ENGAGED QUESTIONING - Key Persons
Job Titles:
- Consultant
- Partner
- Learning Coordinator for the Center for Excellence
Aaron Eisberg began his career designing and implementing project-based learning in K-5 science classrooms. After teaching in the classroom, Mr. Eisberg spent a significant portion of his career advising teachers, schools, and school systems in the development and deployment of rigorous instructional design, effective assessment, and ensuring high levels of student voice and achievement in K-12 systems.
Mr. Eisberg currently works as the Learning Coordinator for the Center for Excellence at New Technology High School, the flagship school of the New Tech Network. As the Learning Coordinator he leads the work of designing new content for faculty, cultivating and curating professional learning for educators around the world, and supporting Napa New Tech High School in strengthening their student-led culture and meeting core academic and 21st Century outcomes. Mr. Eisberg is well regarded in his ability to lead adult professional learning in the utilization of innovative methodologies in today's classrooms.
Ainsley B. Rose has over 49 years as an award-winning educator. He began as a high school teacher and progressed to be an Elementary and Secondary Principal, finally a Director of Education in Quebec, Canada. He was awarded the Outstanding Achievement Award for Demonstrating Outstanding Leadership in Education by the Association of Administrators of English Schools of Quebec.
He has served as chair of most of the provincial educational committees in Quebec and named to be on the Advisory Board for English Education by the Minister of Education in Quebec.
Now he is an author consultant, Keynote presenter, and facilitator of an extensive range of professional learning topics. He is President of Thistle Educational Development Inc. and professional development consultant with Solution Tree, Marzano Research, The Core Collaborative, Inspired Education. He is a contributing author for several educational publications and is currently working on his first book on the topic of Influence. A second book is also on the way co-authored with two colleagues. Ainsley is married with three adult children and six grandchildren all living in West Kelowna, British Columbia, Canada.
Job Titles:
- University Research Partner
Chair and Professor of the Department of Education Studies at the University of California, San Diego. Alan is also the founding Executive Editor of the new Sage Journal Educational Neuroscience. Alan's research and teaching are influenced by his 16 years of public school experience in a variety of instructional and leadership roles. His research primarily focuses on the role of leadership, educational policy, and organization structures and the relationship between those elements on the educational attainment of traditionally marginalized student populations.
Alan draws on his theoretical and methodological expertise in social network theory and analysis in his work and has multiple publications and a book on the topic published by Harvard Press entitled, Social Network Theory and Educational Change. He has a second co-authored book with Springer entitled, Using Research Evidence in Schools, and a third book published by the American Educational Research Association entitled, Thinking and Acting Systemically: Improving School Districts Under Pressure.
Alison believes design has the power to change the world, and is happy to use that power for good in her role of Creative Director for The Core Collaborative learning network. Before joining the team, she was lead designer at a prominent Denver design studio, working with the Creative Director on branding, packaging, print, and web design. Concurrently, she maintained a personal client base of small business owners and not-for-profit organizations, working on brand development, marketing collateral, social media graphics, and web design.
Alison had a few other careers before becoming a graphic designer. She worked in volunteer management at the Capital Area Food Bank in Austin, Texas and for the Denver Botanic Gardens Annual Pumpkin Festival. She taught K-6 Art and Music for 6 years in the Denver Public Schools. She has a Master's degree in electronic music composition and an undergraduate degree in classical piano performance, a degree put to use once per week in a friend's basement playing covers of 80's music.
Alison lives in Denver with her husband Tony and their adopted Border Collie Murphy.
Job Titles:
- Consultant
- Partner
- Consultant for the Core Collaborative
Amber serves as a partner consultant for The Core Collaborative. She brings extensive experience regarding best practice literacy instruction. She has been a Literacy Specialist ranging from Pre-Kindergarten to High School. In addition, Amber has been a clinician, consultant, mentor and national trainer for Lindamood-Bell Learning Processes®. She has been an inclusion specialist involved in the IEP process and curriculum modification for high school special education programs and a Training Specialist in application of reading programs for classrooms for The Behavioral Counseling and Research Center in the San Francisco Bay area.
Amber has experience as a clinician, consultant, mentor, senior consultant and trainer for The Reading Clinic in San Francisco, CA. She currently serves as the Clinic Director and co-founder of The Literacy and Language Center in San Francisco, which is completing its tenth year in business serving the community of San Francisco.
