Young Education Professionals-DC
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Keynote Speaker
David Pinder believes in empowering educators and students, in developing high performing professional learning communities, and in implementing strategies that drive incredible student achievement gains. Since beginning his education career in 1999 as a social studies teacher, he has served as principal, assistant principal, department chair, academy leader and AVID coordinator. Mr. Pinder’s accomplishments as a principal include being selected as an Education Champion by New Leaders for New Schools and America Achieves in 2010, 2011, and 2012; acting as an advisor to DCPS for the Mary Jane Patterson Fellowship Program; and serving as a Mentor Principal to three New Leaders residents. Most importantly, as principal of McKinley Technology High School since 2007, Mr. Pinder has transformed McKinley Tech into a positive learning environment that prepares students for success in college and in life. He has led a team of educators toward impressive gains in student achievement in both reading and math.
Under his leadership, McKinley students have advanced more than 30 percent in math proficiency and 20 percent in reading proficiency as measured by the DC CAS. In 2012, the school reached the coveted 90/90 status: 91 percent of students scored proficient in reading and 92 scored proficient in math; 90 percent of students are minority. Recently, the US Department of Education recognized McKinley Tech as a 2012 National Blue Ribbon School. Conference Facilitators
Molly Abend - I am a Research Associate in the Education division at the American Institutes for Research (AIR). I have worked on the DWW project for almost two years and have developed comprehensive knowledge of the project. Other projects I work on address issues of collaboration among federal, state, and local units.
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LaTricea Adams is a former Spanish teacher of 5 years and current Assessment Specialist at Cesar Chavez Public Charter Schools for Public Policy. She has a rich background of educational expertise specifically in the area of 2nd Language Acquisition. Ms. Adams is a proud Tennessee native. Additionally, she is a terminal doctoral candidate at Tennessee State University in Administration and Supervision defending the topic: “La lengua es la oportunidad… Increasing Post-Secondary Access through Advanced World Language Studies for African American Students Attending Urban Schools”. LaTricea Adams is a very accomplished educator from being named as Kappa Delta Pi’s Teacher of Honor to a member of the 2010 cohort of the Toyota International Teaching Program to Costa Rica.
Stephen Bartlett has taught for eight years and spent the past two years at Robinson Secondary School in Fairfax, Virginia where he teaches both the International Baccalaureate (IB) Physics and regular Physics 1 classes to juniors and seniors. Bartlett led the IB Physics Curriculum Team, which helped at-risk students through innovative physics labs that stimulated their math, research, and technical manipulation skills.
Bartlett earned his Bachelor of Science in Physics at the University of Maryland and his Master of Science in Applied and Engineering Physics at George Mason University. He is serving as an Einstein Educator Fellow with the National Science Foundation, Directorate for Education and Human Resources, Division on Research and Learning in Formal and Informal Settings.
Bartlett earned his Bachelor of Science in Physics at the University of Maryland and his Master of Science in Applied and Engineering Physics at George Mason University. He is serving as an Einstein Educator Fellow with the National Science Foundation, Directorate for Education and Human Resources, Division on Research and Learning in Formal and Informal Settings.
Rhonda Erica Baylor is an Education Research Analyst who has experience with data collection and data analysis. Baylor has experience teaching at two community colleges in two of the nation’s largest urban districts. Baylor focuses on using critical pedagogy to improve academic outcomes, specifically at the nation’s community colleges, as well as, at historically Black colleges and universities. Baylor is the author of Loss of Accreditation at Historically Black Colleges and Universities, an article published in the fall 2010 edition of New Directions for Higher Education. Baylor holds a BS in Business Administration from Morgan State University. She also holds an M.B.A. from the University of Baltimore and an Ed.M from Harvard University. Baylor is from Baltimore, MD but currently resides in Washington, D.C.
Katarina Brito is the Bilingual Program Developer for the District of Columbia Public School’s Office of Bilingual Education. Katarina has 26 years experience working with bilingual and ESL programs in California, New Mexico and DC. Before joining DCPS, Katarina worked for many years as a Dual Language and ESL teacher in early childhood, elementary and secondary classrooms. She has extensive experience working with preservice and inservice teachers and has been a professional developer at Juniata College, Penn State University and DC Public Schools. As the Bilingual Program Developer, Katarina is responsible for providing technical support, guidance, and training to Dual Language administrators and educators.
Dan Brown is a National Board Certified Teacher and the author of The Great Expectations School: A Rookie Year in the New Blackboard Jungle, the memoir of his first year of teaching fourth grade in the Bronx. The book was re-released in an expanded edition in 2011 by Skyhorse Publishing containing a foreword by American Federation of Teachers President Randi Weingarten.
Since 2003, Dan has taught in New York City and Washington, D.C, most recently at The SEED Public Charter School of Washington D.C. He holds a master's degree in English Education from Columbia University's Teachers College and a bachelor’s degree in Film & Television from New York University’s Tisch School of the Arts. During the 2012-2013 school year, Dan is serving as a full-time Teaching Ambassador Fellow in the Office of the Secretary at the U.S. Department of Education.
