Making an Impact in the Classroom

Imani Akin, Ed.D.

is an independent education consultant and university faculty member. She is a certified elementary and special education teacher. Dr. Akin’s teaching and leadership experiences include elementary and high schools within suburban and urban learning environments where she taught classes and held leadership roles such as case manager, department chair, instructional leader, and coordinator of specialized services. A lifelong learner, Dr. Akin is a National Board Certified Teacher candidate for Exceptional Needs Students.

Helene Alalouf

has over 30 years teaching experience in urban middle level, secondary, and higher education. As the differentiation and cognitive coach, she presents engaging workshops with collegial conversations in literacy, active student engagement, standards, assessment, and leadership. She guides collaboration with teachers and administrators for sustainable change to support student achievement by closing the gap and building capacity. Since attaining National Board Certification in 1995, Helene has mentored National Board candidates and new teachers. Her professional development contributions include designing and facilitating courses for teachers and teaching assistants, and she has provided consulting for several Holocaust and human rights organizations and museums.

Beth Ardell

has over 25 years combined teaching and professional development workshop experience. She has designed graduate-level classes in Math for Early Childhood and has recently been working in K–4 classrooms mentoring classroom teachers in implementing mathematics reform. Beth travels to schools throughout the country providing support to teachers. Beth is co-author of Every Day Counts^® Calendar Math, Partner Games, and Summer Success:^® Math.

Alanna Arenivas

is an educator with over 25 years’ experience as an elementary classroom teacher, mathematics demonstration teacher, curriculum developer, and curriculum supervisor in a large urban school district in Texas. She is a contributing writer to the Great Source products Afterschool Achievers: Math Club and Summer Success: Math. Alanna is experienced in instructional coaching, writing, and implementing curriculum and professional development. She has a passion for brain research and its impact on mathematics learning and instruction. When Alanna engages educators in learner-centered professional development that deepens their content knowledge and broadens their pedagogical repertoires, her great enthusiasm for elementary mathematics is evident.

Jeanée D. Atkinson

Jeanée has eighteen years of proven effectiveness as an educator, administrator, counselor, communications consultant, researcher, professional development trainer, and author in both business and education settings. A dynamic speaker and coach, Jeanée delivers relevant experience that includes the discovery, documentation, and application of an original rapport development model that increases communicative understanding between employees and management, work teams, client and business, educator and school leaders, teaching teams, teacher and student, teacher and parent, and school and community. The results of her workshops and classroom training for teachers and administrators have revealed increased business and education success for attendees. Her fresh approach delivers lifelong learning techniques that stay with participants long after their training. Jeanée is a graduate of the University of California at Berkley, where she earned a B.A. in Psychology, and Fresno Pacific University, where she received her M.A. in Education, Pupil Personnel Services: School Counseling. She has also published The Professional Development Communication Training System, Volumes I and II, deemed original in nature by the Research Division of the Library of Congress.

Brandi Barnett

Brandi Barnett has been an educator for eight years and has a passion for the field of education. During this time, she has been recognized for her enthusiasm in the classroom and has also been highlighted in Scholastic's Instructors Magazine for her success in gaining parental involvement. She is highly motivated and constantly finds ways to creatively engage students in educational activities.

Brandi completed her bachelor's degree in education at the University of Alabama at Birmingham and holds a masters degree in reading and literacy from Walden University. Throughout her career Brandi has taken the initiative to seek professional development through training workshops and seminars and has served as a liaison among her peers to share new resource findings. She is also a team player who has always found success by working diligently through the ranks of her chosen profession. In addition to her profession as a teacher, Brandi is also a dance instructor and has had the privilege of training hundreds of children and adults in the performing arts arena. Some of the dance genres that she teaches include ballet, jazz, modern, lyrical, hip hop, and tap. Brandi is a married mother of two and values family.

Megan Bennett

is an instructional support coach with several years of experience as a classroom teacher and reading intervention teacher. Her focus has been with struggling learners in the areas of reading and writing and with ESL students. As an educator, she is knowledgeable in the areas of reading, writing, vocabulary instruction, flexible grouping, learning styles, intervention, small group instruction, and curriculum development. Megan’s aspiration in providing professional development is to inspire professionals with the overall goals of increasing student learning and motivating educators while also teaching HMH curriculum along with researched-based best practices. Megan holds a B.A. in Liberal Studies from CSU, Fresno and an M.A. in Education - Reading along with a Reading/Language Arts Specialist Certification from Santa Clara University in Santa Clara, California. She is currently pursuing an Ed.D. in Educational Leadership at CSU, Fresno.

Sherrill Bennington

has been a middle school math teacher since 2002. She has led workshops for teachers new to her district’s middle school curriculum and has been a member of district professional learning communities that focused on closing the achievement gap and increasing student learning in math and science. She has participated in and facilitated both school and district professional learning communities during a 3-year NSF grant-funded program involving middle and high school teachers that focused on closing the achievement gap and increasing student learning in math and science. She has led workshops for teachers new to her district’s middle school curriculum and she evaluated and selected math test questions for state testing in Oregon. She has written math curricula both for Portland Public Schools and for Great Source and has been a professional development trainer for Houghton Mifflin Harcourt since 2008. She was a contributing writer for Summer Success^® Math and has been a trainer for Every Day Counts^® since 2008. She believes that learning involves questioning, conjecturing, exploring, and refining ideas, and she is passionate about math and helping students extend and deepen their mathematical knowledge.

Cheryl Berkuta

is an educator with 12 years' experience as a classroom teacher. She has served as a kindergarten, second Grade, fifth Grade, and basic skills teacher within her district in New Jersey. As a pilot teacher for the Math in Focus program, she has gained valuable hands on experience with the implementation of the program. She has worked with the program on three grade levels giving her an understanding of the way skills build from year to year. As her district adopted the program, she served as a lead teacher affording her the opportunity to coach other teachers. Cheryl's enthusiastic and interactive approach to coaching enabled her colleagues to feel comfortable and successful throughout the adoption process.

Gayle Berthiaume

is an educator with over 35 years’ experience as a Title I teacher, classroom teacher, and team leader. As an independent consultant for the past 16 years, she has guided and coached many school districts in her home state of Minnesota and throughout the United States in the areas of technology integration, reading, writing, and curriculum development. Gayle is an extremely innovative and resourceful person who enjoys sharing her ideas with teachers. Her contagious enthusiasm and patient, interactive approach to professional development results in educators’ enjoying themselves while learning student-centered strategies built upon researched-based best practices.

Giselda Bloom

is a 45-year veteran teacher who has used Every Day Counts^® Calendar Math and Every Day Counts Partner Games since they were first written in 1991. Giselda has traveled the United States for the past 15 years training teachers in Every Day Counts Calendar Math and Every Day Counts Partner Games. In workshops, Giselda demonstrates her classroom knowledge and enthusiasm for teaching Every Day Counts.

Margaret Boice

Margaret Boice is an educator with over 30 years' experience as a mathematics teacher, department chairperson, middle school principal, assistant superintendent, and a director with The College Board. Meg has worked with school districts throughout the country in the areas of leadership for change, integrating technology into instruction, mathematics curriculum development, and the use of targeted processes and formative data related to post-secondary readiness. The results of these efforts are focused professional development workshops for teachers, counselors, and administrators, with opportunities for specific follow-up through classroom visits or web-based technology.

Sheila Bratton

Shelia Bratton is an educator with over 35 years’ experience as a classroom teacher, teacher support mentor, and middle school curriculum coordinator. As an independent consultant, she has worked with many school districts in her home state of Tennessee in the areas of reading, writing, vocabulary instruction and strategies, differentiated instruction, learning styles, data-driven decision making, assessment, and curriculum development. Shelia has worked extensively with the State Department of Education to author, develop, and present workshops which address alternative assessment strategies, student achievement, cross-curricular integration, and curriculum standards training. Shelia’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon researched-based best practices. Her passion for education and children is the driving force behind her vision to share effective teaching strategies which result in better student achievement.

Peggy Brendel

has a life-long commitment to educating children. She received her bachelor’s degree from Iowa State University in Elementary Education with a minor in Mathematics from Iowa State University. Peggy worked for 22 years as an elementary teacher in a suburban district in Omaha, Nebraska. She taught every grade except kindergarten. After receiving an M.A. from the University of Nebraska - Lincoln in Curriculum and Instructional Leadership with a focus in mathematics, Peggy accepted a position as a curriculum facilitator for the Millard Public Schools. This experience led Peggy to pursue her administrative endorsement, which she earned in 2000 and subsequently served as an elementary administrator for eight years. Peggy retired from the Millard Public Schools in Omaha, Nebraska, in June of 2008. Since retirement she has worked as a professional trainer for Great Source and an independent educational consultant. Retirement has given Peggy the opportunity to continue to find ways to contribute to the education of children.

Don W. Brown, D.Ed.

is an educator with over 23 years’ experience as a classroom teacher, school principal, assessment specialist, and most recently, an instructional technologist. As an independent consultant and as a district specialist, he has worked with many school districts in Oregon in the areas of science education, data and assessment training for teachers and administrators, and educational technology. Dr. Brown has guided and coached teachers and school administrators in developing appropriate ways to look at assessment data to improve student performance. His enthusiasm and passion for learning contribute to his engaging and thoughtful trainings, while his experience in the classroom ensures that he models differentiation and respect for the learner.

Heather Brusseler

is an educator who holds certifications in the areas of special education, early childhood education, and elementary education. As an Educational Consultant, she has worked with many school districts as they implemented an RTII (Response to Instruction and Intervention) initiative. Along with training and coaching in research-based best practices for reading instruction, small group targeted intervention, and data analysis, she has helped these schools increase the number of their students who have become successful readers. She has earned a bachelor’s degree in Interdisciplinary Studies with a focus on elementary education, as well as a master’s degree in Special Education. Recently she returned to school to purse a second master’s degree in Mathematics. Heather is the sort of professional developer who strives to create a professional-development learning environment where all participants feel comfortable to ask questions and become part of the learning process.

Gwendolyn L. Bryant

is an educator with 34 years’ experience as a teacher in early childhood, elementary, and middle school education, as well as in the areas of learning disabilities, college, and adult education. Ms. Bryant is a consummate professional and a “teacher’s teacher” who made good use of her long experience and served as a school improvement and literacy coach, consultant, and mentor for beginning teachers. As an independent consultant, she plans and facilitates high-quality professional development with many school districts throughout the United States in the areas of literacy, vocabulary instruction, differentiated instruction, classroom assessments, using standards, using advanced organizers, technology, and culturally responsive teaching. Gwendolyn has received numerous honors for her outstanding work. Some of her accolades include being awarded the Ohio Master Teacher Certification; recently being granted the 2010 Marilyn Parks Lifetime Educator Achievement Award; qualifying as a 2005 nominee for the Disney Teacher’s Award by National Alliance of Black School Educators, honoree for the Ohio Black Women Leadership Caucus, Inc., and nominee for the YWCA Black Women of Excellence Award in Education; and was an eight-time winner of the Ambassador Award from the Akron Public Schools.

Virginia Buchanan

Virginia Buchanan is an educator with 25 years’ experience as a middle school classroom teacher, math department chair, teacher trainer, and coach. As an independent educational consultant, she has worked with many school districts in Mississippi and Louisiana in the areas of adopting new math programs, integrating technology, and including hands-on activities to enrich and compliment curricula. Virginia has been instrumental in the instigation and adoption of the Math In Focus curriculum for grades K–8 at her current school. Her enthusiasm and dedication to creating learning environments that prepare teachers and students for the 21st century are motivating and inspiring to educators and students alike.

Karen Buesing

is an educator with over 30 years’ experience as a classroom teacher, department chairperson, curriculum director, and assistant superintendent. As an independent consultant, she has worked with many school districts in her home state of New Jersey in the areas of reading, writing, vocabulary instruction, flexible grouping, learning styles, leadership, and curriculum development. Karen has guided and coached several school districts in developing balanced literacy programs as the framework for teaching reading, writing, and word study. Karen’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon researched-based best practices.

Justin T. Burris

is an educator with 12 years of experience as a classroom teacher, mathematics coach, and mathematics curriculum writer. As a math coach, he has facilitated hundreds of mathematics professional development sessions regarding differentiated instruction, mathematical foundations, small group instruction, workstations, problem solving, and grade-level instructional strategies. He has developed objective analysis tools to assist teachers in analyzing student performance data in mathematics. As a curriculum writer for kindergarten, 1st, and 2nd grade students in Alief ISD, Justin has developed activities, strategies, and mental math plans that follow the 5E model serving approximately 10,000 students and teachers. In addition, he has led workshops for District Math Lead Teachers and directed textbook adoption teams. Justin enjoys continuing to grow and learn each day from students as well as teachers. His professional development sessions are interactive, entertaining, and more importantly, geared toward student success in mathematics.