Anthony Lodico's 36-year career in education, as a teacher and administrator, reveals that - through mindfulness, hope, compassion, and intentionality - you can create lasting and impactful leadership. He believes that excellence and educational equity are complementary and should not be a choice. Anthony exemplifies courageous leadership by remaining committed to ensuring that each child receives the tools he or she individually needs to develop their full potential in order to succeed.
He spent eighteen years at Port Richmond High School in Staten Island, NY serving in the roles of teacher, adviser, and then assistant principal. In 2003, he accepted a position as the Regional Safety Administrator responsible for 129 schools in Staten Island and South Brooklyn. In 2004, he became principal of Edward R. Murrow High School in Brooklyn, NY.
In 2012, Anthony became the Manhattan High School Superintendent overseeing 50 schools. Two years later in 2014, he was appointed Superintendent for Staten Island's District 31 schools working with 70 schools ranging from Pre K - grade 12.
Anthony's meaningful reflection, and thoughtful connection to both his professional and personal communities and, according to Chancellor Carranza, led to Staten Island's renaissance under his resonant leadership. From September 2018- October 2020, Anthony served as the Executive Superintendent of Staten Island. His focus was to have effective communication and clarity with purpose that led to greater coherence among all Staten Island schools.
Job Titles:
- Co - Founder
- Executive Director
- Executive Director of Professional Learning
Barb Pitchford is the Executive Director of Professional Learning and co-founder of The Core Collaborative. During her 30 plus years in public education, Barb has worked at all school levels - high, middle, and elementary - as a teacher, counselor, assistant principal and principal. For the past several years Barb has worked for a variety of professional development organizations including The Leadership and Learning Center where she was recognized as a Distinguished Professional Development Consultant.
Barb is most proud of the work she led as principal of her last school that was awarded state recognition as a top performing school several years running. During that time, she also worked closely with Bob Marzano during the development of state-wide standards for Colorado.
Barb's passion and commitment is around helping to ensure high-impact school leadership. Based on the research around collaboration and formative assessment, Barb specializes in developing Impact Teams to improve student and teacher learning.
Barb is currently collaborating with Paul Bloomberg on writing a series of books focusing on Impact Teams and Student-Centered Assessment.
Job Titles:
- Consultant
- Partner
- Project - Based Learning Coach
Brad Sever is a national presenter, speaking on project-based learning, instructional coaching, and leadership. He has provided professional development for charter schools, urban, rural, and suburban schools for the last 10 years. In addition, he is a National Faculty member for PBLWorks (formerly the Buck Institute for Education). His practical approach to professional development comes from the variety of experiences and perspectives he has gained.
Job Titles:
- Executive Director of Learning Partnerships for the Core Collaborative
Brian is the Executive Director of Learning Partnerships for The Core Collaborative. He supports districts across the United States along with The Core Collaborative team in strategically creating learner-centered frameworks that are the blueprint for student achievement and continuous improvement.
Brian has over 20 years of experience in educational support where he was consistently recognized for achievements. After teaching in Maine and Washington DC, he relocated to California and accepted a position as a representative for McDougal Littell a division of Houghton Mifflin Harcourt. He was recommended for a newly created Channel Managers position with the Leadership and Learning Center (a division of HMH) where he first met Paul Bloomberg and Barb Pitchford. He consistently exceeded goals and received the CEO Award twice. He then joined Corwin where he received the President's Award twice. He is thrilled to be once again reunited with Paul and Barb and the amazing cadre of professionals at The Core Collaborative.
Brian studied at Bates College and the University of New England where he played Hockey and Soccer. He received a BA in History and English from Fordham University in New York. He loves collecting rare books, fishing, golf and traveling with his family. He lives in the Burbank, California with his wife, Barbara, who works in Public Relations, and two children, Lila, who is currently in 8th grade at Burbank Unified's Jordan Middle School and Dylan, a freshman at Harvard University (class of 2023).
Job Titles:
- Author, Partner Consultant
Dr. Carrie Symons holds a BFA in Theater (University of Colorado, Boulder), a MA in Education: Curriculum and Instruction (University of Colorado, Boulder), and a PhD in Educational Studies: Literacy, Language, and Culture (University of Michigan, Ann Arbor).
Currently, she is an Assistant Professor in the Department of Teacher Education at Michigan State University. As a former elementary classroom teacher of 10 years in both urban and rural schools, she is interested in how teachers learn and develop the tools and practices necessary for the facilitation of students' meaning-making.
