state of Hawai’i, the only state in the nation that is a single unitary school district with operating and capital budgets totaling over $1.8 billion. He has held top educational research and policy positions for the state of Delaware and in the Pittsburgh Public Schools. He has a PhD from the University of Pittsburgh, a master’s degree from Harvard University, and a bachelor’s degree from Yale College.
Executive Director, Continuous Learning, NYC Department of Education×
As an educational leader in the New York City Department of Education (NYCDOE), Julie Leopold facilitates systemic change through policy and program development. Julie leads the Continuous Learning team which currently supports a networked improvement community in south Brooklyn addressing the needs of English language learners. The team works to build the capacity of adults across the system to identify problems, iterate new approaches, measure impact, and develop sustainable improvement. The team helps school staff and administrative staff to focus on the how of school improvement, by providing broad support through resources and professional learning opportunities while also providing deep support through direct coaching in schools.
Distinguished Research Scientist, Mills College School of Education×
Catherine Lewis, PhD has directed 10 major projects funded by NSF, IES, or private foundations, producing materials that have introduced many educators to lesson study, and evidence that lesson study with mathematical resources can improve both students’ and teachers’ mathematics knowledge (Lewis & Perry, Journal for Research in Mathematics Education, 2017). A federally funded review identified this randomized trial as one of only two professional learning interventions (of 643 reviewed) to meet scientific criteria and positively impact students’ mathematical proficiency. Lewis makes the case that lesson study is a form of improvement science (Educational Researcher, 2015).
Principal, EducationCounsel, LLC×
Bethany is a principal at EducationCounsel, LLC where she supports foundations, education associations, and other nonprofits to advance improvements in education outcomes from early childhood through higher education. Little has spent 20 years working in government and nonprofit organizations, including the White House, where she was education advisor to President Clinton and Vice President Gore on the Domestic Policy Council, and the U.S. Department of Education. In the U.S. Senate, she served as Chief Education Counsel to the Health, Education, Labor, and Pensions (HELP) Committee under two chairmen, Senators Edward Kennedy and Tom Harkin; and as a legislative aide to Senator Patty Murray. In the nonprofit arena, Little was managing partner at America Achieves, where she led many of the organization’s most critical priorities, including their support for state and local superintendents, the Global Learning Network, and their parent engagement initiative. She has also served as an advocate for disadvantaged children as the vice president for policy and advocacy at the Alliance for Excellent Education and the director of government relations for the Children’s Defense Fund. She serves on the boards of the National Center for Teacher Residencies, Veterans Education Success, and Cesar Chavez Public Charter Schools for Public Policy.
Vice President for PreK-12 Policy, Research and Practice, The Education Trust; Board of Trustees, Carnegie Foundation×
Lillian M. Lowery, EdD, serves as The Education Trust’s vice president for PreK-12 Policy, Research, and Practice, leading Ed Trust’s ambitious agenda to focus national attention on inequities in public education. Previously she served as president and CEO of FutureReady Columbus, a public-private nonprofit focused on college and workforce readiness; state superintendent of schools for the Maryland State Board of Education; and secretary of education for the State of Delaware.
Assistant Superintendent, Learning and Leadership Services, San Diego County Office of Education×
Jean Madden-Cazares has spent thirty-five years in education. She taught for ten years in both a special education and general education setting before moving into administration. During her eight years as a site principal, she was successful in turning around a school and helping the school exit program improvement. She spent two years as an Assistant Superintendent in the San Diego Unified School District supervising thirty-two schools before transitioning to the San Diego County Office of Education, where she has worked the past eight years in the Learning and Leadership Services Division. In her current role as Assistant Superintendent, she supports forty-two school districts serving over 500,000 students.
Leadership Coach, UChicago Impact×
Ben Magras is a leadership coach with the University of Chicago’s UChicago Impact. He currently coaches principals and their leadership teams on school improvement within the 5Essentials Framework. Ben and his colleagues at the University of Chicago also facilitate professional development for school leaders across the country on the 5Essentials. Prior to his role as a coach, Ben held multiple leadership positions at the middle and high school level. Most recently, he was a middle school principal in the Twin Cities.
Director of Strategic Partnerships, StriveTogether×
As senior manager of continuous improvement, Colleen Maleski builds the capabilities of education leaders and practitioners to use data to improve cradle-to-career outcomes, developing and teaching a methodology that pulls tools and processes from continuous improvement, design thinking, and Results Count leadership. Colleen has supported more than 15 communities to apply the StriveTogether improvement methodology towards kindergarten readiness, third grade reading, high school graduation, and post-secondary enrollment. Prior to StriveTogether, Colleen earned her master of public policy degree at Vanderbilt University’s Peabody College where she served as a research assistant for the Accelerated Academic Achievement Research Center and the Tennessee Consortium on Research, Evaluation, and Development. She served as a consultant for the Tennessee Department of Education and led the expansion of Colorado State Senator Mike Johnston’s Urban Leaders Fellowship to Nashville.
CEO and President, Billions Institute×
Becky inspires and supports leaders in the social sector to step all the way into what they’re here to do on this planet. And it’s always bigger than they thought. In 2015, she created the Skid Row School to train foundation and nonprofit executives how to effectively design and run large-scale change initiatives. Prior to that, she created and led the 100,000 Homes Campaign that mobilized 186 cities to house 105,000 people off their streets in just four years. Becky is a graduate of West Point and The New School. Her work has been featured on 60 Minutes and in The New York Times. She has received the White House Champion of Change Award, the Schwab Foundation’s Social Entrepreneur of the Year Award, and the National Conference on Citizenship’s HOOAH Award.
Lead Coach, Studer Education×
Dr. Melissa Matarazzo, lead coach for Studer Education℠, is in her fourth year supporting leadership development and systems improvement in organizations across the country. Prior to her Studer Education℠ role, Melissa provided consulting support to leaders in the Amesbury Public Schools, Boston Public Schools, and the KIPP Jacksonville region. Melissa served as the executive director for achievement and accountability in the Charleston County School District (South Carolina), overseeing the offices of teacher effectiveness, leadership development, and assessment and evaluation. In this role, Melissa designed and implemented a school quality review process that fostered consistency and learning connections between schools. Prior to her consulting experiences and tenure in Charleston, Melissa was a middle school principal in the Peabody Public Schools (Massachusetts) and an eighth grade teacher and assistant principal in the Derry Cooperative School District (New Hampshire). Melissa has served as a supervisor of teacher interns at the College of Charleston, South Carolina, and an adjunct instructor at American International College in Springfield, Massachusetts.
Superintendent, San Francisco Unified School District×
As superintendent of the San Francisco Unified School District (SFUSD), Dr. Vincent Matthews serves as the top executive of the eighth largest school district in California and the third largest employer in San Francisco. A native of San Francisco, Dr. Matthews completed his pre-K-12 education as a student at William DeAvila (formally Dudley Stone ECE), Grattan Elementary, Hoover Middle, and JE McAteer High School. Following graduation from McAteer, Matthews earned his Bachelor of Arts, teaching credential, and eventually his doctorate in education from San Francisco State University. Early in his career as an educator he taught at George Washington Carver Elementary School and served as principal at Alvarado Elementary School. Before the San Francisco Board of Education selected Dr. Matthews to serve as superintendent, Matthews served the California Department of Education as the state-appointed superintendent of Inglewood Unified School District. Prior to serving in Inglewood, Matthews led the San Jose Unified School District as superintendent for 5 1/2 years where he is credited with raising academic achievement, narrowing the achievement gap between Latino and white students, and passing landmark agreements with the San Jose teacher’s union. Prior to working in San Jose, he served as a state-appointed superintendent for Oakland Unified and as an area superintendent for San Diego City Schools.