Christy Buxman

has been teaching for the past 17 years. Her classroom experience includes both rural public education and charter school public education. She currently teaches 4th grade in a St. Paul, Minnesota, hybrid program in which students attend school on campus for three days and online for two days each week. Ms. Buxman has been an independent consultant for several online learning platforms focusing on training and online course development, in addition to lending her voice to a variety of software training modules and products. She has chaired committees on online program development and technology curriculum writing. Christy holds a bachelor’s degree in Elementary Education with a minor in Communication and holds both a K–6 teaching license and a K–12 English as a Second Language license. Her interest in using technology to enhance education and help teachers meet the unique needs of students meshes well with the iSucceed Math program she presents across the country.

Cori Carr

is an educator with more than ten years’ classroom experience as a teacher, teacher-leader, parent liaison, and coach. As an independent consultant and a fellow of the National Writing Project, she has worked with school districts throughout the country in the areas of reading, writing, vocabulary instruction, flexible grouping, standardized test development, formative assessment, and integrating technology into the classroom. Cori has worked with many school districts and state departments of education on crafting essential benchmarks and implementing social and emotional learning programs. Cori’s hands-on approach to professional development allows teachers, administrators, curriculum specialists, and school support personnel to put their new learning into immediate use in their classrooms and schools.

William Cain

is an educator with over 15 years’ experience as a classroom teacher, professional development facilitator, and business communications consultant. As an educator and independent consultant, he has worked with a variety of educational and professional organizations, including universities, K–12 international schools, educational publishers, and multinational corporations. William has previously worked on projects concerning technical and occupational literacy, process improvement, reading, writing, vocabulary instruction, and content development and consistency. He has worked in a variety of domestic and international educational environments with the purpose of understanding and improving learning, instruction, and performance. William has a passion for education as both learner and facilitator. He loves developing unique, interactive solutions that excite and invigorate teaching while addressing both age-old and emerging obstacles to the educational process.

Brad Cawn

is an educator and education consultant with experience and expertise on adolescent literacy, formative and summative assessment, teacher efficacy, 21st Century Learning, and college readiness. As an independent consultant, he has worked with many school districts and institutions in the Chicagoland area in the areas of curriculum development, disciplinary literacy, instructional and leadership evaluation, and education research. Brad also has contributed to and/or composed instructional materials for many of the most prominent educational publishers; he is currently writing an instructional guide for English teachers on teaching 21st Century literature to secondary and postsecondary students. His approach to professional development is participant- and learning-centered, synthesizing the instructional culture of each individual school site with researched-based best practices to ensure practical and meaningful application of staff development concepts.

Christy Chalfant

is an educator with over seven years of experience as a classroom teacher at a Title 1 elementary school. She is a lead teacher, teacher trainer, a BTSA coach, and an alumna advisor for a social organization on the San Jose State University campus. She received an M.A. in Educational Leadership with an Administrative Credential in 2010 as well as a B.A. in Liberal Arts with a minor in Child Development in 2001 from San Jose State University. In addition to being a primary classroom teacher, Christy has tutored students, taught afterschool intervention classes in reading and math, and led professional development meetings for staff members on effective teacher collaboration. She has a passion for math and literacy in the classroom and creates standards-based curricula with a focus on EL learners using best current instructional practices. Christy currently lives and teaches in the San Francisco Bay Area and is eager to begin her journey with Houghton Mifflin Harcourt to share her knowledge with educators across the country.

Patti Chesney

is a Math Coordinator and Instructor who enjoys mathematics and problem solving. She is a former civil engineer who wanted to equip future generations to love and appreciate the beauty of mathematics, so she became a teacher. Her teaching experience spans many grade levels from 1st grade through high school, but she has focused mostly in the middle-school grade levels. In her current role as Math Coordinator, she guides and directs the implementation and execution of Singapore Math, leads new-student summer transition classes, conducts parent information meetings and teacher trainings, and advises other schools that are considering the implementation of Singapore Math.

Patti has the ability to present mathematics in simple, easy-to-understand language, which has led many people to say that they wish they had had a teacher who could explain math so clearly.

Lawrence Clifford

is an experienced educator with over 30 years in the classroom, two years as an administrator, and five years as a teacher mentor. While in the classroom, he taught high school mathematics, served as department chairperson, and was a member of many district committees dealing with school leadership and curriculum improvement. He has developed and taught many teacher trainings including Cooperative Learning, Differentiated Instruction, Engaging Students in Math, and the Singapore Math process. Lawrence’s sessions feature engaging activities and emphasize “fun” in education. As a teacher mentor, he has coached many beginning educators on how to improve their classroom techniques and advance their licensure status.

Donna Coe

has spent most of her career in education as a primary teacher, but she has also served as a gifted resource teacher, a Title I math resource teacher, an enrichment math resource teacher, and an adjunct professor. She has presented on numerous mathematical topics at local, state, and national conferences. She was chosen the Virginia (VCTM) Teacher of the Year, won the Toyota TIME Grant, and has co-authored several articles and newsletters. When not working with teachers and students in elementary mathematics classrooms, she is happy to be a part of the Every Day Counts^® Calendar Math team.

Kay Coe

is an educator with over 29 years of experience as a classroom teacher, reading specialist, building strategist, curriculum director, independent consultant, and elementary principal. Kay is recognized as an accomplished instructional leader. As principal at Nixon Elementary, an underachieving school in Cedar Rapids, Iowa, she implemented school improvement efforts that resulted in consistent and sustainable high achievement. She has instructed countless teachers and administrators across Iowa through in-services and graduate courses on best-practice literacy strategies in balanced literacy, guided reading, comprehension, and fluency strategies. Kay has presented at numerous local and state conferences on school improvement topics such using data to guide job-embedded staff development. Kay is an enthusiastic, passionate leader with first-hand expertise in real school reform.

Diann Cohen

is a certified Supervisor/Director and Literacy Specialist. During her career in a large urban school district, she served as director of Reading K–12, Supervisor of Title I, Reading Recovery Site Coordinator, and Consultant Teacher of Reading. In these positions Diann was recognized for her high level of professionalism and commitment. These positions involved professional development at local, national, and state levels; curriculum development and alignment; and program coordination and implementation development for over 45 schools. Diann had extensive work experience with the Special Education and ELL populations in literacy achievement including summer school and in-class interventions. Presently, as an independent consultant, she works with districts in areas of school improvement, leadership, classroom practice, and program implementation. Diann has created a Learning Walk protocol that allows principals, coaches, and teachers to observe classroom practice with thought-provoking questions and reflection and then to collaborate for planning improvement in teaching and learning. Diann’s energy and enthusiasm are contagious and childrens’ smiling faces keep her continually involved in education projects. Diann resides in Longmeadow, Massachusetts, and in addition to her work enjoys travel, golf, and her grandchildren.

Maria Magdalena C. Connell

is a bilingual educator with over seven years’ experience as a classroom teacher, dual language Spanish teacher, dual language liaison, language facilitator, and multicultural committee chair. As an independent consultant, she has worked with different corporations developing workshops in the areas of cultural diversity, language instruction, translations, and interpretations. Maria has developed and presented professional development training in collaborative teamwork and dual language instruction. Her passion for teaching and learning as well as her approach to professional development with colleagues has led her to successfully impact instruction.

Bill Corrigan

has been helping instructors reach learners through instructional technology for 25 years. He started by putting engineering courses on cable TV at the University of Washington. After that, he developed a technical infrastructure for delivering nursing programs through a compressed video network at University of Kansas Medical Center. At the University of Oregon, he was involved in training teachers to use technology in the classroom, developed a multi-media literacy support program for hearing impaired children, and created a website for use in standards-based curricula. He then returned to UW where he worked with teachers and other educators in continuing education by directing the development and delivery of certificate programs and courses via web technologies. Most recently he has worked with UW Education faculty creating e-Learning programs to help principals and other school leaders recognize good classroom practice and to lead professional development programs with teachers.

Betty Craig

is an educator with experience as a classroom teacher, professional development supervisor, peer coach, district administrator, and state and national consultant and presenter. In Tucson, Arizona, Betty served as the supervisor of Career Ladder, a pay-for-performance program for over 500 teachers. She was a peer coach for K–12 teachers as well as a district evaluator providing instructional reinforcement and improvement suggestions. At the district level, Betty supervised elementary and middle schools, and the gifted, special education, ESL, and Native American programs. She was a member of the district’s four-person core team on curriculum, instruction, assessment, and professional development. Currently working with K–12 teachers across the country, Betty presents workshops, coaches, and models effective instructional practices through classroom demonstration lessons. She is the co-creator of the Writing Classroom and ACCESS workshops.

Sheila Hoza Cunningham, EdD

is an educator with over 34 years’ experience as a classroom teacher, curriculum director, and mathematics leader at both the state and national levels. As an independent consultant, she has worked with many school districts in her home state of Texas in the areas of mathematics, problem solving, teaching students from diverse backgrounds, learning styles, leadership, and curriculum development. Sheila has guided and coached several school districts in developing district-wide programs as the framework for teaching mathematics. She has been selected to serve as the program chairperson for both national and state mathematics conferences where professional development was provided to more than 9000 mathematics educators across the country. Sheila’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon researched-based best practices.

Andrea Dabbs

is a teacher with several years of experience working in urban middle schools, focusing primarily on working with second language learners. She specializes in working with ESL students who have oral fluency but need focused attention in reading and writing. Andrea coordinated ESL programs in Oakland, California and is currently the coordinator of an ESL program for a middle school in Oregon. She holds a B.A. in English and an M.A. in English as a Second Language from St. Mary’s College in Moraga, California.

Miah Daughtery

is an educator with over nine years’ experience as a classroom teacher, curriculum developer, department chairperson, and academic presenter. As a presenter and independent consultant, she has worked with many school districts in Michigan, Arizona, and Nevada in the areas of reading, on-demand writing, process writing, and unwrapping the Common Core standards. As the curriculum director for The Nia Project, Miah developed a standards-based program that brought real-life literary experiences to young adults. Focused on bringing quality literacy experiences to teachers, and having presented at the 2007 NCTE convention, Miah is currently serving on the NCTE steering committee for the 2012 national convention. Miah’s energetic, outgoing, and knowledgeable approach in professional development is directly applicable to classroom instruction.

Nicole M. Davenport

is an educational professional development consultant and has mentored school administrators, literacy coaches, and teachers in schools across the country. Nicole has collaborated with administrators and teachers to create rigorous, standards-based curricula and presented at staff development seminars focusing on literacy education and helping English language learners succeed in K–5 classrooms. She has conducted numerous workshops on implementing structures to support school-wide reform. Her workshops are interactive, rigorous, and standards-based. Prior to becoming a literacy coach, Nicole served as a lead teacher, a curriculum specialist, and an at-risk intervention provider at a large school in New York City. Nicole received her Bachelor of Arts in Speech and Communication from Syracuse University. She has also earned a Master of Science in Education from Pace University.

Linda Davis

is an educator with over 36 years' experience as a secondary mathematics teacher, department chairperson, mathematics program coordinator, and K–12 educational technology specialist. As an independent consultant, she has worked with many school districts in her home state of Texas and thirty other states in the areas of mathematics, technology integration, curriculum development, learning styles, and math and science web-based software implementation. Linda has guided school districts in developing district-balanced K–12 mathematics programs as the framework for teaching and learning in the 21st century. Linda's enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon researched-based best practices.

Silvia Davis

is an educator who has taught in lower school for the last several years. She teaches mathematics, social studies, and language arts and focuses on integrating technology to allow authentic, hands-on experiences in the classroom. She has served on leadership committees in her school and has spent time in New York for the Teacher’s College Reading and Writing Program’s Summer Institutes. Silvia has taught kindergarten and 4th grade and currently holds a B.A. in Liberal Studies from The Richard Stockton College of New Jersey and an M.S. in Elementary Education from St. Joseph’s University in Philadelphia, Pennsylvania.

Efrain Diaz

is an educator with over 25 years’ experience as a classroom teacher, teacher trainer and university professor. He has worked as an ESL resource specialist, curriculum writer and trainer of trainers. Efrain has presented his work at international, national, state, and local conferences. Throughout his career, Efrain has taught ESL at all levels of education (K–12, adult education, graduate, and undergraduate college levels) and has conducted extensive ESL K–12 teacher certification training throughout the state of Florida for the Florida Department of Education. He also participated in the evaluation and implementation of Florida’s “Empowering ESOL Teachers” and Josten Learning Corporation’s Project TEACH ESL teacher certification courses as well as being filmed and featured by Josten for best teaching practices. He has worked with public schools in bilingual, Title VII, and Title I migrant programs and has been an independent ESL consultant for school districts across the country and abroad. He was the keynote speaker at the 2008 Centro Dominico Annual ESL Conference in the cities of Santiago and Santo Domingo in the Dominican Republic. As an English Language Specialist for the US State Department, he conducts ELL training and workshops for countries with U.S. Embassies.

