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CONFERENCE SESSIONS
Keynote Address: Jennie Niles, Deputy Mayor for Education
Jennie Niles is responsible for developing and implementing the Mayor's vision for academic excellence and creating a high quality education continuum from birth to 24. She is the founder and former leader of the acclaimed and award-winning E.L. Haynes Public Charter School. In 2011, E.L. Haynes was named the first winner of the CityBridge Foundation's Strong School Award from among all DC public schools.
Session Titles
- The Every Student Succeeds Act-School Climate and Discipline Provisions
- Successful Engagement With Policymakers
- Education Opinion Writing 101
- The Provision of Education Services for Youth in Custody
- One Team, One Dream! Teacher Leadership as a Staff Engagement Strategy
- Information as a Tool for Empowerment in Education
- Family Engagement in Ward 8: Outcomes from Turning the Page's Partner Schools
- Civic Leadership as a Tool for Success in College and Beyond
- Collaboration and School Reform Go Hand in Hand
- Strengthening School-Community Partnerships Through the Community School Strategy to Help All Students Succeed
- Making the city our classroom: Incorporating Washington, DC’s Wealth of Museums and Memorials into the Formal Learning Process for Title I Students
- Equitable Access to Excellent Teachers: Is This Our Best Chance to Close Achievement Gaps?
- High Impact Family Engagement
- Ensuring Diversity, Equity, and Inclusiveness in the Classroom
- Introduction to Negotiating Your Salary
- A Residency Model for Teacher Preparation for Urban Schools
- The Dangers of Wearing Privileged Glasses: Implicit Bias in the Era of Education Reform
- “With Us, Not to Us” Research From the Ground: Community Centered Reform
- The Promise of Collaborative Teacher-Family Relations for Positive Student Outcomes
- Empowering Students & Teachers: A DC Case Study
SESSION 1 (9:25am - 10:40am)
Education Opinion Writing 101
Do you want to communicate your ideas about education online? Do you want to write blog posts, columns, and opinion pieces to join in the education conversations and debates? In this interactive workshop, participants will practice generating ideas, developing a unique thesis, and structuring short opinion pieces for online dissemination. The session will also share resources for education writing, including relevant outlets to read and tips on how to pitch editors.
-Tanya Paperny, Managing Editor, Bellwether Education Partners
-Kaitlin Pennington, Analyst, Bellwether Education Partners
Collaboration and School Reform Go Hand in Hand
Collaboration is essential in pushing education reform forward. The DC Public Charter School Board's (DC PCSB) goal is to provide quality school choice options for DC students, families and communities through the active engagement of stakeholders to ensure that DC PCSB has the ability to effectively oversee and provide meaningful support to public charter schools. Join a panel of DC PCSB staff who have collaborated with various agencies and stakeholders and find out where we succeed and where roadblocks still remain in our city. Each panelist may also discuss how other cities collaborated (or failed to) to push reform forward.
-Erin Kupferberg, School Quality and Accountability Manager, DC Public Charter School Board
-Avni Patel Murray, Manager, Equity and Fidelity Team, DC Public Charter School Board
-Nicole Newman, DC Public Charter School Board
-Melodi Sampson, Strategy and Analysis Specialist, DC Public Charter School Board
High Impact Family Engagement
Join this session to learn about research based best practices in family engagement from Flamboyan Foundation. Hear a parent’s perspective on family engagement strategies and the impact they can have on students, their families, and teachers.
-Matt Robinson, Program Manager, Flamboyan Foundation
Ensuring Diversity, Equity, and Inclusiveness in the Classroom
We will examine the way equity, inclusion, and diversity operate within the four walls of the school and create ways to challenge systems of inequity that prohibit our students from learning and growing on the same trajectory as their counterparts in affluent areas.
-Robert T. Stephens, Director of Alumni Teacher Leadership, Teach for America
-Barry Brinkley, Instructional Coach, Teach for America
Dual Language Education in the District
-Vanessa Bertelli, Executive Director, DC Language Immersion Project
-Alethea Bustillo, Principal, & 2016 Rubenstein Award for Highly Effective Leadership, Bruce Monroe Elementary, DCPS
-Amaya Garcia, Education Policy Analyst, New America Foundation
Connect Your “Why” to Your Career Interests
Are you committed to education equity but unsure of your career path? Not sure if your current position is the best way to have an impact on education. This session will help participants understand their individual strengths and passions and identify the career possibilities within the education sector that are available to them. Participants will leave this session with a clear “personal story” that explains their interests and career desires that will prove useful whether they are currently exploring new roles or just trying to make sure their current job is where they need to be.
-Alicia Robinson, Founder, EdPlus Consulting
A Residency Model for Teacher Preparation for Urban Schools
This session tackles the key question - what do urban teachers need to know to face the realities of an urban classroom. Additionally, the session will focus on key lessons learned in 5 years of implementation.
-Jacqueline Greer, Executive Director, DC-Urban Teachers
-Allison Gunter, Clinical Faculty, Urban Teachers
-Laken Detchemendy, Clinical Faculty, Urban Teachers
The Dangers of Wearing Privileged Glasses: Implicit Bias in the Era of Education Reform
This session will expose the hidden biases and microaggressions that exist against children of color in our educational system that adversely affect progress toward closing gaps in: academic achievement, access to quality healthcare and access to a safe living environment. Participants will have the opportunity to take the Implicit Association Test and discuss takeaways in a safe-space. Participants will also be equipped with key strategies to identify biases and stereotypes as well as preventing biases that may result in negative outcomes for children of color.