Dan's writing has appeared in many publications, including the Boston Globe, the New York Daily News, the New York Post, CNN.com, Educational Leadership, and Education Week. He has been a regular blogger for The Huffington Post and the Teacher Leaders Network. His essays have also been included in The American Public School Teacher: Past, Present, and Future (Harvard Education Press, 2011) and Teaching 2030 (Teachers College Press, 2011).
Dan Brown did not write The Da Vinci Code, and he is okay with that. He can be reached at danbrownteacher@gmail.com. Follow him on twitter: @danbrownteacher.
Since 2003, Dan has taught in New York City and Washington, D.C, most recently at The SEED Public Charter School of Washington D.C. He holds a master's degree in English Education from Columbia University's Teachers College and a bachelor’s degree in Film & Television from New York University’s Tisch School of the Arts. During the 2012-2013 school year, Dan is serving as a full-time Teaching Ambassador Fellow in the Office of the Secretary at the U.S. Department of Education.
Dan's writing has appeared in many publications, including the Boston Globe, the New York Daily News, the New York Post, CNN.com, Educational Leadership, and Education Week. He has been a regular blogger for The Huffington Post and the Teacher Leaders Network. His essays have also been included in The American Public School Teacher: Past, Present, and Future (Harvard Education Press, 2011) and Teaching 2030 (Teachers College Press, 2011).
Dan Brown did not write The Da Vinci Code, and he is okay with that. He can be reached at danbrownteacher@gmail.com. Follow him on twitter: @danbrownteacher.
Darnell Cadette is a communications associate at Reingold LINK, a strategic communications and community relations firm located in Columbia Heights, where he specializes in engaging parents and community members on behalf of education clients. He manages and develops strategies for the D.C. Office of the Deputy Mayor for Education, Arlington Public Schools, and Raise DC, a public-private partnership to support the success of the city’s youth from cradle to career. Before joining Reingold LINK, Mr. Cadette worked with The George Washington University’s Office of Government and Community Relations, Teach for America’s Recruitment Team, and Jumpstart. Mr. Cadette has a master’s degree in education policy from The George Washington University’s Trachtenberg School of Public Policy and Public Administration.
Chris Campbell is the District VII (AR, LA, and MS) Director at the National Science Teachers Association (2011-2014) and is currently serving as an Einstein Distinguished Educator Fellow at the National Science Foundation in the Industrial Innovation and Partnerships (IIP) in the Directorate for Engineering. He taught 5th and 7th-9th-grades Life, Earth, and Physical Sciences, 7th-grade math and Algebra at Simsboro School in Simsboro, LA from 2000-2012. Chris has a BA in Elementary Education from the University of New Orleans and a MS in Curriculum and Instruction from Louisiana Tech, and is currently working on an EdD in Educational Administration at Louisiana Tech.
Kimberly Pearson Cooke is a Project Manager at School Readiness Consulting. Her current portfolio includes managing the DC Public Charter School Board early childhood PMF pilot; managing data collection and classroom observations for the Early Childhood Technical Assistance Center; coordinating the Special Olympics Field Implementation Test of Young Athletes curriculum in three states; and serving as a Seminar Instructor for Child Development Associates at DC Public Schools. Kimberly holds a master's in Education Policy and Management from the Harvard Graduate School of Education, and bachelor's degree in Secondary Education English from the University of St. Thomas. Prior to working at School Readiness Consulting, Ms. Cooke was a preschool teacher at DC Prep, where she led students to advanced/proficient status in SY10-11, from 19% PALS Proficiency at the beginning of the year, to 94% Proficiency, and 80% Advanced Proficient by May. She served as the DC Director of Talent and Operations at Teach For America, trained at the Reading Institute at Teachers College, researched federal policy projects at ZERO TO THREE, and performed teacher selection and training for TFA. A 2012 Education Pioneer Fellow, Kimberly is especially interested in early childhood education, teacher quality, and urban education.
Della Cronin - As vice president for legislative and public affairs at Washington Partners, LLC, a Washington, DC government and public affairs firm that specializes in education policy, Della Cronin brings a broad range of education, legislative and public affairs experience to the firm’s team. Before coming to Washington Partners in 2005, Della worked for a broad array of education companies and interests—a corporate foundation, a government contractor and an advocacy group among them. She has managed corporate and national partnerships, as well as outreach and public awareness efforts; she has also done fundraising, and, after the Higher Education Act reauthorization of 1998, worked with the Department of Education to educate college campuses about the resulting policy changes. At Washington Partners, Della works on K-12 and higher education issues and manages the firm’s STEM education portfolio. Della Cronin holds a B.A. in economics, with a minor in political science from Virginia Tech.