Partner and Managing Director, Boston Consulting Group×
Lane McBride is a member of The Boston Consulting Group’s leadership teams for education in the U.S. and social impact globally. Since joining BCG in 2003, Lane has focused primarily on the education sector, supporting early, primary, secondary, and higher education clients including public systems, nonprofits/NGOs, public-private coalitions, and education-focused companies. Lane has supported work on a variety of topics including strategy/strategic planning, organization design and effectiveness, change management, performance management, leadership and talent, governance, and network effectiveness
Director of District and School Support, Shasta County Office of Education×
Brien McCall currently serves as Director of District and School Support for the Shasta County Office of Education. He works with the Reach Higher Shasta Networked Improvement Community, through a grant funded by the Bill and Melinda Gates Foundation, to facilitate early literacy efforts. Previously, Brien was a teacher and administrator in Shasta County before spending eight years working at international schools.
Co-Founder and Senior Advisor, Billions Institute×
Joe McCannon leads Shared Nation, an online democracy initiative incubated by the Billions Institute. He co-founded the Billions Institute with Becky Margiotta and was CEO from 2014-2017. Before that, Joe was an appointee in the Obama Administration, serving as senior advisor to the administrator at the Centers for Medicare and Medicaid Services n the U.S. Department of Health and Human Services. There, he rolled out major pieces of the Affordable Care Act and was part of the founding leadership team at the Center for Medicare and Medicaid Innovation, directing its Learning and Diffusion group. Previously, he was vice president and faculty on large-scale improvement at the Institute for Healthcare Improvement (IHI), leading the organization’s major domestic initiative to improve patient safety (the 100,000 Lives Campaign), and starting its work in Africa. He has supported large-scale transformation in several nations, including Canada, Denmark, England, Japan, and South Africa, and consulted on the topic for a number of organizations, including the Bill & Melinda Gates Foundation.
Research Coordinator, WestEd×
Haley McNamara is the research coordinator for the professional development arm of WestEd’s Carnegie Math Pathways program. She earned a BS in psychology from UCLA in the summer of 2014, and focused her undergraduate thesis work on the intersection of psychology and education within the context of college-level mathematics classrooms. Within Pathways, Haley splits her time working alongside Ann Edwards and Dan Ray in applying improvement science methodology to the Faculty Support program; and serving as a team lead for Staying Strong, alongside Rachel Beattie.
Commissioner of Education, Tennessee Department of Education×
Dr. Candice McQueen was sworn in as Tennessee’s commissioner of education in January 2015. McQueen led a statewide effort to create a new, bold strategic plan and vision for schools called Tennessee Succeeds, focused on increasing postsecondary and career readiness for all of Tennessee’s one million students. This plan serves as the foundation of the state’s recently approved ESSA plan. Under McQueen’s leadership, Tennessee recently announced the state’s highest graduation rate in its history at 89.1%, best overall average student composite ACT score at 20.1, across-the-board improvements in the 2nd year of the new state assessment, and a record high number of students taking and attaining credit for early college coursework. Tennessee has also refocused and reinvested in literacy with a statewide Read to be Ready campaign, new standards with comprehensive guidance and training on teaching reading, a statewide coaching network for elementary reading teachers, and summer camps for students who are furthest behind with an investment of over $30 million. McQueen has been a classroom teacher, a university faculty member, and department chair; and most recently, served as a dean of a college of education and senior vice president. She is on both boards of the Tennessee’s higher education systems, is a commissioner for Education Commission of the States, serves on the governing board for the Council for the Accreditation of Educator Preparation, and is an invited member of Chiefs for Change.
Chief Strategy Officer, Big Picture Learning×
Eva Mejia is the chief strategy officer at Big Picture Learning. In that capacity, she stewards strategic thinking and organizational development to maximize the impact that Big Picture can have on young people and the educators that serve them. Always seeking to learn and improve life outcomes for disenfranchised communities, Mejia has served in many capacities across K-12 and higher education. She began her career in direct services as a social worker and coordinator for parent engagement, mentorship, and tutoring programs. Prior to joining Big Picture, Mejia developed her skills in improvement. Most recently, she served as the director of networked improvement science for the Carnegie Foundation for the Advancement of Teaching. She also served as an improvement coach for the Data Wise Project at the Harvard Graduate School of Education (HGSE) and as an institutional effectiveness consultant helping community colleges and universities use data to inform their student success programing, Mejia holds an education leadership doctorate (EdLD) from HGSE, as well as a BA in psychology and an MA in sociology from Stanford University.
Director of Improvement, CORE Districts×
Amanda Meyer serves the CORE districts as director of improvement, supporting educators in their efforts to solve important problems of practice. In this role, she teaches workshops on improvement methods, coaches school-based improvement teams, and facilitates collective learning within the CORE Improvement Community, a networked improvement community (NIC) focused on closing the racial achievement gap in middle grades math. Prior to joining CORE, Amanda was an improvement science specialist at the Carnegie Foundation for the Advancement of Teaching, where she apprenticed with leading thinkers in systemic educational change and quality improvement. Over four years at Carnegie, she provided improvement science coaching, designed sessions for the annual Summit on Improvement in Education, and delivered improvement science learning experiences in conference, workshop, and online settings (including the edX course, “Improvement Science in Education,” produced in collaboration with the University of Michigan). Amanda is particularly interested in the intersection of improvement, design, and equity work. Amanda began her career in the classroom, teaching English as a Second Language at Sidney Lanier High School in San Antonio, Texas. She holds a BA in Latin American Studies, Spanish, and Educational Studies from Washington University in St. Louis. In addition to her professional roles, she has taught English language arts courses for a college access program in San Francisco and volunteers as a mentor for first-generation college students. Amanda currently resides in Oakland.
Senior Program Officer, Bill & Melinda Gates Foundation×
Vivian Mihalakis is a Senior Program Officer with the K-12 team at the Bill & Melinda Gates Foundation. Vivian’s current work is focused on supporting networks of schools to use continuous improvement methods to improve student outcomes for Black, Latino, and low-income students. Prior to joining the foundation, Vivian led the English language arts team at the Institute for Learning (IFL) at the University of Pittsburgh where her work focused on ensuring that all students, particularly those who have been underserved, have access to ambitious and engaging instruction that prepares them for college and careers. During her tenure at IFL, Vivian partnered with public school districts across the country to provide professional learning and coaching for teachers, coaches, and administrators; she also designed ELA curriculum and performance assessments. Vivian began her career as a high school English language arts teacher. She holds a Ph.D. in English Education from the University of Pittsburgh.
Rick Miller, Executive Director, CORE District×
CORE provides the connective tissue for a partnership between eight large urban California school districts, representing over a million students, that have committed to participate in a collaborative learning community to facilitate and expedite shared education reforms. Prior to joining CORE, Miller was the Deputy State Superintendent for P-16 Policy and Information Branch of the California Department of Education. In this position, Miller developed policy recommendations on promising ways to improve student achievement throughout California specifically focused on closing the state’s achievement gaps. Previously, Miller worked at Microsoft Corporation developing communications strategies on privacy, security, and overall corporate image. Miller also served as a strategic communications advisor to the Chancellor of the California State University System (CSU). Prior to working at CSU, Miller served the U.S. Department of Education in Washington D.C. as Press Secretary to Richard W. Riley, Secretary of Education in the Clinton Administration. Miller also spent time during those years periodically detailed to the White House Office of Advance where he traveled domestically and internationally on behalf of President Clinton. Miller lives in Rocklin, California with his wife, Julie, an elementary school speech therapist and their two sons, Casey and Ryan.