-LaTricea Adams, Vice President
-The Thursday Network, Greater Washington Urban League Young Professionals
Do you want to communicate your ideas about education online? Do you want to write blog posts, columns, and opinion pieces to join in the education conversations and debates? In this interactive workshop, participants will practice generating ideas, developing a unique thesis, and structuring short opinion pieces for online dissemination. The session will also share resources for education writing, including relevant outlets to read and tips on how to pitch editors.
-Tanya Paperny, Managing Editor, Bellwether Education Partners
-Kaitlin Pennington, Analyst, Bellwether Education Partners
Collaboration and School Reform Go Hand in Hand
Collaboration is essential in pushing education reform forward. The DC Public Charter School Board's (DC PCSB) goal is to provide quality school choice options for DC students, families and communities through the active engagement of stakeholders to ensure that DC PCSB has the ability to effectively oversee and provide meaningful support to public charter schools. Join a panel of DC PCSB staff who have collaborated with various agencies and stakeholders and find out where we succeed and where roadblocks still remain in our city. Each panelist may also discuss how other cities collaborated (or failed to) to push reform forward.
-Erin Kupferberg, School Quality and Accountability Manager, DC Public Charter School Board
-Avni Patel Murray, Manager, Equity and Fidelity Team, DC Public Charter School Board
-Nicole Newman, DC Public Charter School Board
-Melodi Sampson, Strategy and Analysis Specialist, DC Public Charter School Board
High Impact Family Engagement
Join this session to learn about research based best practices in family engagement from Flamboyan Foundation. Hear a parent’s perspective on family engagement strategies and the impact they can have on students, their families, and teachers.
-Matt Robinson, Program Manager, Flamboyan Foundation
Ensuring Diversity, Equity, and Inclusiveness in the Classroom
We will examine the way equity, inclusion, and diversity operate within the four walls of the school and create ways to challenge systems of inequity that prohibit our students from learning and growing on the same trajectory as their counterparts in affluent areas.
-Robert T. Stephens, Director of Alumni Teacher Leadership, Teach for America
-Barry Brinkley, Instructional Coach, Teach for America
Dual Language Education in the District
-Vanessa Bertelli, Executive Director, DC Language Immersion Project
-Alethea Bustillo, Principal, & 2016 Rubenstein Award for Highly Effective Leadership, Bruce Monroe Elementary, DCPS
-Amaya Garcia, Education Policy Analyst, New America Foundation
Connect Your “Why” to Your Career Interests
Are you committed to education equity but unsure of your career path? Not sure if your current position is the best way to have an impact on education. This session will help participants understand their individual strengths and passions and identify the career possibilities within the education sector that are available to them. Participants will leave this session with a clear “personal story” that explains their interests and career desires that will prove useful whether they are currently exploring new roles or just trying to make sure their current job is where they need to be.
-Alicia Robinson, Founder, EdPlus Consulting
A Residency Model for Teacher Preparation for Urban Schools
This session tackles the key question - what do urban teachers need to know to face the realities of an urban classroom. Additionally, the session will focus on key lessons learned in 5 years of implementation.
-Jacqueline Greer, Executive Director, DC-Urban Teachers
-Allison Gunter, Clinical Faculty, Urban Teachers
-Laken Detchemendy, Clinical Faculty, Urban Teachers
The Dangers of Wearing Privileged Glasses: Implicit Bias in the Era of Education Reform
This session will expose the hidden biases and microaggressions that exist against children of color in our educational system that adversely affect progress toward closing gaps in: academic achievement, access to quality healthcare and access to a safe living environment. Participants will have the opportunity to take the Implicit Association Test and discuss takeaways in a safe-space. Participants will also be equipped with key strategies to identify biases and stereotypes as well as preventing biases that may result in negative outcomes for children of color.
-LaTricea Adams, Vice President
-The Thursday Network, Greater Washington Urban League Young Professionals
SESSION 2 (10:50am - 12:05pm)
The Every Student Succeeds Act-School Climate and Discipline Provisions
Quality classroom instruction time has been recognized as the single most influential in-school component of student success. However, many students are being pushed out of the classroom due to overly punitive and exclusionary discipline practices, like arrests, suspensions, and expulsions. This session will explore how to reform school discipline practices and policies through support of the recently enacted Every Student Succeeds Act. This session will explore how to implement discipline alternatives, like restorative practices and trauma-informed responses.
-Janel George, Senior Education Policy Counsel, NAACP Legal Defense and Educational Fund, Inc. (LDF)
Successful Engagement With Policymakers
During this interactive workshop, participants will:
Education Opinion Writing 101
Do you want to communicate your ideas about education online? Do you want to write blog posts, columns, and opinion pieces to join in the education conversations and debates? In this interactive workshop, participants will practice generating ideas, developing a unique thesis, and structuring short opinion pieces for online dissemination. The session will also share resources for education writing, including relevant outlets to read and tips on how to pitch editors.
