The Carnegie Summit brings together practitioners, researchers, thought leaders, policy makers, and others to present on how they are utilizing improvement science and capturing the power of networks. These improvers and innovators represent the cutting edge of this work and offer unique insights into reaching our education goals.
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.
Founder, Board Chair×
Jeff Duncan-Andrade, Ph.D., is Associate Professor of Raza Studies and Education at San Francisco State University. He is also the founder of the Roses in Concrete Community School, a community responsive lab school in East Oakland, Teaching Excellence Network and the Community Responsive Education Group working with schools and districts around the world to develop and support effective classroom and school cultures. As a classroom teacher and school leader in East Oakland for the past 24 years, his pedagogy has been widely studied and acclaimed for producing uncommon levels of social and academic success for students. In 2015, Duncan-Andrade became a National Commission on Teaching & America’s Future (NCTAF) Commissioner and was part of the great educators invited to the White House on National Teacher Appreciation Day by President Obama in 2016. Duncan-Andrade has been ranked as one of the 100 most influential scholars by EdWeek RHSU Edu-Scholar Public Influence Rankings for the past two years.
Duncan-Andrade’s transformational work on the elements of effective teaching in schools serving poor and working class children is recognized throughout the U.S. and abroad. His research interests and publications span the areas of urban schooling and curriculum change, urban teacher development and retention, critical pedagogy, and cultural and ethnic studies. Duncan-Andrade holds a Ph.D. in Social and Cultural Studies in Education and a Bachelor of Arts degree in Literature, both from the University of California – Berkeley.
Becky Margiotta and Joe McCannon
Co-founders, Billions Institute×
Becky Margiotta and Joe McCannon are on a mission to embolden large-scale social change. How large? They co-founded the Billions Institute in 2014, with the mission of leveraging the brain power and enthusiasm of organizations and individuals to accelerate the spread of practices and innovations that address the root causes of global suffering. At the core of this work, and the focus of their keynote presentation at the Carnegie Summit, is their Model for Unleashing, an approach that helps leaders to select the smartest methods for expanding impact, run day-to-day operations that generate massive creativity and energy across large groups, and use data to understand how to continuously improvise and improve.” There are few people with the experience and skills to make this a successful undertaking as Becky and Joe. She’s a West Point graduate who commanded two special operations in the U.S. Army and then led the 100,000 Homes Campaign to find housing for 100,000 of the most medically vulnerable homeless people in America. Joe consulted on that campaign, led multiple successful large-scale change initiatives in the health care sector, and served as a senior advisor in the U.S. Department of Health and Human Services in the Obama administration, where he led implementation of key pieces of the Affordable Care Act.
Peter M. Senge
Senior Lecturer, Massachusetts Institute of Technology×
Peter Senge is a Senior Lecturer at the Massachusetts Institute of Technology. He studies decentralizing the role of leadership in organizations so as to enhance the ability of employees to work productively toward common goals, and the managerial and institutional changes needed to build more sustainable enterprises. Senge’s work articulates a cornerstone position of human values in the workplace: namely, that vision, purpose, reflectiveness, and systems thinking are essential if organizations are to realize their potential. Senge has lectured extensively throughout the world, translating the abstract ideas of systems theory into tools for better understanding of economic and organizational change. He is the founding chair of the Society for Organizational Learning (SoL), a global community of corporations, researchers, and consultants dedicated to the “interdependent development of people and their institutions.” He is the author of numerous works, including the widely acclaimed book, The Fifth Discipline: The Art and Practice of The Learning Organization. Senge holds a bachelor’s in engineering from Stanford University as well as a master’s in social systems modeling and a doctorate in management from MIT.
Associate Vice Chancellor, University of California, Merced×
Jorge Aguilar was born and spent his first several years in the Central San Joaquin Valley towns of Delano and Parlier as the child of a farm-working family. Jorge graduated from UC Berkeley in 1994, and earned a Juris Doctor from Loyola Law School in 1998. After law school graduation, Jorge became a staff member with the University of California, Office of Relations with Schools, in Fresno. In 2002, Jorge founded the Center for Educational Partnerships at the new University of California, Merced campus and became its first director. Based upon his leadership of the Center, Jorge later served as Special Assistant to the Chancellor and was appointed Associate Vice Chancellor for Educational and Community Partnerships in 2007. In 2009, Jorge became the Associate Superintendent for Equity and Access in the Fresno Unified School District. In granting him a leave of absence, the University’s goal was to establish a unique partnership that would foster expanded educational opportunities for all students. Jorge is married to Consuelo Vallejan-Aguilar, a former high school counselor and now Teacher on Special Assignment. They have four children who attend public schools in Fresno and Sanger, California.
Chief Operating Officer, Public Education & Business Coalition (PEBC)×
As Chief Operating Officer of the Public Education & Business Coalition (PEBC), Mindy Armbruster has overseen Operations for the past five years; she has been with PEBC since 2005. She manages the organization’s operational and strategic growth initiatives. Armbruster’s background includes marketing, development, and operations management. She worked for ten years in various marketing positions in the tourism and financial industries in Philadelphia and Washington, DC at Capital One Financial and Spirit Cruises. She currently serves on the Board of Directors for the Colorado Pet Pantry, an organization that provides temporary food assistance for the pets of families in need. Armbruster earned her Bachelor’s degree in Government from Cornell University, and is certified as a Project Management Professional (PMP) ®.
Vice President, Policy at Results for America×
Jeremy is the Vice President of Policy; he oversees and executes RFA’s federal policy efforts. Jeremy previously served as Education Policy Advisor for the U.S. House Committee on Education & the Workforce. In this role he provided legislative and policy support on K-12 issues including accountability, assessment, school improvement, education research, and oversight of ESEA waivers. Prior to joining the Committee Jeremy was Associate Director of Federal Education Programs at the Center for American Progress, a classroom teacher in Florida, and a policy analyst for the Alliance for Excellent Education. He got his start in education working for the Family Resource Center, a small nonprofit serving rural North Carolina children and families. Jeremy holds a master’s degree from Duke University and a bachelor’s degree from McMurry University in his home state of Texas.
Professor of Psychology, James Madison University×
Kenn Barron is a Professor of Psychology at James Madison University (JMU) and Co-Coordinator of JMU’s Motivation Research Institute (MRI). The mission of MRI is to promote a community of researchers and practitioners dedicated to advancing the study and application of motivation theory. He also regularly publishes and presents on topics related to the Scholarship of Teaching and Learning (SoTL). In 2012, he was named a fellow of the American Psychological Association and one of Princeton Review’s Top 300 professors in America.
Director of Productive Persistence, Carnegie Foundation for the Advancement of Teaching×
Rachel Beattie is the director of productive persistence and interim director of Student Agency Improvement Community at the Carnegie Foundation. Productive Persistence refers to the combination of tenacity and good strategies that are 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 Ph.D. 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 Internal Improvement Specialist, Carnegie Foundation for the Advancement of Teaching
Principal Advisor, Improvement Science Consulting; Fellow, Improvement Science, Carnegie Foundation for the Advancement of Teaching×
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 country wide 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.
Senior Director of Program and Customized Support, Partners In School Innovation×
Bela is an educational leader with a passion for creating equitable and inclusive educational systems so that all students have access and opportunities to succeed. She is steadfast in her belief that education is the single most important civil rights issue of our time and educational equity is the key to a more equitable and just world. Throughout her career as an educator, Bela has been committed to using her training and skills as an educator to make educational settings more racially and culturally proficient and she believes in the power of leadership to transform schools and districts. Since joining Partners, she has been helping to transform low-income urban public schools and districts in order to accelerate student achievement. Her work has included coaching district leaders, school leaders, and teachers to develop mindsets and skill sets to better understand the students they are serving so that they can be proactive and responsive to needs of the communities they serve, as well as helping put structures in place that result in better outcomes for students of color and those living in poverty. In her current role, Bela focuses on ensuring the coherence and consistency of implementation of our approach across all districts. Bela received a B.A. from St. Xavier’s College in Mumbai, India and an M.S. in early childhood education from Wheelock College. On weekends, you’re likely to find Bela being one with the rock or a trail, in relaxing yoga poses or watching movies.
Associate, Improvement Science, Carnegie Foundation for the Advancement of Teaching×
Manuelito joined the Carnegie Foundation as an associate in 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.
Senior Research Associate, WestEd×
Candice Bocala Ed.D., is a Senior Research Associate at WestEd and a Lecturer at the Harvard Graduate School of Education. Her research focuses on the connections between educator learning and organizational conditions that support collaborative work and continuous improvement. She has led and designed numerous professional learning workshops for educators as a senior team member of the Data Wise Project and the Internal Coherence Project. She is also committed to supporting educators with understanding issues related to racial and ethnic diversity and enacting pedagogical practices that promote equity. At WestEd, she serves as a program evaluator, researcher, and technical assistance provider for federally funded national centers such as the Regional Educational Laboratory, Northeast and Islands and the National Center for Systemic Improvement. Her work has been published by the Institute for Education Sciences and Harvard Education Press, as well as the Journal of Teacher Education, Urban Education, and Teachers College Record. Candice received her Ed.D. from the Harvard Graduate School of Education, and she holds an M.A.T. from American University, an M.A. from Stanford University, and a B.A. from Cornell University. Previously, Candice taught elementary school in Washington, DC.
Post-Baccalaureate Fellow, Carnegie Math Pathways, Carnegie Foundation for the Advancement of Teaching×
Angel Bohannon joined the Carnegie Foundation in 2015 as the post-baccalaureate fellow for Carnegie Math Pathways. She works on scaling and spreading the Pathways program across the nation. Before joining Carnegie, she worked in research and administrative roles with other nonprofits such as Teach for America, Children’s Home + Aid, and Chicago Lawyers’ Committee for Civil Rights. She holds a bachelor’s degree in public policy from the University of Chicago.
Founder & CEO, Improving Education×
Jarrod Bolte is the founder of Improving Education, a non-profit 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 PreK – 12 classrooms that supported the shifts to the Common Core. 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 BTEN improvement initiative with the Carnegie Foundation and has been using improvement science in a variety of contexts in the non-profit education sector.
Chief Strategy Officer, California Office to Reform Education (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 Masters 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.
Assistant Superintendent of Early Childhood Education & Director of Preschool Programs, Cincinnati Public Schools×
Cheryl Broadnax is the Assistant Superintendent of Early Childhood Education and Director of Preschool Programs for Cincinnati Public Schools. Cheryl Broadnax was the former principal of Hartwell Elementary in the Cincinnati Public School district. Mrs. Broadnax led Hartwell to an “Excellent” rating for the 2009-2010 school year. In 2011-2012 school year, Hartwell was awarded the highest state ranking of “Excellent with Distinction”. Hartwell Elementary was the only neighborhood Cincinnati Public School to receive Excellent with Distinction. During her career in CPS Cheryl Broadnax was awarded the 2010 Greater Cincinnati Valentine Leadership Award by the University of Cincinnati’s Economic Center for her commitment, involvement, and innovation. In 2013, Ms. Broadnax received the James N Jacob’s Award from the Cincinnatus Association for Outstanding Administrator. In 2015, she was awarded the Women of Influence Award.
Senior Consultant, UPD Consulting×
Elaine has partnered with district leadership to develop and roll-out organizational performance management processes in the Memphis, TN, Omaha, NE, and Syracuse, NY school districts. In each district, she worked closely with principals and cross-functional central office teams to set goals and implement data-driven, continuous improvement routines. Elaine is currently leading a Florida-based collaborative network to improve implementation of standards-aligned instruction with the Miami-Dade, Palm Beach, Lake and Volusia districts.
Co-Director, Science and Math Programs, Education Development Center×
Dr. Buffington is a Co-PI on NSF funded Research and Practice Collaboratory bridging STEM research and practice and Co-PI of an NSF funded project focused on Visual Access to Mathematics (VAM) for English Learners with an emphasis on rational number topics. Dr. Buffington serves as Regional Educational Laboratory-Northeast and Islands Liaison to Maine, New Hampshire, and Vermont, and facilitates REL-NEI’s Northeast Rural Districts Research Alliance. She also leads technology professional development for middle and high school mathematics teachers for Maine Learning Technology Initiative and serves as lead TA support for STEM related Investing in Innovation (i3) grantees. Dr. Buffington has extensive experience as a collaborative researcher, professional development leader, mathematics, physics, and computer science teacher, school and district technology coordinator, and has taught mathematics education and educational technology courses in higher education. She served as PI for professional development and research projects including Reducing Barriers by Addressing Misconceptions in Mathematics and Access to Algebra using Interactive Technologies State MSPs, GeoGebra in Algebra I open educational resources, and SELECT Math technology and mathematics for the Boston public schools among others.
Deputy Chief of Staff, New York City Department of Education×
Dion Bullock serves as the Deputy Chief of Staff for the Division of Teaching & Learning within the NYCDOE central office. In his role, he manages special projects for the division, overseeing budget and operations for the Deputy Chancellor’s budget, managing the strategy for and implementation of professional learning for the division’s 700-member staff, and building partnership with internal and external stakeholders to foster a culture of knowledge sharing, continuous improvement, and equity. His mission is to transform government agencies into spaces for employee development and social justice. Prior to this role, Dion has worked in the non-profit and local government sectors focused on capacity building, education, and youth development.