Research Fellow, W.E. Upjohn Institute; Professor, Grand Valley State University×
Dr. Michelle Miller-Adams is the nation’s leading authority on place-based college scholarships. The author of four books, a frequent media contributor, and two-time visitor to The White House to discuss tuition-free college, she has served as project director for comparative research projects into the outcomes of Promise scholarships. Miller-Adams is a research fellow at the W.E. Upjohn Institute in Kalamazoo, Michigan, and a professor of political science at Grand Valley State University. She holds a Bachelor’s degree from the University of California, Santa Barbara (Phi Beta Kappa), and a master’s degree and PhD in political science from Columbia University.
Supervisor of Research, San Francisco Unified School District×
Norma Ming is supervisor of research in San Francisco Unified School District’s Research, Planning, and Assessment division. Her mission from 20+ years of experience in education is to support leaders in using evidence connecting implementation and impact to improve student outcomes, empowering practitioners with the mindsets and discipline of continuous improvement to examine and innovate on their own practices. As a K-12 and university educator and researcher, with a BA in chemistry from Harvard and PhD in cognitive psychology from Carnegie Mellon University, she is especially passionate about the opportunity and obligation to make research useful in solving real-life problems.
Special Education Teacher, West Goshen Elementary School×
Lauren Moore is a mentor teacher at West Goshen Elementary School in Goshen, Indiana. As a mentor teacher, Lauren is responsible for supporting classroom teachers to improve instructional practices. She is a member of the West Goshen Elementary School leadership team and helps create the goals and field-tested strategies that are implemented across the school. During her seven years as a mentor teacher, West Goshen Elementary School has seen continued growth in student achievement—earning an “A” rating from the state in the 2016-17 school year. Lauren brings a unique perspective to the school leadership team and this panel, as a special education teacher for grades K-5. In the future, Lauren hopes to use her experiences in the classroom, and in special education and teacher leadership, to move into educational leadership.
Director of Continuous Improvement, Summit Public Schools×
Kyle is currently the manager of continuous improvement for Summit Public Schools, coordinating organizational efforts to better meet the needs of English language learners and creating networks that allow individuals and teams to learn and build off the work of one another; he also liaises with the Carnegie Foundation through the Student Agency Improvement Community. Previously, he has served as an academic program manager and instructional coach, helping develop Summit’s personalized learning model (specifically focused on project-based learning, cognitive skills, and mathematics). He was the founding math teacher at Everest Public High School. Kyle is a graduate of the Stanford Teacher Education Program, is a Math for America Master Teacher Fellow with UC Berkeley, and is a National-Board certified teacher. Aside from working with Summit, he has lived and taught in Hong Kong, Indonesia, and Ecuador. He’s originally from Northwest Ohio and enjoys reading, cooking, hiking, and spending time with his family.
Teacher, Shue-Medill Middle School×
Lindsey Muldoon is in her ninth year of teaching Language Arts at Shue-Medill Middle School in Newark, Delaware. She obtained her bachelor’s degree from the University of Delaware in elementary education and English education. She then went on to obtain her master’s degree from Wilmington University in gifted and talented education. She currently teaches sixth and seventh grade language arts. Teaching has always been her passion; she strives to spark a love of learning in all of her students every day and works to become a better teacher then she was the day before. She is a big believer in building students’ confidence levels and letting them know they can achieve anything to which they set their minds. She wants her students to come out of her classroom feeling valued, confident, and prepared to take on the world. She currently helps to run the eighth grade activities at her school, including a three-day trip to Williamsburg, Virginia, every spring; and is also involved in several other school-wide committees. She currently lives in Newark, Delaware, with her husband and dog named Slugger.
John Foley Murphy
Senior Director, Capacity Building, New York City Department of Education×
As senior director of capacity building with the New York City Department of Education, John (“Murph”) leads the implementation of supports for schools through College Access for All. Murph’s professional experience includes six years as the director of South Brooklyn Community High School. There, he worked to support the shift to the Common Core State Standards, built partnerships with arts and justice organizations, maintained successful outcomes for some of the city’s most vulnerable youth, and support the implementation of improvement science projects. Murph earned a BA in communications from St. John’s University and an MA in social work from CUNY Hunter College.
Deputy Director, University of Chicago Consortium on School Research×
Jenny Nagaoka is the deputy director of the UChicago Consortium, where she has conducted research for 20 years. Her research interests focus on policy and practice in urban education reform, particularly using data to connect research and practice and examining the school environments and instructional practices that promote college readiness and success. She has co-authored numerous journal articles and reports, including studies of college readiness, noncognitive factors, the transition from high school to postsecondary education, and authentic intellectual instruction. Nagaoka received her BA from Macalester College and her Master of Public Policy degree from the University of Chicago.
Principal, Hawai’i Department of Education×
Steve Nakasato is a school principal from the Hawai‘i Department of Education. He has served over 33 years spanning from a teacher, vice principal, principal, educational specialist, state director, and currently a principal in residence with the Professional Development Educational Research Institute. In addition, Steve has earned his baccalaureate in elementary education; master’s degrees in elementary curriculum and instruction, and educational administration; and doctorate in professional educational practice from the University of Hawaiʻi at Mānoa.
Professional Organization Development Consultant, Community At Work×
Nelli is a professional organization development consultant with the San Francisco-based consulting firm, Community At Work. For the past 16 years, she has worked at the intersection of organizational strategy, group dynamics, and strategic communication. Before moving to San Francisco, she worked as an internal consultant for the Australian government, prior to starting her own successful consulting firm. She also served as regional director of the International Association of Facilitators, Oceania region. Since joining Community At Work, Nelli has consulted with numerous clients focused on various aspects of organization development and multi-stakeholder collaboration, including: First 5 San Francisco; San Francisco Office Of Early Care and Education; Kaiser Permanente; Los Angeles County Department of Public Health; San Francisco County Department of Public Health; Genentech; The Russell Family Foundation; Tides; Canopy Social Impact Investment Fund; Bozeman School District; Novato School District; Carnegie Foundation for the Advancement Of Teaching; Cambodia Rural Sanitation and Hygiene Collective Action; Wikimedia Foundation; University of California, Office of the President; University of California at San Francisco; Civil Service College of Singapore; University of Tokyo Center for Global Health Leadership Program; SCAN Foundation; Children’s Book Project of San Francisco; Public Engagement For Public Schools; Jack London Improvement District; International Livestock Research Institute in Kenya and Ethiopia; and more. Nelli has given keynotes, guest lectures, and served on panels related to the art and practice of multi-stakeholder collaboration for numerous professional audiences at annual conferences including: Social Capital Markets (SoCap); National After Schools Network; National Scholarship Providers Association; and on several occasions, sponsored by the International Association of Facilitators–in Tokyo, Adelaide, Melbourne, and Florida.
Associate, Analytics, Carnegie Foundation×
Jon Norman is an associate in analytics at the Carnegie Foundation. In this role, he supports networked improvement communities through analytics, developmental evaluation, and improvement research. Jon comes to Carnegie from Chapin Hall at the University of Chicago, where he was a researcher on projects designed to improve the well-being of vulnerable youth. He previously worked at JBS International and Abt Associates on evaluations and research related to education, health, and human services. His prior projects include evaluating school-based health centers’ effect on student well-being in Chicago, providing expertise in research design to the Corporation for National and Community Service, and investigating barriers to providing increased mental health services to youth. Jon also previously held faculty positions in the departments of sociology at DePaul University and Loyola University Chicago. Jon earned his PhD in sociology and MS in architecture from the University of California, Berkeley. He also holds a BA in public policy from Brown University.