-Tanya Paperny, Managing Editor, Bellwether Education Partners
-Kaitlin Pennington, Analyst, Bellwether Education Partners
One Team, One Dream! Teacher Leadership as a Staff Engagement Strategy
Discuss how to use teacher leadership as a means to retain and cultivate your most dynamic teachers in order to drive sustainable changes in your school. Presenters will lead a discussion on various avenues and strategies for implementing teacher leadership opportunities within their schools. Participants will collaborate to identify a high impact area of their school's operation and draft plan to unroll the teacher-lead initiative.
-Stephanie Jarrett-Thorpe, Assistant Principal, Congress Heights Campus, Democracy Prep Public Charter School
-Shauntaye Fontroy, 4th Grade Teacher, Congress Heights Campus, Democracy Prep Public Charter School
Information as a Tool for Empowerment in Education
Using data in education is nothing new, but over the past decade this data has often been seen as a symbol of bureaucracy and accountability; in other words, as mostly benefiting policymakers. But data can and should serve to empower educators, families, students, and school leaders. Experts in education data policy and from the Data Quality Campaign will share success stories and engage participants in a discussion about how data can support individuals at all levels of the education system in the decisions they need to make to help students achieve—and what needs to be done in policy and practice to make this a reality.
Participants will examine some good (and not so good) examples of data use and engagement. They will then be asked to consider and discuss the types of information they need about students and schools to be empowered in their role and will learn about how different types of information can serve the needs of students, families, educators, and all types of education leaders.
-Rachel Anderson, Senior Associate, Data Quality Campaign
-Taryn Hochleitner, Senior Associate, Data Quality Campaign
Family Engagement in Ward 8: Outcomes from Turning the Page's Partner Schools
Turning the Page staff and parent leaders from our partner schools will showcase the family engagement outcomes from our year of data collection and analysis from our 5 elementary schools and 2 partner middle schools in Ward 8. We will explore several key areas including: families' access to educational resources in their homes and communities, home learning practices that support literacy development and STEM skills, and parent empowerment and confidence in their relationships with educators and within their children's schools. We will discuss the implications of our outcomes on family engagement efforts for schools and community-based organizations.
-Ellie Canter, Director of Programs, Turning the Page
-Ally Gasdaska, Partnership Coordinator
-Talia Hullum, Partnership Coordinator
-Hadiatu Sumah, Partnership Coordinator
Collaboration and School Reform Go Hand in Hand
Collaboration is essential in pushing education reform forward. The DC Public Charter School Board's (DC PCSB) goal is to provide quality school choice options for DC students, families and communities through the active engagement of stakeholders to ensure that DC PCSB has the ability to effectively oversee and provide meaningful support to public charter schools. Join a panel of DC PCSB staff who have collaborated with various agencies and stakeholders and find out where we succeed and where roadblocks still remain in our city. Each panelist will also discuss how other cities collaborated (or failed to) to push reform forward.
-Erin Kupferberg, School Quality and Accountability Manager, DC Public Charter School Board
-Avni Patel Murray, Manager, Equity and Fidelity Team, DC Public Charter School Board
-Nicole Newman, DC Public Charter School Board
-Melodi Sampson, Strategy and Analysis Specialist, DC Public Charter School Board
Connect Your “Why” to Your Career Interests
Are you committed to education equity but unsure of your career path? Not sure if your current position is the best way to have an impact on education. This session will help participants understand their individual strengths and passions and identify the career possibilities within the education sector that are available to them. Participants will leave this session with a clear “personal story” that explains their interests and career desires that will prove useful whether they are currently exploring new roles or just trying to make sure their current job is where they need to be.
-Alicia Robinson, Founder, EdPlus Consulting
Empowering Students & Teachers: A DC Case Study
How do we try new programs in DC schools? Why and when are new programs necessary? Who decides whether they work or do not? How do we replicate success in one classroom or school in another? These were just a few of the questions two DC teachers confronted nine years ago when they created a classroom program that grew into the nonprofit, One World Education.
-Eric Goldstein is a former DC teacher and Founder and Executive Director of One World Education
Quality classroom instruction time has been recognized as the single most influential in-school component of student success. However, many students are being pushed out of the classroom due to overly punitive and exclusionary discipline practices, like arrests, suspensions, and expulsions. This session will explore how to reform school discipline practices and policies through support of the recently enacted Every Student Succeeds Act. This session will explore how to implement discipline alternatives, like restorative practices and trauma-informed responses.
-Janel George, Senior Education Policy Counsel, NAACP Legal Defense and Educational Fund, Inc. (LDF)
Successful Engagement With Policymakers
During this interactive workshop, participants will:
- Learn some tips and tricks for effectively engaging policymakers
- Develop a personal story to influence a policymaker
- Practice honing the story into a pitch
- Develop an agenda for a meeting with a policymaker
- Set a clear ‘ask’ for a meeting with a policymaker
Education Opinion Writing 101
Do you want to communicate your ideas about education online? Do you want to write blog posts, columns, and opinion pieces to join in the education conversations and debates? In this interactive workshop, participants will practice generating ideas, developing a unique thesis, and structuring short opinion pieces for online dissemination. The session will also share resources for education writing, including relevant outlets to read and tips on how to pitch editors.