Ms. Linda Fink is an Educational Consultant and Senior Associate with edCount, LLC, where she provides expertise on a variety of projects for the US Department of Education and State Departments of Education in the areas of curriculum and professional development, academic achievement, and second language learning. In addition to her consultant work, Ms. Fink is a clinical faculty member for curriculum and professional development with the Urban Teacher Center, providing instructional coaching and support to teachers in the Washington DC area schools. Prior to her consulting experience, Ms Fink worked as both a researcher and practitioner, spending more than a decade as a classroom teacher and resources specialist in bilingual and ESL classrooms. She has provided technical assistance to districts on curricular and programmatic issues including curriculum design and alignment, best teaching practices, bilingual education and the common cores state standards, all with the goal of improving programs and increasing academic achievement for all students. Ms Fink has a Master’s of Science in Linguistics from Georgetown University.
Jennifer Green - Prior to co-launching Urban Teacher Center, Jennifer was the Director of Curriculum and Instruction for Baltimore City's public high schools. In this role she observed first-hand the disparity in the quality of teaching from classroom to classroom. Jennifer served as the Director for High School Reform for the Fund for Educational Excellence and has taught high school in New Orleans, Boston and Baltimore. She started her teaching career with Teach for America in a greater New Orleans high school, where she was named best county teacher of the year. In 2004, Jennifer was named by the Baltimore Business Journal as one of Baltimore City's "Top 40 under 40." Jennifer earned her M.A. from Harvard University and her B.A. from Boston University.
Richard Green is a Partner with TNTP’s New Teacher Effectiveness Group. Based in Baltimore, Richard leads two teams that design and implement TNTP’s new teacher recruitment, training and certification programs in DC and Maryland. He also develops and manages TNTP’s partnerships with school districts, charters, and other partners in the region. Previously, Richard led a TNTP engagement with Denver Public Schools to design and launch a performance evaluation system that informed renewal and certification decisions for the district’s new alternate route teachers. Richard was a member of the founding class of DC Teaching Fellows, taught first grade and third grade in DC Public Schools and KIPP DC, and was a Title I instructional coach in Fairfax County. Originally from Birmingham, Alabama, Richard graduated from American University with undergraduate degrees in Political Science and Public Communications along with a Master of Arts in Teaching.
Stephanie Ghoston - I have been working on education ventures for the duration of my career. In high school, I was involved in the inaugural class of a youth education and leadership program, now known as Global Youth Leadership Institute, which specializes in transformative educational programs that foster global pluralism and collaborative leadership. I now serve on the 20-30 Leadership Council for GYLI, endeavoring to help students and teachers become fully engaged citizens of the world. I continued to pursue teaching opportunities while attending school in St Louis as an undergraduate student. There, I was involved with several mentoring and tutoring companies, and student taught my senior year. While in law school, I further explored the intersection of race, education, and the law; to this end, I spent two semesters teaching high school students at two St Louis public schools. My first and second years of law school, I gained experience in community education at both Legal Services of Eastern Missouri and the Public Defender’s Service in D.C. After graduating, I began my legal career working tirelessly to secure voting and civil rights. I am now at exploring international affairs and policy work by providing advice and assistance on criminal matters and by building and maintaining rapport with the South American countries to which I am assigned. I also helped to co-found Urban Mind, believing that this was precisely the type of organization to help underserved urban youth perform to the highest standards and become lifelong learners and engaged citizens.
Mark Hecker - A social worker and educator with experience in secure, residential, educational, and community-based settings, Mark Hecker specializes in work with difficult-to-engage adolescents. His tireless advocacy and results-driven work led to his selection as the 2006 DC Social Worker of the Year, the youngest person to ever receive the honor. Since 2009, he has been the Executive Director of Reach Incorporated, an organization that develops confident readers and capable leaders by training teens to teach. He is an 2011 Echoing Green Fellow and a Sir.TV Social Innovation Rockstar.
Jenny Hodges is an adjunct communication professor with dual appointments at The George Washington University in Washington, D.C. and St. John’s University in Queens, NY. Ms. Hodges is a professional voice actor, entrepreneur, and consultant, providing leadership coaching to small businesses executives, entrepreneurs, and young professionals. Her areas of expertise include intercultural communication, leadership, entrepreneurship, and conflict management. Ms. Hodges holds certifications as an MBTI® Master Practitioner; TEFL-certified English as a Second Language (ESL) teacher; and as an online/distance education professor in the state of New York. Ms. Hodges’ passion is helping individuals find and use their voice to creatively and professionally communicate their unique story.
Lynsey Woods Jeffries the National CEO of Higher Achievement, which serves more than 1000 middle school scholars in four states with year-round expanded learning and mentoring. After five years as a Higher Achievement volunteer mentor, Ms. Jeffries joined the professional staff in 2005 as Director of Grants. From 2008-2012, she served executive director for Higher Achievement – DC Metro, growing the annual revenues from $1.7 million to $2.8 million. Prior to joining Higher Achievement, Ms. Jeffries served as a program officer for the Fannie Mae Foundation, and a congressional liaison and special assistant to the CEO at NeighborWorks.
Ms. Jeffries holds a B.A. in English and sociology from Wake Forest University. She earned a master’s degree in public administration from the University of Pittsburgh, with a concentration in nonprofit management. She was named one of the top 12 nonprofit leaders in the U.S. under age 40 by the Independent Sector and American Express, is a member of Leadership Greater Washington Class of 2011, and is a founding board member of Mundo Verde Public Charter School.