Carlye Olsen Marousek
Director of Accountability, Staff Development, and Curriculum & Instructional Materials, Whittier Union High School District×
Carlye Olsen Marousek currently works as the director of accountability, staff development, curriculum and instructional materials at Whittier Union High School District within Los Angeles County. She has served as a high school principal, after teaching in elementary school, middle school, and high school. Her passion is in serving and supporting teachers, administrators, and teams so they maximize their capacity in using all the resources and tools available to improve student learning. She is the director of a locally operated administrative credential program that has allowed Whittier Union administrators to clear their administrative credentials within the unique culture and setting of their school sites. Carlye received her EdD from the University of Southern California.
Co-Founder, Improvement Collective; Senior Fellow, Carnegie Foundation×
Sandra Park is a co-founder of the Improvement Collective, which is dedicated to helping education and other social sector organizations build their improvement capacity to solve problems in the field. She is also a senior fellow at the Carnegie Foundation, where she previously worked as the director of external offerings and partnerships as well as the director of the Foundation’s Building a Teaching Effectiveness Network (BTEN). Park previously taught elementary school in Oregon, Maryland, and Washington, DC; and was director of programs at First Graduate in San Francisco. She holds a BA in sociology from Georgetown University, a teaching credential and MAT from Louis & Clark College, an EdM in administration and policy from the Harvard Graduate School of Education, a PhD in education policy from the University of California at Berkeley, and an improvement advisor certificate from the Institute for Healthcare Improvement.
Associate, Networked Improvement Science, Carnegie Foundation×
Emma Parkerson is an associate in networked improvement science at the Carnegie Foundation, building the capability of network leaders to design, launch, and sustain collective improvement efforts. Emma joined the Foundation in 2017 after a decade working alongside Board-certified teachers at the National Board for Professional Teaching Standards. She co-directed the National Board’s Network to Transform Teaching, a networked improvement community bringing together over fifty districts seeking to strengthen the structures, policies, and programs that support teachers’ development toward expert practice. Emma earned a bachelor’s degree in psychology and anthropology from The George Washington University. She has also completed her professional certification in project management (PMP) and is an alumna of the Institute for Educational Leadership’s Educational Policy Fellowship Program.
Vice President, Strategy and Development, New Visions for Public Schools×
Jefferson joined New Visions in 2014. As vice president, strategy and development, Jefferson oversees New Visions’ creation of organizational strategy, fundraising and development activities, and external communications. Previously, he managed New Visions’ expansion to support New York City’s Community & Renewal Schools, which included growth in schools of more than 150% using New Visions Data Tools. Before joining New Visions, he was director of special initiatives in the U.S. Department of Education’s Office of Innovation and Improvement, where he was responsible for designing and executing the Investing in Innovation (i3) program, as well as advising on research and development-related policy. He has also been a principal at The Parthenon Group, where he consulted with school systems including New York City, Chicago and Washington, DC. He holds a doctorate in education leadership from Harvard University and a B.S.E. in operations research and financial engineering from Princeton University.
Regional Vice President (West), Amplify
Associate Professor, Portland State University×
Deborah Peterson, associate professor in the Administrators Licensure program, prepares future school leaders with a focus on leadership for equity. Her leadership background includes 30 years as a public school teacher and administrator, receiving awards for innovative language programs, sustainability projects, and for her work supporting the success of Latina/o administrators. Dr. Peterson’s research agenda includes a focus on social justice leadership in schools and thriving as a social justice leader.
Donald J. Peurach
Associate Professor of Educational Policy, Leadership, and Innovation, School of Education, University of Michigan; Senior Fellow, Carnegie Foundation×
Donald J. Peurach, PhD, is a senior fellow at the Carnegie Foundation for the Advancement of Teaching and an associate professor of educational policy, leadership, and innovation in the University of Michigan’s School of Education. His research examines large-scale, network-based educational improvement initiatives, focusing specifically on how these networks continuously learn and improve over time. Don is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press).
Program Director, EdLeader21×
Melissa Ponce has been with EdLeader21 since 2011 and currently serves as program director. In this capacity, she is responsible for directing and managing projects to support EdLeader21 member schools and districts efforts to implement 21st century education across their systems. Prior to joining EdLeader21, Melissa worked for the College of Education at the University of Arizona as an evaluation coordinator for a large-scale early childhood education research study. Melissa has a bachelor of arts in psychology from the University of Texas at Austin and a master’s degree in educational psychology from the University of Arizona.
Karen Hunter Quartz
Research Director, UCLA Community Schools×
Karen Hunter Quartz is research director of the UCLA Community Schools Initiative and adjunct professor in the UCLA Graduate School of Education and Information Studies. Her research, teaching, and writing focus on new school development; the struggle to recruit, prepare, and retain good urban teachers; the measurement of effective teaching; and the use of data and research to improve practice in schools. The author of numerous articles and two books, she has received outstanding writing awards from the American Educational Research Association and the American Association of Colleges of Teacher Education. In 2007, Dr. Quartz led the design team to create the UCLA Community School, a K-12 university-partnered neighborhood public school. She is currently working on an effort to design a second UCLA Community School site. Her role as the schools’ research director involves supporting several research-practice partnerships on topics ranging from dual language learning to college-going culture.
Erin Marie Ramirez
Assistant Professor, CSU Monterey Bay×
Erin Marie Ramirez is an assistant professor and program coordinator of secondary teacher education in the Department of Education and Leadership. Previously she was an adjunct professor at George Mason University teaching courses in freshman orientation, education, literacy, and research Methods. While at Mason, she received the Adjunct Faculty Teaching Excellence Award. Before teaching at Mason, Erin was a high school English and journalism teacher. Her research interests include: teacher self-efficacy, content-area literacy, secondary literacy instruction, student reading achievement, teacher education, and research methods.
Hayagreeva "Huggy Rao
Professor of Organizational Behavior and Human Resources, Graduate School of Business, Stanford University, Board of Trustees, Carnegie Foundation×
Rao is the Atholl McBean professor of organizational behavior and human resources at the Graduate School of Business, Stanford University. In addition, he is a fellow of the Center for Advanced Study in Behavioral Sciences, a fellow of the Sociological Research Association and also a fellow of the Academy of Management. His research has also been published in journals such as the Administrative Science Quarterly, American Journal of Sociology, American Sociological Review, Academy of Management Journal, Organization Science and Strategic Management Journal. His teaching specialties include leading organizational change, building customer-focused cultures, and organization design. He teaches courses on these topics to MBA and executive audiences. Rao is co-author of the recent book, Scaling Up Excellence: Getting to More Without Settling for Less. Drawing on their own experiences, Rao and co-author, Robert Sutton, identify the key principles necessary to ensure the successful growth and spread of any organization. Rao previously published Market Rebels: How Activists Make or Break Radical Innovation.
Jenny Perlman Robinson
Fellow, The Brookings Institution×
Jenny Perlman Robinson is a fellow with the Brookings Institution Center for Universal Education where her work focuses on improving quality education for children and youth in developing countries at large-scale. She is co-author of “Millions Learning: Scaling Up Quality Education in Developing Countries” (Brookings Institution, 2016) and author of “Global Compact on Learning: Taking Action on Education in Developing Countries” (Brookings Institution, 2011). Previously, Jenny led the Women’s Refugee Commission’s work on education and youth; prior to that, she worked on issues of women’s empowerment, human rights, and development with other non-governmental organizations, the United Nations, and the World Bank.
Marian A. Robinson
Assistant Professor of Educational Leadership, George Washington University×
Dr. Marian A. Robinson is an assistant professor of educational leadership in the Graduate School of Education and Human Development at George Washington University. Her research focuses on K-12 leadership, education policy, school improvement strategies, and institutional and organizational change. Using qualitative methods, she explores local views and experiences with reforms that incorporate elements of data use, choice, and external assistance. A member of Carnegie’s Higher Education Network, she is exploring how school culture and organizational resources mediate educator engagement with improvement science.