Her teaching and research focus on literacy instruction, reading comprehension, and English language development across the content areas. Alongside her work as an elementary classroom teacher and scholar, Carrie has been practicing yoga for the past 13 years. In 2005, she became a certified yoga teacher and has taught all levels of students from beginners to pre-service yoga teachers. At the intersection of education, the arts, and yoga,
Carrie is compelled to further explore how teachers can cultivate a teaching practice that is sustainable and nurturing for both themselves and their students.
Job Titles:
- Consultant
- Partner
- Assistant Professor of Reading and Elementary Education at the University of North Carolina Charlotte
Colleen E. Whittingham, Ph.D., is an Assistant Professor of Reading and Elementary Education at the University of North Carolina Charlotte. Colleen is an experienced teacher, researcher, and author specializing in literacy instruction.
She completed her masters and doctorate degrees at the University of Illinois at Chicago in Literacy, Language, and Culture, is a certified reading specialist, and former elementary school teacher. Colleen's research explores the factors that mediate teacher/child interactions in early literacy contexts, specifically those fostering equitable opportunities to learn.
Connie Hamilton Ed.S. has 25 years in education as teacher, instructional coach, elementary/secondary principal and K-12 district administrator. She is currently the curriculum director in Saranac Community Schools, is an international educational consultant and presenter, and the author of two books, including her latest, Hacking Questions.
David Horton is a lifelong educator, author of "Leading School Teams: Building Trust to Promote Student Learning" and contributing author of "Peer Power: Unite, Learn, Prosper."
He has served as an Assistant Superintendent of Educational Services, a K-12 Director of Curriculum, Instruction, and Assessment; Coordinator of Secondary Mathematics and K-12 Instructional Technology; high school Assistant Principal; and high school math and science teacher. In total, David has logged more than 20 years dedicated to K-12 education.
David's area of expertise is building systems and structures of organizational leadership that align mission and vision with practice. David also teaches as an adjunct professor with several Southern California universities.
David has a Bachelor of Science in Biology and Master of Education from the University of California, Los Angeles (UCLA). He received a Master of Science degree in Administration from Pepperdine University and earned a Doctor of Education degree in Organizational Leadership from the University of La Verne. David resides in Southern California with his wife and two children.
Dr. Carol Cronk's passion is mathematics. Carol has served a variety of roles in mathematics leadership, education and professional learning. She has been a Mathematics Common Core and Intervention Coordinator and has also been a Director of STEM for a large K-8 district in southern California.
Carol currently teaches undergraduate courses in mathematics for educators at a California University. Additionally, she is the co-Director of the Inland Counties Mathematics Project, a part of the California Subject Matter Project, and writes assessment items for two large assessment companies.
Job Titles:
- Consultant
- Partner
- Consultant With the Core Collaborative
Dr. Ingrid Twyman is a partner consultant with the Core Collaborative. Ingrid is extremely passionate about building teacher and leader capacity to enact culturally responsive practices and create cultures of equity so that all students receive access to a high quality education. She is a former middle-school teacher, principal, instructional coach, and teacher residency director who served Latino students and families in Los Angeles for over 16 years. She holds an Ed. D. from the University of Southern California in Urban Educational Leadership with a focus on Teacher Education in Multicultural Societies.
Ingrid co-founded the urban teacher residency, the Alumni Teach Project, creating a strategic partnership with Loyola Marymount University as the institute of higher education. The focus of this teacher residency was to increase the number of teachers of color by intentionally recruiting and preparing Latino teacher candidates who were alumni from the communities in which they would ultimately serve. Through innovation and leveraging best practices learned as a network partner with the National Center for Teacher Residencies, the Alumni Teach Project has proudly graduated and placed over 60 Latino teachers in the same schools they attended as children so that the current students could have more teachers who looked like them.
As an independent education consultant, Dr. Twyman currently designs and facilitates professional development modules and experiences on topics such as culturally responsive classrooms, classroom management, and Social Emotional Learning. Also an adjunct faculty member at the Alder Graduate School of Education, Ingrid's coursework includes Language Use in Multilingual Classrooms, Elementary Literacy and Methods, Action Research, and Data-Based Decision Making.
Ingrid believes in shared ownership and enjoys encouraging and empowering key players to work together and find solutions. She strives to help schools and organizations optimize their strengths while finding ways to work around obstacles as they transform into communities that embody equitable practices.