Ms. Jeffries holds a B.A. in English and sociology from Wake Forest University. She earned a master’s degree in public administration from the University of Pittsburgh, with a concentration in nonprofit management. She was named one of the top 12 nonprofit leaders in the U.S. under age 40 by the Independent Sector and American Express, is a member of Leadership Greater Washington Class of 2011, and is a founding board member of Mundo Verde Public Charter School.
Dr. Julie J. Johnson is the Deputy CEO of the University of the District of Columbia Community College, an institution she helped nurture from inception. In this role, she applies her commitment to student success and innovation to several areas of community college operations, including policy and budget development, accreditation, institutional research, community partnerships and strategic planning. Dr. Johnson has a strong background in higher education administration and policy at the institutional, state and federal level. She most recently served as Director of Programs for the Advisory Committee on Student Financial Assistance, a federal committee that advises Congress on financial aid policy to support college access for low-income students. As an adjunct faculty member, Dr. Johnson has taught at the community college and at graduate schools of education.
Dr. Johnson is active in local education reform efforts in Washington DC. She participates in RaiseDC, the P-20 Council for DC, and served on the committee to create a P-20 Council for the District. She received her B.A. in English from Azusa Pacific University and studied in an honors program at Keble College, Oxford University. She received an Ed.M. in Higher Education from Harvard University and an Ed.D. in Educational Policy Studies from The George Washington University.
Dr. Johnson is active in local education reform efforts in Washington DC. She participates in RaiseDC, the P-20 Council for DC, and served on the committee to create a P-20 Council for the District. She received her B.A. in English from Azusa Pacific University and studied in an honors program at Keble College, Oxford University. She received an Ed.M. in Higher Education from Harvard University and an Ed.D. in Educational Policy Studies from The George Washington University.
Shannon Kane began her work in the field of education with focus on international development before becoming a DC Teaching Fellow in 2001. Since beginning her career in education, she worked more than six years as a classroom teacher, instructional coach, curriculum writer, professional developer/consultant, researcher and adjunct professor. She holds Masters degrees in International Development and Education. Shannon will be graduating with her doctorate in Reading, Writing and Literacy at the University of Pennsylvania this May 2013. Her research interests include embedded professional development, teacher resilience, and teachers as leaders/change makers. Shannon has been the Program Director of the Inspired Teacher Certification Program since June 2011.
Ann A. Kennedy, Ph.D., is a full-time English teacher/reading specialist at Arlington Mill HS in Arlington, VA and an adjunct professor of linguistics at Georgetown University. Her interests include reading instruction and assessment of English learners (ELs) as well as the development of competency-based, project-based curricula to combat the dropout rate of secondary ELs in Arlington County.
Aliesha Maye is a 6th grade math teacher at KIPP DC: AIM Academy located in the Anacostia neighborhood in Washington, DC. As a 2008 Teach for America corps member in the Metro DC region, she taught Spanish to grades 5-8 at her placement school. In her second year teaching Spanish, Aliesha applied for and won a grant co-sponsored by The Travel Channel and Global Explorers to travel with twenty students to Costa Rica for ten days. She enjoyed the experience so much that she then planned, fundraised, and executed another international trip with students the following year. She now serves as team leader for the sixth grade at her school and enjoys learning from students as well as adults on her team. Aliesha holds a B.A in Spanish and International Relations from UNC-Chapel Hill.
Joseph LaMountain is a vice president at Reingold who is passionate about helping nonprofits reach their membership, advocacy, public awareness, and fundraising goals, specializing in health care, public policy, strategic communications, and stakeholder engagement. After a 20-year nonprofit career, Mr. LaMountain joined Reingold to lead the firm’s association and nonprofit practice. In this role, he works directly with nonprofit clients and develops marketing strategies for Reingold to become better known in the community. Mr. LaMountain is also an adjunct professor at Georgetown University, where he teaches a graduate course on stakeholder engagement and strategic communications. He founded the MV Big Flea, raising $120,000 for education programs and earning Alexandria’s 2012 CIVIC Award. Mr. LaMountain is a graduate of Wake Forest University in Winston-Salem, N.C., and lives in the Del Ray neighborhood of Alexandria, Va.
Anna Markopoulos Rotenberg is a twelve-year veteran of the DC Public Schools. She teaches at Raymond Education Center in the Petworth neighborhood. As an ESL teacher she works to promote high-quality education in DC Public schools. She has served on Raymond’s Student Support Team, Local School Restructuring Team, Leadership Team, and various OSSE workgroups. She has twice been recognized as a highly effective teacher.
Anna is a Greek-Canadian financial sector economist who has worked for the Canadian government, the International Monetary Fund, and the Federal Reserve Board. Her children graduated from Oyster Bilingual, where Anna had volunteered and was inspired to become a teacher.