Associate Professor, Learning Sciences and Policy, University of Pittsburgh; Senior Fellow, Carnegie Foundation×
Jennifer Russell is an associate professor of learning sciences and policy in the University of Pittsburgh’s School of Education and a research scientist at the Learning Research and Development Center. She is also a senior fellow at the Carnegie Foundation for the Advancement of Teaching. Russell received a PhD in education policy and organizations from the University of California, Berkeley. Her research examines policy and other educational improvement initiatives through an organizational perspective, and seeks to reshape the relationship between educational research and practice in order to accelerate improvement in the field.
San Francisco Director, Network to Transform Teaching, San Francisco Unified School District×
Sara Saldaña is a renewed National-Board certified teacher, middle childhood generalist, with over 20 years of experience in the San Francisco Unified School District (SFUSD). She currently serves as teacher coordinator of the SFUSD National Board Network, supporting accomplished teaching within schools and district systems. Prior to this role, she supported her colleagues as a peer assistance review coach and enjoyed 14 years as a classroom teacher. She holds a BCLAD Spanish teaching credential and a master’s degree in education from San Francisco State University. She is a proud San Francisco native and mother of two wonderful teenagers.
Karen L. Sanzo
Professor, Old Dominion University×
Dr. Karen L. Sanzo is a professor and graduate program director for the Pre-K-12 Educational Leadership Program at Old Dominion University. Prior to joining Old Dominion University, Dr. Sanzo spent eight years in the public schools, both as a middle school mathematics teacher and an elementary school administrator. Dr. Sanzo engages in research around aspiring and current school leadership development, creating and sustaining partnerships between universities and school districts, and the development and use of formative assessment practices in schools by leaders and teachers. She has also served as principal investigator for several national and state-level grants around the areas of school leadership, formative assessment, and STEM education.
Senior Program Officer, Bill & Melinda Gates Foundation×
Wendy Sauer is a Senior Program Officer on the K-12 team with the Bill & Melinda Gates Foundation. Since joining the Foundation, Wendy has explored the role of networks to advance learning. She initially worked with a variety of teacher network organizations to provide teachers opportunities to learn, connect, and lead. Currently, she is focused on supporting networks for school improvement, capable of improving student outcomes. Wendy has devoted her career to education reform, teaching high school history and English for a decade and then moving on to a variety of other positions in the field, including: director of education for the Experience Music Project and independent consultant for clients including the Paul G. Allen Family Foundation, the Stupski Foundation, the Sobrato Family Foundation, the Teaching Channel, Educurious, and Education Development Center (EDC). She holds a BA in History from U.C. Berkeley and a Masters in Curriculum and Instruction from Seattle Pacific University.
Co-Director, 5Essentials, Professional Learning, UChicago Impact×
Andrew Schmitz is the co-director of 5Essentials at UChicago Impact. Schmitz plays a critical role in helping schools and districts around the country to effectively implement the 5Essentials system and utilize 5Essentials results as a key driver of continuous improvement. Schmitz is responsible for leading the design and implementation of all 5Essentials professional learning and the organization’s coaching model. Prior to his current role, Schmitz most recently served as an assistant principal in Chicago.
Co-Director, Strategic Literacy Initiative, WestEd×
Ruth Schoenbach is co-director of the Strategic Literacy Initiative (SLI) at WestEd. In collaboration with SLI’s Co-Director and Research Director, Cynthia Greenleaf, she has managed the growth of the Strategic Literacy Initiative and its nationally recognized Reading Apprenticeship instructional framework from a small research and development program into a nationally and internationally-recognized leading contributor in adolescent content literacy development. Schoenbach is the lead author of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms (2012, Wiley) and Leading for Literacy: A Reading Apprenticeship Approach (2016, Wiley). In recent years, Ms. Schoenbach directed both an Investing in Innovation (i3) validation grant and an i3 development grant, and has supported significant development of Reading Apprenticeship work at the college level. Her primary current interests are in developing constructivist online professional development, and in issues of scale-up of inquiry-based professional development.
Senior Partner, California Education Partners; Former Superintendent, Garden Grove Unified School District
Project Director, Mathematical Agency Improvement Community, High Tech High Graduate School of Education×
Daisy Sharrock leads the Mathematical Agency Improvement Community (MAIC), a network of 16 southern California schools working to abolish the phrase “I am not a math person.” The network of teachers and administrators uses improvement science tools and methodologies to identify, test, and scale classroom practices that increase students’ mathematical agency and success across diverse contexts. Daisy also teaches in the High Tech High Graduate School of Education and conducts improvement science professional development across the High Tech High K-12 schools.
Networked Improvement Science Fellow, Carnegie Foundation×
David joined the Foundation as a networked improvement fellow in 2017. He comes to the Foundation from Harvard University, where he worked as a researcher and educational consultant. Most recently, he worked for the National Center for Research in Policy and Practice (NCRPP), a project investigating how school and district leaders use research in their decision-making. David is particularly interested in helping educational leaders promote effective collaboration within their organizations and across broader improvement networks. He uses varied methods, including surveys, ethnography, and social network analysis, to understand the implementation and effects of such efforts. David’s work has been presented at national conferences and local district offices, and published in peer-reviewed journals and policy reports. Earlier in his career, David was an analyst and evaluator at SRI International’s Center for Education Policy, where he studied leadership development, comprehensive school reform, and the teacher workforce. He holds a master’s degree from the Harvard Graduate School of Education, where he is also a doctoral (EdD) candidate.
Jennifer Zoltners Sherer
Research Associate, Learning Sciences and Policy, University of Pittsburgh×
Jennifer Zoltners Sherer is a research associate in the Learning Research and Development Center at the University of Pittsburgh. She also serves as an instructional design fellow for the Institute for Learning. Sherer conducts developmental evaluation of STEM projects focused on improving teaching, learning, and student outcomes. Her research interests include distributed leadership and improving teaching and learning in educational systems through the design of tools and routines to support continuous learning. Prior to receiving her PhD in learning sciences from Northwestern University, she was a teacher in Oregon.
Networked Improvement Science Fellow, Carnegie Foundation×
Barbara joined Carnegie as a networked improvement fellow in 2017. She comes to the Foundation from Oakland Unified School District where, as a mathematics coordinator, she supported teacher professional learning and the development and implementation of middle and high school math curriculum and assessment in the transition to Common Core State Standards. Her work in Oakland also focused on building teacher leadership and collaborative communities focused on instructional practice. She is passionate about empowering teachers and improving students’ experiences and outcomes in math so that young people see themselves as powerful learners. Prior to her work in Oakland, Barbara was a high school math teacher for 12 years in Bay Area schools. As part of a highly collaborative math department whose work was studied for its equity-oriented approach, she used Complex Instruction pedagogy to support students to learn and thrive in heterogeneous classrooms. She was also a contributing author and editor for a series of middle and high school math textbooks. Barbara earned a bachelor’s degree from Williams College in mathematics and history. She also holds a master’s degree from Mills College, where she earned her teaching credential.
Education Policy and Practice Strategist, Oregon Education Association×
Andrea Shunk has worked in and around public education since 2002. She joined the Oregon Education Association (OEA) in 2015 in the Center for Great Public Schools, advocating for educator voice in policy, and policy decisions informed by classroom practice. She has extensive experience leading professional learning, crafting strategies for school improvement, and empowering teacher leaders. Prior to joining OEA, Andrea taught English and reading in an alternative high school for seven years, where she also held local union positions and teacher leadership roles. Her other experience includes school board secretary, school district communications, and education reporter.