Dr. Jason Crean has taught science at the high school level for 25 years and the college level for the past 11 years. Crean currently teaches in the Department of Biological Sciences at Saint Xavier University where he also trains preservice science teachers. Crean has been awarded the Presidential Award for Excellence in Science Teaching, the Leadership in Science Education Prize by the American Association for the Advancement of Science, as well as awards from the National Science Teachers Association, the National Association of Biology Teachers, the Illinois Science Teachers Association, among others. Most recently he was awarded the Golden Apple award and the 2020 NSTA Distinguished Teaching award. He currently serves as President for the Association of Presidential Awardees in Science Teaching and sits on the College Board's National Science Panel.
Job Titles:
- Principal at Francis Howell North High School
Job Titles:
- Chief Learning Officer
- Founder
- Founder and CEO of the Core Collaborative Learning Network
Dr. Paul Bloomberg is the Founder and CEO of the Core Collaborative Learning Network based in San Diego, CA and New York City. The mission of the Core Collaborative Learning Network is to expand learner ownership and agency through building a culture of belonging and efficacy through collaborative inquiry. The Core Collaborative defines "learner" as ALL the people in a system who partner with students. The Core Collaboratives strives to cultivate learners who embody empathy, open-mindedness, patience and perseverance who use their energy and expertise to make a positive impact in the world we share with others.
Dr. Bloomberg is the co-author of the best-selling book, Leading Impact Teams: Building a Culture of Efficacy, a lead author of Peer Power! Unite, Learn and Prosper: Activate an Assessment Revolution through Mimi and Todd Press and a lead author on The EmpowerED Learner eToolkit. Paul has led multiple, successful school turn-around efforts and believes that public education must play a major role in deconstructing systems of oppression.
Paul also serves on the board of the National Parents Union. The National Parents Union is a network of highly effective parent organizations and grassroots activists across the country that is united behind a set of common goals and principles to channel the power of parents.
Paul lives with his husband, Tony, in California. Alex and Taylor, Tony and Paul's sons, are the inspiration for launching the Core Collaborative in 2014.
Eric Bjornstad is a partner consultant and Science & Mathematics educator from the Chicago area with over 15 years experience in the high school classroom. He specializes in creation of phenomena based science instruction with a focus on formative assessment integration.
Gina Burt earned a Bachelor's in Elementary Education with endorsements in Psychology, Early Childhood Education, and a specialization in students who are At-Risk. She earned a Master's degree in Curriculum and Instruction with an emphasis in Literacy and is currently working on her Doctorate in Higher Education with a dissertation focus on Culturally Responsive Education. Gina earned her National Board Certification in Early Childhood Generalist and was recruited by NEA to facilitate cohorts with teachers K-12 in all content areas.
Job Titles:
- Assistant Director of Professional Learning With the Core Collaborative
- Co - Director of Professional Learning
Isaac is the Assistant Director of Professional Learning with the Core Collaborative. Prior to his work at The Core Collaborative, he worked as a School Improvement Specialist and Instructional Coach for Henderson County Public Schools in North Carolina. He is able to transform research into practice and demonstrates this daily with the districts, schools, teachers, and students he serves.
Isaac has a passion for progress and focuses his own learning and his coaching around the question "What's next?" For ten years as a teacher and in his third year as an instructional coach, the data is the guide. When writing scores dropped district-wide, he studied writing instruction and led his county through the North Carolina Phases of Writing professional development. When his school failed to meet annual yearly progress goals in math, he shifted his focus to math instruction and became a facilitator for the North Carolina Partners for Mathematics Learning. As a School Improvement Specialist, he has facilitated and coached a professional learning community model that gets results so that other teachers can follow where the data leads, adapt their instruction, and influence others.
Isaac is most proud of his school's continued growth over the last two years. Their population of diverse learners have continued to improve on common formative assessments as well as College and Career Ready End of Grade Tests as schools nearby have leveled off or seen drops in their proficiency and growth. He attributes this progress to teachers' engagement in professional learning communities focused on implementing high-yield instructional strategies with all students regardless of label or socio-economic status.
Isaac has a Bachelor of Arts degree in Elementary Education from Elon University and is a National Board Certified Middle Childhood Generalist
Job Titles:
- Partner
- Co - Director of Professional Learning
Isaiah McGee is a leading partner with Equity and Justice Consulting
LLC, a consulting, training, and coaching firm focused on professionals, organizations, and businesses searching for resources, pathways, and
solutions that will lead to growth, engagement, and functionality around issues of social justice and systems equity. Equity and Justice Consulting specializes in being a catalyst in the areas of professional
development, government relations, policy development, and strategic
planning.