-Tanya Paperny, Managing Editor, Bellwether Education Partners
-Kaitlin Pennington, Analyst, Bellwether Education Partners
One Team, One Dream! Teacher Leadership as a Staff Engagement Strategy
Discuss how to use teacher leadership as a means to retain and cultivate your most dynamic teachers in order to drive sustainable changes in your school. Presenters will lead a discussion on various avenues and strategies for implementing teacher leadership opportunities within their schools. Participants will collaborate to identify a high impact area of their school's operation and draft plan to unroll the teacher-lead initiative.
-Stephanie Jarrett-Thorpe, Assistant Principal, Congress Heights Campus, Democracy Prep Public Charter School
-Shauntaye Fontroy, 4th Grade Teacher, Congress Heights Campus, Democracy Prep Public Charter School
Information as a Tool for Empowerment in Education
Using data in education is nothing new, but over the past decade this data has often been seen as a symbol of bureaucracy and accountability; in other words, as mostly benefiting policymakers. But data can and should serve to empower educators, families, students, and school leaders. Experts in education data policy and from the Data Quality Campaign will share success stories and engage participants in a discussion about how data can support individuals at all levels of the education system in the decisions they need to make to help students achieve—and what needs to be done in policy and practice to make this a reality.
Participants will examine some good (and not so good) examples of data use and engagement. They will then be asked to consider and discuss the types of information they need about students and schools to be empowered in their role and will learn about how different types of information can serve the needs of students, families, educators, and all types of education leaders.
-Rachel Anderson, Senior Associate, Data Quality Campaign
-Taryn Hochleitner, Senior Associate, Data Quality Campaign
Family Engagement in Ward 8: Outcomes from Turning the Page's Partner Schools
Turning the Page staff and parent leaders from our partner schools will showcase the family engagement outcomes from our year of data collection and analysis from our 5 elementary schools and 2 partner middle schools in Ward 8. We will explore several key areas including: families' access to educational resources in their homes and communities, home learning practices that support literacy development and STEM skills, and parent empowerment and confidence in their relationships with educators and within their children's schools. We will discuss the implications of our outcomes on family engagement efforts for schools and community-based organizations.
-Ellie Canter, Director of Programs, Turning the Page
-Ally Gasdaska, Partnership Coordinator
-Talia Hullum, Partnership Coordinator
-Hadiatu Sumah, Partnership Coordinator
Collaboration and School Reform Go Hand in Hand
Collaboration is essential in pushing education reform forward. The DC Public Charter School Board's (DC PCSB) goal is to provide quality school choice options for DC students, families and communities through the active engagement of stakeholders to ensure that DC PCSB has the ability to effectively oversee and provide meaningful support to public charter schools. Join a panel of DC PCSB staff who have collaborated with various agencies and stakeholders and find out where we succeed and where roadblocks still remain in our city. Each panelist will also discuss how other cities collaborated (or failed to) to push reform forward.
-Erin Kupferberg, School Quality and Accountability Manager, DC Public Charter School Board
-Avni Patel Murray, Manager, Equity and Fidelity Team, DC Public Charter School Board
-Nicole Newman, DC Public Charter School Board
-Melodi Sampson, Strategy and Analysis Specialist, DC Public Charter School Board
Connect Your “Why” to Your Career Interests
Are you committed to education equity but unsure of your career path? Not sure if your current position is the best way to have an impact on education. This session will help participants understand their individual strengths and passions and identify the career possibilities within the education sector that are available to them. Participants will leave this session with a clear “personal story” that explains their interests and career desires that will prove useful whether they are currently exploring new roles or just trying to make sure their current job is where they need to be.
-Alicia Robinson, Founder, EdPlus Consulting
Empowering Students & Teachers: A DC Case Study
How do we try new programs in DC schools? Why and when are new programs necessary? Who decides whether they work or do not? How do we replicate success in one classroom or school in another? These were just a few of the questions two DC teachers confronted nine years ago when they created a classroom program that grew into the nonprofit, One World Education.
-Eric Goldstein is a former DC teacher and Founder and Executive Director of One World Education
SESSION 3 (2:10pm - 3:10pm)
The Provision of Education Services for Youth in Custody
This session provides an overview of the major data points related to the provision of education services to youth in custody across the country as well as a discussion of the major obstacles to high-quality programming. It concludes with an opportunity for participants to think through actions that they can take from their current position and efforts that align with work already underway.
-Hailly T.N. Korman, Principal, Bellwether Education Partners
Civic Leadership as a Tool for Success in College and Beyond
The session will highlight the unique approach of Chavez Schools to teaching the skills of civic leadership and public policy as a means of closing the achievement gap, and preparing students to succeed in college and in life beyond. The session will offer specific strategies that can be used to integrate these skills into any class to strengthen students’ ability to listen well, advocate, negotiate, strategize and organize around issues that are important to them, the school or their community.
-Joan Massey, CEO, Chavez Schools
Strengthening School-Community Partnerships Through the Community School Strategy to Help All Students Succeed
Learn about the how the community school strategy leverages the assets of communities to make schools the hub of the community so that students have the resources and opportunities they need to succeed. Learn what this strategy looks like across the country and in D.C., where Mayor Bowser has pledged to double the number of community schools during her tenure (there are now 20). You will learn central components of community schools, and how you can bring them to your school, advocate for their expansion in D.C., and support policies that promote the strategy.