Shelly DuBose

realized early in her career that nothing had more impact in the mathematics classroom than the confidence and expertise of the teacher. Motivated by this knowledge, she has spent the last 15 years working to refine the art of mathematics instruction and assisting others in this pursuit. Shelly has worked primarily with students at grade levels 3–8 in addition to developing a differentiated curriculum for pre-service teachers. Currently, she serves as the mathematics department chair and instructional coach at Graland Country Day School, Denver, CO. Her experience includes presentations at various state and national conferences on topics related to reform mathematics, interdisciplinary instruction, service learning, and technology implementation. Presently she is training to become a SMART Exemplary Educator. Shelly and her family enjoy the many outdoor activities Colorado has to offer.

Maria Dwyer

has experienced an exciting and challenging career as an American and international educator. She began her career as a middle and high school English teacher in San Diego, California. More recently, she has taught grades four through eight at various American schools abroad in cities such as Monterrey, Mexico; Mumbai, India; and London, England. Maria holds a Bachelor of Arts in English and a Master of Science in K–12 Educational Counseling. Maria is delighted to be back in the United States presenting to educators throughout the country.

Melanie Eisen

has been a kindergarten, first, and second grade teacher for the past 18 years in Virginia and Canada. She teaches in both English and Hebrew and uses Every Day Counts^® Calendar Math and Every Day Counts Partner Games in her classroom. Melanie has been traveling across the country for the past eight years teaching teachers how to use Every Day Counts Calendar Math in their own classrooms. Teachers attending her workshop say that Melanie is a teacher’s teacher.

Esta Elizondo

has been a teacher, math specialist, and intervention teacher in Alief Independent School District in Texas for over 20 years. For the past 11 years, Esta has provided professional development training within her district as well as across the United States for Every Day Counts^® Calendar Math and Every Day Counts Partner Games. Esta is a contributing author for Summer Success^®: Math Club, Afterschool Achievers: Math Club, and Every Day Counts Partner Games. She is a former Teacher of the Year. Esta is a lifelong learner who says that Every Day Counts Calendar Math and Every Day Counts Partner Games truly make every day count in the math class.

Stacie Emert, Ph.D.

is an educator with over 25 years’ experience as a classroom teacher, curriculum specialist, reading specialist, adjunct professor, and principal. She has a background in language, reading, and culture with an emphasis in teaching and teacher education. As an independent consultant, she has worked with multiple school districts in her home state of Arizona in the areas of reading, writing, vocabulary, literature-based instruction, flexible grouping, differentiation with learning experiences, leadership, and curriculum development. She is also knowledgeable with the Understanding by Design curricular framework. Stacie has guided and coached pre-service teachers, teachers, parents, and principals. Stacie’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon research-based best practices.

Mary Ann Evans-Patrick

has been a career educator for more than 30 years. She has served as a teacher, principal, writing curriculum coordinator, university instructor, student teacher supervisor, and a National Writing Project site director, all of which provide her with rich experience that informs her professional development work. She has worked with state agencies, regional service centers, and districts across the country providing meaningful professional development for teachers, principals, and other educators at all levels. Her work focuses on quality instruction and assessment based on research and best practices. This work includes differentiated instruction, standards-based and data-driven classroom instruction and assessment, writing process and writing across the curriculum, classroom performance assessment, and rubric and portfolio development. She has worked with numerous national education experts and leaders. Through her practical, active participation sessions, Mary Ann strives to maximize all educators’ potential, thus supporting quality education for all students.

Shannon Farmer

has ten years of teaching experience. She has been in the language arts arena as a reading teacher, as well as in the creative arts, teaching art and consumer family services. She has served on leadership committees in the Central Unified School District in California to provide support to the principals and better access for students to the administration. Shannon has taught students from 2nd grade to adult. Shannon holds a B.A. in Interior Design from California State University, Fresno, graduating with honors.

Linda S. Farruggia

has over thirty-eight years of experience in the education field. She has been a teacher, Director of Curriculum, Director of Professional Development for an Educational Service Center, Director of Title I and Federal Programs, elementary school principal, adjunct university faculty member, and Director of Training. While serving as President of the Illinois Reading Council, she worked with the Illinois State Board to train teachers in literacy and gifted education. During her work in the educational consulting, she has run trainer of trainers sessions and managed the acclaimed National Urban Alliance’s “Teaching for Intelligence: Believe to Achieve” conferences. She also trained teachers in areas of literacy, differentiation, RtI, strategies for ELL students and supported the implementation of Feuerstein’s Instrumental Enrichment in schools across the United States.

Linda has trained teachers across the United States and Canada in balanced literacy, gifted education strategies, effective use of assessment tools, differentiation for success for all students, and positive discipline techniques. Linda’s focus is to support teachers and administrators as they review current research, learn new skills and strategies to improve academic achievement, and improve their craft.

Susan G. Fish

is an educator with over 25 years of experience as a classroom teacher in public and private schools, academic intervention specialist, instructional/data coach, literacy specialist, marketing manager, curriculum writer, and workshop facilitator. As an independent consultant, she has worked with school districts in her home state of Washington in the areas of reading, writing, mathematics, multi-tiered instruction and intervention, flexible grouping, student-centered learning, differentiated instruction, curricular integration, literacy and mathematics instructional models, leadership, early childhood education, and curriculum development.

Susan’s teaching philosophy has always included the integration of cognitive, social, emotional, and physical skills in a developmentally appropriate and efficient learning environment. Susan has guided and coached teachers in her school district in developing balanced literacy instructional strategies and environments as the framework for teaching reading, writing, and mathematics in a workshop or instructional model. Susan’s enthusiastic, creative, and interactive approach to professional development results in educators enjoying themselves while learning student-centered instructional strategies built upon research-based best practices and reflective discourse. One of Susan’s greatest professional promises is to be available to share knowledge with all learners—children and adults, families, colleagues, administrators, and lay and professional leaders. She looks forward to the opportunity to work closely and collaboratively with a variety of challenges.

Elaine Fitzgerald

is an educator with over 15 years of experience as a classroom teacher, school improvement chair, and technology facilitator. As an independent consultant, she has worked with many school districts in the areas of literacy, math, science, social studies, cooperative learning, problem-based learning, curriculum development, technology integration, and data-driven decision making. She has a master’s degree in Educational Technology Leadership and over 30 years in administration and supervision. Elaine enjoys working with students and teachers to incorporate research-based best practices in the classroom.

Lucy Ford

is an educator with over 14 years of experience as a classroom teacher, instructional coach, and curriculum and instructional supervisor. As an instructional supervisor, she has worked with many teachers, coaches and administrators in the areas of mathematics instruction and bilingual education, including vocabulary development, differentiated instruction, flexible grouping, and curriculum development. Lucy adheres to the concrete-pictorial-abstract model for improving student understanding of mathematics. She has assisted with district-wide events such as Math Olympiad, new teacher training, and textbook adoption selection. Lucy’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon research-based best practices.

Dee K. Franklin

is a committed educator with 38 years of experience, including seven years in the classroom teaching 8th grade reading and 30 years in educational publishing as a consultant and professional development trainer. As a reading and literature consultant, she worked with large school systems across the United States conducting numerous interactive professional development workshops in the areas of critical thinking, strategies for struggling middle school readers, reading across the curriculum, writing, vocabulary development, multicultural literature, assessment, cultural competence, and leadership. Dee’s in-depth understanding of adult learning styles coupled with her powerful, passionate, and professional training style enhance the effectiveness of her workshops, inspiring and motivating educators to implement the strategies learned.

Tina Gordon

is a retired New Jersey administrator with a doctorate from Rutgers University. She developed and implemented numerous programs employing current research. In her previous district, Dr. Gordon was involved in an initiative to create a Response to Intervention program designed to prevent academic failure and decrease the number of special education students using a variety of research-based methods. These methods included differentiating instruction as well as addressing student behavior and motivation. Prior to becoming a public school administrator with a specialty in curricula, Dr. Gordon was a professional staff development consultant for the New Jersey State Department of Education. Throughout her career, she has continued to present workshops, coach, and consult. Dr. Gordon has presented at NCTE, ASCD, New Jersey School Boards Association, New Jersey ASA Techspo, and many other state and national conferences. Her work has been published in Education Week, The New York Times, The English Journal, NJEA Review, The Middle School Journal, and The Council Chronicle.

Carole L. Griggs

is an accomplished educator with over 12 years of experience teaching, coaching, and training. As an independent consultant and facilitator, she has worked with charter schools, businesses, and colleges in the areas of science, math, leadership, communication, team development, transformational education, and curriculum and course development. Carole has guided and coached schools, colleges, and businesses in developing leadership skills; hands-on, student-centered, and project-based learning; and new curriculum development and implementation. Carole’s enthusiastic and interactive approach to professional development results in educators and administrators enjoying themselves while developing the skills to achieve their goals.

Yvonne Gunzburger

is an educator with 25 years' experience as a literacy specialist, reading coordinator and adjunct faculty member. As a professional developer, she has worked with many school districts and presents at regional and state conferences. She is continually learning through presenting courses and workshops. Yvonne enjoys presenting in many different aspects of literacy, from the benefits of early writing, to suggestions for helping struggling students understand nonfiction text. While offering professional development and graduate courses, Yvonne's lifelong focus has been teaching children and adolescents. She has the benefit of the day-to-day practical knowledge of what works with students along with knowing what research tells us is effective literacy instruction.

Barb Guthrie

has over 21 years’ experience in education as a classroom teacher, math specialist, district math interventionist, and Math Recovery leader. She has been in many classrooms modeling and coaching Pre-K–4 teachers in best practices of mathematics teaching. She has been an independent consultant to school districts, focused on building the mathematical foundations students need in order to succeed. Barb has conducted TEXTEAM Training for grades 1–5. Barb is a trainer for
Math In Focus and Math Expressions. Barb has been a trainer for Every Day
Counts^® Calendar Math and Every Day Counts Partner Games for the past 12 years. Barb helps teachers in her workshops understand how to implement the programs with ease and how to help young children develop number sense using Every Day Counts.

Cynthia Gutierrez

is an educator with over 16 years of experience as a classroom and language center teacher, curriculum and staff development specialist, and educational consultant. As a national consultant, she has worked with many school districts throughout the United States in implementing new literacy programs, providing lesson analysis for grade-level teams, and presenting in-depth training in literacy and ESL. Her work in teaching multi-level language learners in grades 3–5 proved that all students can acquire language with the use of sheltering technique and strategies. Cynthia’s passion for working with English language learners and struggling readers results in educators enjoying themselves while learning ways to shelter instruction and develop strong readers. When not consulting, Cynthia enjoys travel, grandchildren, and volunteer work near her home in Crowley, Texas.

Karen Hardin

has been immersed in the field of education for over 20 years. Karen started her career as a classroom teacher and then as a K–5 math specialist in Alief Independent School District in Houston, Texas. Karen won the Presidential Award for Excellence in Science and Mathematics Teaching in1993. Karen has authored TAKS
Mathematics Preparation and acted as a TEXTEAMS Professional Development Leader. Karen is a contributing writer for Every Day Counts^® Partner Games and Every Day Counts^® Calendar Math and a co-author of Summer Success^®: Math. For seven years, Karen has been a Pre-K–6th grade trainer for Every Day Counts Calendar Math and Every Day Counts Partner Games. Karen says that she loves teaching Every Day Counts to children and teachers because of the excitement it generates for mathematics and the positive impact it has on children’s confidence in math.

Dianne Hargreaves

is an educator with over 24 years’ experience as a principal designee and classroom teacher. As an independent consultant, she has worked with many school districts in her home state of Washington in the areas of reading, writing, vocabulary instruction, math, and curriculum development. Dianne has guided and coached school districts in developing district literacy programs as the framework for teaching reading and writing as well as providing professional development and implementing math curricula. Dianne exudes an enthusiasm for professional development and shares a genuine love of teaching, resulting in educators enjoying themselves while learning student-centered strategies built upon research-based best practices.

Jeremy Hark

is an educator with 10 years’ experience as a classroom teacher, prevention specialist, and soccer coach. He has taught 3^rd and 4^th grade at the Episcopal Academy over the past seven years. During his time at Episcopal Acacemy, Jeremy led the lower school faculty through the Olweus Bully Prevention Program training. He also created and implemented an after-school cooking class based on Roald Dahl novels. Prior to becoming a lead teacher, Jeremy spent three years teaching drug and violence prevention, as well as life skills from the Gilbert Botvin Program, to students in the Philadelphia School District. In addition to teaching, Jeremy coaches high school boys’ soccer and a girls’ club soccer team. Jeremy is excited to begin working with Houghton Mifflin Harcourt.