Co-Founder & Chief Strategy and Development Officer, Common Sense Media×
Linda Burch is co-founder and Chief Strategy and Development Officer of Common Sense Media, a not-for-profit dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in a world of media and technology.
Linda leads Common Sense’s education, strategy and development efforts in addition to the growth of its regional offices. She is the architect of Common Sense Education and in 2009 oversaw the development and launch of its K-12 Digital Literacy and Citizenship program. More recently she spearheaded the strategic development of Common Sense’s education technology ratings and teaching strategies platform, designed to help teachers discover, evaluate and implement great digital curricula in the classroom. Common Sense Education now reaches three quarters of all U.S. schools and has over 350,000 teachers as members. Linda has established partnerships with leading philanthropic foundations to support this work, including bgC3, the Bezos Family Foundation, Eli and Edythe Broad Foundation, the Carnegie Corporation, the Michael and Susan Dell Foundation, and the BIll and Melinda Gates Foundation. Linda is a widely sought after speaker on digital learning and kids’ media and technology use. She served on the Digital Learning Council established by Jeb Bush and former Governor Bob Wise, the MacArthur Foundation’s Digital Media and Learning core-group, the Games and Learning Publishing Council sponsored by the Gates Foundation, and the Annenberg Sunnylands Math Strategy Group.
Prior to Common Sense, Linda was senior vice president of business development and corporate planning at SyStemix, a biotechnology company that she helped build and then sold to Novartis. She was a strategic management consultant at McKinsey & Company in New York from 1985 to 1990, where she served health care and consumer products companies. Prior to that she spent five years in investment banking at Bear Stearns and Merrill Lynch, where she negotiated joint ventures between U.S. technology companies and the People’s Republic of China. Linda received her MBA from Stanford University and her bachelor’s degree summa cum laude from Yale. She has two kids who love media almost as much as they love being outside.
Director, the Center for Research on Equity & Innovation, High Tech High Graduate School of Education×
Stacey Caillier, PhD, is the Director of the Center for Research on Equity & Innovation at the High Tech High Graduate School of Education, where she supports improvement work within HTH K12 schools and beyond. Stacey has been with the HTH GSE since its inception in 2006, previously serving as the Director of the Teacher Leadership M.Ed. 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. Stacey holds degrees from Willamette University and the University of California, Davis. She has moonlighted as the pastry chef for an underground supper club and spends most of her spare time chasing around her little boy.
Kristen Campbell Wilcox
Assistant Professor, University at Albany×
Kristen Campbell is Assistant Professor in the Department of Educational Theory and Practice, University at Albany, State University of New York. Kristen teaches research methodology and teaching methods for second- and foreign-language teachers as well as courses on issues of 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 over ten years investigating processes and practices related to higher student performance 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.
Research Assistant Professor, National Center on Scaling Up Effective Schools×
Marisa Cannata is Research Assistant Professor in the Department of Leadership, Policy, and Organizations at Peabody College of Education and Human Development, Vanderbilt University and Director of the National Center on Scaling Up Effective Schools. Her research interests include continuous improvement research, high school reform, charter schools, and teacher hiring and career decisions.
Jennifer E. Carinci
Director of Research, Innovation, and Data Strategy, Council for the Accreditation of Educator Preparation (CAEP)×
Jennifer E. Carinci is the inaugural Director of Research, Innovation, and Data Strategy at the Council for the Accreditation of Educator Preparation (CAEP). Given the newness of both the position and the organization, Jennifer’s role involves shaping and implementing an ambitious agenda to advance educator preparation. Previously Jennifer served as an Institute of Education Sciences Pre-Doctoral Training Fellow with a background as a middle and high school art teacher in Baltimore City. Distinctions earned include Maryland Art Education Association’s New Middle School Art Teacher of the Year, Fulbright Teacher Scholar in Greece, Program Chair of the Academic Audit Research in Teacher Education SIG, and past member of the AERA Council. Jennifer holds a B.F.A. in General Fine Arts from Maryland Institute College of Art (MICA), as well as a Master’s of Science in Education and a Doctorate in Teacher Development and Leadership from Johns Hopkins University.
Principal, Milford Central Academy×
Nancy is currently the principal of Milford Central Academy (MCA), in Milford, Delaware. MCA is a public middle school serving grades 6-8, with approximately 1,000 students in the Milford School District. Prior to becoming the Principal of MCA in April of 2014, Ms. Carnevale was the principal of Milford Middle School. She has been an administrator for 15 years serving at both elementary and secondary schools. She has served as an adjunct professor at both Wilmington University and the University of Delaware teaching a variety of education and technology courses. Before going into administration, Ms. Carnevale taught language arts and social studies in grades 5-12 and served as a writing specialist. Growing up, Ms. Carnevale had no intention of going into teaching. However, during a year-long study abroad experience in Kenya, she began volunteering in a school and realized she wanted to become a teacher. After graduating from Denison University with a degree in English Literature, she returned to Ohio University for her Bachelor’s in Education and later a master’s from Wilmington College. Ms. Carnevale credits her involvement with the Schools That Lead organization for keeping her passionate and motivated about school improvement.
Senior Fellow, Strategy and Business Development, Carnegie Foundation for the Advancement of Teaching×
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.
Associate, Network Initiation and Development, Carnegie Foundation for the Advancement of Teaching×
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, college readiness efforts, and to make grant making 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 in public affairs from the LBJ School at the University of Texas, and a bachelor’s from Whittier College.
Field Support Liaison, Community District 1, New York City×
Carry Chan-Howard is the Field Support Liaison at Community District 1 in New York City. Carry was the founding principal of The School for Global Leaders and has served as a middle school principal for 8 years. Carry was also lives in Queens with her two children, husband, and parents.
NBCT, Director of Policy and Partnership, National Board for Professional Teaching Standards×
Lisa is a National Board Certified Teacher and the Director of Policy and Partnerships at the National Board for Professional Teaching Standards. In that role, Lisa serves as the improvement advisor for the Network to Transform Teaching (NT3). Previously she was a Teaching Ambassador Fellow at U.S. Department of Education. Clarke taught social studies in WA and NY. She held a variety of leadership positions in the Kent School District, including serving on the Superintendent Professional Learning Community, assisting with curriculum development, and acting as a Social Studies curricular leader.
Senior Learning Experience Designer, Stanford d. school×
David Clifford builds irresistible learning environments. A maker, teacher and edu-activist, he was a founding member of East Bay School for Boys. In 2014, David was a fellow at Stanford’s d.school where he created design school x, a new high school model rooted in equity and innovation. David is currently a senior learning experience designer in the K12Lab Network.
Executive Director, Baltimore Education Research Consortium (BERC)×
Faith Connolly (Ph.D. in Public Policy, University of Maryland) joined the Baltimore Education Research Consortium (BERC) as Executive Director in August, 2010, to lead strategic development of expanding the consortium by establishing a lead role in communication raising funds, managing research teams and partnerships, and working with our Executive Committee and Advisory Committee to shape BERC’s future research agendas and priorities. Faith earned her undergraduate degree from Harvard University, master’s degrees from the University of Hartford and the Johns Hopkins University, and doctorate in public policy from the University of Maryland. Her past professional experiences include being a dropout prevention mathematics teacher, assistant to the chief of accountability for Baltimore City Public Schools (2001-2004), director of accountability for Montgomery County Public Schools (2004-2007), and have served as the vice-president of the American Education Research Association Division H, Research, Evaluation and Assessment in Schools.
Senior Consultant, Learner-Centered Initiatives×
Diane facilitates long-term professional development programs focused on inquiry, leadership and standards-based curriculum, instruction and assessment design. Her work in schools and districts support teachers, coaches and leaders to build organizational capacity to operate as learning communities. As a strong advocate of action research, Diane has developed expertise in guiding educators through the process of planning and carrying out collaborative and individual inquiry that is rigorous and grounded in classroom and school practices. She is currently guiding several districts in using action research for improvement. Ms. Cunningham has published an ASCD Action Tool titled Improving Teaching with Collaborative Action Research and has published work related to portfolios and action research in Why Am I Doing This? Purposeful Teaching Through Portfolio Assessment and Becoming a Better Teacher: Eight Innovations that Work. Finally, Ms. Cunningham has a background in elementary education, reading education and writing. She is currently a doctoral candidate in Learning and Teaching at Hofstra University.
Executive Director, District Support, Tennessee Department of Education×
Meghan Curran is the executive director for the division of district support at the Tennessee Department of Education. In this role, she oversees the state’s eight regional offices that provide academic support to Tennessee’s 146 school districts. Each office is staffed with a director and a variety of academic specialists. Meghan joined the Tennessee Department of Education in 2011 as the director of the state’s Race to the Top grant, managing both the programmatic and budgetary aspects of implementation. Prior to her role at the department, Meghan worked on staff at Teach For America as a director of government affairs, and taught second grade as a 2006 corps member in Charlotte, N.C. Before moving into the classroom, Meghan spent nearly four years as a legislative assistant to a U.S. Congressman, where she handled a variety of policy issues, including education. She graduated from American University with a B.A. in International Studies.
Alan J. Daly
Chair and Professor of the Department of Education Studies at the University of California, San Diego×
Alan J. Daly, Ph.D. is Chair and Professor of the Department of Education Studies at the University of California, San Diego. He is also the founding Executive Editor of the new Sage Journal Educational Neuroscience. Alan’s research and teaching are influenced by his 16 years of public school experience in a variety of instructional and leadership roles. His research primarily focuses on the role of leadership, educational policy, and organization structures and the relationship between those elements on the educational attainment of traditionally marginalized student populations. Alan draws on his theoretical and methodological expertise in social network theory and analysis in his work and has multiple publications and a book on the topic published by Harvard Press entitled, Social Network Theory and Educational Change. He has a second co-authored book with Springer entitled, Using Research Evidence in Schools, and another with the American Educational Research Association entitled, Thinking and Acting Systemically: Improving School Districts Under Pressure.
Interim Superintendent, Oakland Unified School District×
Before stepping into the role of OUSD Interim Superintendent, Dr. Devin Dillon served as Deputy Superintendent of Academic Social Emotional Learning and Chief Academic Officer of Oakland Unified School District. Prior to working in Oakland Unified, she was Director of Elementary schools in the Los Angeles Unified School District. In this role, she led a network of 16 school principals and schools. In just one year, Devin was recognized as an outstanding Director and promoted to the position of Director of Common Core for the entire West region. In this role, she led the transition to Common Core for a total of 154 schools from Elementary to Secondary, in all content areas. Prior to that role, Devin served in Denver Public Schools in a variety of roles for fifteen years. Her roles in Denver included; classroom teacher, Literacy coach, Instructional Specialist for Literacy, Director of Instructional Networks, Assistant Principal and Principal. Devin was principal of Marie L. Greenwood K-8 Academy for four years. In this position, she led the improvement of the school academically, including becoming an AVID demonstration school in grades 4-8. Devin started her teaching career as a Reading intervention teacher in Charlotte, North Carolina.
Associate, Network Initiation and Development, Carnegie Foundation for the Advancement of Teaching×
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 non-profit 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, and more recently 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 B.A. from Stanford University and a M.Ed. from Bank Street College of Education.
Coordinator, Office of Continuous School Improvement. Oakland Unified School District×
Corey Donahue works in the Oakland Unified School District as the Coordinator for School Performance in the Office of Continuous School Improvement. In this role, Corey is responsible for the communication and use of annual reports of school performance in Oakland, the ongoing development of continuous improvement capacity of school leaders, and the creation of systems to monitor the progress of schools. Prior to his current role, Corey was an Education Pioneers Analyst Fellow for the Talent Division of OUSD. There he improved processes to onboard new employees, analyzed data on teacher attendance, and implemented systems to track and support emergency credentialed teachers. In addition, Corey worked at the Carnegie Foundation for the Advancement of Teaching for three years as Special Associate to the President and a Post-Baccalaureate Fellow.
Vice President, Programs, Spencer Foundation×
John Q. Easton is Vice President, Programs at the Spencer Foundation. At Spencer, he leads a grant program on Research-Practice Partnerships. From June of 2009 through August 2014 he was director of the Institute of Education Sciences in the U.S. Department of Education. Prior to his government service, Easton was executive director of UChicago Consortium
Senior Associate, Director of Learning and Teaching, Carnegie Math Pathways, Carnegie Foundation for the Advancement of Teaching×
Ann R. Edwards is the director of Learning and Teaching in the Carnegie Math Pathways initiative. She oversees the development and implementation of the Pathways instructional system, including Statway and Quantway curricula, assessments, pedagogy, and faculty development system. She comes to Carnegie from the University of Maryland, College Park, where she was faculty in the college of education focusing on mathematics teaching, teacher learning, and professional development. She also brings a deep commitment to addressing issues of equity that shape mathematics teaching and learning at all levels. She has taught secondary and collegiate mathematics and worked with mathematics teachers K-16. She has a B.A. in applied mathematics from Harvard University and an M.A. and a Ph.D. from the University of California, Berkeley in education in mathematics, science and technology.