Anna is a Greek-Canadian financial sector economist who has worked for the Canadian government, the International Monetary Fund, and the Federal Reserve Board. Her children graduated from Oyster Bilingual, where Anna had volunteered and was inspired to become a teacher.
Lauren McAlee proudly teaches kindergarten at The Walker-Jones Education Campus, as a seventh-year teacher. In her school, she coordinates the Vertical Alignment Team, and represented teachers on the Leadership Team. Within D. C. Public Schools, she writes curriculum and assessments aligned to the Common Core State Standards for the Common Core Reading Corps and the D. C. Collaborative for Change. Lauren majored in Education Policy at the University of North Carolina at Chapel Hill, where she graduated Phi Beta Kappa with Honors. She also holds a Master’s degree in Early Childhood Education from George Mason University and served as a 2008 DC Metro Teach for America Corp member. Lauren has been recognized as a Highly Effective teacher under DC’s rigorous IMPACT Evaluation System, and was named as a Distinguished Teacher, the highest stage available on the District’s LIFT Career Ladder in 2012. Her project-based teaching with her school’s urban farm was featured on CNN, and she has received a Truman Scholarship for exceptional leadership potential. She began her career in education as the voting student member of the Maryland State Board of Education in 2001. Outside of the classroom, she loves conscious dance, connecting with family and friends, and tending her small farm in the Allegheny Mountains.
Charles A. McCullough, II, Esq. is currently Deputy Director (Education) of the North America office of Australian Education International (AEI), the international arm of the Australian Department of Industry, Innovation, Science, Research and Tertiary Education. In this capacity McCullough works with American and Canadian governments, institutions, and policy-makers to strengthen the bilateral relationship through facilitating inter-governmental policy dialogue on best practices, analyzing policy and regulatory developments, and promoting the quality of Australian education. Immediately prior, McCullough was Special Assistant and Counsel to the President of the National Board for Professional Teaching Standards (NBPTS) where he served as in-house legal counsel and lead major national initiatives including the development of the first national certification for principals. McCullough has also worked as an Attorney-Advisor to the District of Columbia Public Schools and law clerk to Harvard University.
Efrain Mercado Jr. holds the position of Lead Strategist for the Common Core State Standards at ASCD. In his role as the Lead Strategist for the Common Core State Standards, Efrain focuses on increasing awareness and support of the standards among K-12 policymakers and educators. He also engages with states and districts to help identify, develop, and disseminate practical tools and resources for educators to use in implementing the common core state standards at the local level. Efrain came to ASCD with a background in developing partnerships to promote College and Career Readiness for all students. Efrain has significant experience partnering with urban school districts to help students achieve College and Career Readiness through his previous work with ACT, Inc. He also brings extensive test preparation experience from his previous roles as a master tutor/teacher for the Princeton Review and as the president and founder of Premier Prep, a test preparation and college admission counseling company. Efrain holds a B.A. from the University of California at Riverside and has been quoted in Newsweek's "How to Get into College 2008 Guide" as an expert on standardized tests and academic preparation. Most recently, Efrain worked the Director of Outreach for the National Center for Educational Achievement (a department of ACT, Inc.) where he worked with state education agencies and school districts to promote and advocate for the use of best practices to achieve College and Career Readiness. While in high school Efrain was a part of the federal TRIO program, Upward Bound, based at the University of California, Riverside. A native of California, Efrain now resides in Montclair, Virginia with his wife Melanie and their three children, Madison, Sean and Bryant.
Juliet Mohnkern is the Director of Public Policy & Curriculum Innovation for Cesar Chavez Public Charter Schools for Public Policy. In that role, she supports teachers and leaders in implementing and assessing a concepts-based curriculum that emphasizes critical thinking and literacy. Juliet is a member of the academic team that re-designed Chavez curriculum to meet the demands of Common Core two years ago and now leads Chavez’s efforts to continuously improve that curriculum. Juliet’s focus in curriculum design is English Language Arts and she has designed assessments for ELA and social studies that align with those standards. Prior to her current role, Juliet taught senior public policy thesis at Chavez, human rights at Cardozo and Anacostia Senior High Schools, and at MATCH Public Charter School in Boston. She holds degrees from Boston College and American University.
Candice Mott is a Career and Technical Educator with expertise in curriculum design, experiential learning, and technology in education. The past six years Candice has spent time working in post-secondary and secondary education in the states of Tennessee and Maryland. While in Tennessee, Candice worked at the Tennessee Technology Center at Nashville (TTCN). There she was instrumental in the revitalization of the Cosmetology program making it, a model and beacon for other trade and industry programs in the area. Candice always had a desire to work in secondary education. She started the “second-leg” of her career with Memphis City Schools. Her students worked with local industry and educational stakeholders to expand their classroom experience. Now, she teaches in Prince George’s County Public Schools.
Candice received her cosmetology license at the age of 18, after starting her certification program in high school. She worked as a stylist/entrepreneur for five years before becoming an educator. Currently, she is pursuing her PhD student at Old Dominion University focusing her research on equity within secondary Career and Technical Education (CTE) programs and career and educational counseling. Candice is a member of the Association of Career and Technical Education (ACTE), American Association of Family and Consumer Science (AAFCS), and Alpha Kappa Alpha Sorority Incorporated. Candice currently resides in Prince George’s County, Maryland and is the mother of a beautiful 5 year-old daughter named Jamison.