Chayvonne Harper

is an educator with 15 years’ experience as a principal, talent development teacher, classroom teacher, and mentor teacher. She has presented at state and local conferences. While in New York, Chayvonne was a classroom teacher for 10 years. She also served as a mentor to new teachers, which allowed her to differentiate professional development to meet the needs of 19 teachers. As a principal of a large Pre-K–8 school for three years, her focus continued to be differentiated professional development, which translated to increased student performance. Chayvonne has worked with teachers at all grades from Kindergarten to 12th grade. She is presently a National Consultant and shares her enthusiasm and expertise with teachers around the country. Chayvonne currently lives in Charlotte, North Carolina, has a Master’s Degree in Elementary Education, and is certified in Supervision and Administration.

Carol Havemann

has been in education for over 30 years. She has served as an elementary school teacher and primary math specialist. She was named Teacher of the Year and has presented on a variety of mathematical topics within her district as well as at the Conference for the Advancement of Mathematics Teachers. Carol has been a presenter for Every Day Counts^® Calendar Math and Partner Games for three years and says that Every Day Counts is her students’ favorite part of the day!

Jeff Hicks

has over 18 years’ teaching experience in grades two through nine. Jeff taught seventh and eighth grade English and math on a two-person teaching team focusing on the reading/writing connection through six-trait writing activities. Jeff is a co-author, with Vicki Spandel, of the Great Source Write Traits^® Classroom Kits, the Write Traits
Advanced Notebooks, Levels I and II for high school students, and the new Write Traits Kindergarten. Jeff also serves as an elected member of the Beaverton School Board in Beaverton, Oregon. Currently Jeff is a full-time writer and presenter.

Denver Huffstutler

has been teaching and training children and adults for over 16 years. He has spent the last four years as a public school teacher in Hamilton County, Tennessee. Trained in Singapore Math Strategies, he has helped develop, implement, and evaluate the teaching of these strategies within one of America’s top magnet schools. As an independent consultant, he has worked with multiple schools in the areas of math, science, social studies, differentiated instruction, and curriculum development. Denver is a passionate communicator and motivational speaker who utilizes multiple presentation strategies to connect with his audience in a way that will engage and empower them to learn research-based, student-impacting teaching strategies.

Jennifer Hurst

has been successfully working in the field of education for the past 10 years. After receiving her Master’s Degree in Elementary Education from Georgetown College, she was a fifth grade teacher for a year as well as a first grade teacher for several years in Lexington, Kentucky. She then taught third grade for two years and successfully implemented Math In Focus and Every Day Counts^® Calendar Math in her classroom. She is now a second and third grade interventionist at Liberty Elementary in Lexington, Kentucky.

Jennifer has been a Per Diem for Houghton Mifflin Harcourt for the past year, presenting overviews for Math In Focus and Every Day Counts^® Calendar Math, and has helped other teachers implement Every Day Counts^® Calendar Math and Partner Games in numerous K–5 classrooms. In addition, she has visited many classrooms, modeling and coaching teachers in best practice for math instruction.

She has had a successful career as a University of Kentucky volleyball player and a volleyball coach in Lexington. Jennifer currently lives in Lexington, Kentucky, with her husband, Lance, and her daughter Makenna.

Lenore A. Janman, Ph.D.

is an educator with over 30 years of experience as a classroom teacher, elementary principal, human resources director, assistant superintendent, and superintendent. Lenore has facilitated the development of a strategic plan for a school district and has developed a Second Chance Academy for failing high school students as well as a Leadership Academy for aspiring administrators. As an independent consultant, she has worked for the Alliance to Build Capacity in Schools to develop a curriculum for coaches to use when working in high-priority schools. She has also worked for the Michigan Department of Education, researching current issues and trends impacting education and principal mentoring programs. In addition, Lenore teaches as an adjunct lecturer for Eastern Michigan University and Oakland University. Lenore’s practical approach to education and professional development results in participants enjoying themselves and learning new strategies to enhance their professional knowledge and skill.

Jan Jarrell

is an educator with 35 years of experience as a classroom teacher, a resource teacher, a curriculum director, a school improvement mentor, and a deputy superintendent. As an independent consultant, she has mentored principals in school improvement efforts and has provided professional development and technical assistance to teachers and administrators. Jan has been an active member of the mathematics education community in Louisiana, serving on state and national task forces and committees. Her professional passion is supporting classroom practice that fosters authentic learning.

Tobe Joffe

is an educator with over 33 years of experience as a classroom teacher, school administrator, coach, and mentor to teachers, administrators and mathematics coaches. She has presented at district and regional conferences. She has organized and mentored lesson study groups and developed curricula in mathematics and computer science. Tobe has visited classrooms on an ongoing basis, co-planning with and coaching teachers in best practices. She has worked with administrators and teachers at all grades levels, K–12. She is currently a professional development trainer and consultant, sharing her love of mathematics and mathematics teaching and learning in a variety of school settings. Tobe lives in a suburb of New York City, working in schools in the New York metropolitan area.

Kay Johnson

is an educational professional who's eclectic experiences in education, publishing, television, and heading a nonprofit literacy organization have spanned over 30 years, all focusing on educational development and design. She has served as an education consultant, conducting workshops at national and local conferences on topics such as effective teaching, assessment, intervention, early learning, literacy, writing, and ESL. In the school environment, Kay has been teacher, dean of studies, and principal. Teaching at the university level, she assisted with certification of classroom teachers in literacy. Kay's philosophy of education is the belief that the climate of the school should support creative and critical thinking, intellectual curiosity, and a love of learning.

Terry Bayard Joyner, Ed.D

is the President and CEO of Systems Solutions, LLC. Systems Solutions is a woman- and minority-owned educational consulting company that provides curriculum alignment, instructional management, program evaluation, teacher and administrator coaching, data analysis, and school improvement services to Ohio schools. Dr. Joyner specializes in identifying and implementing school improvement strategies and developing systemic professional development programs to support sustained implementation at the school level. Systems Solutions, LLC is a certified Minority Business Enterprise (MBE) for the state of Ohio.

Dr. Joyner also serves as Director of Academic Performance and Accountability for Educational Consultants of Ohio (ERCO), Inc., and is a trained facilitator of the Ohio Improvement Process (OIP). She joined ERCO in February 2009 and has been a valuable asset in implementing and monitoring Ohio’s new school improvement process and management tools.

Dr. Joyner has 33 years of experience in curriculum and instruction, beginning her career as a teacher of students with disabilities and a reading specialist in the public school system. She has held the positions of Supervisor of Curriculum and Learning, Director of Curriculum, and Assistant Superintendent/Chief Academic Officer. As Chief Academic Officer, Dr. Joyner was responsible for directing Curriculum and Instruction; Early Childhood Education; Research, Evaluation and Assessment; Student Services; Federal Programs and Professional Development.

Dr. Joyner serves on the board of the Urban League of Greater Cincinnati and is a member of The Cincinnatus Association, where she serves as chairperson for the Community Inclusion Panel. This panel is currently examining the disparities in juvenile justice outcomes by race and gender for Cincinnati youth and the impact of educational services on reducing negative outcomes. Dr. Joyner has also collaborated with institutions of higher education, state and local agencies, and private foundations to improve educational options and services for students and families in the Cincinnati area.

She received her degrees in education from the University of Delaware (BSED 1977), University of Maryland, College Park, MD (M.ED, 1979), and Wilmington University, New Castle, Delaware (Ed.D. 1996). Dr. Joyner believes “schools control the conditions for students to meet success.” Quality teaching and instruction are the keys to student success.

Julie Joynt

has been an educator for over 20 years and has taught all subjects in kindergarten through high school, including high school drama. She currently is a resource teacher working in the field of alcohol, tobacco, drug prevention, bullying and harassment prevention, and Internet safety. As a consultant, Julie has worked with countless schools and districts across the United States in reading and writing strategies in all content classrooms with an emphasis on using young adult literature, picture and audio books, and making those all important cross-content connections. Having experience as a drama teacher, Julie uses experiential learning for a true hands-on approach. She has extensive experience with “Reader’s Theater” and has taught teachers of all content areas how to effectively use it in any classroom. Julie is a former participant in the Central Florida Writing Project, an adjunct instructor in Speech and Theater for National-Louis University, and has presented at multiple state and national conferences. She wrote the chapter “Pencils, Books, and Guns: Violence Goes to School” in Using Literature to Help Troubled Teenagers Cope with End-of-Life Issues. During her workshops, Julie focuses on providing authentic experiences for participants so they can implement the new knowledge immediately in their classrooms.

Terri Thomas Klemm, Ed.D.

has worked in eight districts within seven different states in 12 positions, including classroom teacher, college professor, secondary assistant principal, elementary principal, and district administrator. She has spent more than 25 years in the education field, and her extensive experiences provide a substantial repertoire of educational initiatives and instructional approaches. Participants will benefit from Terri’s expertise, enthusiasm, and commitment to education through engaging professional development opportunities blending research-based practices that are authentic and can be practically applied.

Patsy Lanclos

is an educator with over 50 years of experience as a classroom teacher, district technology coordinator, university adjunct, private tutor, and instructional technology coach and consultant. For the past 14 years, she has been an independent consultant providing professional development workshops and academies for over one hundred schools, districts, and organizations. As a pioneer in the field of instructional technology, Patsy has guided teachers and administrators in technology leadership skills as they explore and learn how technology can be an effective catalyst for learning. Patsy, a life-long learner, engages participants in challenge-based activities, creating projects and collaborative activities that incorporate technology into all grades and curricula.

Mary Landry

has been working in early childhood education for the past 25 years. She is currently a teacher at Truman Montessori School in Lafayette, Louisiana, where she was awarded with the title Pre-Kindergarten and Kindergarten Teacher of the Year. Mary has served as both a classroom teacher and a special education teacher. Mary has been a trainer for Every Day Counts^® Calendar Math and Partner Games for the past five years.

Leah LeComte

is an educator with over ten years of experience as a classroom teacher and educational consultant. As an established staff member of an elementary school ranked within the top ten of Pennsylvania, Leah refined her understanding of curriculum and delivery of instruction. A Master’s degree in Applied Technology aided Leah in delivering content in a variety of formats. After years of experience teaching several grade levels and all areas of the elementary curriculum, Leah made the transition to teacher trainer. Now an educational consultant, she currently works with school staffs, conducting workshops, conferencing with teachers, and assisting with curriculum planning. Leah observes lessons, models instruction, and coaches teachers in best practices. She shares feedback and guidance, then assists in gauging success. A love of the classroom and an immense respect for educators drives Leah’s interactions with the teachers and administrators she meets.

Whyllis Lemmer

is an educator with over 30 years of experience as a middle school math and science teacher, department chairman, gifted and talented coordinator, and math consultant. Her belief that math should be taught conceptually led to her involvement in
Singapore Math. As department chairman, Whyllis spearheaded the implementation of the Singapore Math curriculum at Joseph Kushner Hebrew Academy and trained teachers in the program. She has presented workshops to teachers in Singapore Math philosophy and methodology. Her passion for math and teaching is infectious in any classroom setting.

Joyce Lindstrom, Ed. D.

is a community college math professor and has been teaching the math course for future teachers for over a decade. She has incorporated a Singapore Math curriculum review, manipulatives, and activities into this two-semester course. She also includes components of Singapore Math in the course she designed and teaches for para-educators. Joyce has been awarded a sabbatical leave for the fall 2011 semester to immerse herself in Singapore Math, including classroom observations in both Singapore and the U.S. Joyce wrote the original proposal for the Teacher Preparation Program at her community college and coordinated the program for 20 years. She has now turned that program over so she can concentrate on enhancing the professional development of practicing classroom teachers and the preparation needed to change from traditional math curricula to
Singapore Math. She is excited about the difference the conceptual understanding inherent in the
Singapore Math curriculum is bringing to both students and teachers, and she looks forward to meeting some of her former community college students in their new roles as classroom teachers.

Barbara Long

has 27 years of mathematics teaching and leadership in grades K–12. She has served as a district mathematics program coordinator for Northside Independent School District and Northwest Independent School District in Texas. As a classroom teacher, she was twice nominated for the prestigious Presidential Award for Mathematics and Science Teaching. Barbara has also served in state leadership roles as a board member for the Texas Association of Supervisors of Mathematics and as program chair for the Conference for the Advancement of Mathematics Teachers, (CAMT). Barbara holds a B.A. in Early Childhood and Elementary Education with certification for grades 1–8 mathematics teaching and an M.A. in Curriculum and Instruction from the University of Texas at San Antonio.