Senior Program Officer, Bill and Melinda Gates Foundation×
Susan Fairchild is currently a Senior Program Officer at the Bill and Melinda Gates Foundation. Susan also previously joined New Visions in 2009. She heads the knowledge management and organizational learning initiatives that support continuous improvement and the surfacing of promising practices in NYC schools. Prior to joining New Visions, she served as a program director at The Epsilon Group, an international healthcare consulting organization, managing multi-country and longitudinal oncology studies. She holds a master’s degree from Columbia University’s Mailman School of Public Health and a Ph.D. from New York University’s Steinhardt School of Culture, Education and Human Development with a focus on teacher workforce issues and survey methods. She has served as an adjunct professor at New York University and has taught graduate level program evaluation courses. She also leads systems thinking workshops at institutions such as the University of Basel in Switzerland.
Kentucky Director, Network to Transform Teaching×
Suzanne Farmer is a National Board Certified Teacher specializing in early childhood education and mathematics intervention. Currently on leave from the Danville Independent Schools, Suzanne serves as the Kentucky Director of the Network to Transform Teaching, a partnership between state agencies, school districts, and the National Board for Professional Teaching Standards. Suzanne was the Kentucky 2012 recipient of the Presidential Award for Excellence in Science and Mathematics Teaching.
Executive Director, Innovation and Evaluation, PEBC×
Belle Faust oversees vision development, strategic planning, and the alignment of program implementation with continuous improvement and evaluation efforts. She works with residency and professional development staff, as well as academic and district partners to ensure that curricula, instruction, and coaching reflect research-based best practices in engaged learning for students and adults. She guides research and evaluation to assess emerging trends as they relate to PEBC programs, as well as to influence the development of new programs and initiatives. Faust has a Ph.D. in Quantitative Research Methods.
Mathematics Staff Development and Curriculum Specialist, Tulare County Office of Education×
Shelah is the CVNIC Hub Lead/Improvement Specialist, Tulare County Office of Education Mathematics Staff Development and Curriculum Specialist. Shelah has worked for the past year to organize a network dedicated to building meaningful experiences in math classrooms. This year the network has launched their NIC and is excited to utilize Improvement Science methodology as they learn to improve.
Post-Baccalaureate Fellow, Collaborative Technology, Carnegie Foundation for the Advancement of Teaching×
Kenneth joined the Carnegie Foundation in 2015 as a Post-Baccalaureate Fellow in Collaborative Technology. He provides support for information and user management, visual design, and branding across the Pathways networks and within the Foundation. Kenneth attended the University of California, Irvine where he focused on the development of educational iPad games for children and pursued a degree in Studio Art with minors in Digital Arts and Educational Studies. Before joining Carnegie, Kenneth worked at WGBH Studios in Boston to help with the production of early iPad math games for preschoolers. He also worked as a graphic designer for a marketing company in Salinas, California.
Executive Director, Upper Cumberland Center of Regional Excellence (CORE), Tennessee Department of Education×
Dr. Fox is a 23 year educator with experience as a middle school teacher, elementary reading teacher, district level administrator and higher education. Janice helped establish a non-profit reading foundation, the Children’s Reading Foundation of the Upper Cumberland, for the regional footprint and currently serves on the board of directors with the national Children’s Reading Foundation. As CORE Director for the Upper Cumberland region Janice has generated a regional community focus supporting the importance of building strong readers. Janice and the CORE team support district leaders by providing differentiated professional development designed to build the districts’ capacity as they implement best practices to improve educational outcomes for all students.
Sierra Malia Fox
Strategic Analyst, Kamehameha Schools×
Sierra supports the development, implementation, and evaluation of a pilot scholarship program for underserved students at the University of Hawai’i using tools of improvement science. She holds an M.B.A. from Chaminade University and B.A.’s in Business Management and Hawaiian Studies from the University of Hawai’i-Mānoa. Her professional interests include collective impact, data analysis and reporting, and increasing student access to, and completion of college.
Regional Director, Equal Opportunity Schools×
Kia C. Franklin is an education advocate with a passion for educational equity and social justice. She serves as Regional Director for Equal Opportunity Schools, where she supports a team of Partnership Associates and Partnership Directors working to increase access to academically rigorous courses for students of color and low income students in public schools across the country. Prior to joining EOS Kia worked in and with other public schools and non-profit organizations to provide meaningful educational opportunities to underrepresented students. Kia has a background in policy advocacy, youth development and legal services and earned her Bachelor’s Degree from Stanford and her law degree from Georgetown University.
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 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.
Education Research Specialist, High Tech High Graduate School of Education×
Ryan is an Educational research specialist within the Center for Research on Equity & Innovation at the High Tech High 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 the Next Generation Science Standards (NGSS) Early Implementation Initiative at High Tech High. 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 UC San Diego and 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!
Leyda W. Garcia
Principal, UCLA Community School×
Leyda was born in Guatemala and immigrated to the USA when she was in 7th grade. She attended Stanford University where she earned a B.A. in Psychology and M.A. in Education with a focus on language, literacy and culture. She began her teaching career in 1998 in San Mateo, CA as a bilingual educator. In 2000 she returned to Los Angeles and worked for both the LAUSD and the Montebello Unified School District where she became an assistant principal and eventually a principal. Ms. Garcia graduated from the UCLA’s Principal Leadership Institute in 2007. She joined the amazing UCLA Community School team in 2009 where she has served as principal. Ms. Garcia is truly honored to be back in the community where she grew up, working with families with similar stories of struggle, strength and perseverance.
Professor, Graduate School of Education and Information Studies, University of California, Los Angeles; Senior Fellow, Carnegie Foundation for the Advancement of Teaching×
Louis Gomez holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education and Information Studies at the University of California Los Angeles. Gomez has served since 2008 as a senior partner at the Carnegie Foundation for the Advancement of Teaching, where he leads the 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.
Superintendent, School District of Menomonee Falls×
Pat Greco is the superintendent of schools for the School District of Menomonee Falls. 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. An innovative leader nationally, she has served with 40 superintendents nationally with the Educational Research Development Institute to improve products targeting the educational market. Pat was 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, received the Educational Influence Award from Wisconsin ASCD for her advocacy for children and public education, and the Fire Starter Award from Studer Education. Pat has extensive background in leading instructional improvement applying the principles of quality to education and is published internationally. Pat has dedicated her professional service to organizations committed to impacting strong learning outcomes for all 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.
Improvement Advisor and Literacy Consultant, Carnegie Foundation for the Advancement of Teaching×
As a consultant to the Carnegie Foundation Sharon Greenberg is the literacy lead on the Tennessee Early Literacy Network team and she is directing the planning of the Early Literacy Meta- Network. In her work as an improvement advisor and literacy consultant, researcher and coach, Sharon has worked with state departments, districts, schools, colleges, research groups, and non-profits to advance school development and improve literacy teaching and learning. She is a founder of the Center for School Improvement at the University of Chicago (now the Urban Education Institute) and the Consortium on Chicago School Research. Sharon has a Ph.D. from the University of Chicago, and a B.A. and M.A.T. from Stanford University. Sharon was certified as a Reading Specialist in California and her Improvement Advisor certification is from the Institute for Healthcare Improvement.
President and Co-Founder, EdLeader21×
Edleader 21 is the PLC dedicated to helping district and school leaders scale and sustain 21st century education practices system-wide. Along with Ken Kay, Valerie is the author of The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts (2012), published by Pearson Education.
From 2011-2015, Valerie served as Chief Learning Officer, establishing EdLeader21’s strategy for building capacity throughout the network. She and her team produced a number of implementation tools and resources such as the 4Cs Rubric, the Common 4Cs Performance Task Project and STEP21.
Previously, Valerie served as the Director of Strategic Initiatives for P21 (Partnership for 21st Century Skills), where she established and led work to integrate career and college readiness skills into standards, assessments and curricula. She worked closely with state and national leaders to ensure core academic standards and assessments appropriately targeted higher order thinking skills. Valerie earned a M.Ed. in educational media and computers from Arizona State University and a master’s in English from the University of Arizona. She is an honors graduate of Vassar College. Valerie was raised in southern Oklahoma and has called Tucson home since 1993. She’s a sports enthusiast—a golfer, runner and fan of everything from English Premier League to the Packers to the Phoenix Mercury. She and her husband are enjoying the full-court press of life with two witty teenage daughters.
Senior Partner, Carnegie Foundation for the Advancement of Teaching×
Alicia Grunow is a senior partner and director of the improvement science and analytics groups at Carnegie. In that role, she oversees the core capacities that support all networked improvement communities: analytics, developmental evaluation, design and development, program technologies and improvement research. Alicia completed the Improvement Advisor program at the Institute for Healthcare Improvement in 2011 and currently leads the Foundation’s efforts to adapt these methodologies for the field of education. Towards this end, she teaches improvement workshops and coaches improvement teams both in and outside of the organization. Before coming to Carnegie, Alicia was an instructor in Stanford’s Teacher Education Program (STEP), where she taught practices to support the academic achievement of English language learners. Her research at Stanford used a range of quantitative methodologies to examine policy issues regarding English language learners. Alicia received her B.A. in psychology from Reed College. She has a master’s degree in economics and a doctorate in educational administration and policy analysis from Stanford University. Before graduate school, she taught for seven years in transitional bilingual and dual language elementary school programs in both Denver and New York City. She completed the Bilingual and ESL Teachers Leadership Academy at Bank Street College. At the core, she will always identify as a practitioner.
Social Studies Subject Area Coordinator, East Side Union High School District×
Honey Gubuan is a teacher and Social Studies Subject Area Coordinator for the East Side Union High School District, the second largest high school district in the state of California. She has been an educator for fifteen years and has served in multiple secondary schools representing a wide range of students. Honey is well versed in multiple educational strategies that she has utilized in a variety of courses — from advanced placement classes to SDAIE (specially designed academic instruction in English for EL) classes. Currently, Honey is spearheading the district’s Literacy Design Collaborative efforts. In her tenure in the district, Honey has piloted several successful classes in the district and served as department chair, master teacher, and academy lead. She has experience in small learning communities and has helped students enter college through her affiliation with the Puente Program. Honey has a Bachelor’s Degree from the University of California, Santa Barbara and Master’s Degrees in Education from the University of Pacific and San Jose State. Her proudest accomplishment is being a mom to Bella and Joseph!
Research Director, Ewing Marion Kauffman Foundation×
Edit Gummer is a research director in Education for the Ewing Marion Kauffman Foundation where she oversees the development and implementation of the education research and policy initiatives that focus on strengthening innovation and entrepreneurship in education. Prior to joining the Kauffman Foundation, Gummer was a program officer in the Division of Research and Learning in the Directorate of Education and Human Resources at the National Science Foundation. In that capacity, Gummer was the lead program officer for the Discovery Research K-12 program that provided funding for the development, testing and implementation of science, technology, engineering and mathematics resources, models and tools in preK-12 educational settings. Before the NSF position, Gummer was a senior research scientist in the Evaluation Research Program at WestEd. Gummer earned her PhD in curriculum and instruction from Purdue University, Master of Science in science teaching, Master of Science in biology both from State University of New York at Albany, and Bachelor of Arts in biology from Indiana University.
CEO, Innovate Public Schools×
Matt is the Founder and CEO of Innovate Public Schools, a school reform organization working to promote and initiate great public schools for all children in Silicon Valley and the Bay Area, particularly low-income children and children of color.
Before launching Innovate, Matt was the Executive Director of People Acting In Community Together (PACT) from 2000-2012. Under Matt’s leadership, PACT led the effort to make Santa Clara County the first county in the country to provide access to health insurance to all low- income children, launched the highest-performing public schools in the Alum Rock School District, created the ACE Public School Network, and built one of the only large public school choice movements in the country initiated and driven by the people with the most at stake: low-income parents.
In the 1990s, Matt was a community organizer with Oakland Community Organizations, where he built the organization’s parent-led new schools campaign. This effort has transformed the district and made it the most improved urban district in California for 7 years, due to the dramatic rise in student achievement at dozens of new charter schools and new, more effective district schools.
Matt’s work is featured in Jonathan Schorr’s book, Hard Lessons: The Promise of an Inner-City Charter School, and in Mark Warren’s book, A Match On Dry Grass: Community Organizing As A Catalyst For School Reform. Matt advises organizations around the country that are seeking to build political will for the urgent school reform that parents desire for their children.
Before moving back home to the Bay Area, Matt was a staff organizer for Southern Echo in Mississippi and was the founding director of the Community Service Center at Duke University, his alma mater, where he graduated Phi Beta Kappa and Summa Cum Laude. Matt is a 2013 Pahara-Aspen Fellow and is a Senior Fellow of the American Leadership Forum-Silicon Valley. He is on the founding Board of Directors of Cristo Rey San Jose.
Graduate Student Researcher, University of Pittsburgh×
Maggie Hannan is a researcher at the Learning Research and Development Center and a doctoral student in the Learning Sciences and Policy program at the University of Pittsburgh. Her research interests include complex systems theory, policy implementation, organizational change, and urban education. She has taught a variety of courses for undergraduates, graduate students, and pre-service teachers, and she is currently working on the developmental evaluation team for the Tennessee Early Literacy Network (TELN).