Candice received her cosmetology license at the age of 18, after starting her certification program in high school. She worked as a stylist/entrepreneur for five years before becoming an educator. Currently, she is pursuing her PhD student at Old Dominion University focusing her research on equity within secondary Career and Technical Education (CTE) programs and career and educational counseling. Candice is a member of the Association of Career and Technical Education (ACTE), American Association of Family and Consumer Science (AAFCS), and Alpha Kappa Alpha Sorority Incorporated. Candice currently resides in Prince George’s County, Maryland and is the mother of a beautiful 5 year-old daughter named Jamison.
Maxime Paul - I graduated from Rice University in Houston, TX with a degree in Electrical and Computer Engineering. I started working for an IT consulting company upon graduation. During that time, I mentored in various capacities with local students. After studying education methods on my own, I left my consulting job after two years to become a teacher. I spent a summer training with an alternative certification program, but near the end realized that my effect in education would be more worthwhile elsewhere. I left that program and started my own sustainable education firm called Urban Mind (UM), based in Washington, DC with an emerging presence in Houston, TX. The organization implements true skills for the 21st century and constructs an environment that provides psychological empowerment so that students of all ages learn the necessary skills to be successful, informed, and innovative students, employees/employers, entrepreneurs, and citizens. To supplement the work started by UM, I started working with a variety of after school programs in order to test and refine practices I learned from my studies and personal experience. While my day job involves IT consulting, I use to my time to work with an after school program to innovate its pedagogy and content, build up UM's consulting legitimacy, and develop new assessments and technology to support this type of education.
Shana Payne - As Executive Director, Shana Payne is responsible for the overall vision for College Summit-National Capital Region, direction of growth and ensuring sustainability for the regional office. Prior to joining the College Summit staff, she served as an educator in Coatesville, Pennsylvania, teaching World History and African-American studies. Her decade of work at College Summit has taken her to schools in urban and rural settings across the country, providing a strong foundation of best practices that she uses to support schools and provide implementation oversight throughout the National Capital Region. Shana began at College Summit in 2002, through her various roles she led efforts to train and coach program staff in burgeoning regional offices, while also serving as the lead in designing and implementing the volunteer engagement program. In 2005, Shana transitioned from her role in the College Summit national office to serve as Program Director in the National Capital Region. Since then, her efforts have focused on regional growth in students served, school district relationship management and overall programmatic quality. She has helped NCR grow from serving six schools in Washington, DC to over 20 schools across Maryland, DC and Virginia with significant results. Shana has a B.A. in American Studies and Education from Yale University and a M.A. in Urban Affairs and Public Policy from University of Delaware.
Korenne Richardson is a digital marketing associate at Reingold, a strategic social marketing firm in Alexandria, Va. As a specialist in social media strategy and community management, she develops content, manages campaigns, and maintains engaging online communities for the U.S. Department of Veterans Affairs, Arlington Public Schools, and other Reingold clients. Before joining Reingold, Ms. Richardson was the community relations manager for GOSO, a social media “software as a service” company. She also worked for the U.S. Census Bureau’s Census in Schools program and Walden Media, a children’s film production and publishing company. Ms. Richardson holds a bachelor’s degree from Wellesley College.
Samuel Roe joined Hope Street Group in 2011 as Education Program Manager. Prior to joining Hope Street Group, he was a management consultant with Catalyst Strategy, where he provided strategic advice and technical assistance to high-performing charter schools, charter management organizations, and social sector organizations. Prior to joining Catalyst Strategy, Samuel was at a national law firm where he counseled venture capital and private equity clients.
He began his career as a logistics management specialist at the Department of State in Washington DC. A Harry S. Truman Scholar, Samuel has a J.D. from New York University School of Law, a M.P.P. in Business and Government Policy from the Harvard Kennedy School, and a B.S. in Diplomacy & International Relations from Seton Hall University. He played varsity tennis for Seton Hall University. He serves on the Truman Scholar Association Board of Directors and has served on the Truman Scholar Finalist Selection Committee.
He began his career as a logistics management specialist at the Department of State in Washington DC. A Harry S. Truman Scholar, Samuel has a J.D. from New York University School of Law, a M.P.P. in Business and Government Policy from the Harvard Kennedy School, and a B.S. in Diplomacy & International Relations from Seton Hall University. He played varsity tennis for Seton Hall University. He serves on the Truman Scholar Association Board of Directors and has served on the Truman Scholar Finalist Selection Committee.
Steven Ruthford taught Biology and Advanced Placement Environmental Science at Sehome High School in Bellingham, Washington. In his 13 years at Sehome, he also taught Physics, Chemistry, and Astronomy and served as Department Head and Instructional Coach. Prior to working at Sehome, Ruthford spent a year as science teacher at Mountlake Terrace High School in Mountlake Terrace, Washington. Ruthford created the first Advanced Placement Environmental Science Program in his county that is now taught at all high schools in the Bellingham School District. He also coached swimming, Science Olympiad, debate, Envirothon, and Earth Service Corps.