Chief Academic Officer, Literacy Design Collaborative×
Suzanne is a longtime “book whisperer” and teacher and student advocate. She has taught literature, literacy, systems redesign, and leadership in a range of educational settings, including Head Start, ESL, ABE, elementary and high school, and the university level. Suzanne holds a doctorate in educational leadership from the University of Pennsylvania. She sits on the Pepper Council and the Board of Trustees of the Free Library of Philadelphia, and on the Board of the Benjamin and Fredora K. Wolf Memorial Foundation. In her spare time, Suzanne reads avidly, travels the world, practices yoga, and sometimes teaches Pilates. She is also a writer and a big fan of the Transition to Writing step, knowing full well how messy writing really is. Suzanne believes that the Literacy Design Collaborative community is building a movement that will change the world—one module at a time!
Systemic Improvement Specialist, Prince George's County Public Schools×
Anthony Sims currently serves as a systemic improvement specialist in the Office of Continuous Systemic Improvement in Prince George’s County Public Schools where he assists school leaders and central office administrators throughout the district to implement data-driven, strategic improvement processes. Anthony’s professional roles have included serving as manager of specialized support services and state director of special education for the Illinois State Board of Education, and senior research analyst with American Institutes for Research in Washington, DC. As a strategic data fellow with the Center for Educational Policy and Research at Harvard University, Anthony developed a framework that targets the essential academic and social-emotional learning competencies students need for college and career readiness.
Director of Mathematics, Metro Nashville Public Schools
Senior Director of Continuous Learning, New York City Department of Education×
Courtney Smith serves as the senior director of continuous learning for the New York City Department of Education (NYCDOE), where she supports the development of professional learning opportunities, resources, and coaching alongside a team that works to help schools and central teams across New York CIty engage in the how of school improvement. Currently, Courtney supports a networked improvement community of K-8 schools in south Brooklyn, which is addressing the needs of English language learners. Prior to joining the NYCDOE as an instructional coach in 2012, Courtney worked in DC Public Schools as a high school English language arts teacher and common core curriculum writer.
Marshall (Mike) Smith
Senior Fellow, Carnegie Foundation×
Marshall (Mike) S. Smith is a senior fellow at the Carnegie Foundation for the Advancement of Teaching. Previously, he served for two years in the Obama administration as the senior counselor to the secretary of education and director of international affairs. From 2001-2009, he directed the education program at the William and Flora Hewlett Foundation. Prior to that, in the Clinton administration, he was the undersecretary of education for seven years, responsible for all policy and budget matters, and for four of those years, also the acting deputy secretary (the second ranked person in the U.S. Department of Education). During the Carter administration, he served as the chief of staff to the first secretary for education and assistant commissioner for policy studies in the Office of Education. In the Ford administration, he was the director of policy and budget for the National Institute of Education. While not in government, he was, at different times, an associate professor at Harvard, a professor at the University of Wisconsin at Madison, and a professor at Stanford. At Stanford, he was also the dean of the School of Education. He has authored a large number of publications on topics varying from computer content analysis, evaluation and research methodology, social and educational inequality, early childhood education, open educational resources, federal policy, and school reform. He is a member of the National Academy of Education. All of his degrees are from Harvard.
Senior Researcher, American Institutes for Research×
Toni M. Smith, PhD, is a senior researcher at American Institutes of Research whose research focuses on mathematics instruction and teacher development. Dr. Smith currently co-directs the Nellie Mae Education Foundation-funded Better Math Teaching Network, which is designed to engage high school mathematics teachers in testing and improving student-centered instructional approaches as part of a larger network of teachers and researchers. She is also leading the development and subsequent testing of the Feedback on Alignment and Support for Teachers program, a coaching program that uses instructional logs and video recordings of instruction to help teachers improve standards-based instruction.
Executive Director, College and Career Planning Team, New York City Department of Education×
As executive director of college and career planning with the New York City Department of Education, Andrea leads citywide initiatives to improve college and career readiness for all students, including New York City’s participation in the Student Agency Improvement Network. Andrea’s professional experience includes work at the Community College Research Center and over a decade with a Brooklyn, New York, community-based organization, where she guided the development of a small public high school and supervised college access and retention programs. Andrea has an MA from the Stanford University School of Education and an EdD in higher education from Teachers College, Columbia University.
Carolina Soto Uribe
Director of Continuous Improvement, Fundación Educacional Oportunidad×
Carolina Soto Uribe currently serves as the Director of Continuous Improvement at Fundación Educacional Oportunidad, where she advises on two education projects focused on improving the quality of learning in vulnerable schools in Chile. Previously, she taught physical education with her Bachelor of Education. She earned her Master in Education with a mention in Educational Management from the Metropolitan University of Education Sciences (UMCE) Chile. In 2017, she graduated as an Expert in Quality Improvement at the Institute for Healthcare Improvement (IHI) in Boston.
Co-Director, Camfed USA×
Sandra is Co-Director at Camfed USA, a member of the Camfed NGO consortium supporting girls’ education and young women’s empowerment programs in five countries in sub Saharan Africa. She connects strategic partners in North America to support Camfed programs in Africa. Prior to joining Camfed in 2011, Sandra worked as a research consultant with a focus on global health and the private sector, following a twelve-year career in product development and management of medical technology. She holds an MPH, as well as a PhD in neuroscience.
Assistant Superintendent of Instructional Services, Tulare County Office of Education×
Charlene Stringham, assistant superintendent of instructional services at the Tulare County Office of Education (TCOE), serves as a champion of college and career readiness for all students. Building capacity and coherence across TCOE’s District Support Services is the primary focus of her work. Charlene is a member of several state committees, including the Interagency Standards Implementation Committee and the CCSESA Curriculum and Instruction Steering Committee for which she serves as the 2017 chair. Prior to joining TCOE, Charlene taught at primary, intermediate, and secondary levels and served as a central office curriculum leader.
Senior Research Associate, WestEd×
Sola Takahashi is a senior research associate at WestEd, where she leads the work of integrating continuous improvement methods in the coaching, technical assistance, and research conducted by the Innovation Studies and Regional Educational Laboratory West (REL West) teams. Sola is experienced in the use of improvement science methods and specializes in measurement and analytics that support continuous improvement efforts; she also has expertise in traditional research methods, including quasi-experimental design. Her areas of content interest include the teaching profession and educational equity. Sola is currently bringing improvement science methods to three REL West partnerships (Arizona Early Literacy, Literacy Improvement Project in Nevada, and Salt Lake Collective Impact), and two Innovation Studies projects (College Futures Project and Next Generation of Educators Initiative). She was previously at the Carnegie Foundation, where she led the development of analytic systems that support improvement efforts in schools. She served as a public school teacher for several years. She received her EdD from the Harvard Graduate School of Education.
Manager of Partnerships, YouthTruth×
Sachi believes that school success must be defined by more than test scores. Education leaders need reliable ways of measuring student engagement, academic rigor, and school culture. YouthTruth measures what matters, and in doing so, makes school more equitable, more relevant, and more enjoyable for all students. As manager of partnerships at YouthTruth, Sachi coaches school and district leaders across the country through the process of interpreting and using student and stakeholder feedback to accelerate improvements. Before joining YouthTruth, Sachi worked at the school, district, and state levels in San Jose; Boston; Washington, DC; and North Carolina. In these roles, she ran afterschool programs, led a team of City Year Americorps Members, and analyzed local and state assessments.