Deputy Superintendent, Englewood Schools×
Patty Hanrahan is currently the Deputy Superintendent of Englewood Schools in Colorado. Previously, she served as Director of Elementary Education for Douglas County School District. While there, she also worked as a Principal, an Assistant Principal, a Staff Developer, and as a first grade teacher. Before moving to Colorado, Patty worked as a teacher in both a parochial school and an urban school district. Patty has a Bachelor of Science degree in Elementary Education with an emphasis in Early Childhood Education from Missouri State University. She holds a Master of Arts in Teaching from Grand Canyon University, a Type D Principal license, and a Colorado Administrator License. This is Patty’s 32nd year in education. She is married and the mother of two daughters.
Former Superintendent, Fresno Unified School District×
Michael Hanson has been serving the Fresno Unified School District as superintendent since 2005. He is responsible for leading California’s fourth largest school district and overseeing the academic performance of more than 73,000 students, as well as managing a $1 billion budget. Under his leadership, Fresno Unified School District has posted five straight years of improved academic performance. Hanson served as the lead superintendent for the State of California’s Race to the Top application and has provided insight and guidance on the Common Core Standards work. Prior to joining Fresno Unified, Hanson served as associate superintendent for Elk Grove Unified School in Sacramento County. He attended college at UCLA where he earned a degree in Economics. He went on to earn a Master’s in Education with a specialization in Teaching and Curriculum from the Harvard Graduate School of Education and a Certification in Educational Administration from Syracuse University.
Early Language Specialist, Auckland Kindergarten Association×
Suzie is the Early Language Specialist at Auckland Kindergarten Association (AKA). She is a Speech Language Therapist who began her career in the UK where she worked for the National Health Service in Hertfordshire and then Ealing, a vibrant and diverse West London Borough. She made the move to Auckland, NZ in 2011 and has worked in Special Education with the Ministry of Education, working with schools, early childhood settings and families to support their children’s communication. In 2015, Suzie began her role with the AKA leading the oral language strategy for 107 kindergartens, 5 early childhood centres and 5 playgroups. She provides support for teaching teams through professional development programmes, specialist projects, individual coaching and support, planning and implementation. Suzie has supported nine teaching teams from the AKA in the ‘Now We’re Talking’ project and is passionate about Improving oral language outcomes for the next generation
Post-Baccalaureate Fellow, James Madison University×
Thomas Hartka received a Bachelor’s of Science in Psychology from James Madison University. As a freshman, Thomas joined the Psychology Residential Learning Community, offering a unique introduction to his Psychology degree. In this experience, he lived and took 3 psychology classes together with a small group of other incoming psychology majors. During his junior year, he joined a social psychology research team led by Natalie Kerr-Lawrence, and studied methods of reducing distracted driving. Then during his senior year, he joined the Motivation Research Institute (MRI) led by Kenn Barron and Chris Hulleman. Here he assisted in continuous improvement projects at Thomas Harrison Middle School. Currently, he is continuing to work as a Post-Baccalaureate fellow for MRI to support the work being conducted with the Student Agency Improvement Community. He is extremely interested in pursuing a career in education and is taking time to explore different researcher and practitioner options before returning to graduate school.
Lucy Herz Lapinski
Program Director, Student Success Network×
Student Success Network is a NYC-based nonprofit that connects and empowers education and youth development organizations to improve student social and emotional learning. Since cofounding Student Success Network, Lucy has led the development of SSN’s program, including building systems to help organizations use data to drive improvement and creating and facilitating spaces for organizations to co-create solutions to common challenges. She leads recruitment, engagement, and retention of member organizations and oversees program administration. Hailing originally from the Blue Ridge Mountains in North Carolina, Lucy first moved to NYC to attend Columbia University. Prior to joining forces with SSN’s cofounder in 2011, Lucy was working with NYC-based social justice organizations in their start-up phase.
Assistant Superintendent for Student Achievement, Pasco County Schools - Florida×
Vanessa provides oversight and leadership for six instructional departments. In partnership with The New Teacher Project, she has developed cohesive district system with her team, designed to ensure all learning environments are student-focused and results oriented. Vanessa joined the district in 1995 as a teacher of students with disabilities at the elementary and middle school levels. She has since served as an assistant principal, principal, and district director. She has experience with Title 1 programs, students with special needs, curriculum and instruction, school turnaround, and systems change. Vanessa received a Bachelor of Arts degree in English from the University of North Carolina, a Juris Doctorate from the University of Miami, and a Masters’ degree in Educational Leadership from St. Leo University.
Heather J. Hough
Executive Director for Policy Analysis for California Education and the CORE Districts×
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 advisor 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 Ph.D. in education policy and a B.A. in public policy from Stanford University.
Director, K-12 Programs, Gates Foundation×
Robert Hughes was appointed the director of K-12 Programs at the Gates Foundation in June 2016, after having served as president of New Visions for Public Schools since September 2000. At the Gates Foundation, Hughes leads K-12 strategy, helping to scale the Foundation’s most impactful education solutions to reach more students. Under Hughes’s leadership, New Visions for Public Schools created 99 district and six charter public schools in New York City, provided mentoring services to hundreds of new principals, developed school-based certification programs for teachers and principals, and created an inquiry process now in use in 1,500 New York City public schools. Trained originally as an attorney, Hughes was co-counsel for the Campaign for Fiscal Equity in its landmark case challenging the constitutionality of the New York State’s educational finance system. His leadership in that case helped secure $5 billion in operating funds and $13.5 billion for capital construction for the New York City public school system.
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.
Partner, The New Teacher Project (TNTP)×
As a Partner at TNTP, Ben currently leads the work in the organization around Academic Strategy and has helped launch the Florida Pilot Implementation Network–a group of six districts working together on the implementation of rigorous college and career ready standards in the classroom. In the past, Ben has supported large urban school districts with the design, execution and expansion of new approaches to recognize excellent teachers through career pathways and compensation, as well as identifying accurate ways to evaluate classroom practice. Ben served as an English teacher in Denver Public Schools before joining TNTP and holds a BA in English and a Secondary Education Certificate from the University of Colorado, Boulder.
Director, High Tech High North County×
Isaac Jones has been the Director of High Tech High North County since April 2011, after teaching math and science for 7 years in New York City and San Diego. Isaac entered the teaching profession through the New York City Teaching Fellows program, working in a “hard to staff” school in Harlem. After developing a passion for progressive education, he transferred to Vanguard HS, a member of the New York Performance Standards Consortium, a small collection of high schools in New York who have successfully petitioned to the state legislature to waive the state high stakes assessments in favor of more holistic performance based assessments. After 5 years in New York City, Isaac moved back to his hometown of San Diego, teaching 10th grade math and chemistry at High Tech High. As a teacher, he is committed to engaging all students through real-world projects that force us to question, analyze, and wonder. His advanced degrees are from the University of Arizona and Johns Hopkins University.
Graduate Research Assistant, National Center on Scaling Up Effective Schools×
Ela Joshi is a doctoral student in the Department of Leadership, Policy, and Organizations at Vanderbilt University. She holds a Bachelor of Arts in Philosophy from Rutgers University and a Master of Education from Arizona State University. Prior to her studies at Vanderbilt, she taught elementary school and worked as a recruiter for a large educational non-profit. She is interested in research involving organizational structures and dynamics in schools, student-teacher relationships, and school improvement.
Executive Director, Education, PEBC×
With 30+ years of experience, Joyce Joyce has influenced the learning of students and adults while holding a variety of positions throughout the education system. Joyce’s background enhances her understanding of the critical components of successful school leadership and adaptation. Her experiences and her ability to infuse the science of leadership and theories of change with the day-to-day application of practice make her style of facilitation authentic and purposeful. Joyce is an Adaptive School training associate, is highly trained in Cognitive Coaching, and is a national consultant and facilitator for leadership and systems thinking. Joyce has a M.Ed. in Educational Leadership.
Executive Consultant, Kamehameha Schools×
Shawn was born and raised on the ahupua‘a of Pūpūkea, Oʻahu. She leads and supports executive strategy at the Kamehameha Schools. Her professional career has focused on understanding collective ways to build greater successes for Native Hawaiian children in public schools, the role of place in identity processes, and the impact of Hawaiian culture-based education on student outcomes. With degrees in demography, family sociology, and business, her experience includes faculty of sociology at the University of Wisconsin-Madison, where her research focused on maternal and child health, and service on the Race and Ethnic Advisory Committee of the U.S. Census Bureau, the National Indian Education Association, the Native Hawaiian Education Council, the O‘ahu Workforce Investment Board, Peace Child International – Hawaiʻi, Polynesian Voyaging Society crew, and as editor of Hūlili, a multidisciplinary journal on Native Hawaiian wellbeing. A Kamehameha Schools alumna, Dr. Kanaʻiaupuni earned her B.A. in public affairs and psychology from the University of Denver, her M.A. and Ph.D. from the University of Chicago, and her M.B.A. from the University of Hawai‘i-Mānoa.
Walter H. Gale Professor of Education, Harvard×
Tom Kane is an economist and Walter H. Gale Professor of Education at Harvard. He directed the Measures of Effective Teaching project for the Bill & Melinda Gates Foundation– still the largest study of classroom practice ever undertaken. He has studied the design of school accountability systems, charter schools, teacher effectiveness, financial aid for college, race-conscious college admissions and the earnings impacts of community colleges. From 1995 to 1996, Kane served with President Clinton’s Council of Economic Advisers. Kane has also been a faculty member at Harvard’s Kennedy School and at UCLA and has held fellowships at the Brookings Institution and the Hoover Institution.
Director of Research and Innovation, 100Kin10×
As founding Director of Research & Innovation at 100Kin10, Kanter is developing a new program of Networked Improvement Communities for 100Kin10’s 280 partners (schools of education, school districts, museums, etc.), designed to help these organizations work together in newly collaborative and disciplined ways to develop and improve solutions to shared problems that stand in the way of adding 100,000 excellent STEM teachers to the K-12 workforce by 2021. Before joining 100Kin10, Kanter worked in education technology as Amplify Education’s Director of Research and on Google’s Classroom and Play for Education products. Kanter was also founding Director of the Research Center for Play, Science, and Technology Learning, winning an i3 award from the U.S. Department of Education to design and study new ways of bridging in-school and out-of-school STEM learning opportunities. Kanter has been on the faculty in Curriculum, Instruction, and Technology and Education at Temple University and in Learning Sciences at Northwestern University. Kanter has a new chapter on using engineering design in the science classroom as part of the NSTA publication “Disciplinary core ideas: reshaping teaching and learning.”
Continuous Improvement Coach, Kimberly Area School District×
Jennifer Kaufman has a Bachelor’s Degree in Elementary Education and a Master’s Degree in Educational Leadership. She has taught for 20 years at the elementary level. During her last three years in the classroom, Jennifer applied continuous improvements principles to her practice and with her students. Most recently, she has been working as a Continuous Improvement Coach in the Kimberly Area School District. Her focus is to teach continuous improvement principles, coach teachers through PDSA thinking, use standard work to monitor improvements and facilitate Rapid Improvement Events (RIE). Jennifer co-presented one school’s Continuous Improvement Journey at the National Quality Education Conference in Houston in November 2015. She also was a co-presenter at the ASQ conference in Milwaukee, November 2014. Jennifer and her husband reside in Appleton, Wisconsin. They are raising three teenage sons.
Associate, Improvement Science and Program Director, Tennessee Early Literacy Network, Carnegie Foundation for the Advancement of Teaching×
Anna Kawar is an improvement specialist and the director of the Tennessee Early Literacy Network (TELN), a partnership between the Tennessee Department of Education and the Carnegie Foundation. TELN, launched in 2016, sits within a statewide “Read to be Ready” initiative aimed at improving early (K-3) literacy. Anna previously served as improvement specialist for the Building a Teaching Effectiveness Network and Carnegie Math Pathways, and currently is the lead improvement specialist for the Student Agency Improvement Community. Her support for networked improvement communities (NICs) includes building hub capacity, improvement capabilities of network members, determining improvement priorities, as well as coaching testing, data collection, and analysis. Anna also works to bring improvement science to the field by leading and teaching workshops such as Improvement Science in Practice and Explorers’ Workshop, as well as teaching at the annual Summit on Improvement in Education. Prior to Carnegie, Anna worked for the Institute for Healthcare Improvement in Boston, MA where she learned how to apply improvement science and use the power of networks to make real change in health care. Anna received her MPP in social policy and MBA in nonprofit management from Duke University and also holds a BA in public health and international relations from Cornell University
Associate Vice President, Communications, Carnegie Foundation for the Advancement of Teaching×
Mark Kerr leads the Carnegie Foundation’s communications strategy and implementation in collaboration with program staff and partners. Prior to joining the Foundation, he contributed to the education field through his work in software development, book publishing, and communications at diverse organizations, including WestEd, the Center for the Collaborative Classroom, Cengage Learning, and Jossey-Bass Publishing. He has a B.A. and M.A. in English from the University of Oklahoma, where he was awarded a graduate teaching award and research awards. He completed doctoral-level coursework at the University of California, Santa Barbara, where he was a lecturer in the writing program.