Kara Vandas is an educator with an enduring passion for empowering learners. She began her career in education at an alternative school for youth at-risk. Kara spent several more years in the classroom in public education as a middle and high school educator and then transitioned to coaching and professional learning positions that allowed her to support teachers and leaders K-12. Her current role as an author and consultant takes her around the world to partner with schools and school districts.
Kara is the co-author of Peer Power: Activate an Assessment Revolution; Clarity for Learning: 5 Essential Practices that Empower Students and Teachers; and Partnering with Students: Building Ownership of Learning and holds a Master's degree of Education in Curriculum and Instruction from Regis University. She partners with schools and districts all over the country in the areas of empowering students, growing learner agency, putting the research into practice, building efficacy in educators and students and more. She also presents nationally and internationally at conferences, with a focus on learner agency and efficacy. She and her family live in Castle Rock, Colorado, where they enjoy the outdoors and spending time with family and friends.
Job Titles:
- Executive Director
- Member of the View Team
Job Titles:
- Consultant
- Member of the View Team
- Executive Director of Operations
As a partner consultant, Katie has partnered with the Core Collaborative in an effort to refocus the work of district professional learning communities on student learning. Through long-term strategic planning, intentional professional learning on the formative assessment process, and a focus on the implementation of IMPACT Team protocols, Katie has supported district IMPACT Teams as they have successfully built their capacity to partner with all students in the learning process.
Kelley S. Miller began her career as a middle school Language Arts teacher. She was an early adopter of project-based learning, and has designed and implemented project based learning for the language arts classroom derived from novels, textbooks, and current events. She taught in school partnership with New Tech Network for a number of years, and implemented Dr. McDowell's instructional model in her classroom to reach the learning needs of her students in special education, general education, and accelerated classes.
Mrs. Miller currently works as a district instructional coach for secondary schools. As a coach, she leads the work of guiding teachers to ensure one year's growth in one year's time for their students. She supports both new and veteran teachers, individuals and teacher teams, and administrators in cultivating a culture of progress and continual learning. Her efforts helping teacher teams to interpret student data and implement findings from current research are highly regarded. In addition, she has served as adjunct professor for Touro University's graduate school of education, PBL Summer Institute Design Team, and is a NapaLearns fellow.
Concurrently, Mrs. Miller works closely with Hinge Education to bring forward Rigorous Problem and Project Based Learning and Leadership to school systems around the world. She began as a teacher implementing Dr. McDowell's strategies in the classroom, and has since become a collaborator for delivering professional learning services to faculty and administration. Her focus continues to be on ensuring students substantially improve in their core academic learning and in developing their efficacy to take ownership over their own learning. Kelley brings an experience and knowledge base in authentic project-based learning juxtaposed with sound research-based practices that move students' academic achievement forward.
Kelley holds a Masters Degree in Education from Touro University and a B.A. in Speech Communication and Theatre Arts from Texas A&M University. She is a proud mother of two.
Kim Flyr is passionate about creating space for people to have greater compassion for themselves and others. Kim currently works in Howard County, MD as a mental health counselor, yoga teacher, and freelance writer. She has previously spent 20 years serving the Howard County Public Schools as a teacher, counselor, and resource counselor. She has also served as a parent educator and educational consultant for Anne Arundel Community College and The National Family Resiliency Center.
Kim graduated Summa Cum Laude from University of Maryland with a degree in Elementary Education and completed her Master's Degree in School Counseling from Loyola College. She is a Licensed Professional Counselor (LCPC), Registered Yoga Teacher (RYT 500), and Gallup Certified Strength Coach. Her personal essays have been published locally, nationally, and internationally.
Kim has served on several nonprofit boards, including the Women's Giving Circle, The Howard County Commission for Women, and The Maryland Retreat Center. She speaks on the topics of compassion and wellness, facilitates a women's circle, and is happiest when in conversation with others working to transform
Job Titles:
- Consultant
- Partner
- Coach in San Diego
Kristen Eveland is currently a curriculum coach in San Diego, California. She spent 13 years teaching grades K-6, most in upper elementary, before moving into her current role in 2014. She has helped implement a district-wide 1:1 iPad program and facilitated curriculum adoptions for ELA, Math, and History-Social Science in addition to supporting new and veteran teachers with curriculum implementation and innovative instructional practices. She is a trainer in Cognitively Guided Instruction in Mathematics for her district and is a certified Guided Language Acquisition Design (GLAD) teacher.
Kristen has presented sessions on technology integration and professional development coaching strategies at San Diego CUE Conferences and CUE National Conferences, and is passionate about the opportunities technology can provide in partnership with student-centered teaching and learning.