Patricia Loughrin

is an educator with over 35 years of experience as a classroom teacher and administrator at the district and state levels. Dr. Loughrin taught language arts in grades 4–12; served as the testing director for a large school district in Arizona; and was the Associate Superintendent of Public Instruction in Arizona, in charge of NCLB accountability, assessment, and revision of state standards. She currently teaches education and communication courses as an adjunct at the university level and supervises student teachers. As a national consultant and coach, Dr. Loughrin also works with school districts across the country to provide high-quality professional development to teachers and administrators in the areas of best instructional practices, curriculum alignment to standards, meaningful classroom assessment, data analysis, and school improvement. Throughout her educational career, she has received several awards. Among them are inclusion in several editions of Who's Who Among America's Teachers, three Mellon Foundation grants to study the facilitation of literacy in high schools, and an appointment to a federal commission developed to assist states with implementation of Title II of NCLB. Dr. Loughrin's rich and varied background has provided her with the opportunity not only to formulate educational policy but to understand the impact of policy on teachers, administrators, and students. In her workshops, her enthusiastic and interactive facilitation style empowers educators as they learn to maximize their instructional effectiveness.

Gail Lovely

is a former classroom teacher in grades K–8. She believes that teaching is her calling and a deep part of who she is. Gail taught in Southern California inner-city schools for nine years before moving first into district- and later county-level positions in staff development and technology in the classroom. She founded a company, Lovely and Associates, to help educators integrate technology and curriculum through excellent staff development and support. Along the way, Gail developed integrated curriculum experiences for teachers and students and provided creative staff development using revolutionary models of meaningful and active learning in realistic curriculum-rich settings. Gail enjoyed being an adjunct professor at Pepperdine University for many years, teaching technology integration courses to students in the Graduate School of Education and Psychology. She also valued her time teaching undergraduates at the University of Houston. She has hosted an online community for K–2 teachers on Scholastic Network and founded the K–2 Email List for Classroom Connect. She writes ongoing columns in Learning and Leading with Technology, Instructor Magazine,
Electronic Learning, and Curriculum Administrator Magazine. She loves to teach and continues to do so by sharing her vision for the active classroom: the improvement of the relationship between teacher, learner, and curriculum. She also shares other inspirational yet practical messages through many keynote sessions at educational conferences and by hosting professional development seminars. Gail is the proud mother of two technology-savvy boys, ages 16 and 19. They currently call Friendswood, Texas, home.

Rebecca Ann Low

offers experiences from a varied background in business, education, and technology. Originally a vocational teacher, she completed an M.A. in Vocational Education at California State University, Long Beach, and was an adjunct professor in the teacher credential program there. Working as a program supervisor for the Regional Occupational Program (ROP) in Orange County, Rebecca developed courses and provided professional development for vocational teachers. A move to Canada resulted in a new career as Training Coordinator with Chancery Software, Ltd., where she created training materials and conducted workshops for school staff and administrators across North America and internationally. An offer to work at an international school was irresistible and resulted in 13 years of teaching in schools in Chile, Spain, and the United Arab Emirates. She has supported student information systems, scheduling and grade books; presented at international conferences; and implemented curricula mapping, Moodle, and computer-based testing. Rebecca worked with teachers to integrate technology into curriculum and has designed and taught technology to students in pre-kindergarten to grade 10. She brings to her training sessions international experiences and language skills and is committed to improving current practices for the benefit of students.

Brenda Lucas

has served students and teachers as an educator for more than 37 years, first as a teacher and principal and then as a professional developer. During her teaching career, she fostered a learning environment where inquiry and creativity were the hallmarks. As an administrator, she provided leadership during the initial phases of the Kentucky Education Reform Act (KERA). Serving as a model for national reform, this experience built a foundation of knowledge and understanding that has proven invaluable in the advent of the Common Core Curriculum State Standards.

Upon retirement, Brenda embarked on a second career in professional development and consulting. She ensures that workshops are interactive, engaging, and enjoyable. A major goal of each of Brenda’s sessions is that teachers leave with a plan for immediate integration of workshop content into classroom practices.

Christina Fabiano Lugo

is an educator with 16 years experience as a classroom teacher and educational consultant. As a teacher Christina taught 6th and 7th grade Language Arts and Social Studies in diverse settings in northern and southern California. While designing lessons based on rigorous academic standards, Christina used current research and best practices to ensure that every student could access the curriculum at his or her own level.

From 2002 through 2009 Christina worked as an educational consultant for Houghton Mifflin Publishers. During her time as a consultant, Christina received extensive training directly from program authors on current research and curriculum. Working with school districts across the country, Christina collaborated with fellow teachers and administrators presenting K–8 in-service and workshops to help schools successfully implement reading, intervention, writing, vocabulary, and mathematics programs. Christina has presented workshops on reading comprehension, vocabulary development, leveled reading, and differentiated instruction for the Orange County Reading Association Conference (OCRA) and the California Reading Association (CRA). As a Professional Development Consultant, each time Christina works with a school district her goal is to listen to their needs, collaborate with fellow educators to develop a successful professional development experience, and provide support for long-term success.

Cheryl Lyman

For over 20 years, Cheryl has been an enthusiastic educator and educational consultant working for the finest producers of educational curricula and professional development courses on the market. She has worked side-by-side with teachers and administrators throughout her career to determine training needs and create customized educator training and professional development. Her focus for the last 12 years has been training in the areas of English language arts, writing, intervention, science, mathematics, and social studies. She is presently a Professional Development Trainer. Cheryl has also worked and trained extensively with current basal and supplemental programs. As a Certified Professional Development Trainer, she earned the prestige of a credentialing process that recognizes the most qualified in the field. Cheryl has worked in both the public and private school sectors all over the country. She also has worked with many corporations, providing training in academic and communication skill-based courses. Cheryl has a Master’s Degree in Speech and Language Disorders and a teaching degree. She lives in the Los Angeles area.

Bob Madar

is an independent educational consultant and provides training and coaching support to schools across the United States. Bob has over 25 years of experience as a classroom teacher, curriculum developer, and trainer, and has worked with schools in urban, suburban, and rural settings. As a consultant, he provides support to K–12 teachers, administrators, and district staff in the areas of instructional improvement, technology integration, data-driven decision making, curriculum development, and whole school reform. Bob is an experienced and engaging presenter and an effective coach, and his enthusiastic approach to professional development ensures training participants enjoy themselves while learning student-centered instructional strategies grounded in research-based best practices. Bob has authored two books and several articles on integrating technology in instruction, and his advanced field biology program was featured in a video produced by WGBH.

Sharon Maeda

has served many roles as an educator for the past 17 years, including classroom teacher, student council advisor, coach, district trainer, state and national trainer, BTSA support provider, curriculum specialist, GATE and AVID program coordinator, and university instructor. She is currently an educational consultant for district GATE programs, an online instructor for the California State University of Fullerton, and coordinator of the Gifted and AVID programs for a K–12 school district in Southern California. She has presented at numerous conferences in various states and continues to provide professional development in differentiated instruction to teachers throughout California. During her teaching career, Sharon represented Anaheim City School District as the Orange County Teacher of the Year Nominee in 2000 and was a Disney American Teacher Award nominee in 2001 and 2002. Sharon is also a former high school varsity basketball coach.

Karen MacKinnon

has been successfully working in the field of education for the past 15 years. After receiving her masters degree in Early Childhood Education from Lesley University, she was a Kindergarten teacher for several years in Carlisle, MA. She then taught first and second grades at South Grafton Elementary School in Grafton, MA. Karen’s leave of absence from classroom teaching to raise her family and her lifetime commitment to the education of children have led her to educational consulting. She has presented implementation training workshops as well as workshops on all aspects of Balanced Literacy, including Strategies for Struggling Readers, Instructing with Informational Text, and Small Group Differentiated Instruction. Karen has worked with teachers at grades K–6 in urban and suburban environments and has visited many classrooms, modeling and coaching teachers in best practice in literacy instruction. Karen currently lives in Duxbury, MA with her husband, John, and her three children, Kailin, Sean and Mara.

Kris Maletsky

is an educator with 30 years' experience as a middle school English teacher, Gifted and Talented Coordinator, and Teacher Advancement Program Coordinator. Throughout her career, she has directed her passion for teaching not only to students, but teachers as well, and has been a supporter, coach, mentor and facilitator for educators K–12. Kris is a regional and national presenter requested for conferences focused on reading, writing, science literacy, humanities, differentiation, and gifted and talented education. She has also done extensive work as a coach and mentor for teachers, supporting them through professional development in everything from classroom management to curriculum and standards alignment. Kris believes every person is a lifelong learner and she brings compassion and expertise to her work supporting teacher growth.

Rosemary McGowan

has been a teacher and educational consultant for over 30 years and is passionate about improving math instruction. Rosemary has supported school districts in New England as a math coach and math professional-development provider. She has developed and presented three Math Content Institutes sponsored by the Massachusetts Department of Elementary and Secondary Education and partnered with Northeastern University providing graduate-level math courses. Rosemary has over six years of experience supporting school districts with Math Expressions, a Houghton Mifflin Harcourt National Science Foundation Program. With experience teaching in more than one hundred K–5 Math Expressions classrooms, Rosemary strongly believes that “[k]nowing what methods and teaching strategies are useful for helping students learn a specific content and how to adapt these methods and strategies to particular learners is the pivotal ingredient in teaching expertise” (from Lucy West and Fritz Staub: Content-Focused Coaching.)

Ashley McKee

has recently just begun her career as an intermediate classroom teacher at Mary Todd Elementary in Lexington, Kentucky. She has always had a love of and passion for educating children of all ages by teaching in many different types of educational settings including summer camps, afterschool programs, and extracurricular activities. Ashley currently serves as the speaker of her Faculty Advisor Committee, representative for her school in a district-wide social studies training series, and assistant dance coach at her alma mater high school. She has had firsthand experience in teaching Singapore Math In Focus, working through the transition stage with her students. She also currently teaches Every Day Counts^® Calendar Math and Every Day
Counts^® Partner Games in her classroom. Ashley is known for her enthusiasm and energetic approach to educating tomorrow’s responsible citizens.

Terry McKelvey

is an Elementary Mathematics Resource Teacher for Portland Public Schools, Oregon. Terry has also served as a classroom teacher and special education assistant. Terry has led teachers in mathematics instruction for the past 13 years.

Lea McSherry

has been in education for over 30 years. She is an experienced early childhood and music teacher with a K–8 state certification and endorsements in early childhood and music. Lea is also a private tutor, teacher trainer, and classroom coach. While in Arizona she created and established a successful new pre–K and kindergarten program for an existing 1st–8th grade private school. She conducts parenting workshops and enjoys working together with teachers, students, and parents to create a united and supportive learning environment.

Lea is currently consulting with schools across the country, providing curriculum and instructional support for early childhood programs. She lives in Tempe, Arizona, with her husband of 32 years and her dog, Mozart.

Katie McWalters

is an educator with over 34 years' experience as a secondary language arts teacher, mentor teacher, categorical program manager, and district language arts coordinator in Fresno, California. As an independent consultant, she is expanding her work in support of curriculum development and standards-based instruction outside of her home district. She has developed, delivered, or facilitated for teachers and administrators in a variety of professional learning experiences including content-based literacy, writing workshops, rubric development, standards-based lesson planning, curriculum mapping, and vertical articulation. Her approach is to lead through collaboration, respectful of the professional expertise in every group, and with a focus on transfer and application.

Dr. Sandra Mercuri

is an Assistant Professor at the University of Texas, Brownsville. She has over 18 years of experience in teaching in Argentina and the United States in K–12 schools and at the college level. She teaches courses in bilingual education and biliteracy and is working on research on the development of academic language across the content areas, the role of language in the development of scientific literacy, and the effect of long-term professional development for teachers of English learners. She provides training for teachers nationwide and presents at national and international conferences on issues of second language acquisition and bilingualism, dual language education, teacher training, and ESL strategies. Dr. Mercuri has also published articles in professional journals about bilingual learners and the application of second language theories into classroom practice in the TESOL Quarterly, Talking Points, EJLTS, and the NABE journal as well as professional journals in Spanish such as GIST. Dr. Mercuri is the author of the book Supporting Literacy Through Science. She has also co-authored the books Closing the Achievement Gap and Dual Language Essentials with Drs. Yvonne and David Freeman, and Research-based Strategies for English Language Learners with Denise Rea. Dr. Mercuri, a native of Argentina, is a fluent speaker of Spanish.

Kim Mickle

began her second career as a first and second grade educator in Alief Independent School District in Houston, Texas, in 1995. Kim continued as an Elementary Primary Specialist, focusing on curriculum, teacher training, and coaching. Kim was a district leader for math and language arts curricula. Kim is a contributing writer for
Afterschool Achievers: Math Club and Every Day Counts^® Partner Games. Kim has been a trainer for Every Day Counts Calendar Math and Every Day Counts Partner Games for the past ten years. She travels the country sharing her love for children and mathematics.

Anna Mika

is an educator with over 10 years’ experience as a classroom teacher and is currently pursuing a Ph.D. in Instructional Technology. As an independent consultant, she has worked with many school districts across the country to support technology integration with their curriculum. She has provided professional development opportunities for educators and administrators with a goal of increasing student engagement. Anna has guided and coached several school districts in developing district professional development plans for technology integration in all subject areas at all grade levels. Anna’s passion for education and her interactive approach to professional development result in very positive experiences for educators, enabling them to engage in student-centered strategies built upon research-based best practices.