Executive Director of Research and Evaluation, Santa Ana Unified School District×
Tran Keys is the Executive Director of Research and Evaluation for the Santa Ana Unified School District (SAUSD) in southern California. The Research and Evaluation Department collects, maintains and reports data, coordinates district, state and college readiness testing, provides data analysis and metrics to inform decision making, and assists school sites by providing professional development opportunities related to data and assessments. Keys received her Master’s in Social Sciences and Doctorate in Education from the School of Education at the University of California, Irvine.
Associate, Network Initiation and Development, Carnegie Foundation for the Advancement of Teaching×
Edit Khachatryan is an associate in network initiation and development, 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.
National Director of Program Development and Support, Partners in School Innovation×
Jaime is a leader for educational equity working to develop the capacity of educators across the country to transform outcomes for students of color and English learners. After graduating from the University of Michigan with a degree in psychology, Jaime moved to the San Francisco Bay Area serving as AmeriCorps member supporting improvement initiatives in schools. This experience inspired a deep commitment to learning more about school change and issues of inequity in schools. At the end of her term of service, she entered a program in educational psychology at the University of California, Berkeley, where she earned her masters degree with a focus on early reading instruction and teacher development and learning. After working briefly as a school psychologist, Jaime rejoined Partners in School Innovation and spent two years supporting teachers and leaders to make data-driven improvements in their schools. Over her nearly ten years in the organization, Jaime has led a variety of efforts including design of internal training and support systems, codification of programs, and design of professional learning networks. In her current role, she focuses on developing new strategies to increase impact, continuously improve Partners approach, and new region development.
Manager, Fairfax County Public Schools×
Shannon has worked in the field of education for more than 20 years; she has worked as a classroom teacher, a gifted education resource teacher, an instructional coach, and an educational consultant on innovative instruction and assessment. 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 earned her Bachelor of Arts degree in Music at The University of North Carolina, her Masters of Science in Education at George Mason University, her Maters in Gifted Ed and her Administrative Endorsement from the University of Virginia and her Ph.D. in Educational Psychology at George Mason University. An avid proponent of the Thinking CollaborativeTM work, she provides consulting to schools on the topic of supporting learner-centered environments.
Co-Founder & CEO, GO Public Schools×
Jonathan began working with parents, educators, and community members in 2008 to develop GO’s Oakland network, and became Executive Director in 2012. He has since assumed the role of CEO, leading GO into a new era of impact across California. Jonathan was one of three finalists for the Peter Jennings Award for Civic Leadership, presented annually to one Teach For America alumna/us for work that has led to far-reaching systemic change. New Schools Venture Fund named Jonathan Change Agent of the Year in 2013. In 2003, he co-founded what is now the Oakland Public Education Fund. Previous roles also include the Bay Area Executive Director of Teach For America, Chief Program Officer at the Rogers Family Foundation, and Special Assistant to the State Administrator in the Oakland Unified School District. Jonathan received an MBA from the Haas School of Business in 2008, a bachelor’s degree in history from Yale University, and a teaching credential from Chapman University.
Executive Director, Bank Street Education×
Starting as a science teacher, first in New Jersey and then New York City, Doug helped form Humanities Preparatory Academy, a progressive transfer school. In San Francisco, he led a non-profit 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.
Co-Founder and partner, Edge Consulting LCC; Senior Fellow, Carnegie Foundation for the Advancement of Teaching×
Jim is the co-founder and partner of EDGE Consulting LLC, an education policy consulting boutique in Arlington, VA. He is currently a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching and a senior policy advisor for the William T Grant Foundation, and senior advisor for the National Network for Education Research Practice Partnerships. With more than four decades of experience in education leadership, Kohlmoos has served in a wide range of executive positions in the Washington DC including executive director of the National Association of State Boards of Education, president and CEO of Knowledge Alliance, the vice president of Implementation Group, and vice president of the Close Up Foundation. From 1993 to 2000 Kohlmoos served at the U.S. Department of Education as both a Deputy Assistant Secretary of Elementary and Secondary Education and as a Senior Policy. He also served on the Presidential Transition Team in 1992. Kohlmoos began his professional career in education 1971 with the U.S. Teacher Corps in Salinas, CA. He subsequently served as a teacher trainer with the Peace Corps in Malaysia Kohlmoos holds a baccalaureate in history from Stanford University (1971), earned teacher credentials from the University of California, Santa Cruz in 1972.
Senior Executive Leader, Population and Community Health and Senior Fellow at Cincinnati Children’s Hospital; Senior Fellow, IHI×
Uma R. Kotagal, M.B.B.S., M.Sc., is the senior executive leader for Cincinnati Children’s Population and Community health efforts. In this role, she collaborates internally across teams, and externally with local partners, to improve the health of children in the Greater Cincinnati Region. She also serves a broader role as a Senior Fellow at Cincinnati Children’s Hospital Medical Center, where she consults on behalf of and is an ambassador for Cincinnati Children’s with other organizations. She formerly served as Senior Vice President for Quality, Safety and Transformation and Executive Director of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children’s Hospital Medical Center. As director of the Anderson Center, Dr. Kotagal oversaw the transformation of the health care system in Cincinnati and supported the development of Learning Networks. Previously, Dr. Kotagal served as clinical director of the neonatal intensive care units at the University Hospital and at Cincinnati Children’s. She received her Master of Science in Clinical Epidemiology and Clinical Effectiveness from the Harvard School of Public Health. She served as a visiting scholar at the Center for Risk Analysis at the Harvard School of Public Health and a visiting professor at the Tufts New England Medical Center, in the Division of Clinical Decision Making. Dr. Kotagal was born in Bombay, India, where she received her undergraduate and her medical degree from the University of Bombay. She serves on the Board of Directors of the Ohio Children’s Hospital Association, and chairs the Quality Improvement Committee of the Children’s Hospital Association. Previously, she served as a member of the advisory committee of the Toronto Patient Safety Center and as an associate editor of BMJ Quality and Safety. She is a member of the National Academy of Medicine.
Executive Director, Stanford College Transition Collaborative×
Natasha Krol is the Executive Director of the Stanford College Transition Collaborative (CTC). The CTC brings together pioneering social psychologists, education researchers and higher education practitioners to create learning environments that produce more equitable higher education outcomes. CTC conducts applied research to develop and rigorously test evidence-based approaches that place the student experience at the center of student success initiatives, and convey to all students they are valued, respected, and can excel. Natasha previously worked at McKinsey and as the Director of Chicago’s Plan for Economic Growth and Jobs, with organizations in the US, Africa, and Asia. Natasha was a Chicago Council on Global Affairs Emerging Leader and a Chicago Mayoral Fellow. Natasha holds a Bachelors of Arts in Neuroscience from the University of Pennsylvania and a Masters of Architecture from the University of Michigan.
Assistant Professor of the Practice, Dept. of Leadership, Policy & Organizations, Vanderbilt University×
David currently is an Assistant Professor of the Practice the Department of Leadership, Policy and Organizations where directs the Principals Leadership Academy of Nashville (PLAN) and the Educational Leadership Learning Exchange program (ELLE) with South China Normal University. He teaches in the doctoral program in Educational Leadership and Policy and in the Human and Organizational Development undergraduate major. His courses include school accountability, student assessment, organizational learning, and leadership theory. David holds an Ed.D. from the Department of Leadership, Policy, and Organizations at Peabody. Prior to joining the faculty he was the Director of State and Federal Evaluation for the New York City Department of Education. His academic interests include leadership development and how information technology and methodologies can support systemic school improvement.
Project Manager, Ko Awatea×
Rebecca Lawn is a Project Manager at Ko Awatea in Auckland, New Zealand, and leads multiple projects across both the health and education sectors. Most recently she has been working alongside passionate early childhood teachers and language experts to improve the oral language development of children. Rebecca’s other work involves projects within primary and secondary healthcare settings to improve long-term conditions management. A pharmacist by background, Rebecca is passionate about patient safety and facilitating change. Rebecca experienced hands-on quality improvement while leading service development projects within pharmacy which inspired a change in career. Rebecca earned her Bachelor of Pharmacy in New Zealand and spent several years working as a pharmacist in the United Kingdom. Rebecca furthered her skills and learning by acquiring a PG Certificate in Management.
Hal A. Lawson
Professor, Department of Educational Policy and Leadership and Professor of Social Welfare, University at Albany, State University of New York×
Hal Lawson is Professor of Social Welfare and Professor of Educational Administration and Policy Studies at the University at Albany. He also works regularly in the School of Public Health. These interdisciplinary involvements reflect his interests in vulnerable children and families served by resource-strapped organizations such as schools and community agencies, which are located in challenging places—local, regional, national and international. This work addresses the terrible trilogy of poverty, social exclusion, and social isolation, and it typically necessitates school, family, community, and higher education partnerships involving interprofessional collaboration, youth leadership, and participatory action research.
Executive Director, East Center of Regional Excellence (East CORE)×
Ginger Leach is the Executive Director of East Center of Regional Excellence (CORE) with the Tennessee Department of Education. Ginger has over 15 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 result in student readiness.
Senior Vice President, Programs, Carnegie Foundation for the Advancement of Teaching×
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 Hawaiʻi, 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 Ph.D. from the University of Pittsburgh, a master’s from Harvard University and a bachelor’s from Yale College.
James S. Liebman
Simon H. Rifkind Professor of Law, Director of Columbia Center for Public Research×
James is Simon H. Rifkind Professor of Law and director of the Columbia Center for Public Research and Leadership(CPRL). His work focuses on institutional design and change in public education and criminal justice. Liebman founded CPRL in 2011 to engage graduate and professional students in projects designed to equalize school children’s access to high-quality public schools. The center, jointly sponsored by Columbia’sBusiness and Law Schools and Teachers College, brings together students in business, education, law, and policy from over a dozen participating universities across the country to immerse themselves for a semester in the theory and practice of transformative change in public education. Liebman joined the Law School’s faculty in 1985, where he served as vice dean from 1991 to 1992. He earned his J.D. from Stanford University and his B.A. from Yale College.
Principal, EducationCounsel, LCC×
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 twenty years working in government and non-profit 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 non-profit 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.
Ruth N. Lopez Turley
Professor of Sociology, Rice University, Director, Houston Education Research Consortium, Associate Director, Kinder Institute for Urban Research×
Ruth’s work aims to connect education research and policy/practice. In 2011, she founded the Houston Education Research Consortium (HERC), a Research-Practice Partnership (RPP) between Rice University and the Houston Independent School District (HISD). HERC aims to close achievement gaps by race/ethnicity and economic status by improving the connection between research and policy/practice. HERC’s research agenda is shaped by the needs of district leaders, and the resulting research informs their decision-making. In 2015, she launched the National Network of Education Research-Practice Partnerships, which supports and develops RPPs throughout the country, facilitates comparative research across partnerships, and coordinates efforts to connect education research and policy locally, regionally, and nationally. Ruth completed her undergraduate work at Stanford University and her graduate work at Harvard University.
Doctoral Candidate, Urban Schooling, UCLA Graduate School of Education×
Maritza is a doctoral candidate in the Urban Schooling division at the UCLA Graduate School of Education and Information Studies. Maritza’s research investigates the micro and macro-level processes that support learning in schools. Maritza regularly collaborates with K-12 teachers, school teams, and researchers to address pressing problems of practice. Previous collaborations include a two-year credit recovery project designed to address disproportionate biology course failure rates among high school students and a multi-year partnership supporting K-12 school department teams take up tools of improvement to increase literacy school-wide. Maritza began her career as a bilingual elementary school teacher for the Los Angeles Unified School District. Maritza was a Teaching Fellow at the University of Pittsburgh and a fieldwork supervisor for California State University, Dominguez Hills. Maritza holds a B.A. in Spanish Literary Studies from Occidental College and M.A. in Education from California State University, Los Angeles.
Director of Operations, Division of Teaching and Learnings' Office of Operations, New York City Department of Education×
Jane is passionate about the power of education to alleviate poverty and create more just, equitable societies. A self-avowed data nerd, she loves building scalable systems that are data driven, user-centered, and resilient. As director of operations for the New York City Department of Education’s Division of Teaching and Learning, she has created and streamlined complex systems that drive grants strategy, budget planning, invoicing, and knowledge management. Before joining the NYCDOE, she was the development manager at The Foundation Center and foundations and corporate relations associate at The Children’s Aid Society, where she contributed to a broad spectrum of philanthropic initiatives at the national and global level. Jane has a Master’s Degree from New York University’s Steinhardt School of Culture, Education, and Human Development. Her teaching and mentoring experience spans middle school, high school, and college classrooms, which continues to nurture her profound respect for educators.