Kristen is an adjunct professor for University of San Diego and National University. She earned her Bachelor of Arts in Liberal Studies and her Master of Arts degree in Teaching, Learning, and Technology from Point Loma Nazarene University in San Diego.
Kristin Rademaker has been involved in education for over twenty years, spending the last 18 years teaching science in both general and special education settings. She has worked with the Next Generation Science Standards (NGSS) since their adoption in 2014 and has worked both locally and nationally in helping districts implement their new state standards.
Kristin serves as a professional development facilitator and instructional coach for the National Science Teachers Association (NSTA) and also reviews NGSS aligned curriculum for Achieve's Peer-Review-Panel. Kristin is a 2017 recipient of the Robert E Yager Excellence in Teaching Award and was also named Yager Scholar of that year. In 2018 she received NSTAs Distinguished Teacher Award. In 2014, Kristin was selected as one of 16 high school teachers in Illinois to develop middle and high school storyline units aligned to the Next Generation Science Standards.
Kristin is a contributing author to the materials found on the NextGen Storylines website and frequently speaks at local, state, and national conferences on instructional shifts toward three-dimensional teaching and learning. Kristin is the former Secretary of the Illinois Science Teachers Association, and currently serves as President-Elect. She is also the co-founder of the NGSS Biology Storylining Working Group that has led teachers from vastly different backgrounds through the storylining curriculum development process. Kristin has a Bachelor's of Science in Special Education from Northern Illinois University as well as a Master's in Educational Leadership from Aurora University.
Job Titles:
- Learning Network Specialist for the Core Collaborative
Leah is the Learning Network Specialist for The Core Collaborative. She began her career in accounting and payroll for two major corporations before returning to school to pursue a degree in education. Leah graduated with a Bachelor of Science Degree in Elementary Education and supported local school districts as an educator and in after school tutoring programs for 7 years before signing on full time with T.C.C. She continues to serve educators and systems from T.C.C.'s Kansas office. Leah lives with her husband, Mark, and two daughters, Marlea and Izzy. In her spare time she enjoys rooting on the Kansas City Royals and the 2020 Superbowl Champions- the Chiefs!
Job Titles:
- Consultant
- Partner
- Consultant for the Core Collaborative
Lisa Cebelak is a partner consultant for The Core Collaborative and a national education consultant. In her former district, Lisa was an instructional coach specializing in secondary literacy coaching. She also taught English Language Arts at the high school level for over a decade and was an instructor in Costa Rica.
Lisa has experience working with elementary and secondary teachers, support staff, principals and curriculum directors. Lisa facilitates professional development onsite and also provides follow up implementation visits in various areas such as Using Data to Drive Instruction, Curriculum, Standards and Assessments, Literacy and Common Core. She is passionate about what happens after training is provided. She works to make sure educators are comfortable with collaboration and understand how to monitor their actions by reflecting on their learning. Lisa feels this is crucial and often the missing component for true implementation of professional development to be sustained.
Lisa has presented at a variety of state and national conferences and institutes, including ASCD. She has authored chapters for two books focusing on the Common Core State Standards. Her passion is working with teachers and coaches on building internal capacity for school districts and reflecting on best practices to improve student and teacher learning.
Lisa earned a Bachelor's in Secondary Education and a Master's in Adult and Higher Education with an emphasis in English from Grand Valley State University in Michigan. She is currently addicted to HGTV and Breaking Bad.
During her nearly two decades in education, Loan has worked as a classroom teacher, assistant principal, principal and professional developer. Currently, as a Partner Consultant with The Core Collaborative, she supports much of the work that includes, but is not limited to Impact Teams, Formative Assessment, Student Centered Ciriculum Design, English Language Learners and implementation support. Loan is also the co-author of The EmpowerED Learner Toolkit published by Schoolwide Publishing.
Loan provides professional learning support and works with educators at all levels to improve instructional and leadership practices. As a school principal, she saw positive changes and dramatic gains in teaching and learning as a result of implementing the formative assessment process. With her expertise in standards, assessment, instruction, and leadership, she has been successful working with schools and districts in the implementation of the formative assessment process. Her ability to translate research and best practices into
applications allows her to work as a long term partner with teachers, leaders and districts to sustain the process through coaching visits. She helps them use the critical practices of monitoring and feedback to get results with a strong focus on ensuring deep implementation of student centered professional learning initiatives.