Associate Principal, Menomonee Falls High School×
Suzy Thomas is in her fourth year working as an Associate Principal at Menomonee Falls High School. She has been a leader in the implementation of the continuous improvement process in high school classrooms and using improvement tools to solve complex problems in the school setting. Suzy has been an integral part of teams that have improved college readiness in math by over 30% and more than tripled Advanced Placement participation while increasing the passing rate. She is part of the high school administration team that is ranked in the 90th percentile in Employee Engagement of all high schools in the Studer network. Prior to serving as the associate principal, Suzy worked as an instructional coach, taught high school math, and served as the math curriculum chair. Suzy received her bachelor’s degree in Mathematics Education from the University of Minnesota, master’s degree in Mathematics from Marquette University, and master’s degree in Educational Leadership from Cardinal Stritch University.
Former Superintendent, Whiter Union High School District×
Sandra (Sandy) Sanchez Thorstenson retired in 2016, after having served as the superintendent of the Whittier Union High School District in Los Angeles County for fourteen years. She spent her entire 39-year career in Whittier Union, where faculty and staff, through their passionate collaborative efforts, were able to prove that demographics do not determine destiny. The Association of California School Administrators selected Mrs. Thorstenson as California’s 2016 recipient of the Marcus Foster Administrator Excellence Award, its 2012 California Superintendent of the Year for AASA, and elected Sandy to serve as the president of the State Superintendency Council. Mrs. Thorstenson was appointed by Governor Brown as the superintendent representative of the five-member board of the California Collaborative for Educational Excellence and served as chair helping to launch the state agency focused on providing support and assistance to school districts throughout California.
Administrator, Hawai’i Department of Education×
Iris Tomita is the Administrator of the Professional Development and Education Research Institute (PDERI) section of the Hawai’i DOE. PDERI is responsible for school leadership development and the leadership pipeline. It administers the certification program for school level administrators as well as the New Principal Academy, a two-year induction program for newly appointed principals. Iris has held positions at the school, district, and state levels. She holds master’s degrees in educational administration and school counseling from the University of Hawai`i.
Director, Center for Urban Education Leadership, University of Illinois at Chicago (UIC)×
Steve Tozer is professor and university scholar in educational policy studies at the University of Illinois Chicago (UIC) and director of the UIC Center for Urban Education Leadership. After completing degrees at Dartmouth College, Erikson Institute, and University of Ilinois at Urbana-Champaign (UIUC), Steve served as head of curriculum and instruction at UIUC; chair of policy studies at UIC; and chair of a state legislative task force that resulted in a new school leadership certificate for Illinois. His collaborations with colleagues from UIC and Chicago Public Schools have been funded by the Boeing Foundation, Broad Foundation, Chicago Community Trust, National Science Foundation, U.S. Department of Education, and others. He is associate editor of Educational Theory; lead author of a textbook, School and Society, Historical and Contemporary Perspectives, 7th Edition (McGraw-Hill, 2012); and lead editor of The Handbook of Research in Social Foundations of Education (Routledge, 2011).
Project Manager for Implementation, San Francisco Unified School District×
Emma Treviño is the project manager of implementation of Common Core State Standards for Math in San Francisco Unified School District. She is responsible for ensuring the coherence of the mathematics professional development design and implementation for the District. Previously, she was the supervisor of mathematics programs for the Dana Center at the University of Texas at Austin. She has extensive experience in the areas of mathematics standards, curriculum, and assessment and has provided technical assistance to states and districts.
John M. Tyson, Jr.
Director, Helping Families Initiative, Volunteers of America Southeast×
John M. Tyson Jr., JD, was elected to the Alabama State Board of Education in 1980. He served 14 years, nine of those as the presiding officer. In 1994, Tyson became the Mobile County (Alabama) District Attorney. He stepped away from the position after 17 years of service. He established Secret Safe Place for Newborns, the first-of-its-kind effort to provide mothers in crisis with a safe, anonymous option for giving up their unwanted newborns for adoption. Secret Safe Place was named a finalist in the Innovations in American Government Awards, sponsored by Harvard University’s Kennedy School of Government. All 50 states have passed statutes authorizing versions of the program. More than 3,000 babies and their mothers have been saved. In 2003, he established the Helping Families Initiative to intervene with the county’s at-risk youth before they get in serious trouble. The program achieved a 93 percent success rate.
Kristan Van Hook
Chief Policy Officer, National Institute for Excellence in Teaching×
As chief policy officer at the National Institute for Excellence in Teaching (NIET), Kristan Van Hook develops and implements strategies to build support for increasing teacher and school leader effectiveness. Kristan leads NIET’s policy work at the federal, state,and district levels to support innovation and reform in teacher support, career development, evaluation and compensation. With 25 years of experience in public policy and government, Van Hook previously worked for the U.S. Congress and founded a successful public policy firm prior to joining NIET. Van Hook graduated from Dartmouth College and the Kennedy School of Government at Harvard University
Vice President, Strategic Initiatives, Carnegie Foundation×
Ash Vasudeva is vice president of strategic initiatives, where he oversees the Carnegie Foundation’s policy and communications efforts to build the field’s capacity for improvement research and networked improvement communities. Prior to joining Carnegie, Vasudeva was a senior program officer at the Bill & Melinda Gates Foundation, where he focused on supporting school systems to implement college and career ready standards and strengthen educator effectiveness systems. Previously, Vasudeva was co-executive director of Stanford University’s School Redesign Network, where he developed the LEADS network (Leadership for Equity and Accountability in Districts and Schools), which enabled superintendents and their cabinets to collaborate on systems-reforms with faculty from Stanford’s School of Education, School of Business, and School of Design (d. school). Vasudeva taught science at Pasadena High School and entered the field through Teach for America. He received his bachelor of science degree from Carnegie Mellon University and his doctorate from the University of California, Los Angeles.
Post-Baccalaureate Fellow, Networked Improvement Science, Carnegie Foundation×
Camila Velasquez joined the Foundation in 2017 as a Post-Baccalaureate Fellow. As part of the Networked Improvement team, she provides workshop content, design, and facilitation support, and is involved in the development of an Improvement Science Teaching Commons. Before coming to Carnegie, she worked in Mexico as a Princeton in Latin America fellow, supporting the implementation of an alternative education model in multigrade rural schools through site visits, instructor training, and course evaluation and design. Cami graduated from Kenyon College with a degree in anthropology.
Executive Director, Literacy Design Collaborative (LDC)×
Chad Vignola, Executive Director and President, founded LDC in 2013. Prior to that time, he was vice president for New Visions for Public Schools overseeing the instructional and managerial support for a network of 80 New York City public schools as well as knowledge management and technology innovation. Chad has also overseen K-12 program implementation across the country for The Princeton Review, including implementation of technology-driven formative assessment systems and data-driven math and literacy interventions. Chad has also as served as the chief operating officer for New Leaders for New Schools and executive director for three chancellors in New York City.
Senior Research, Center for Urban Education Leadership, University of Illinois at Chicago (UIC)×
Lisa Walker is a senior researcher in the Center for Urban Education Leadership at the University of Illinois at Chicago (UIC), where her work focuses on the improvement of the EdD urban school leadership program. This includes selection of candidates for the program, leadership coaching, and learning experiences in the internship year. She also leads an initiative to consider the implications for school leadership of the characteristics of high-need schools, such as student mobility. Related to this, she expects to soon get a project underway to bring family and community engagement in the early elementary years into focus for the EdD program. Prior to joining UIC in 2014, Lisa worked for 10 years at two University of Chicago research institutes, including the Center for Urban School Improvement and Chapin Hall, which informs improvement of services for vulnerable children and youth. She has a PhD in learning sciences from Northwestern University.