-Christie Atlee, Regional Manager of Community and Family Engagement, DC Scholars
-Mary Kingston Roche, Director of Public Policy , Coalition for Community Schools, Institute for Educational Leadership
-Marvin Ochoa, Community School Coordinator, Roosevelt High School, DC Public Schools
Making the City our Classroom: Incorporating DC’s Wealth of Museums and Memorials into the Formal Learning Process for Title I Students
This session will tap into the broad experience of the presenters – and the audience – to distill a set of “best practices” that can be utilized to incorporate experiential learning more fully and meaningfully into the academic experience of DC’s students, specifically those of color and in poverty. The presenters will share the strategies they have utilized in their respective contexts and the cognitive and affective outcomes that those strategies have produced. They will also situate their work in the context of the field of education more broadly – and the work of scholars such as Dewey, Freire, and Kolb more specifically – to help provide a rich framework for the conversation.
-Dr. Michelle Edwards, Director of the Emerging Leaders Program, New Leaders, Inc.
-Erica Harper, Director of Partnerships, Live it, Learn it!
-Hope Harrod, Teacher and 2012 D.C. Teacher of the Year, John Burroughs Elementary School, DC Public Schools
-Sara Mark Lesk, Senior Educator and Manager, National Gallery of Art
-Dr. Matthew Wheelock, Founder and Executive Director, Live it, Learn it!
Equitable Access to Excellent Teachers: Is This Our Best Chance to Close Achievement Gaps?
Teachers are the most important in-school factors for student achievement. Therefore, gaps in the access to great teachers can be among the most significant catalysts of the achievement gap. Sadly, studies show that nationwide, disadvantaged students are less likely to be assigned to effective and experience teachers than other students. Last year, every state wrote a plan to close the gaps in the access to teachers, including Washington D.C. In the session, the audience will be presented with this critically important and complex issue, its implications, and strategies that were offered by states and specifically by DC. The audience will be invited to explore together potential strategies and explore this high-priority challenge.
-Etai Mizrav, Manager of Education Policy, DC Office of the State Superintendent of Education
Introduction to Negotiating Your Salary
Brimming with strategies on how to negotiate your salary, this session will also introduce YEP-DC members to other opportunities to promote equal pay and equality for women.
-Jesse B Rauch, Senior Program Manager, American Association of University Women
“With Us, Not to Us” Research From the Ground: Community Centered Reform
This panel will focus on community centered reform. This type of reform involves hearing from your community to better inform education reforms and policies. While these voices are often considered on the margin, a sincere incorporation of their voice requires concerted effort among schools, non-profit organizations, researchers and policymakers. One way to gauge this voice is through research-based advocacy; that is, collecting information on the community voice to serve as foundation to advocate and make changes in policy. In an era of “data-driven decision making,” it is imperative that reforms are substantiated by the lived experiences of the community. Specifically, understanding the African American community voice is important as they are often the focus of various educational interventions and reforms given their performance in comparison to other groups, yet, their voice remain largely absent from major reform efforts. This session explores those voices (parents, leaders, voters) and offers tangible solutions to engage and collect information from communities and students for future educational endeavors. By hearing from your community in a more meaningful way, you can help change the educational landscape for students in Washington, D.C. This session will help you think about ways to formulate a research plan to assess the climate and/perceptions of those you work with. When we truly invest and reach out to our community to make change, the return is vast.
-Meredith Anderson, Senior Research Associate, United Negro College Fund
The Promise of Collaborative Teacher-Family Relations for Positive Student Outcomes
Family engagement is considered to be a critical lever for school effectiveness and student success. While the question of whether family involvement is important is well-established, less is known about which practices lead to improvements in what types of student outcomes. A research team at the Center on School, Family, and Community Partnerships at the Johns Hopkins University conducted a study that helps fill part of this gap in knowledge, using data on 12 public schools in the D.C. area. These schools participated in an intensive, school-wide intervention aimed at changing the ways in which school leaders and teachers work with families. This intervention, the Family Engagement Partnership (FEP), was developed by the Flamboyan Foundation based in Washington D.C. and Puerto Rico, in response to input from D.C. families, teachers, and school leaders. The program evaluation particularly examined the association between relationship-building home visits by teachers and student outcomes which included student attendance, school re-enrollment, and grade-level proficiency on literacy skills assessments. During this session, results from the study will be shared, followed by a Q&A session and discussion of what implications the findings have for urban schools and education reform.
-Austin Estes, Data Analyst, Flamboyan Foundation
-Sol Bee Jung, PhD Student, Johns Hopkins University School of Education
This session provides an overview of the major data points related to the provision of education services to youth in custody across the country as well as a discussion of the major obstacles to high-quality programming. It concludes with an opportunity for participants to think through actions that they can take from their current position and efforts that align with work already underway.
-Hailly T.N. Korman, Principal, Bellwether Education Partners
Civic Leadership as a Tool for Success in College and Beyond
The session will highlight the unique approach of Chavez Schools to teaching the skills of civic leadership and public policy as a means of closing the achievement gap, and preparing students to succeed in college and in life beyond. The session will offer specific strategies that can be used to integrate these skills into any class to strengthen students’ ability to listen well, advocate, negotiate, strategize and organize around issues that are important to them, the school or their community.