Chief Academic Officer, Volusia County Schools
Lead Analyst for Tennessee Early Literacy Network, Tennessee Department of Education×
Katherine McEldoon holds a Ph.D. in Psychology from the Peabody College of Education at Vanderbilt University. Before joining the Tennessee Department of Education in 2016, she was lead researcher at YouScience, where she conducted a 20,000 student efficacy study on college & career readiness with Georgia Public Schools and the Governor’s Office of Student Achievement. Katherine was a Postdoctoral Research Fellow at Arizona State University’s Learning Sciences Institute, where she worked on an IES-funded research partnership to incorporate a theory of cognitive engagement into teacher practice. She is an IES Experimental Education Research Fellow, and has conducted educational research from the individual student-level on. She has worked in cognitive development, mathematical reasoning, language acquisition, quantitative methods, research design, and learning science principles. She looks forward to sharing her knowledge of measurement with TELN.
Director, Improvement Networks, Tennessee Department of Education×
Rachelle has recently relocated to Tennessee after eight years of experience in the NYC school system as teacher, teacher leader, systems coach, and assistant principal. She has expertise in performance-based assessment as an alternative to traditional standardized assessment, experiential and project-based education, transformative coaching for teachers, and restorative justice as a school discipline system. She is very excited to be working on a project that recognizes the value of empowering educators to learn and innovate together to reach a common goal.
Post-Baccalaureate Fellow, Advancing Quality Teaching, Carnegie Foundation for the Advancement of Teaching×
Haley McNamara is a Post-Baccalaureate Fellow for Advancing Quality Teaching (AQT) at the Carnegie Foundation. 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. At the Foundation, Haley splits her time between 1. working alongside Ann Edwards and Dan Ray in applying Improvement Science methodology to the Faculty Support Program, and 2. serving as a team lead for Staying Strong alongside Rachel Beattie.
Director of Network Initiation and Development, Carnegie Foundation for the Advancement of Teaching×
Eva Mejia is director of network initiation and development for the Carnegie Foundation for the Advancement of Teaching. In this capacity, she leads partnerships with organizations that are launching Networked Improvement Communities and designs processes to accelerate learning and build capacity among practitioners. Mejia has worked on improvement efforts in several roles prior to coming to Carnegie. She served as an Improvement Coach for the Data Wise Project at the Harvard Graduate School of Education (HGSE) and as a consultant helping community colleges and universities use data to inform their student success programing. Mejia began her career as a Family Advocate (social worker) for the Chula Vista Community Collaborative’ s Family Resource Centers. She also coordinated parent involvement, mentorship, and tutoring programs that included over 1,200 volunteers at The Preuss School UCSD, a nationally recognized charter school for first generation low-income students. Mejia holds an Education Leadership Doctorate (Ed.L.D.) from HGSE, as well as a B.A. in psychology, and an M.A. in sociology from Stanford University.
Deputy Director for School Improvement, New Visions for Public Schools×
Michele is responsible for developing and implementing two, key organizational strategies at New Visions: continuous improvement and strategic data check-ins. As a member of the school support team, she works intensively with staff to support New Visions’ 6-12 school principals and leadership teams in building and strengthening school-level administrative systems. Before coming to New Visions, Michele spent four years teaching high school English at Explorations Academy in the South Bronx, beginning there as a Teach for America corps member. She holds a Master of International Affairs degree from Columbia University, an M.S. in secondary English education from Lehman College, and a B.A. in comparative literature and French from the University of Michigan.
Associate, Improvement Science, Carnegie Foundation for the Advancement of Teaching×
Amanda Meyer is an improvement specialist at the Carnegie Foundation for the Advancement of Teaching, where she supports educators in leveraging the tools of improvement science to solve critical problems. She provides improvement expertise to a number of Foundation initiatives, including the Carnegie Higher Education Network, and also teaches within Carnegie’s external-facing workshops. Amanda joined the Carnegie Foundation in 2013 as a post-baccalaureate fellow, supporting the work of the Building a Teaching Effectiveness Network (BTEN). In addition to her role at Carnegie, she has taught English language arts for a college access program in San Francisco and continues to volunteer as a mentor for first-generation college students. Amanda began her career as a Teach For America corps member, teaching English as a second language at Lanier High School in San Antonio, Texas. She holds a B.A. in Latin American Studies, Spanish, and educational studies from Washington University in St. Louis. Her professional interests include user-centered design, systems thinking, and college access for underserved students.
Manager of Applied Research, New York City Department of Education×
As the manager of applied research at the New York City Department of Education’s (NYCDOE) Continuous Learning team, Sam’s work focuses on developing schools’ capacity to make learning the center of their efforts to improve. They provide supports and structures to help schools analyze problems of practice, design strategies for tackling them, learn iteratively as they do so, and share their learning among a community of educators. Prior to joining the NYCDOE Sam spent four years as an ESL teacher in Los Angeles and Barcelona, and worked as an evaluator for after school programs in New York City.
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.
Director, Doctoral Program in Leadership for Educational Equity (LEEP), University of California, Berkeley×
Rick Mintrop taught high school in both the United States and Germany before he entered into his academic career. He received an MA in Political Science and German Literature at the Freie Universtät Berlin (1978) and a Ph.D. in Education from Stanford University (1996). As a researcher, he explores how educational policies shape teaching and learning in schools, and strives to strengthen the connection between research and practice. At UC Berkeley, he is a professor in the Policy, Organizations, Measurement and Evaluation (POME) program and also serves as the Director of the Doctoral Program in Leadership for Educational Equity (LEEP).
Manager 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, and liaising with Carnegie through SAIC. 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.
Associate, Analytics, Carnegie Foundation for the Advancement of Teaching×
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 Ph.D. in sociology and M.S. in architecture from the University of California, Berkeley. He also holds a B.A. in public policy from Brown University.
Samantha Brown Olivieri
Vice President, Strategy & Growth, GreatSchools×
As Vice President, Strategy & Growth at GreatSchools, Sam weaves the program strategy for the organization, working to conceptualize and develop our data strategy and analysis, strategic partnerships, community action, and ensuring overall program quality. Sam began her career in education over a decade ago and is recognized as a national expert on the fair and effective use of data to assess K-12 school quality. Previously, Sam was the director of accountability for the California Charter Schools Association and also served as a teacher, education coordinator, and strategic consultant in inner city school settings. She currently lives with her family in San Francisco, CA.
Senior Associate, Director of External Offerings and Partnerships, Carnegie Foundation for the Advancement of Teaching×
Sandra Park is director of external offerings and partnerships for the Carnegie Foundation. She oversees the development and execution of workshops on network initiation, improvement science and practical measurement and helps support the work of other educational organizations interested in accelerating their capacity to improve. She completed the Improvement Advisor program at the Institute for Healthcare Improvement in 2011 and formerly served as the director of the foundation’s Building a Teaching Effectiveness Network (BTEN). Park previously taught elementary school in Oregon, Maryland, and Washington, D.C., and was director of programs at First Graduate in San Francisco. She holds a B.A. in sociology from Georgetown University, a teaching credential and M.A.T. from Louis & Clark College, an Ed.M. in administration and policy from the Harvard Graduate School of Education, and a Ph.D. in education policy from UC-Berkeley.
Director of Strategic Projects, National Board for Professional Teaching Standards×
Emma Parkerson is Director of Strategic Projects at the National Board for Professional Teaching Standards, a nonprofit dedicated to ensuring accomplished teaching for every student, every day by increasing the number of board-certified teachers. In this capacity, Emma leads the Network to Transform Teaching (NT3). Prior to this role, she led the National Board’s Investing in Innovation (i3) project to create a video-based library of accomplished teaching cases and integrate them into teacher preparation and induction experiences. Emma joined the National Board in 2007 as an intern facilitating the convening of practitioners to revise accomplished teaching standards. A graduate of The George Washington University in Psychology and Anthropology, Emma served as the inaugural Improvement Fellow at the Carnegie Foundation for the Advancement of Teaching in 2014 and is an alumna of the Institute for Educational Leadership’s Educational Policy Fellowship Program.
William R. Penuel
Professor of Learning Sciences and Human Development, University of Colorado Boulder×
William is professor of Learning Sciences and Human Development in the School of Education at the University of Colorado Boulder. His research sits at the intersection of learning sciences and policy. He studies the design, implementation, efficacy, and sustainability of efforts to improve science and mathematics education. He has explored how participatory design, professional development, curriculum, and teachers’ collegial interactions can support educational improvement. Recent projects have examined the efficacy of project-based curricula in science, how teachers’ assistance to colleagues can augment the effects of professional development, and how research-practice partnerships facilitate use of research among district leaders. He is the Principal Investigator of the National Center for Research in Policy and Practice a center studying how school and district leaders use research. He is co-principal investigator of the Research+Practice Collaboratory which is developing and testing new approaches for relating research and practice more productively. He is editor of a recent volume on Design-Based Implementation Research, 2013, with Barry Fishman, Anna-Ruth Allen, and Britte Haugan Cheng and author of a forthcoming book, Creating Research-Practice Partnerships in Education (with Dan Gallagher, Harvard Education Press) that offers practical guidance for building and sustaining equity-focused partnerships.
Executive Director, Carnegie Project on the Education Doctorate (CPED)×
Dr. Jill Perry is the Executive Director of the Carnegie Project on the Education Doctorate (CPED) & Research Associate Professor at the University of Pittsburgh. She is working with the CPED consortium to instill Improvement Science into EdD programs as a signature pedagogy. Additionally, she is part of the University of Pittsburgh EdD Practitioner Inquiry design team instilling improvement research into EdD preparation. Dr. Perry’s research focuses on professional doctoral preparation in education, organizational change in higher education, and faculty leadership in higher education. She graduated from the University of Maryland, where she received her Ph.D. in International Educational Policy. She has over 20 years of experience in leadership and program development in education and teaching experience at the elementary, secondary, undergraduate, and graduate levels in the US and abroad. She is a Fulbright Scholar (Germany) and a returned Peace Corps Volunteer (Paraguay).
Associate Professor, Education Policy, Leadership and Innovation, University of Michigan; Senior Fellow, Carnegie Foundation for the Advancement of Teaching×
Donald Peurach is an Associate Professor of Education Policy, Leadership, and Innovation at the University of Michigan School of Education. His research and teaching focus on large-scale, network-based educational improvement, with a specific focus on how networks can be structured and managed to support continuous learning and improvement. His research includes a longitudinal study of Success for All, a literacy initiative that has demonstrated success improving student reading outcomes in a state-sized network of schools. His current research and service include serving as a Carnegie Fellow, and collaborating with colleagues in the Carnegie Foundation to understand and support leadership practice in improvement-focused networks.
Visiting Assistant Professor, Carroll School of Management, Boston College; Fellow, Network Analytics, Carnegie Foundation for the Advancement of Teaching×
Shannon M. Provost is a visiting assistant professor at the Carroll School of Management at Boston College. In 2016, she completed a Ph.D. in information systems at the University of Texas at Austin. She seeks to build a program of research around analytics, networks, and the science of improvement. Shannon has worked as a visiting researcher at the James M. Anderson Center for Health Systems Excellence at Cincinnati Children’s Hospital Medical Center and as a member of the Institute for Healthcare Improvement faculty. She recently joined the Carnegie Foundation as a fellow supporting the Network Initiation and Development team.
Executive Director, Mindset Scholars Network×
Lisa Quay is the Executive Director of the Mindset Scholars Network. The Mindset Scholars Network is a group of leading social and behavioral scientists dedicated to advancing our understanding of students’ psychological experience of school in order to improve learning outcomes and expand educational opportunity. The network accomplishes this mission by supporting interdisciplinary scholarship, expediting the pace of knowledge accumulation and dissemination, and serving as a public authority on mindset science. Prior to her role with the Network, Lisa was a consultant specializing in strategy development and implementation, research and analysis, and business planning for non-profits and foundations. Lisa also served as a Program Officer at the Stupski Foundation, where she played a key role in creating its strategy to help students develop learning mindsets and skills. She has also held positions at the Chief Justice Earl Warren Institute on Law and Social Policy at the Berkeley School of Law, The Bridgespan Group, and Mathematica Policy Research.
Project Manager, Talking Matters×
Emma is the Project Manager for Talking Matters, a cross sector collaborative to help communities talk more with young children. She began her career as a speech language pathologist in Auckland 2008, working in culturally and linguistically diverse neighbourhoods. Developing a curiosity about the links between difficulties with oral language in early childhood and poor literacy outcomes later in life, she completed a post graduate diploma in educational psychology. The Now We’re Talking Campaign gave Emma the opportunity to share her knowledge and build her improvement capabilities. She was a subject matter expert for 10 teaching teams and helped develop tools to measure progress in teacher practice and child outcomes. Now We’re Talking has been influential in the formation and development of Talking Matters. Oral language is essential for children to achieve their potential, and helping communities and families to improve ensures the best ideas are shared and used.
Partner, The Wildflower Foundation×
Theodore Quinn manages the innovation portfolio at the Wildflower Foundation, a new organization building a nationwide network of one-room, shopfront, tech-enabled Montessori schools. Before Wildflower, he spent nearly a decade as the senior vice president of organizational learning at Teach For America, where he led a wide range of research, innovation, data, and, knowledge management activities. Prior to entering the education space, he was an associate principal with McKinsey & Co., where he advised clients on strategy and performance issues. He holds a Ph.D. in physics from the University of Chicago and a B.S. in physics from Stanford University.