Rosemarie Miksan

is an educator with more than 34 years’ experience as a classroom teacher, assistant to the principal, district leader, and teacher mentor. As an independent consultant, she has worked with many school districts in her home state of Illinois and the neighboring state of Wisconsin in the areas of reading, writing, assessment, flexible grouping, and differentiated instruction. Rose has instructed many teachers in developing a balanced literacy approach in their classrooms as a framework for teaching read-alouds, shared reading lessons, small group instruction, independent reading activities, and strategic interventions. Rose’s hands-on approach to professional development has inspired many educators to incorporate research-based best practices into their individualized literacy program.

Judy Miller

is an educator with 30 years’ experience as a classroom teacher, teacher trainer, curriculum specialist, and literacy coach. She has presented at international, state, and local conferences. She has taught first through 5th grades, middle school, and adult learners in a graduate literacy program. As a literacy coach in Colorado, she worked with a team of coaches to develop a five year plan for Professional Development in the district. Over the past ten years she has been an independent consultant, working with teachers in their classrooms before modeling, demonstrating, and coaching best practices in literacy instruction. Presently she is a National Consultant for Professional Development and shares her passion by finding practical ways to support and mentor teachers. She is author of several short stories for young adults, professional articles about literacy, and her latest book, Essentials of Literacy Coaching, was finished in 2007.

Rob Moore

is an educator with over 16 years of experience as a classroom science and technology teacher, technology coordinator, assistant principal, and curriculum director. As an independent consultant, he has worked with school districts in five states, including many in his home state of Texas, to address a variety of educational needs, including core curriculum development, infrastructure development, classroom technology integration, mentoring, and sustainability. Rob has developed and implemented technology-based instruction for Central Texas College and the University of Texas system and is recognized as a Master Technology Teacher in the state of Texas. Rob’s varied interests and educational experiences—including his time as a killer whale trainer—have fostered a unique and enthusiastic style for professional development. Rob emphasizes an exciting, sharing approach and research-based, student-centered strategies to meet the challenges of today’s educators.

Sandra Mosteller

is an educator with over 35 years' experience as a classroom teacher, department chairperson, national educational consultant in mathematics and science, and manager and team leader of McDougal Littell national science consultants. As an educational consultant, she has worked with many school districts and states all over the United States and internationally. She has spoken at NSTA and NCTM, delivering enthusiastic and interactive professional development. Sandra involved the educational leaders in the development of communication skills and inquiry skills in math and science. The educators enjoyed themselves and learned student-centered strategies through active learning strategies—involving reading, inquiry, verbal expression, and writing—built upon research-based best practices.

In 2008, in her home state of South Carolina, she assisted in compiling the middle school science books to meet the South Carolina standards. Sandra has delivered professional development on standards-based instruction. She has presented workshops to train teachers in the areas of inquiry, reading, writing, vocabulary instruction, flexible grouping, and learning styles and has also taught communication skills to teachers and curriculum leaders throughout the United States. Sandra has mentored a team of national science consultants and coached them in presentation skills for successful workshops.

Nena Nanfeldt

is an Education Consultant dedicated to helping teachers and administrators provide research-based instruction for Literacy Teaching and Learning. Her career in public education includes classroom experience at the elementary, middle, and high school levels. As an Alternative High School Director and later as an Elementary Principal, she also directed K–12 ELA curriculum for her school district. Her most recent teaching experience has been as an Adjunct Associate Professor of ELA in the Quinnipiac Masters of Education Program.

Currently, she consults with school districts and provides teacher and administrator professional development based on curricular and instructional needs. In addition to Literacy Topics, Nena also provides Professional Development and embedded support for Data-Driven Decision Making, CFA Design, and RTI.

Nena Nanfeldt takes pride in her collaborative approach to working with school districts to design professional development that not only meets a specific need but builds on and is aligned with best practice already in place.

Leigh Palmer

has taught in New Orleans and St. Louis for the past 16 years. Throughout this time, she has taught Every Day Counts^® Calendar Math and Every Day Counts Partner Games in her classroom. She is also a co-author of Summer Success^®: Math and Afterschool Achievers: Math Club. Leigh has been training teachers to use Every Day Counts for over 10 years. In her workshops, Leigh is known as an enthusiastic and thorough trainer.

Erik Palmer

Erik Palmer is an educational consultant and speaker. He spent 21 years as a classroom teacher and has experience teaching language arts, science, math, and civics. As a consultant he has worked with districts across the United States and Mexico, focusing on the practical implementation of 21st-century tools in the classroom. Whether delivering keynotes for large district events or leading workshops for groups of teachers, his mission is to move educators from being amazed by technology to using technology to improve instruction. His articles have appeared in several publications, and he is the author of two books on his other passion, improving student oral communication skills: Teaching Speaking and Well Spoken. Teachers have described Erik’s work as practical, enlightening, energetic, eye-opening, creative, and fun as they have worked with him to update instruction with cutting-edge, educationally valid tools.

Rose Palmer

is currently a teacher on special assignment for mathematics for Portland Public Schools who has taught in grades 3–6. She provides professional development for teachers in Pre-Kindergarten through 8th grade. She also designs curricula, implements the district-adopted curriculum, including Every Day Counts^® Calendar Math in grades pre-K–6, and presents at workshops. She has successfully implemented Every Day Counts Calendar Math and Every Day Counts Partner Games in grades 3–6 during her 19 years of teaching in Portland. She is currently a consultant for Great Source and is a firm believer of the success for all children when Every Day Counts is faithfully implemented in their math education.

Michael Parizer

has been a classroom teacher, math lead teacher, Title I resource teacher, and math coach for over 34 years. Michael has presented to the Virginia Council of Teachers of Mathematics as well as to teachers and administrators in Fairfax County, Virginia, on a wide range of mathematical topics, including Every Day Counts^® Calendar Math and Every Day Counts Partner Games. Michael says that Every Day Counts Calendar Math is a vehicle through which students can demonstrate their math knowledge, communicate with other students, and clarify their own thinking. He adds that it provides an opportunity for teachers to listen to their student’s thinking and assess the depth of their math content.

Susan M. Parnell

has 17 years of educational experience at multiple levels, preschool through adult literacy programs. As a Literacy Consultant for a nine-county area in southwestern Indiana, she continually provides research-based instruction, modeling of best practice, grant writing, needs assessment, and on-site training of various programs or frameworks. Susan has been recognized as a candidate for Teacher of the Year for the TNT Network, Who’s Who Among American Teachers and Educators, and has published articles for educational newsletters and magazines. Susan holds a B.S. in Elementary Education from Troy State University in Alabama, and an M.A. from Oakland City University in Indiana, and is currently perusing her Doctorate Degree in Education.

Catherine Pearn

is an educator with 19 years of experience in the classroom. She has taught every grade from Pre-K through 8th, and she has come to realize that math is her favorite subject and passion. She has been a strong team leader, coach, and player in a number of settings. As a military spouse, she has enjoyed becoming immersed in different cultures and has learned to be very flexible. Her work with children and adults with disabilities, economically disadvantaged children, and ethnic minorities has helped her learn to assess and meet the special needs of each student. As an administrator for a human-services nonprofit agency, she has trained and supervised many staff members with both clarity of direction and compassion. She is excited to be inspiring teachers to share in her passion of math.

Darleene Pennell

is an educator with 34 years of experience as a K–8 classroom teacher, curriculum coordinator, cultural arts specialist, certified member of the New Jersey Holistic Evaluation Team, and grant recipient. Her responsibilities included the development and instruction of the mathematics and language arts curriculum for the gifted, and the design and implementation of math enrichment units for the school community. She was the director of the annual presentation of an original cultural arts performance by the student community in cooperation with the Metropolitan Opera Guild of New York, and the recipient of many grants for the arts. Her role as a certified member of the New Jersey Holistic Evaluation Team was to train teaching staff in the methods of holistic scoring and to assist the student population in succeeding and achieving the state goals. She is committed to creative approaches and quality education for every member of the school community.

Denise Phillips

is an educator with over 25 years’ experience as a classroom teacher, media specialist, mentor, curriculum developer and staff development trainer. As an independent consultant, she has worked with many school districts in her home state of California in the areas of reading, writing, vocabulary instruction, flexible grouping, differentiated instruction, Gifted and Talented Education, technology integration, and curriculum development. Over the last 11 years, Denise has also worked with many new and veteran teachers in improving their craft through the Beginning Teacher Support and Assessment Program (BTSA) and the Peer Assistance Review (PAR) program. In addition, she is a college instructor for the Teaching Credentialing Program of San Francisco State University and teaches Master’s Level classes in Best Practices and Curriculum and Instruction. Denise’s energetic and interactive approach to professional development results in educators enjoying themselves while learning practical strategies to improve their instruction built upon research-based best practices.

Christi Pilcher

Christi Pilcher has over 25 years of classroom experience and has also served as a department chairperson, K–12 technology coordinator, statewide association officer, and conference presenter. As a consultant, she has worked with large numbers of school districts across the United States, focusing largely in the areas of enhancing and elevating classroom instruction by connecting print materials with digital tools. Her forte includes working with district technology coordinators, administrators, and classroom teachers. Christi engages participants by utilizing a non-intimidating and friendly approach to professional development that helps to boost educators' confidence and enthusiasm in integrating technology into the classroom while focusing on the goal of ultimately increasing student curiosity and performance.

Kathy Pike

has led a storied life in her educational career with chapters as a classroom teacher, reading specialist, college professor, elementary principal (retired), and educational consultant. Her credits include providing workshops throughout the country, as well as speaking at regional, state, and national conferences. Kathy has worked with many school districts in the areas of reading, balanced literacy, nonfiction/informational texts, vocabulary instruction, writing, and classroom management. She has assisted and mentored many school districts in implementing core reading programs and in developing balanced literacy programs. She has also served on several task forces for the New York State Education Department, and has helped many New York State districts prepare for the New York State assessments. In addition, Kathy has co-authored several professional teacher resources, including Books Don’t Have to Be Flat, Teaching Kids to Care and Cooperate, and Making Nonfiction and Other Informational Texts Come Alive. Guiding her is the motto (with credits to Dr. Seuss): “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Melinda Piña-Escamilla

is an educator with over 19 years of experience as an elementary teacher, reading coach, District RTI Resource Teacher, and reading and language arts specialist. As a reading coach and District Resource Teacher, she has created and delivered district-wide professional development in many areas including reading fluency, student engagement, differentiated instruction, and reading comprehension. Her audiences include administrators, teachers, instructional coaches, paraprofessionals, and parents. Her fun, innovative, and interactive workshops are based on scientific research and include examples of proven best practices that participants can immediately implement in their classroom. Melinda has been responsible for training administrators, teachers, and instructional coaches on how to collaboratively plan and use data to drive instruction to meet the needs of all students. She also conducts follow up demonstration lessons in order to build educator capacity. Melinda obtained her Master’s Degree in Advanced Teaching Skills from the University of La Verne and subsequently earned a Reading/Language Arts Specialist Credential from the University of California, Los Angeles.

Kathleen Plott

is an educator with over 20 years’ experience as a classroom teacher, curriculum specialist, technology specialist, Gifted and Talented specialist, and team leader. She has worked with school districts in her home state of Texas in the areas of reading, mathematics, differentiation for gifted learners, flexible grouping, thematic units, leadership, and curriculum development. Kathleen has guided and coached classroom teachers in several school districts in developing differentiated lesson plans while infusing technological innovations as the framework for teaching mathematics and reading. Kathleen’s energetic and interactive approach to professional development results in educators enjoying themselves while enthusiastically learning practical implementation strategies built upon research-based best practices.

Deborah Polles

is an educator with an extensive, varied background spanning over 30 years. As a former elementary education teacher, gifted education teacher, and instructional facilitator, Debbie has specialized in assessment and differentiation of instruction. She co-taught and collaborated with elementary classroom teachers and has a thorough understanding of standards-based, data-driven instruction. Debbie served on her district’s School Improvement Team, Professional Learning Communities, Assessment Committee, and Response to Intervention Teams. Her success in the classroom led her to teaching courses in both Reading and Special Education at the college level. As an independent consultant, she has worked with school districts across the country in the areas of reading, writing, and assessment. She has also coached school districts in balanced literacy and guided reading instruction. Debbie’s passion for teaching and interacting with other educators is evident in her style of professional development.