-Joan Massey, CEO, Chavez Schools
Strengthening School-Community Partnerships Through the Community School Strategy to Help All Students Succeed
Learn about the how the community school strategy leverages the assets of communities to make schools the hub of the community so that students have the resources and opportunities they need to succeed. Learn what this strategy looks like across the country and in D.C., where Mayor Bowser has pledged to double the number of community schools during her tenure (there are now 20). You will learn central components of community schools, and how you can bring them to your school, advocate for their expansion in D.C., and support policies that promote the strategy.
-Christie Atlee, Regional Manager of Community and Family Engagement, DC Scholars
-Mary Kingston Roche, Director of Public Policy , Coalition for Community Schools, Institute for Educational Leadership
-Marvin Ochoa, Community School Coordinator, Roosevelt High School, DC Public Schools
Making the City our Classroom: Incorporating DC’s Wealth of Museums and Memorials into the Formal Learning Process for Title I Students
This session will tap into the broad experience of the presenters – and the audience – to distill a set of “best practices” that can be utilized to incorporate experiential learning more fully and meaningfully into the academic experience of DC’s students, specifically those of color and in poverty. The presenters will share the strategies they have utilized in their respective contexts and the cognitive and affective outcomes that those strategies have produced. They will also situate their work in the context of the field of education more broadly – and the work of scholars such as Dewey, Freire, and Kolb more specifically – to help provide a rich framework for the conversation.
-Dr. Michelle Edwards, Director of the Emerging Leaders Program, New Leaders, Inc.
-Erica Harper, Director of Partnerships, Live it, Learn it!
-Hope Harrod, Teacher and 2012 D.C. Teacher of the Year, John Burroughs Elementary School, DC Public Schools
-Sara Mark Lesk, Senior Educator and Manager, National Gallery of Art
-Dr. Matthew Wheelock, Founder and Executive Director, Live it, Learn it!
Equitable Access to Excellent Teachers: Is This Our Best Chance to Close Achievement Gaps?
Teachers are the most important in-school factors for student achievement. Therefore, gaps in the access to great teachers can be among the most significant catalysts of the achievement gap. Sadly, studies show that nationwide, disadvantaged students are less likely to be assigned to effective and experience teachers than other students. Last year, every state wrote a plan to close the gaps in the access to teachers, including Washington D.C. In the session, the audience will be presented with this critically important and complex issue, its implications, and strategies that were offered by states and specifically by DC. The audience will be invited to explore together potential strategies and explore this high-priority challenge.
-Etai Mizrav, Manager of Education Policy, DC Office of the State Superintendent of Education
Introduction to Negotiating Your Salary
Brimming with strategies on how to negotiate your salary, this session will also introduce YEP-DC members to other opportunities to promote equal pay and equality for women.
-Jesse B Rauch, Senior Program Manager, American Association of University Women
“With Us, Not to Us” Research From the Ground: Community Centered Reform
This panel will focus on community centered reform. This type of reform involves hearing from your community to better inform education reforms and policies. While these voices are often considered on the margin, a sincere incorporation of their voice requires concerted effort among schools, non-profit organizations, researchers and policymakers. One way to gauge this voice is through research-based advocacy; that is, collecting information on the community voice to serve as foundation to advocate and make changes in policy. In an era of “data-driven decision making,” it is imperative that reforms are substantiated by the lived experiences of the community. Specifically, understanding the African American community voice is important as they are often the focus of various educational interventions and reforms given their performance in comparison to other groups, yet, their voice remain largely absent from major reform efforts. This session explores those voices (parents, leaders, voters) and offers tangible solutions to engage and collect information from communities and students for future educational endeavors. By hearing from your community in a more meaningful way, you can help change the educational landscape for students in Washington, D.C. This session will help you think about ways to formulate a research plan to assess the climate and/perceptions of those you work with. When we truly invest and reach out to our community to make change, the return is vast.
-Meredith Anderson, Senior Research Associate, United Negro College Fund
The Promise of Collaborative Teacher-Family Relations for Positive Student Outcomes
Family engagement is considered to be a critical lever for school effectiveness and student success. While the question of whether family involvement is important is well-established, less is known about which practices lead to improvements in what types of student outcomes. A research team at the Center on School, Family, and Community Partnerships at the Johns Hopkins University conducted a study that helps fill part of this gap in knowledge, using data on 12 public schools in the D.C. area. These schools participated in an intensive, school-wide intervention aimed at changing the ways in which school leaders and teachers work with families. This intervention, the Family Engagement Partnership (FEP), was developed by the Flamboyan Foundation based in Washington D.C. and Puerto Rico, in response to input from D.C. families, teachers, and school leaders. The program evaluation particularly examined the association between relationship-building home visits by teachers and student outcomes which included student attendance, school re-enrollment, and grade-level proficiency on literacy skills assessments. During this session, results from the study will be shared, followed by a Q&A session and discussion of what implications the findings have for urban schools and education reform.
-Austin Estes, Data Analyst, Flamboyan Foundation
-Sol Bee Jung, PhD Student, Johns Hopkins University School of Education
DATA QUALITY CAMPAIGN
Rachel Anderson, Senior Associate, Policy and Advocacy, Data Quality Campaign
Rachel Anderson joined DQC in 2013 to support the work of ensuring academic success for all students through access to and meaningful use of high-quality data. Rachel aids policymakers in understanding their role in supporting effective data use, focusing on student data privacy, the role of the federal government in supporting education data use, and personalized learning.