Hayagreeva “Huggy” Rao
Professor of Organizational Behavior and Human Resources, Graduate School of Business, Stanford University×
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 experience, 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.
Learning Experience Designer, K12 Lab Network, Stanford d.school×
Ariel Raz is driven by the belief that teaching is a creative profession. He has taught middle school math and was a founding member of KIPP Bloom in the Chicago Southside. In 2014 Ariel began a master’s program in learning, design & technology that culminated in iCanGo, a story building tool for parents of children on the Autism spectrum. He is now a learning experience designer with the K12 Lab Network at the Stanford dschool.
Senior Researcher, American Institutes for Research×
Kelly Reese is a senior researcher at AIR with seven years of experience conducting mixed-methods research, leading teams of researchers, and providing analytic support to clients. Her experience spans content areas, including: career and technical education systems and career pathways from K-12 to postsecondary with industry partnerships; college and career readiness initiatives, including programs to help persistence in higher education; adult financial literacy; early grade to postsecondary STEM interventions; professional development for pre-service and early career teacher populations; and teacher evaluation systems. Reese has led statewide studies of career pathway systems in Illinois, Michigan, and Massachusetts and is currently co-principal investigator evaluating a STEM career pathway initiative in Texas. She currently directs studies of development initiatives, including Investing in Innovation interventions and Networked Improvement Communities. Reese received her Master’s degree from the University of Chicago’s Harris School of Public Policy Studies.
Mathematics Staff Development and Curriculum Specialist/Improvement Specialist , Tulare County Office of Education×
Christine Roberts is the Mathematics Staff Development and Curriculum Specialist/Improvement Specialist for Tulare County Office of Education. Through her work, she hopes to inspire and encourage teachers and administrators to increase their capacity as they provide rich mathematical experiences for their students and deepen their understanding and passion for mathematics. During Christine’s 15 years in education, she has taught elementary school, middle school mathematics, and served as a mathematics education leader. She is excited to learn more about improvement science and how we can use it to support teaching and learning mathematics.
Associate Professor of Learning Sciences and Policy, University of Pittsburgh; Fellow, Network Initiation and Development, Carnegie Foundation for the Advancement of Teaching×
Jennifer Russell is an associate professor of learning sciences and policy in the School of Education, a research scientist at the Learning Research and Development Center at the University of Pittsburgh, and a fellow of the Carnegie Foundation for the Advancement of Teaching. She received a Ph.D. in education policy and organizations from the University of California, Berkeley. Her research examines policy and other educational improvement initiatives through an organizational perspective. Her recent work examines two primary issues: (1) how schools create social and organizational structures that support reform; and (2) how inter-organizational collaborations and networks can be structured to support educational improvement. She is a former special education teacher in urban and rural settings and is committed to more equitable outcomes for all students.
CEO, Baltimore City Public×
Sonja Santelises was recently appointed the new CEO of Baltimore City Public Schools (effective July 1, 2016). She is currently the 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. Before joining The Education Trust, Sonja was the chief academic officer for Baltimore City Public Schools. Sonja came to Baltimore City Schools from 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, New York, followed by stints at a year-round school in Brooklyn where she was a founder, teacher, and curriculum specialist. She holds a bachelor of arts from Brown University, a master of arts in education administration from Columbia University, and a doctor of education in administration, planning, and social policy from Harvard.
Founder and President, Research for Better Teaching, Inc. (RBT)×
Research for Better Teaching, Inc. (RBT), is a professional development organization dedicated since 1979 to improving classroom teaching and school leadership throughout the United States and internationally. He has led large-scale district improvement projects forging working alliances among superintendents, teacher union leaders, and school boards in school districts such as Montgomery County, Maryland, Eugene, Oregon, and Brockton, Revere, and Attleboro in Massachusetts. He is an annual guest instructor for The Harvard Graduate School of Education’s Achievement Gap Institute and is a well-known keynote speaker on high-expertise teaching, school leadership, and related education topics. Dr. Saphier is passionate about and actively engaged in public policy efforts to close the nation’s achievement gaps. In 2003, he served as a panel member for the National Research Council of the National Academy of Sciences to study the best methods for transferring well-established educational research knowledge to classroom practice.
Director of Public Policy, Public Education & Business Coalition (PEBC)×
Sue is the Director of Policy at Public Education & Business Coalition. Sue engages in policy work including Colorado’s Education Preparation Innovation Coalition, and the Bill and Melinda Gates Foundation Global Community of Practice on Early Teacher Initiatives. She also leads the vision and executive level work for Stanley Teacher Prep. Sue has worked in the education field for 24 years. Sue has served roles in mentoring, advising, coaching, seminar design and admissions. Sue has been an instructor of child development for the University of Colorado Denver, School of Education and Human Development. Sue is a founding design team member of Joe Shoemaker School and is the current President of the Board for SOAR charter school. She is on the founding advisory board of Metro State University’s School of Education. She earned a M.A. in Curriculum and Instruction from UCD and a Bachelor’s degree in History from Princeton University.
Principal, Shue-Medill Middle School, Christina School District×
Michelle is a Principal of Shue-Medill Middle School in the Christina School District in Newark, Delaware. She was asked to take this position on May 1, 2014. Prior to becoming Principal of Shue-Medill, Michele was an Assistant Principal at Newark High School in the Christina School District from June 2007 – April 2014. She also served as a Small Learning Community Coordinator for Newark High School from August 2005 – May 2007. Her career in education started with her teaching experience which was at 6th grade in both the Christina and Brandywine School Districts from 1994 – 2005. Working with children has always been a passion of hers. It began with a small babysitting service when she was 13, and blossomed into a growing interest in teaching which eventually led her to become an educational leader. Michele has been heavily involved in implementing PBS and RTI at both the high school and middle school levels. She believes both RTI and PBS are some of the most important systems a school can implement to assist all students in experiencing success. She has worked with the Schools That Lead Network as an Assistant Principal at Newark High School and now as a Principal at Shue- Medill Middle School. Schools That Lead has taught her how to create meaningful teacher feedback and improvement work within a school. Michele is a lifelong learner who is very passionate about finding what strategies, interventions, and techniques work to assist all students in finding a successful educational experience.
Principal, Mapleview Intermediate School, Kimberly Area School District×
John is a building principal in the Kimberly Area School District located in north-central Wisconsin. He has served as a teacher, principal and continuous improvement coach in his 20+ years in education. John has led his current school as the district’s model cell for continuous improvement, serves on the district’s improvement system team, as well as a coach for fellow administrators in continuous improvement practices and principled leadership. He has also presented nationally on leading a lean culture in education. John is a father to two teenagers and passionate about improving educational practices to help all learners reach their fullest potential.
Manager, Education Policy Impact Center×
Dr. Sheila R. Schultz, manager of HumRRO’s Educational Policy Impact Center, has over 30 years of experience conducting assessment, evaluation, and personnel research. She has consulted on a variety of implementation issues related to education and personnel systems. She has conducted a number of program evaluations to improve performance and assess impact, measure the quality of services and their delivery, and formulate policies and procedures. She has triangulated assessment results to provide diagnostic feedback and recommendations for improvement. Dr. Schultz has conducted extensive job analyses, developed performance assessments and evaluation systems, developed competency models and competency-based assessments, and conducted content and criterion-related validation studies. She has developed a variety of assessment tools including knowledge tests, analysis tests, situational judgment tests, interviews, and assessment center exercises. Dr. Schultz has a doctoral degree in Educational Research and Evaluation from Virginia Tech and a master’s degree in Industrial-Organizational Psychology from George Mason University.
Chief Research and Strategy Office, Tennessee Department of Education×
Nate is the Chief Research and Strategy Officer for the Tennessee Department of Education. In this role, he oversees the agency’s work around research and data analysis, partnerships, and strategic planning. He holds a Ph.D. in Education Policy from the University of Michigan and a bachelor’s degree from Harvard College. He taught high school science in Illinois and Arkansas.
Research Scientist, Education Development Center×
Karen is an experienced researcher and evaluator, with expertise in collaborative research. Shakman was lead researcher for the REL Northeast & Islands Northeast Educator Effectiveness Research Alliance (NEERA) from 2012-2016. NEERA served leaders responsible for the design and implementation of new educator evaluation systems. For the REL Northeast & Islands, she published several studies related to implementation of educator evaluation and developed a series of workshops designed for district- and state-based practitioners about logic models for program design, implementation, and evaluation and another workshop on continuous improvement in education. Shakman has delivered these workshops to regional and national audiences, and has provided coaching to districts engaged in continuous improvement. She has served as a technical assistance provider and evaluator for several projects, including the Nellie Mae Education Foundation’s District Level Systems Change initiative, the Teacher Incentive Fund grantees, and the Illinois State Board of Education Local Assessment System initiative.
Director of Data Analysis, Summit Public Schools×
Howard is the Director of Data Analysis for Summit Public Schools (www.summitps.org), where he coordinates the data analytics and data communications for the network. He was previously the Data Director for Basecamp, Summit’s free program providing the support, resources, and training to bring personalized learning to schools across the country (summitbasecamp.org). Howard has been with the Summit organization for 11 years. After graduating with an MA in Education from the Stanford Teacher Education Program, Howard taught Biology and Chemistry at Summit Prep for six years, during which time he coached three mentor groups through the college application process. Howard then joined Summit’s Information team, where he was instrumental in creating the data and systems to support Summit’s blended learning pilots. In fact, Howard created the initial prototype of the PLP 4 years ago. Howard also holds a BS in Chemistry with a minor in Computer Science from Stanford University.
Improvement Advisor, Ko Awatea×
Sneha Shetty is an Improvement Advisor at Ko Awatea, New Zealand where she works alongside some amazing teams within the healthcare and education sectors coaching them in improvement methodologies and supporting them as they deliver positive results for the community. The improvement projects include Oral Language Development in Early Childhood Education, Patient Safety initiatives and Patient Self-Management Support. Sneha has previous experience as a project manager for a Ministry of Health project encouraging live kidney donations in New Zealand, and with quality assurance within the private healthcare sector in India. Sneha earned her PG Diploma in Healthcare Management in India and progressed her learning further in New Zealand where she earned her PG Diploma in Health Science and a Masters in Business Administration.
Director of Continuous Improvement, Student Success Network×
Ali is currently the Director of Continuous Improvement at Student Success Network (SSN), a New York-based nonprofit which aims to connect education and youth development organizations around improving student social and emotional learning. At SSN, she supports members in strategically using data to improve programming and student outcomes so that SSN members can serve more students, better. Prior to joining SSN, Ali taught High School Biology and Anatomy as a Teach for America Corps Member in her hometown of Atlanta, GA and later joined a large management consulting firm with the goal of learning process improvement tools and strategies she could take back to the education sector
Marc L. Stein
Associate Professor, School of Education, John Hopkins University×
Marc, PhD is an Associate Professor in the School of Education at the Johns Hopkins University, an Affiliated Researcher with the Baltimore Education Research Consortium (BERC) and a Faculty Affiliate with the Center for Social Organization of Schools (CSOS). Dr. Stein’s research interests include school choice, neighborhood and school effects on student academic achievement, chronic absenteeism, and summer learning loss. Currently Stein is working on a randomized control trial that is investigating the efficacy of a ninth grade Early Warning Indicator intervention, projects investigating summer learning loss in Baltimore City, a project investigating the relationship between commuting to school using public transportation and student tardiness and absenteeism and an improvement science project with a Baltimore City high school focused on student absenteeism.
Director, Education, Raikes Foundation×
Zoë joined the Raikes Foundation in 2015 to lead its education strategy. Before joining the foundation, Zoë served as a resident at the Bill & Melinda Gates Foundation while completing her doctorate in education leadership from the Harvard Graduate School of Education. She wrote her dissertation on philanthropic strategy for incubating and scaling personalized learning. Previously, Zoë was assistant superintendent of professional support and development at Houston Independent School District (ISD). Prior to her work in Houston ISD, Zoë was a senior leader at Teach for America, where she spent her 10-year tenure focused on advancing the organization’s approach to teacher, coach and manager development. Zoë began her career as an elementary school teacher in Houston. In addition to her doctorate from Harvard, Zoë earned a bachelor’s degree in international studies from the University of Washington.
Superintendent of Schools, Pewaukee School District×
Dr. JoAnn Sternke considers herself very lucky to be a part of the Pewaukee School District. Since 2001, Sternke has been Superintendent of Schools in this wonderful school district that serves 2900 students on a beautiful campus located just west of Milwaukee, Wisconsin. Some of these initiatives include a successful 1:1 Laptop Initiative in elementary through high school, Four Year Old Kindergarten, Advanced High School course offerings with Northwestern University, Elementary World Language, Middle School 5×5 Block Schedule, and increased high school graduation requirements. In addition to being involved in these programs, she is an active member of the American Society for Quality. She has spoken about the district’s commitment to using quality principles. Sternke was recently recognized as Wisconsin’s Superintendent of the Year for 2013. For the past three years, the Pewaukee School District has been recognized as a Top Workplace by the Milwaukee Journal Sentinel. In 2010, the Pewaukee School District was honored to be the first education recipient of the Wisconsin Forward Award, the highest level of recognition in Wisconsin’s performance excellence program. She serves on the board of examiners for both the Baldrige National Quality Program and the Wisconsin Center for Performance Excellence.