Cathy Powers, EdD

Cathy Powers is an educator with more than 40 years' experience as a classroom teacher, preschool curriculum supervisor, and community education outreach coordinator. As a teacher and administrator, she has worked with both large and small school districts and private schools in Florida in the areas of preschool instruction, the Public Broadcasting Services (PBS) television educational outreach, and curriculum implementation. Dr. Powers has extensive experience as a curriculum writer, having designed and implemented all aspects of the preschool curriculum. Her efforts in the classroom have resulted in marked gains for preschool students in literacy, number sense, and oral language development. She obtained her Doctorate in Teaching and Learning from the University of Miami. She is certified in Early Childhood, Preschool Primary, Elementary Administration, and Elementary Education. She has enjoyed presenting at local, state, and national conferences on best practices in early childhood education. She believes all children are capable of success and strives to create attainable goals for teachers and students.

Judy Puckett

has 32 years of experience in education. She has taught grades K–6 and has served as a vice principal and an interim principal/superintendent. Judy served as a Literacy Specialist in Orinda, California. During that time she worked extensively with teachers on writing instruction and assessment. Over the last three years, Judy has implemented six-trait writing in her district with hundreds of teachers and has also provided training for parents. Judy graduated from California State University, Chico, with a degree in Child Development.

Julene Reed

is an educator with over 20 years of experience as a classroom teacher, technology integration specialist, and administrator. Julene is currently the Director of Academic Technology for an independent school in Memphis, Tennessee. As a consultant, keynote speaker, and workshop presenter, she has led professional development sessions internationally through conferences, webinars, and independent consulting work. Julene’s areas of expertise include global education, education technology skills, digital media projects, challenge-based learning, 21st-century skills for education, laptop initiatives, mobile media devices in education (e.g., iPods and iPads), technology planning, interdisciplinary education, Web 2.0 tools, and more. Julene’s extensive experience as a presenter along with her enthusiastic, energetic, and interactive approach to professional development provide meaningful, motivating, and engaging opportunities for educators of all levels and disciplines.

Mary Ellen Reeves

has experience working with teachers from pre-K through graduate school. Her career began as a language arts teacher at the junior high level. As a gifted coordinator, a language arts coordinator, and a math coordinator, Mary Ellen worked closely with teachers, students, and administrators. In her capacity as an elementary principal, Mary Ellen’s leadership in many areas, but especially in Response to Intervention, kept her school ranked as a model for schools in and around the area. With a doctorate in education, Mary Ellen has also taught graduate students in the areas of gifted education, literacy, action research, constructivism, and brain-based research.

Mary Eileen Reilly

has 27 years of classroom experience in K–12 classrooms, first as an English teacher after receiving her M.A. and then as a special educator with a M.Ed. While providing support for individual students, she also designed curricula to meet the needs of academically challenged students, co-taught classes, provided consultation to classroom teachers on modifications to their curriculum, and gave presentations to both teachers and parents. Eileen brought her skills as a communicator and teacher consultant to her role as a professional development trainer with Houghton Mifflin Harcourt. As part of a three-year DOE study, she initially taught classroom teachers how to implement Math Expressions in their classroom, and then returned to offer supplementary training and classroom support though materials designed to meet the needs of individual school systems. In addition, as a trained classroom observer, she was able to help teachers strengthen their teaching through recommendations on both the program and on general teaching strategies. Teachers indicate that her humor and positive attitude make her a welcomed classroom visitor. Eileen is an associate member of the Academy of Orton-Gillingham Practitioners; she lives 20 miles north of Boston.

Kay Rewerts

is an educator with over 30 years’ experience as a classroom teacher, teacher/librarian, and technology director in Iowa. As an independent consultant, she has worked in 30 states helping teachers integrate technology into the curriculum. Kay’s enthusiasm for teaching and learning with technology has enabled her to encourage reluctant teachers and students to move forward with technology integration based on research and best practices.

Maria C. Rogalle

is an educator with over 10 years’ experience as a classroom teacher, lead math and literacy teacher, and ESL Instructor. As an educator, she has worked with many universities and educational companies in the areas of reading, writing, ESL instruction, flexible grouping, leadership, and curriculum development. Maria has guided and mentored new teachers in developing balanced literacy instruction for teaching reading and writing. Maria’s enthusiastic approach to professional development and being an educator results in a comfortable approach to sharing best practices.

Adrianne Roggenbuck

is an educator with 19 years of experience as a classroom teacher. After receiving her M.A. in Adult Education, she went on to excel as a professional development consultant and trainer for 14 years. Adrianne has worked with educators across the United States and Canada, and as far away as Seoul, South Korea. She has trained and coached teachers in the areas of reading and writing, the use of literacy centers, and the standards-alignment process for assessment and instruction. Adrianne’s learner-centered approach to professional development is practical, engaging, enjoyable, and memorable. Her mission is to empower teachers with the confidence and skills they need when they are faced with new curricula and instructional challenges.

Debra Rollins

is an educator with over 30 years of experience as a classroom teacher, department chairperson, staff development trainer, online-teacher trainer, and independent educational consultant. As an independent consultant, she has worked with many school districts in the areas of reading, writing, vocabulary instruction, flexible grouping, learning styles, leadership, curriculum development, and technology integration. Debra’s specialty is integrating technology into the classroom to teach state standards. She has also worked with several states incorporating online courses for students and educators. Debra’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon researched-based best practices.

Nancy Rosenwasser

began her teaching career as a high school English teacher. She also provided programming for gifted and talented middle and high school students. Nancy spent the last eight of her 29 years in public education as an Educational Technology Specialist, where she trained teachers to integrate electronic tools and resources into their curriculum and professional practices. She conducted regional workshops on electronic data collection and analysis tools for science teachers through the University of Iowa and delivered remote-site training. Nancy was a presenter at state conferences, focusing on topics relating to the integration of technology in the classroom. Nancy earned her B.A. in English and History from the University of Rochester and her M.A. in Teaching Secondary English from the University of Iowa.

Kathy Ross

has been educating teachers and children for over 36 years as a teacher, consultant, and author. She has worked with teachers all over the country as well as internationally. Kathy has been awarded the Who’s Who in American Education and the Outstanding Mathematics Supervisor presented by Greater New Orleans Teachers of Mathematics and has presented on a variety of mathematical topics for NCSM, NCTM, and CAMT. Kathy has been a trainer for Every Day Counts^® Calendar Math and Every Day Counts Partner Games since 2006.

Sharon Ross

Sharon is an educator with over 32 years of experience as a classroom teacher, mathematics lead person, curriculum writer, and a professional development trainer. As an independent consultant, she has worked with many school districts in the state of Texas. Most of Sharon's expertise is associated with helping teachers to understand the meaning of the concepts that are being taught in the elementary classrooms. She believes that all students can learn. This leads her to making sure that differentiated instruction is always a part of her professional development trainings. Mathematics teachers are reminded that in order for students to be successful they must feel confident within themselves. She says, as educators, we must erase the fear of mathematics by connecting it to our everyday life. During her alignments or mathematics professional development offerings, Sharon addresses writing, vocabulary instruction, flexible grouping, learning styles, leadership, and curriculum development. Sharon has assisted and coached many schools with the development of student-centered learning. Through Sharon’s trainings, teachers feel supported and ready to facilitate students' understanding of mathematics. Sharon’s enthusiastic, interactive, and personal approach to professional development leaves educators enjoying themselves while understanding and practicing the mathematics skills that are being developed through the use of research obtained from modern-day mathematicians. Research-based best practices are evident in what you hear and see during her professional development courses.

Brenda Ruthven

is an educator with over 30 years of experience as a classroom teacher, department chairperson, and supervisor of student interns. As an independent consultant, she has worked with many school districts throughout the United States in the areas of phonics, spelling, and math. Brenda's enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning student-centered strategies built upon research-based best practices.

Nannie Scurlock-McKnight

is an educator with 40 years of experience in education. She has served as a teacher of three-year-olds and as Interim Director of Head Start, which is an enriched day care for children ages six months through five years. She has also been a Kindergarten teacher, an ESL teacher, a first grade teacher, a sixth grade mathematics teacher, a math/science/technology specialist, a lead teacher, and a mathematics coach. She has developed and presented parenting workshops for the Dallas Independent School District and presented a parenting workshop on the national level in Washington, D.C. She is presently working as a mathematics coach for teachers in grades K–6 in the Dallas Independent School District. Her responsibilities in this capacity are to mentor new teachers, plan and provide professional development, assist with curriculum writing, create common assessments, model lessons, co-teach, analyze data, and plan with teachers. Nan lives in Dallas, Texas, and is very energetic, enthusiastic, and passionate about mathematics.

Tomiko Sharpnack

has over five years of experience in the classroom and in intervention services. She has been a grade leader, data specialist, and staff developer in her school for the past two years. She has studied and implemented a balanced literacy program as the framework for teaching reading, writing, and word study with training from Teachers College at Columbia University. Her passion for high-quality math instruction was formed while conducting research in math discourse during her graduate studies at UC Berkeley, and continues in her role as an independent consultant for Math In Focus. She has also studied and implemented constructivist learning theory as well as Joseph Renzulli’s model for enrichment clusters. Tomiko’s dynamic and interactive approach to staff development creates professional development that is authentic, student-centered, and focused on best practices.

Betsy Shreero

has over 42 years' classroom experience as an elementary school teacher, math teacher, and learning specialist. She has served as a district math trainer and staff developer in Pinellas County, Florida. Betsy was a contributing author to NCTM Journal: Teaching Children Mathematics. She was honored as Pinellas County Mathematics Teacher of the Year. Betsy enjoys sharing her expertise on Every Day Counts^® Calendar Math and Every Day Counts Partner Games as she travels across the country training teachers.

Welda Simousek

is an educator with over 30 years’ experience as a classroom teacher, gifted and talented administrator, summer school enrichment administrator, and university instructor. As an independent consultant, she has worked with many school districts in her home state of Wisconsin in the areas of differentiation of instruction, flexible grouping, assessment analysis, and curriculum development. Welda has guided and coached several school districts in refining their curriculum based on current assessment results. Welda’s enthusiastic and interactive approach to professional development results in educators enjoying themselves while learning instantly applicable student-centered strategies built upon research-based best practices.

Sandra Slater

brings the perspectives of teaching, business, and technology to educational consulting. She is an educator with over 25 years of experience as a special education teacher, reading consultant, computer sales consultant, and as Vice President of National Consultant Services with Harcourt. As an educational consultant, she has worked with school districts in Alaska, California, Texas, Oklahoma, Pennsylvania, and New York. She supports teachers through model teaching in classrooms, coaching, and conducting workshops for teachers at all levels K–12. Sandra is dedicated to supporting teachers as they begin to implement new curriculum materials in the areas of Literacy and English Language Development. Sandra has worked intensively with educators to provide professional development in the areas of teaching English Language Learners, meeting the needs of struggling and striving readers, and integrating student and teacher laptops into the classroom. Sandra has an M.S. in Studies in Behavioral Disabilities from the University of Wisconsin and an Ed.M. in Reading from Harvard.

Earl Snyder

has 15 years of experience as a classroom teacher, curriculum specialist, and coordinator of elementary mathematics. Earl serves as coordinator of elementary mathematics in Alief Independent School District in Houston, TX. Earl has presented at the Math Recovery Conference, was a featured speaker at the Early Childhood Symposium in Scotland, and has taught graduate level classes in Primary Mathematics. Earl has led teachers in his own district as well as across the country in Every Day Counts^® Calendar Math and Every Day Counts Partner Games workshops.

Carolyn M. Stark

has over 30 years of experience as a classroom teacher, program director, and educational consultant. During almost 20 years as a classroom language arts teacher, Carolyn was twice selected district Teacher of the Year and a Level III Career Ladder teacher. During her tenure as a Reading Recovery teacher leader, she guided and coached three school districts in the development of district classroom balanced literacy programs as the framework for teaching reading, writing, and word study in grades K–5. As an educational consultant, Carolyn provides a fast-paced, enthusiastic, and interactive approach to professional development based on research-based best practice. Her specialty areas include reading and writing instruction, formative assessment strategies, academic vocabulary instruction, and guidance in the development of power standards and common assessments.

Sandy Stein

is an educator with over 33 years of experience as a classroom teacher, examiner for early childhood growth and development, writing coach, reading interventionist, assistant director of mathematics, and foreign studies lesson study participant. As an independent consultant, she has worked with many school districts in her home state of Michigan in the areas of reading, writing, children’s literature, mathematics assessment, and curriculum development. Sandy models the belief that students first build the skills and knowledge needed for application of rigorous content. Participants experience a gradual release of responsibility by being actively involved in the learning process.

Joyce Sterling

is an educator with more than 25 years of experience, impacting learners from early childhood through the collegiate level. Joyce has obtained a Director’s License for Childcare Centers in Texas and a Teachers’ Certification in Mathematics from several states, including Virginia, Florida, and Texas. In addition to her experience as a teacher, Joyce has held numerous leadership and administrative positions serving over 225 schools and countless teachers, parents, administrators and students. Throughout her career, she has served as a childcare director; trainer for parents, teachers and administrators; curriculum writer and editor; and a central staff administrator of a major metropolitan school district. Joyce has been instrumental in catapulting schools from a “Low Performance” status to an “Exemplary” status as defined by the Texas Education Agency. As an independent consultant, Joyce works with public school districts, charter schools, private schools, childcare centers, and individuals in developing and implementing comprehensive programs in mathematics and science catering to the needs of the individuals served. Joyce is driven and determined to positively impact society through empowerment via education. Through innovative classroom techniques and teaching strategies, she strives to unlock the critical thinking abilities and enhance the knowledge of professional development participants.