In addition to supporting The Core Collaborative's clients, Loan is a contributing author to the Lead and Learn Press publication, Standards and Assessment: The Core of Quality Instruction. In addition, she was a Senior Professional Development Associate with The Leadership and Learning Center and in an Author Consultant with Corwin Press.
Away from work, Loan loves spending time with her family in a vibrant community in Los Angeles, CA.
Job Titles:
- Consultant
- Partner
- Consultant With the Core Collaborative
Lori Cook is a partner consultant with The Core Collaborative. Her passion is to help teacher's be amazing instructors. Utilizing the formative process, Impact Teams, and curriculum design Lori has worked with scores of K-12 systems to improve the quality of math instruction. In addition to coaching elementary, middle, and high school teachers on effective math strategies and learning environments, she has also guided K-12 curriculum teams through the curriculum design process.
Lori has a decade and a half of classroom experience helping low-performing students find success in the classroom. Lori also served in administration as Achievement Director. In this role, she delivered professional development, directed system-wide curriculum alignment, and guided unit planning. In addition to her work with The Core Collaborative she is also a Distinguished Professional Development Associate with The Leadership and Learning Center.
Job Titles:
- Consultant
- Partner
- Member of the National Training Team for the University of San Diego
Lori DeCarlo is a member of the National Training Team for the University of San Diego, Center for Restorative Justice, where she trains K-12 educational leaders to acquire both the "heart set" and "skill set" needed to create school cultures that are restorative and healing. As the former Superintendent at Randolph Academy UFSD, Ms. DeCarlo possesses nearly two decades of experience as a school administrator. Under Ms. DeCarlo's leadership, the Randolph Academy has implemented a multi-tiered system of restorative practices to resolve conflict and repair harm and worked with the Academy's Board of Education to ensure that Restorative Practices are embedded into policy and the District's Code of Conduct. The former "Woman of Influence" by Buffalo Business First also served as Co-Chair for the Western New York Regional Youth Justice Team, and was a Board Member for the Justice Center for Children and Families in Olean, NY.
Lori Hamel was born and raised in Honolulu, Hawaii and has 25 years of classroom experience which includes secondary ELA, newswriting, and drama as well as serving as department chair. In her most recent role as curriculum coordinator, she led the faculty at Roosevelt High School in several initiatives such as unpacking standards, curriculum mapping, aligning assessments, and data analysis. She also mentored several teachers, was an instructional coach, and facilitated numerous professional development sessions focusing on engaging strategies to increase student achievement.
Job Titles:
- Author, Partner Consultant
Job Titles:
- Consultant
- Partner
- Staff Development Director for the East Central BOCES
Megan currently serves as the staff development director for the East Central BOCES in Limon, Colorado. She has been with the EC BOCES for 5 years. Before becoming the staff development director, she was an Impact Team Coach who helped serve the majority of the school districts. The EC BOCES serves 20 rural school districts over 10,000 square miles. Her main role has been to provide professional development to regional teachers and staff. The EC BOCES created Impact Team Coaches 5 years ago and had a total of 4 coaches strengthen the work of Impact Teams across each district. Currently the BOCES is working with over 300 educators and over 90 Impact Teams.
Michael McDowell, EdD has been a public school educator for the past eighteen years serving in the roles of classroom teacher, academic and athletic coach, school principal, assistant superintendent of personnel and instruction, and superintendent. During his tenure as a superintendent, his school district received state and national accolades including the National Blue Ribbon Award which recognized their work for student performance and mental health and well-being in the midst of the COVID-19 pandemic by the U.S. Department of Education.
Dr. McDowell serves on numerous boards, served as a college professor, and worked for non-profit organizations to enhance student learning around the world. Over the course of his career, Dr. McDowell has authored bestselling books, created professional learning programs and workbooks, provided keynotes and workshops, and provided practical tools and resources for thousands of teachers and leaders on almost every continent around the world. A prolific author and consultant, Dr. McDowell is recognized as one of the leading authorities on integrating innovative and impactful practices into schools. Offering keynotes and executive coaching to heads of school around the world, he partners with educational leaders to implement high leverage strategies that will enhance teaching and learning in classrooms, schools, and systems.
Job Titles:
- Consultant
- Partner
- Director of Educational Services for the Romoland School District
Michelle is the Director of Educational Services for the Romoland School District in Southern California where she leads curriculum and assessment design, professional development, and English learner programs for the 4,200 students of the Romoland community. She oversees district categorical budgets, assists school sites in writing strategic plans, and coaches school site leaders. She has seventeen years of experience in public education specifically in low-performing schools as a middle school teacher, elementary teacher, ELA/ELD intervention specialist, assistant principal, and principal.