Assistant Superintendent of Instructional Services, Tulare County Office of Education×
Charlene is the Assistant Superintendent of Instructional Services at the Tulare County Office of Education (TCOE). In this role, she leads TCOE’s Educational Resource Services department, a team of 25 instructional consultants, in providing support to the field in the implementation of California standards. Charlene works closely with district leaders and educators in California’s Central Valley to fashion a broad array of professional development opportunities and customized site-based consulting and coaching services focused on establishing structures and practices which promote College and Career Ready readiness for ALL students. Building capacity and coherence across the TCOE organization is also an integral facet of her work. Charlene is a member of several state committees including the Standards Implementation Committee and the Curriculum and Instruction Steering Committee (CISC) for which she serves as the 2017 chair, leading the coordinated instructional support efforts of California’s 58 County Offices of Education. Charlene serves as the Executive Lead for TCOE’s Central Valley Networked Improvement Community (CVNIC), fervently guarding the space and promoting the learning that is occurring within and across the network.
Vice President for Strategy and Innovation, FrameWorks Institute×
Julie is a sociolinguist and vice president for strategy and innovation at the FrameWorks Institute, where she lead efforts to diffuse the organization’s cutting-edge, evidence-based reframing recommendations throughout the nonprofit sector. Since joining FrameWorks in 2012, she has led the development of powerful learning experiences for nonprofit leaders and has provided strategic communications guidance for advocates, policymakers, and scientists nationwide and internationally. Prior to joining FrameWorks, Julie was actively involved in improving teaching and learning for over a decade as a classroom teacher, instructional designer, and teacher educator. At Center for Inspired Teaching, she served as director of teaching and learning and helped to found a demonstration school with an embedded teacher residency. As founding director of the Center for Urban Education, she launched a graduate teacher preparation program for the University of the District of Columbia. Julie’s linguistic research has focused on the intersection of language and race; on the role of language variation and language attitudes on student learning; and on effective professional learning for teachers. Her work has appeared in publications such as the Journal of Sociolinguistics, Educational Researcher, and Education Week, and she is the co-author of African American, Creole, and Other Vernacular Englishes in Education. She is a graduate of Georgetown University and lectures regularly at her alma mater. She completed her MA and PhD in linguistics at Stanford University.
Associate, Improvement Analytics and Measurement Development, Carnegie Foundation for the Advancement of Teaching×
Sola Takahashi is an associate, improvement analytics and measurement development, at the Carnegie Foundation. She explores, learns, and leads the development of measures and analytic systems that support on-the-ground improvement efforts in schools, through close collaboration with educators, improvement science specialists, and research analysts. Her work entails overseeing the life cycle of data from conception to instrument development to use and interpretation in the context of practice. Sola previously led the analytic work in the Building a Teaching Effectiveness Network (BTEN) initiative, and she currently supports the Student Agency Improvement Community. Broadly, she is interested in the role teachers play in urban school reform efforts, and she is trained in both qualitative and quantitative research methods. She received her Ed.D. in Education Policy, Leadership, and Instructional Practice at Harvard University, her MA at UC Berkeley, and her BA at Wesleyan University. Sola previously taught 3rd, 4th, and 5th grade in San Leandro, California.
Assistant Principal, Lenoir City Elementary School×
Amanda is currently the Assistant Principal at Lenoir City Elementary School in Lenoir City, Tennessee and a member of the Tennessee Early Literacy Network improvement community. She has worked to implement the school’s Response to Instruction and Intervention system and her primary instructional duties center around the school’s literacy program. Prior to serving as Assistant Principal, Amanda worked as a classroom teacher, teaching grades K, 2nd, 5th, and 6th grade Reading, for 10 years and served as a Curriculum and Instructional Coach for 5 years. She has earned her Bachelor of Science in Education from East Tennessee State University and her Master of Arts and Specialist in Education degrees from Tennessee Technological University.
Elementary Principal, North Colonie Central School District×
Trapini is the principal of Blue Creek School, a K-6 elementary school in upstate New York. During her 12 year tenure, the school has grown in enrollment and diversity. The percentage of students living in poverty has more than doubled, and there has been a steady increase in students qualifying for English as a New Language services. The school is also a district magnet school for students with special education needs related to behavior; the numbers of students in these programs have grown as well. Annette has worked closely with her faculty, district administrators, families and community groups to meet the changing needs of the school community as well as the unique needs of every child. From workshops that focus on teacher mindsets, restructuring of meetings with families, partnerships with community agencies, to a weekend backpack food program, Annette continues to work to find creative and effective ways to help students continue to make substantial academic and social-emotional gains.
Vice President, Programs, William T. Grant Foundation×
Dr. Tseng leads the Foundation’s grantmaking programs and its initiatives to connect research, policy, and practice to improve child and youth outcomes. In 2009, she launched the Foundation’s initiative on the use of research evidence in policy and practice. She also designed the Foundation’s support for research-practice partnerships, including a learning community of research-practice partnerships across the country. Tseng has longstanding interests in mentoring young researchers and strengthening the career pipeline for scholars of color. Under her leadership, the William T. Grant Scholars Program has deepened its support for early-career researchers and established a grants program to support mentoring for junior researchers of color. She was previously on the faculty in Psychology and Asian American studies at CSUN. Her studies of racial, cultural, and immigration influences on child development have been published in Child Development and her research on improving social settings and promoting social change have appeared in the American Journal of Community Psychology. She received her Ph.D. from NYU and her B.A. from UCLA.
Executive Director, Sevenzo×
Masa Uzicanin is the Executive Director of Sevenzo, a social impact nonprofit whose mission is to diffuse what works in education so that all students can reach their full potential. Sevenzo spun off from the Bill & Melinda Gates Foundation, where Masa served as a Program Officer managing a portfolio of investments in K-12 education focused on rapid innovation. The goal of the portfolio was to accelerate the rate at which innovative ideas, tools and processes take root in real schools and classrooms. Sevenzo was established in response to a call from educators who wanted to rapidly share practices that work across state and district lines. Prior to joining the foundation, Masa was the Director of Research & Development at Wireless Generation (now Amplify) where she led the development and evaluation of algorithm-driven educational products. Before joining Wireless Generation, Masa was a literacy coordinator at the New Jersey Department of Education where she designed and delivered state-level professional development to support New Jersey’s Abbott districts. Masa began her career as an elementary school teacher in Harlem, NY. She aspires to continue leading efforts that have real impact on young people’s lives.
Vice President, Strategic Initiatives, Carnegie Foundation for the Advancement of Teaching×
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.
Principal Consultant and Researcher, Veenstra and Associates×
Cindy is principal consultant and researcher for Veenstra and Associates and leads its efforts on improving STEM education. In her career, she has used statistical thinking, quality engineering, and improvement science ideas to improve processes in industry and education. While working at Motorola, she was on the team that brainstormed and developed the ideas known today as Six Sigma. Her Motorola training and experiences have guided her in her career. Later, active as a volunteer leader for the American Society for Quality (ASQ), Cindy led efforts in using Lean Six Sigma and Baldrige to improve education. After a successful career in industry, she changed direction, focusing on improving STEM education. In 2008, she earned a PhD from the University of Michigan with her research on improving freshman engineering retention. Cindy is an ASQ Fellow and past chair of the ASQ Education Division. Her publications include the book Advancing the STEM Agenda: Quality Improvement Supports STEM.
Executive Director and President, Literacy Design Collaborative×
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 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 Princeton Review as well as served as the Chief Operating Officer for New Leaders for New Schools and Executive Director for three Chancellors in New York City.
Kirk Walters, Ph.D.
Managing Researcher, AIR×
Kirk Walters is a managing researcher at AIR whose research focuses on understanding ways to improve K-12 math teaching and learning. His work has been funded by a variety of governmental agencies and private foundations. It 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. Before entering graduate school, Dr. Walters spent nine years as an urban middle and high school math teacher in the Los Angeles and Washington, D.C. metro areas, serving as a department chair, mentor teacher, and math professional development facilitator.
Interim Superintendent, Hayward Unified School District×
Matt Wayne is the Interim Superintendent of Hayward Unified School District. Dr. Wayne strives daily to support schools in creating challenging, thoughtful and joyous learning experiences for children. This has been his focus throughout his twenty-year career in education as a teacher, literacy consultant, site administrator, and district leader. Now as Interim Superintendent, Dr. Wayne brings a student and school centered approach to district leadership. From establishing an instructional framework in collaboration with school and teacher leaders to developing a comprehensive professional development plan, he is working to establish systems and structures to support a focus on teaching and learning. Dr. Wayne earned an undergraduate degree and doctorate in Educational Leadership from UC Berkeley. He also is a lecturer in the Leadership for Educational Equity Program at UC Berkeley. Additionally, Dr. Wayne earned a Masters of Arts in English Education and a Masters of Education in Educational Leadership from Teachers College, Columbia University.
Chief of Operations, 100Kin10×
Rob joined 100Kin10 as an Encore Fellow and serves as the organization’s COO. Rob brings deep business operations and analytics experience to the organization, most recently serving as Vice President, Business Analysis for HarperCollins Publishers. He began his career with Accenture, spending nearly 20 years in the consulting division and eventually rising to partner in the media practice. In addition to his work with 100Kin10, Rob serves on the board and is Vice Chairman of Education Through Music. He graduated from Lehigh University with a degree in Industrial Engineering.
Mary Kathryn Wells
Executive Director, Improvement Networks, Tennessee Department of Education×
Mary Kathryn Wells is the Executive Director of Improvement Networks at the Tennessee Department of Education. She has been working on adult learning and leadership development in public K-12 education for over a decade, having worked at New Leaders, New York City Department of Education, and Achievement First Charter Schools. Most recently before moving to Tennessee, she returned to New Leaders to help implement their teacher-leader development program across the state of Hawaii in partnership with the Hawaii Department of Education. Her expertise is in designing and facilitating adult-learning experiences that build capacity, so adults can in turn reach the best outcomes for students.
Christina Williams Harding
Senior Quality Improvement Consultant, Cininatti Children’s Hospital×
Ms. Christina Williams Harding is a Senior Quality Improvement Consultant at Cincinnati Children’s Hospital where she excels at leading teams to achieve transformational and sustainable change. She works to build organizational capability and capacity and change the outcome and help Cincinnati’s children be the healthiest in the nation. Within the community and population health management field, Ms. Harding brings over ten years of experience building strategic community partnerships, catalyzing change and delivering exceptional results. Ms. Harding has numerous publications highlighting her work in the healthcare field and speaks annually at various national conferences on quality improvement and healthcare. Prior to joining CCHMC, Ms. Harding successfully brought together over 20 organizations and partnered with the state legislature to co-author the “Healthy Choices for Healthy Children Act” that passed in June, 2010 helping schools to improve the health of their students with stricter requirements for vending machines, physical activity, and BMI measurement. Ms. Harding graduated from Stanford University with a B.A. and M.S. with honors.
At FSG, Matt has worked with foundations, corporations, school systems, multilaterals, and nonprofits to improve education quality in the U.S. and globally. He has particular experience advising clients on how to adapt their strategies based on emergent conditions, on building cross-sector collective impact initiatives to improve education at the regional level, and on employing technology to improve student outcomes. In addition to strategy development, Matt writes and speaks frequently on education issues, including blended learning, innovation, and achieving systems change through collective impact. Matt has co-authored multiple white papers on innovative school models for personalized learning, on transforming the role of the private sector in education, and on strengthening community colleges, among other topics. Before joining FSG, Matt served as a Fulbright Fellow in Ecuador, where he consulted to a 25,000 student school system to improve its program delivery system and construct a five-year strategic plan. Matt has also managed programs and written publications for a Boston nonprofit that works with principals and teachers to share best practices among charter and district public schools.
Director K12 Lab Network, Stanford d.school×
Susie Wise is motivated by the simple belief that humans are by nature designers. She is the Director of the K12 Lab Network at the Stanford d.school. She has a PhD in Learning Sciences and Technology Design from Stanford University and is a founding design team member at Urban Montessori Charter School in Oakland.
Program Manager, K12 Lab Network, Stanford d.school×
Devon began her career in education as an AmeriCorps VISTA for a year at a non-profit that matches low-income middle school students in workplace-based apprenticeships with mentors, and following her year of service joined the organization full time. It was during this experience that Devon was able to see the power of inspiring students through hands-on, experiential learning. Working directly with students, educators, parents, and mentors, she nurtured the twin talents of empathy and engagement. Devon now works on the K12 Lab Network team at the d.school helping educators and students discover the power of design thinking to drive innovation in their schools.
Assistant Principal, Trousdale County Elementary×
Deanna is the Assistant Principal at Trousdale County Elementary. Her role is designed to be the Instructional Leader of a Kindergarten through 5th grade school. She has opportunities daily to support quality literacy instruction with a coaching mindset.