Rachel Anderson joined DQC in 2013 to support the work of ensuring academic success for all students through access to and meaningful use of high-quality data. Rachel aids policymakers in understanding their role in supporting effective data use, focusing on student data privacy, the role of the federal government in supporting education data use, and personalized learning.
Taryn Hochleitner, Senior Associate, Policy and Advocacy, Data Quality Campaign
Taryn Hochleitner joined the Data Quality Campaign in 2014 to support and promote the work of expanding access to and use of high-quality data to improve the student learning experience. Taryn’s primary responsibility is to manage DQC’s ongoing work on data privacy, security, and confidentiality.
Taryn Hochleitner joined the Data Quality Campaign in 2014 to support and promote the work of expanding access to and use of high-quality data to improve the student learning experience. Taryn’s primary responsibility is to manage DQC’s ongoing work on data privacy, security, and confidentiality.
COALITION FOR COMMUNITY SCHOOLS
Christie Atlee, Regional Manager of Community and Family Engagement, DC Scholars
Christie Atlee is the Regional Manager of Community and Family Engagement for DC Scholars, part of the Scholar Academies network. Christie serves as the Community School Coordinator for Stanton Elementary, including supervising afterschool, the Family Engagement Leadership Team, and more. Christie is a native of the Washington, DC area, and a 2011 graduate from Guilford College, with a B.S. in Community and Justice Studies, and concentrations in Sociology, Non-Profit Management, and Interpersonal Communication. Christie served as an AmeriCorps*VISTA and VISTA Leader for two years with Higher Achievement prior to joining DC Scholars.
Christie Atlee is the Regional Manager of Community and Family Engagement for DC Scholars, part of the Scholar Academies network. Christie serves as the Community School Coordinator for Stanton Elementary, including supervising afterschool, the Family Engagement Leadership Team, and more. Christie is a native of the Washington, DC area, and a 2011 graduate from Guilford College, with a B.S. in Community and Justice Studies, and concentrations in Sociology, Non-Profit Management, and Interpersonal Communication. Christie served as an AmeriCorps*VISTA and VISTA Leader for two years with Higher Achievement prior to joining DC Scholars.
Mary Kingston Roche, Director of Public Policy, Coalition for Community Schools, Institute for Educational Leadership
Mary Kingston Roche is director of public policy for IEL's Coalition for Community Schools. She leads policy and advocacy efforts to promote the community schools approach at federal and state levels. She also manages the Coalition’s relationships with its over 100 national partners. Before coming to IEL, Mary was manager of government relations for the National Association of Secondary School Principals, where she represented our nation’s secondary school leaders. Mary began her career teaching 6th and 9th grade English for three years in Oakland, California.
Mary received her Master of Public Policy from Duke University and a Bachelor of Arts in English from Boston University, where she also competed on the Division I women’s track and cross-country teams. Mary is on the Board of Education for Prince George’s County, Maryland. She supports the Teen Advisory Committee in her city of Hyattsville, Maryland, through afterschool programming focused on youth advocacy and leadership, and is a mentor with Capital Partners for Education, a D.C. nonprofit that matches adults with high school youth for mentorship.
Mary Kingston Roche is director of public policy for IEL's Coalition for Community Schools. She leads policy and advocacy efforts to promote the community schools approach at federal and state levels. She also manages the Coalition’s relationships with its over 100 national partners. Before coming to IEL, Mary was manager of government relations for the National Association of Secondary School Principals, where she represented our nation’s secondary school leaders. Mary began her career teaching 6th and 9th grade English for three years in Oakland, California.
Mary received her Master of Public Policy from Duke University and a Bachelor of Arts in English from Boston University, where she also competed on the Division I women’s track and cross-country teams. Mary is on the Board of Education for Prince George’s County, Maryland. She supports the Teen Advisory Committee in her city of Hyattsville, Maryland, through afterschool programming focused on youth advocacy and leadership, and is a mentor with Capital Partners for Education, a D.C. nonprofit that matches adults with high school youth for mentorship.
Marvin Ochoa, Community School Coordinator, Roosevelt High School, DC Public Schools
Marvin Ochoa, Community School Coordinator at Roosevelt High School and the Georgia Avenue Family Support Collaborative, has been working in social justice programs and initiatives for over 9 years. A graduate of George Mason University with a degree in Administration of Justice and a concentration in Law and Society, Mr. Ochoa has worked with diverse communities in the Washington Metropolitan Area. Before his work at GAFSC, Mr. Ochoa held positions serving the homeless population in Fairfax, VA, coordinating positive youth development programs for at-risk Latino Youth in Montgomery County, MD, and as a Youth Developer in the Foster Care system in Washington D.C. Mr. Ochoa has ample experience working in the community with the African American, Caucasian, Latino, Arab, and Middle Eastern populations. A product of D.C. public schools, Mr. Ochoa's passion is to inspire our youth to excel and to believe that anything is possible with hard work and determination. He is currently a Juris Doctorate candidate at the David A. Clarke School of Law at the University of the District of Columbia.