Connie Sullivan

is an educator with over 40 years of experience as a regular and special education classroom/resource teacher for K–8, instructional specialist for Pre-K–12, staff developer, coach, facilitator, consultant, contingency reading courses coordinator, and tutor. She has presented at local, state, and national conferences. While working full time for Montgomery County Schools in Maryland, Connie orchestrated countywide literacy conferences for elementary and middle school staff. Experiences with Montgomery County schools also included state-approved course development and instruction for a number of courses, conflict resolution curriculum development, and countywide recognition for innovative classroom practices. In Connie’s work for her local school system and for Houghton Mifflin Harcourt, she applied her knowledge of National Staff Development Council standards as she worked with many individual schools modeling for and coaching teachers in best practices. She is presently a National Trainer for Houghton Mifflin Harcourt Professional Development. Feedback over the years recognizes her capacity to connect with participants as well as a high degree of preparation, sense of humor, warmth, enthusiasm, credibility, and depth of knowledge. It is her privilege to work with and learn from the wide variety of school district staff members she has met around the country. Connie lives in Maryland, just outside Washington, DC.

Laura Summy

is an educator with over 40 years of experience as a special education, ESL, and reading classroom teacher, instructional facilitator, curriculum director, and independent literacy consultant primarily in South Texas. Throughout her career, Laura has worked extensively with both teachers and administrators in the implementation of balanced literacy programs, emphasizing flexible grouping, guided reading, vocabulary development, and writing process. As an independent consultant, Laura has taught students and coached teachers throughout the United States. Her research-based professional development workshops are engaging, interactive, and focused on integrating best teaching practices in the classroom.

Pat Swindell

is an educator with experience as a classroom teacher, school board member, consultant, teacher trainer, coach, and coursework writer. She has conducted educational trainings nationwide. As a school board member helping establish school policy, Pat was highly regarded for her educational expertise at the district, county, and state levels. She believes teaching at its best connects the learner and the teacher to possibility. She is presently a National Consultant for Professional Development and shares her enthusiasm and expertise with teachers around the country. Pat lives on the beautiful central coast of California and is currently writing training materials for professional development.

Cathy Tebo-Butterick

is an educator with 19 years of experience as an elementary classroom teacher in first through fifth grades. She has served as curriculum director, teacher trainer, and coach, and provided professional development workshops for Core Knowledge Curriculum to elementary and middle school teachers. She developed and supervised orientation training for teaching staff and coordinated and conducted bimonthly curriculum meetings. Cathy has served on curricular teams in social sciences, language arts, reading, and mathematics, and has a passion for using technology and innovation to meet the challenges facing students, teachers, and schools of the 21st century. Cathy’s enthusiasm and interactive approach to teaching, both in the classroom and in professional settings, brings about a passionate, focused, and inclusive learning environment bustling with energy and a spirit of collaborative inquiry.

Ann L. Thompson

has more than 32 years’ experience working with education and technology. As a classroom teacher, college professor, and administrator, Ann has spent her working career integrating technology into curricula and classrooms. Before she retired seven years ago to start her own consulting and training business, her last position was the Assistant Vice President of Distance Learning with San Juan College in Farmington, New Mexico. Ann has developed online courses to teach teachers how to teach online, worked with architects to design technology-friendly classrooms, and created technology integration professional development programs for teachers. Ann brings to her training sessions vast experience in technology integration in P-20 classrooms along with her love of technology.

Kelli Trainer-Barnett

A primary instructor with experience teaching and training Singapore Math strategies, Kelli has joined a network of educators who pursue a fresh approach to teaching math. In 2005, Kelli pioneered the implementation and professional development of one of Colorado’s early adopters of Singapore Math strategies on a school-wide basis. Schooled in the use of personalized instruction plans, Socratic methods of teaching, and parent education, she has come to share her practical experience and expertise with teachers around the country. Kelli is an author and guest blogger for multiple educational resources online and has moved towards a new model of educating the educator and has embraced the innovations of sharing learning via digital media. She believes in the value of whole-family education and presents at Parent Universities. Kelli looks forward to future opportunities to train, present, and invent in 21st century education.

Mari Ukleya

is an educator with over 15 years’ experience as a reading specialist, literacy coach, literacy coordinator, teacher trainer, and principal. She has spent time in the field of staff development and presented at local conferences as well as the ASCD National Conference in New Orleans in 2008. Mari has worked with teachers at all grades levels K–adult, including the incarcerated population. Literacy being a passion, Mari has found a niche as the Coordinator of Adult and Family Literacy, working with and overseeing many grant-funded programs. As a National Consultant for Houghton Mifflin Harcourt Professional Development, Mari is able to share her enthusiasm and expertise with teachers around the country. Mari currently resides in upstate New York.

Jack Umstatter

has taught English on both the junior high school and senior high school levels since 1972. He has also taught at Dowling College in Oakdale, New York, for fourteen years and taught writing and literature at Suffolk County Community College for the past four years. Jack has recently retired from the Cold Spring Harbor School District, where he taught English and co-chaired the department.

A writer for the Biography Channel, Jack also conducts teacher training workshops across the country. Jack graduated from Manhattan College with a B.A. in English and completed his M.A. degree in English at Stony Brook University. He earned his Educational Administration degree at Long Island University. Jack has been selected Teacher of the Year several times in his school district, was elected to Who's Who Among America's Teachers, and has also appeared in Contemporary Authors. His publications include Hooked on Literature (1994), 201 Ready-to-Use Word Games for the English Classroom (1994), Brain Games! (1996), Hooked On English! (1997), the six-volume Writing Skills Curriculum Library (1999), Grammar Grabbers! (2000), English Brainstormers! (2002), Words, Words, Words (2003), Readers at Risk (2005), and Got Grammar? (2007), all published by Jossey-Bass / John Wiley.

Tracy A. Warren

began her teaching career in 1997. She taught sixth grade as well as third and fourth grade multi-age classroom in the Adams County School District for three years in Peebles, Ohio, before moving to Lexington, Kentucky. She has taught in Lexington in the Fayette County School District for the past eleven years in grades 3–5. Tracy taught Math in Focus from 2009–2010 while teaching third grade in Fayette County. She is currently a math and science coach for grades K–5 in an elementary school in Lexington that adopted the program this school year. She travels in the summertime training teachers, coaches, and administrators in the Math in Focus program.

John White

is an educator with over 37 years of experience as a classroom teacher, learning center director, grant writer, principal, curriculum/instruction director, and school improvement coordinator. He has presented at several national reading conferences and also served as a Houghton Mifflin Harcourt consultant. John has worked in the area of school improvement, curriculum selection, and implementation in schools using standards-based, data-driven instruction. He has guided and coached schools in developing balanced literacy programs, flexible grouping, differentiated instruction, and finding funding sources via grants.

John believes in education and has an enthusiastic and interactive approach to professional development. This approach results in educators enjoying themselves while improvement strategies are built upon research-based best practices.

Mary White

is an educator with over 35 years’ experience as a classroom teacher, gifted and talented coordinator, campus technology coordinator, and adjunct lecturer. As an independent consultant, she has worked with both small and large school districts, conducting professional development on topics ranging from Web 2.0 project-based learning to research-based reading instruction. She believes that every group of teachers deserves individualized hands-on instruction and is determined to model effective teaching strategies. Each professional attending her sessions comes away thinking, "Now that’s something I can use."

Marie Wiles

is an educator with experience as a classroom teacher in 4th grade. Outside of the classroom, she has presented at local schools in Kentucky for Professional Development. She is also a Houghton Mifflin Harcourt consultant for Kentucky school districts and is spending the summer traveling to Kentucky schools to model and coach teachers in the implementation and best practices of Math in Focus. Marie has worked with teachers at grade levels K–5. She is presently a National Consultant for Professional Development and is privileged to share her passion and knowledge with teachers around the country. Marie lives in Lexington, Kentucky, and is currently a classroom teacher in Fayette County Public Schools.

Judy L. Williams

is an educator with over 35 years of experience as a classroom teacher, adjunct professor, conference speaker, and developer of curricula for reading intervention, science, and outdoor science education. As an educational consultant for Houghton Mifflin Harcourt, ETA/Cuisenaire Education, and Discovery Education, she has presented workshops and seminars in reading, math, science, and classroom management, focusing on enhancing the best practice skills with technology and differentiating instruction for all types of learners. With Judy’s variety of educational knowledge, background, and teaching experiences, she shares professional development with expertise, enthusiasm, and an interactive approach that finds all educators engaged in learning the research-based best practices supported with student-centered strategies.

Ketura Williams

has been a classroom teacher and math coach for the past seven years in Georgia and Florida. She is a former Teacher of the Year. Ketura has been a trainer for Every Day Counts^® Calendar Math within her district and now for Great Source. Her love for
Every Day Counts Calendar Math is contagious and she has spread the program to every school in which she has taught.

Roberta Williams

has 35 years of language arts teaching experience in grades 7–12. She has served as the K–12 Language Arts Coordinator for the Traverse City Area Public Schools in Michigan. In 1987, the Traverse City Chamber of Commerce chose her as an Outstanding Educator. She has served as adjunct faculty for Ferris State University and has served on advisory boards for several publishing companies. In 1993, she published a book with one of her learning disabled students. The book received an Award of Excellence from the Michigan Learning Disabilities Association, the 1994 Margo Marek Award, the 1995 Book of Distinction (IRA), the New York Library’s 1995 Best Book for the Teen Age, a nomination as the 1995 Best Book for Young Adults by the American Library Association, and selected as one of the Ten Best Children’s Books by the Boston Book Review. Roberta holds a B.A. in English from the University of Northern Iowa and an M.A. in Secondary Reading from Western Michigan University.

Judy A. Wingert, M.Ed.

taught middle school for 30 years. She began her teaching career in Home Economics along with a variety of other subjects such as typing, reading, social studies, and language arts, and she ended her classroom career with 13 full-time years teaching eighth grade language arts. She left the classroom to work in the professional development department of Tucson, Arizona’s largest school district. She facilitated K–12 teacher trainings in best practices, academic writing, instructional coaching, adolescent reading strategies, and six traits of writing. Since her retirement from the public school arena, she currently works in the state of Arizona training teachers and administrators on their new 6–12 language arts and English textbook adoptions and the technology which accompanies new literature texts. She also has K–12 teacher literacy coaching experience in a variety of schools and settings. She loves working with classroom teachers to help them improve their craft of teaching.

Donna Wong

is an educator with over 14 years’ experience as a classroom teacher, instructional leader, and campus, district, and national professional development presenter. As an instructional leader, she has worked with many teachers in the Alief Independent School District in her home state of Texas in the areas of science, instructional technology, curriculum development, and Professional Learning Communities. Donna has coached and mentored teachers in developing strong instructional methodologies to meet student needs and generate growth in student achievement. Donna's passionate and interactive approach to professional development results in educators learning and applying research-based best practices to engage all students in a variety of learning environments.

Phyllis Yucatonis

brings over 14 years of expertise working with young children, adolescents, and young adults within the field of education. She has taught in a variety of instructional settings, including both public and private schools, in first, third, and fourth/fifth combined classrooms. In addition, she has taught classes at the community college and university level. Before that time, she worked in the private sector for 10 years and served as Director of Human Resources for an international engineering firm. Ms. Yucatonis earned a B.S. in Educational Psychology from Eastern Connecticut State University and a M.A.T. in Education from Brown University. She continued with advanced studies at the University of Connecticut with a concentration in Special Education. With her passion for math, she has played a key role in facilitating the adoption of the Math In Focus program at her school, where she currently teaches as a third grade teacher.

Bill Zielke

is an educator with 33 years of experience as a school psychologist, special education teacher, principal, and assistant superintendent. As an independent consultant, he works with school improvement teams to help them meet Adequate Yearly Progress (AYP) requirements. As a trainer he focuses on issues of school improvement, data analysis, principal leadership, team effectiveness, and assessing the implementation and impact of professional development events. Bill also serves as a mentor to first-year principals and co-coordinates professional development activities for principal mentors. He has published articles on a variety of topics including students’ physical fitness, literature rich classrooms, leadership, and developing the social maturity of middle school students. He has presented at numerous state and national conferences. Bill’s coaching style of listening for the implicit issues that underlie learning-based problems helps to build the capacity of educators to develop their own solutions. His training programs are engaging, interactive, and thought provoking, while giving educators a safe environment to explore school and professional improvement options.