Ruthford earned a Bachelor of Science in Biology and Secondary Education from Western Washington University and a Master of Education from Harvard University. Along with his state teaching certification, Ruthford also holds a National Board Teaching Certificate in Biology. In 2001, he was selected to participate in the Gates Foundation’s Teacher Leadership Project integrating technology into his curriculum. From 2003- 2008, he served as a district Teacher Leader in the North Cascades Olympic Science Partnership, a National Science Foundation Math and Science Partnership funded program, directed by Western Washington University’s Science Mathematics and Technology Education department. Ruthford was awarded the Outstanding Young Educator Award by the Washington State Association for Supervision and Curriculum Development in 2005, and in 2008 he received a Robert Noyce Master Teacher Fellowship from the National Science Foundation. During his Noyce fellowship, Ruthford helped author and publish Biology and Geology curriculum for university pre-service teachers that is now used by universities and colleges around the United States. He has also served as Adjunct Teaching Faculty at Western Washington University.
Ruthford is serving his fellowship at the National Science Foundation, Directorate for Education and Human Resources, Division of Undergraduate Education, Math and Science Partnership Program/Robert Noyce Teacher Scholarship Program.
Ruthford earned a Bachelor of Science in Biology and Secondary Education from Western Washington University and a Master of Education from Harvard University. Along with his state teaching certification, Ruthford also holds a National Board Teaching Certificate in Biology. In 2001, he was selected to participate in the Gates Foundation’s Teacher Leadership Project integrating technology into his curriculum. From 2003- 2008, he served as a district Teacher Leader in the North Cascades Olympic Science Partnership, a National Science Foundation Math and Science Partnership funded program, directed by Western Washington University’s Science Mathematics and Technology Education department. Ruthford was awarded the Outstanding Young Educator Award by the Washington State Association for Supervision and Curriculum Development in 2005, and in 2008 he received a Robert Noyce Master Teacher Fellowship from the National Science Foundation. During his Noyce fellowship, Ruthford helped author and publish Biology and Geology curriculum for university pre-service teachers that is now used by universities and colleges around the United States. He has also served as Adjunct Teaching Faculty at Western Washington University.
Ruthford is serving his fellowship at the National Science Foundation, Directorate for Education and Human Resources, Division of Undergraduate Education, Math and Science Partnership Program/Robert Noyce Teacher Scholarship Program.
Steve Sandak is a member of the Mid-Atlantic team based out of Ever-Fi’s DC office. A native of Connecticut, Steve started his career as a high school teacher in Steamboat Springs, Colorado and at a charter public high school in Boston, Massachusetts. Steve has also worked at Boston Public Schools in the Office of Family and Student Engagement through the Education Pioneers Summer Graduate Fellowship. Steve earned degrees from Colby College and the Harvard Graduate School of Education.
John Seelke currently serves as the Secondary Mathematics Professional Development Schools Coordinator at the University of Maryland College Park. In this role, he helps organize the internship experience for UG education majors and Master’s students in secondary math. He also is part of the edTPA leadership team at UMD College Park.
Previous to his time at UMD, John taught middle and high school mathematics for 10 years, including 5 years at McKinley Technology HS in Washington, DC. In 2007, he was honored to earn a Presidential Award for Excellence in Math and Science Teaching.
John earned a B.S in mathematics from Duke University, an M.Ed in Secondary education from Boston College and an M.A in Education Policy and Leadership at UMD College Park. He hopes to return to UMD to complete his PhD in Education policy, focusing on the impact the edTPA has had on former interns that are now full time teachers.
Previous to his time at UMD, John taught middle and high school mathematics for 10 years, including 5 years at McKinley Technology HS in Washington, DC. In 2007, he was honored to earn a Presidential Award for Excellence in Math and Science Teaching.
John earned a B.S in mathematics from Duke University, an M.Ed in Secondary education from Boston College and an M.A in Education Policy and Leadership at UMD College Park. He hopes to return to UMD to complete his PhD in Education policy, focusing on the impact the edTPA has had on former interns that are now full time teachers.
John-Ubong Silas’ work experience encompasses positions in Congress, federal agencies, non-profit, and academia. Currently he serves as the Partnership and Volunteer Program Coordinator at the University of the District of Columbia – Community College (UDC-CC).
In this newly created position at the Community College, Mr. Silas has worked to design and implement the UDC-CC College Access and Readiness for Everyone (C.A.R.E.) program initiative. Since its' inception the program has grown from an initiative housed in the Office of the CEO to a viable and sustainable component of the Community College now under the Office of Academic Affairs.
Mr. Silas holds a Bachelor of Science in Journalism from the University of Florida and a Master of Art in Public Communication with a Concentration on Public Affairs from American University.