Managing Researcher, American Institutes for Research×
Kirk Walters, PhD, is a managing researcher at AIR whose research focuses on understanding ways to improve K-12 math teaching and learning. His work includes experimental trials of math professional development programs; experimental studies of online and blended Algebra I programs; mixed methods evaluations of student-centered teaching and systemic instructional initiatives; and research partnerships with policymakers and practitioners, including improvement science-oriented partnerships. Dr. Walters currently co-directs the Nellie Mae Education Foundation-funded Better Math Teaching Network, a collaboration among high school math teachers, math instructional leaders and improvement science researchers designed to increase student engagement and achievement in algebra.
Melissa Eiler White
Senior Research Associate, WestEd×
As senior research associate in innovation studies at WestEd, Melissa Eiler White leads research and evaluation projects focused on school workforce and educator effectiveness issues. She serves as project director for an evaluation and technical support program for Preparing a New Generation of Educators for California, a multi-year effort aimed at reforming California State University teacher preparation programs. White has led numerous research efforts for the Regional Educational Laboratory West (REL West) at WestEd. Her REL West research projects have focused on the teacher and principal labor market in California, as well as systems of teacher evaluation and support for clients. White received a BA in political science from the University of California, Berkeley; and an MA in policy analysis and evaluation and PhD in administration and policy analysis from Stanford University’s Graduate School of Education.
Professional Practice Consultant, Center for Great Public Schools, Oregon Education Association×
Erin Whitlock began working in education in 2004 as a middle school behavioral specialist. She held leadership positions in her local, state, and national union as a student and educator advocate. She has a master’s degree in special education and behavioral science. In 2011, Erin joined Oregon Education Association (OEA) in the Center for Great Public Schools and has extensive experience leading professional learning, coaching districts to create learning systems using teacher leadership, and building collaborative partnerships across agencies for system improvement. Outside of work, she is a lover of all things nature and sports.
Kristen Campbell Wilcox
Associate Professor, SUNY at Albany×
Kristen Campbell Wilcox is an associate professor in the department of Educational Theory and Practice at the State University of New York at Albany. Kristen teaches research methodology as well as courses on diversity in education. Her research interests focus on the influence of national and state policy as well as instructional practices on performance outcomes, especially among linguistically and culturally diverse learners in P-12 school settings. Wilcox’s teaching and research has been shaped by a series of studies conducted since 2005, investigating processes and practices related to “odds-beating” student outcomes. This research has informed the development of a set of tools and institutes that guide school leadership teams through a research-based, goal-setting process for defining problems and collecting and analyzing evidence to measure progress. This work addresses the development of systems for continuous improvement and focuses educators’ attention on culturally-relevant pedagogies to prepare children and adolescents for secondary and post-secondary academic demands.
Kathleen M. Winn
Postdoctoral Research Associate, University Council for Educational Administration (UCEA), University of Virginia×
Kathleen M. Winn, PhD, is a postdoctoral researcher at the University Council for Educational Administration (UCEA) at the University of Virginia. She received her doctorate in educational leadership and policy studies from the University of Iowa. Her research interests include: program evaluation, leadership preparation programs, school leadership, and the intersection of science education policy and leadership.
Senior School Design Partner, Eskolta School Research and Design×
Alicia Wolcott is a senior school design partner at Eskolta, where she works closely with school teams to pilot and share practices that help vulnerable youth reach their full potential. Since 2013, she has co-led the Academic and Personal Behaviors Institute in partnership with the New York City Department of Education, a networked improvement community that is also a node in the national Student Agency Improvement Community founded by the Carnegie Foundation for the Advancement of Teaching. This Institute uses participant-driven approaches to help educators at middle schools and high schools across New York City to create school cultures that foster mindsets for perseverance. In addition, Alicia trains district coaches and policy staff in the New York City Department of Education on the use of improvement science methods.
Associate, Networked Improvement Science, Carnegie Foundation×
Ke joined the Foundation as an associate in networked improvement science in 2017. Before joining Carnegie, she collaborated with the New York City Department of Education as part of an improvement science researcher-practitioner engagement while completing her legal studies. Ke’s prior experience spans the intersections of education, race and poverty, and access to justice. Ke has advocated alongside indigent clients, taught high school chemistry in the Los Angeles Unified School District, worked on youth empowerment programs, and researched education initiatives focused on disadvantaged youth while circumnavigating the world. She holds a JD from NYU School of Law, an MPhil on the topic of Politics, Development and Democratic Education from the University of Cambridge, and a BS in Biochemistry from Arizona State University. Ke emigrated from China at the age of five and began her journey in the US education system as an English Language Learner at a Title I school in Arizona.
Administrative Director for Leadership Development, Miami-Dade County Public Schools×
Rouben currently serves as the administrative director for leadership development for Miami-Dade County Public Schools, overseeing professional development for more than 800 administrators. Some of these initiatives include induction programs for new school site administrators, monthly scaled professional development, and principal and assistant principal preparation programs. Rouben began teaching in 1998 as an elementary teacher in Miami-Dade and then served as a school administrator for 13 years.
Michelle D. Young
Executive Director, University Council for Educational Administration (UCEA); Professor of Educational Leadership, University of Virginia×
Michelle D. Young, PhD, is the executive director of the University Council for Educational Administration (UCEA) and a professor of educational leadership at the University of Virginia. Young’s scholarship focuses on how university programs, educational policies, and school leaders can support equitable and quality experiences for all students and adults who learn and work in schools. Her recent publications include: The Handbook of Research on the Education of School Leaders (2nd Edition), “Preparing School Leaders: Standards-Based Curriculum in the United States,” “Leveraging Standards to Promote Program Quality,” and “How are Standards Used? By Whom? And to What End?”
Principal Scientist, Director of Disabilities Research Program, SRI International×
Jennifer Yu, Sc.D., is Principal Scientist and Director of the Disabilities Research Program at SRI International. She specializes in the development, implementation, and evaluation of programs that improve learning and quality of life for people with learning disabilities, autism, and mental/behavioral health issues. She presently leads several studies funded by the U.S. Department of Education and the National Science Foundation aimed at improving engagement, motivation, and academic performance among elementary and middle school students with disabilities. Dr. Yu received her master’s degree in education and a doctorate in public health from Harvard University.
Founder & Principal Improvement Advisor, Shift-Results×
Karen Zeribi founded and leads Shift Results, a boutique consulting firm that specializes in improving outcomes in education, health, and social services. Karen partners with communities to build the capacity of their leaders to run effective improvement initiatives and transform their field of practice. Over the past 20 years, Karen has designed and implemented enduring improvement networks on a diverse array of topics, including early childhood education, equity in schools, childhood obesity, HIV/AIDS, inflammatory bowel disease, and cystic fibrosis. Karen also contributes to improvement initiatives by teaching improvement science, coaching improvement teams, and engaging families and communities in quality improvement. She has a master of health science degree from Johns Hopkins University and a bachelor of science in human and organizational development from Vanderbilt University. She speaks fluent Spanish and loves to scuba dive with her family.
Data Analyst, Turnaround For Children×
Nick is currently a data analyst for organization learning and impact at Turnaround for Children, a nonprofit that translates neuroscientific research into tools and strategies for schools with high concentrations of students impacted by adversity to accelerate healthy development and academic achievement. In this role, Nick measures Turnaround’s work through data analysis and visualization. Prior to joining Turnaround, Nick worked as a post-baccalaureate fellow at the Carnegie Foundation, where he assisted six school networks from across the country in analyzing data for improvement, translating psychological research into practice, and learning improvement science methodology. Previously, Nick conducted research at James Madison University’s Motivation Research Institute. Nick holds a BS in psychology and minor in statistics from James Madison University.