Michelle recently served as the Principal of Harvest Valley Elementary for five years in the Romoland School District where she focused on shared leadership to transform the school by developing three multi-tiered systems of support for student success in academics, attendance, and social-emotional behavior. She improved student outcomes by developing robust systems that ensured educational equity, access, and rigorous learning environments for all students. Michelle strengthened her teacher teams' clarity of common core standards, their ability to engage in root cause analysis of student learning, the development and implementation of learning continuums, and the igniting of student voice within classrooms by utilizing Impact Teams protocols. Her work with Impact Teams led to a culture shift at the school. Teachers worked as a collective on behalf of students to ensure that students had ownership of their learning and their needs were met.
Michelle is passionate about creating collaborative student-centered learning cultures by working alongside administrators and teachers. She has presented at state and regional conferences about developing a shared leadership approach to effectively and efficiently implement change initiatives, the importance of a college and career education in the elementary setting, and the incorporation of technology tools to create personalized learning environments.
Michelle lives in Temecula, California with her husband Greg and their two daughters. When she is not working, she is an avid hiker, who loves trying new recipes and planning travel adventures for her family.
Dr. Nathan Hostetler is the principal at Francis Howell North High School in St. Charles, MO. He and his wife have a daughter and set of twin boys. A native Ohioan, Dr. Hostetler completed his B.A. in English in 2001 and his M.A. in Education Administration in 2004, both from Lindenwood Maryville University in St. Louis. Dr. Hostetler taught English for five years and has been a school administrator since 2006. He enjoys reading and loves to cycle.
Nidhi Rehman is a former-auditor currently serving in her 7th year as an elementary school educator in Fort Bend ISD in Texas. She piloted Impact Teams at her campus two years ago and has led district professional developments on the Evidence Analysis Action (EAA) Protocol and the Formative Assessment Process. She founded two grade levels at KIPP Academy Lynn Elementary in Massachusetts, allowing her to design and implement her own curriculum, and familiarizing her with both Texas Essential Knowledge and Skills and Common Core Standards.
Nidhi's audit background has aided her in creating data-driven strategies targeted to differentiate for her learners. She is currently the Math Professional Learning Lead for her campus, Team Lead, and TAPP Mentor to a first-year teacher. In this role, she has facilitated microteaching protocols, coaching cycles, feedback protocols, co-constructing success criteria practices and learning walks from Kindergarten to Fifth Grade.
In her free time, Nidhi coaches The Eagle Dance Crew at her campus and is editor-in-chief of The Eagle Eye Observer, a student-led newspaper. Nidhi grew up in different parts of the world, including Abu Dhabi, U.A.E, Melbourne, Australia and Houston, Texas, which is why traveling is a one of her favorite hobbies.
Omar Mercado is an experienced high school teacher of 21 years, always working with the students who need him most- the special education students in predominantly Latino communities. He is a community builder who strives to include all stakeholders in decision making. With great respect for all persons, he reaches out to challenge the status quo of any environment he finds himself in. He was raised in an economically challenged Latino community and was the first of his family to attend college, thereby setting a new course for his family and his community. His passion for equity, social justice, healing, and education drives him to pursue an end to systems of oppression and generational trauma.
As a Restorative Practitioner for 10 years, he has dedicated much energy to destroying the pipeline of ‘school to prison' for disadvantaged youth in California, as well as with his community, professional colleagues and family in restorative circles. His motto is "Build schools, not prisons." He lives his culture as an Aztec dancer and in his spiritual practices including smudging, prayer and sweat lodges. In 2000, he was recognized as the LULAC (League of United Latin American Citizens) Man of the Year. In the 2017-2018 school year, he was the Teacher of the Year in Southwest High School. He signs all his emails with "Adelante Siempre", or in English, onward always.
An 18 year veteran of the secondary English Language Arts classroom, Paula Warren has also served as a Reader for College Board's Advanced Placement Literature Exam since 2011. As one of the ELA Department Chairpersons in her school district, she's motivated by collaborating with others to help fine tune curriculum, focus on intention, and encourage growth in students through simple, effective classroom strategies that keep her passion for education alive. She earned her Bachelor's of Science in English Literature from Eastern Michigan University and her Master's in the Art of Education from Marygrove College in Detroit. She and her husband Kelly are travel enthusiasts, and they hope to broaden the horizons of their three daughters by taking them on as many trips to new places as possible
Job Titles:
- Executive Director of Quality Implementation