In this newly created position at the Community College, Mr. Silas has worked to design and implement the UDC-CC College Access and Readiness for Everyone (C.A.R.E.) program initiative. Since its' inception the program has grown from an initiative housed in the Office of the CEO to a viable and sustainable component of the Community College now under the Office of Academic Affairs.
Mr. Silas holds a Bachelor of Science in Journalism from the University of Florida and a Master of Art in Public Communication with a Concentration on Public Affairs from American University.
Nadia Torney - With an extensive background in the field of education, I have excelled in both the legal and academic needs of children in traditional and specialized settings. I am a graduated of Howard University with a BS in Early Childhood Education and Psychology, A Master’s Degree and Social and Special Education and currently completing an Ed.D., focusing on Organizational Leadership. As a former teacher and school director, I have worked with students of all ages and have provided supervision to large staff groups. I am a founder of a District of Columbia Public Charter School. I’ve supervised related services providers for the DCPS Office of Special Education as well as mobilized advocacy campaigns for charter schools. My distinguished achievements include successful grant -writing on the state and national level, educational consultant to Maryland’s State Charter Advocacy Agency, several media appearances and numerous speaking national speaking engagements. I currently serve as the Director of Academics at New Beginnings Vocational Program; a Non Public School in the District of Columbia and remain chief consultant and Chief Executive Officer of Pyramid Consulting Group.
Shannon Tucker taught English in Tampa, Fla., for five years, where she was nominated as Teacher of the Year in 2011 and participated in the Bill and Melinda Gates Foundation Measures of Effective Teaching Project. She has presented at numerous education conferences sponsored by organizations such as the International Writing Centers Association. As a communications associate at Reingold, she supports national and community-based outreach for the National Assessment Governing Board’s releases of The Nation’s Report Card and Generation Hope, a nonprofit that helps teenage parents attend college. She is pursuing a master’s degree in strategic public relations at The George Washington University.
Curtis Valentine - A graduate of Morehouse College and the Harvard Kennedy School of Government, Curtis Valentine is the Executive Director of MarylandCAN: The Maryland Campaign for Achievement Now. Curtis is former educator and veteran of international affairs who has worked on three continents to promote education and advocacy. A recurring contributor to the Huffington Post and Washington Post, Curtis is a former regional field director for the Obama 2008 Campaign.
Kelly Valliancourt is the Director of Government Relations for the National Association of School Psychologists, where she works collaboratively with public policy makers, educational and health professionals, and elected officials to advocate for the importance and value of school psychology, school psychologists and school psychological services. She also represents NASP on a number of coalitions working to advocate for public policies that support NASP’s mission. Prior to joining the NASP staff in 2011, Kelly spent seven years practicing as a school psychologist in Loudoun County Public Schools (VA). During her time in Loudoun County, Kelly served as a Central Based Crisis Team Leader, was a member of the Positive Behavior Interventions and Supports coordination team. Kelly has reviewed articles for CEC’s Exceptional Children, and the International Journal of Education Policy & Leadership and has delivered professional presentations, trainings, and in-services on PBIS, data collection and analysis, school violence, crisis intervention, and mental health awareness. Kelly earned her BA in Psychology from the University of North Carolina at Chapel Hill and her MA and Certificate of Advanced Study in School Psychology from Appalachian State University, and her PhD in Education Policy from George Mason University.
Rachel Willis joined the field of education as a Teach for America corps member after graduating from Smith College in 2004. After teaching 2nd-4th grade in the system, Rachel was named the 2009-2010 Atlanta Public Schools Elementary Teacher of the Year. The following year Rachel received her Ed.M. in Education Leadership from Teachers College, Columbia University and was honored nationally as a Milken Educator Award recipient. The Milken Family Foundation honors early and mid-career teachers for what they have achieved and the promise they possess in impacting education in the future. In the summer of 2012, Rachel joined Teach For America’s staff as the Director of Corps Member Leadership for the D.C. Region. In this role, Rachel is responsible for designing, building, and leading the execution of skill- and values-based experiences for D.C. corps members and alumni.
Margery Yeager is currently a Senior Policy Advisor at EducationCounsel, an affiliate of Nelson Mullins Riley & Scarborough. In this capacity, she provides assistance to clients at state education agencies and other entities to inform, guide, and facilitate the process of policy change around Common Core State Standards implementation, school and district accountability, and educator evaluation. Prior to this, she was Special Assistant to the Chancellor at DC Public Schools where she managed student recruitment and enrollment, intra-district school choice, and school closures. Ms. Yeager also completed a Presidential Management Fellowship at the U.S. Department of Education where she oversaw evaluations of various programs under No Child Left Behind (NCLB) including alternative teacher certification, state and local flexibility provisions, and out-of-school time programs. During this fellowship, she also completed a rotation at the independent think-tank Education Sector where she published articles on NCLB flexibility provisions and the National Assessment of Educational Progress (NAEP). Ms. Yeager began her career as a second grade teacher at Simon Elementary in Washington D.C. with Teach for America. She received her BA from Tufts University summa cum laude and her MPP from the Harvard Kennedy School with thesis honors.