Marvin Ochoa, Community School Coordinator at Roosevelt High School and the Georgia Avenue Family Support Collaborative, has been working in social justice programs and initiatives for over 9 years. A graduate of George Mason University with a degree in Administration of Justice and a concentration in Law and Society, Mr. Ochoa has worked with diverse communities in the Washington Metropolitan Area. Before his work at GAFSC, Mr. Ochoa held positions serving the homeless population in Fairfax, VA, coordinating positive youth development programs for at-risk Latino Youth in Montgomery County, MD, and as a Youth Developer in the Foster Care system in Washington D.C. Mr. Ochoa has ample experience working in the community with the African American, Caucasian, Latino, Arab, and Middle Eastern populations. A product of D.C. public schools, Mr. Ochoa's passion is to inspire our youth to excel and to believe that anything is possible with hard work and determination. He is currently a Juris Doctorate candidate at the David A. Clarke School of Law at the University of the District of Columbia.
EdPlus
Alicia Robinson, Founder, EdPlus Consulting
Alicia Robinson is the founder of EdPlus Consulting, born in 2013 out of a desire to improve educational equity for marginalized communities. Alicia has fifteen years of hands-on experience in early childhood through 12th grade urban education as an instructor, non-profit manager, talent/human assets executive and career coach.EdPlus works with those invested in education as a social justice issue to bring the right people to the right work. EdPlus Consulting engages in individual coaching for talent professionals and career searchers, recruitment searches for schools and education organizations, and professional development for those leading talent management initiatives within high-impact organizations. Prior to beginning her consulting career, Alicia served as the Chief Talent Officer at DC Prep, a charter management organization for students in preschool-8th grade ranked for multiple consecutive years as the highest performing CMO in Washington. Alicia began her career in education in 2001 as a member of the inaugural class of DC Teaching Fellows, a program of TNTP, and went on to join the founding faculty of DC Prep. She also has experience leading education and recruitment initiatives at Washington Scholarship Fund and New Leaders for New Schools.
Alicia Robinson is the founder of EdPlus Consulting, born in 2013 out of a desire to improve educational equity for marginalized communities. Alicia has fifteen years of hands-on experience in early childhood through 12th grade urban education as an instructor, non-profit manager, talent/human assets executive and career coach.EdPlus works with those invested in education as a social justice issue to bring the right people to the right work. EdPlus Consulting engages in individual coaching for talent professionals and career searchers, recruitment searches for schools and education organizations, and professional development for those leading talent management initiatives within high-impact organizations. Prior to beginning her consulting career, Alicia served as the Chief Talent Officer at DC Prep, a charter management organization for students in preschool-8th grade ranked for multiple consecutive years as the highest performing CMO in Washington. Alicia began her career in education in 2001 as a member of the inaugural class of DC Teaching Fellows, a program of TNTP, and went on to join the founding faculty of DC Prep. She also has experience leading education and recruitment initiatives at Washington Scholarship Fund and New Leaders for New Schools.
DEMOCRACY PREP
Stephanie Jarrett-Thorpe, Assistant Principal, Congress Heights Campus, Democracy Prep Public Charter School
Stephanie Jarrett-Thorpe is a veteran educator who focuses on coaching and professional development as key levers for school advancement. She believes that empowering all stakeholders, teacher, scholars, families and leaders, is the best way to implement sustainable changes that drive scholar achievement.
Stephanie Jarrett-Thorpe is a veteran educator who focuses on coaching and professional development as key levers for school advancement. She believes that empowering all stakeholders, teacher, scholars, families and leaders, is the best way to implement sustainable changes that drive scholar achievement.
Shauntaye Fontroy, 4th Grade Teacher, Congress Heights Campus, Democracy Prep Public Charter School
Shauntaye Fontroy is a passionate educator focused on accelerating learning for scholars who have gaps in their learning. She specializes in interventions and uses her strong relationship building with scholars, colleagues, and families to spearhead policies and best practices that put scholars on the pathway to academic success.
Shauntaye Fontroy is a passionate educator focused on accelerating learning for scholars who have gaps in their learning. She specializes in interventions and uses her strong relationship building with scholars, colleagues, and families to spearhead policies and best practices that put scholars on the pathway to academic success.
AMERICA ACHIEVES
Charlie Cummings, Director, State Fellowships, America Achieves
Charlie Cummings is the Director for State Fellowships at America Achieves, where he has led the creation of leadership development programs for teachers and principals in Colorado, Michigan, New York, and Tennessee. He grew up near South Bend, Indiana and now lives in Washington, DC, where he loves to ride his bike and have fun.
Charlie Cummings is the Director for State Fellowships at America Achieves, where he has led the creation of leadership development programs for teachers and principals in Colorado, Michigan, New York, and Tennessee. He grew up near South Bend, Indiana and now lives in Washington, DC, where he loves to ride his bike and have fun.
TURNING THE PAGE
Ellie Canter, Director of Programs, Turning the Page
Ellie Canter is the Director of Programs at Turning the Page, an education non-profit committed to building family engagement capacity in D.C. Public Schools. She leads partnerships with eight public schools in Southeast D.C. to strengthen relationships between teachers and families that foster greater learning outcomes for students. Turning the Page has successfully partnered with over 5,000 public school families and trained over 150 parent leaders through their model that has been honed over 17 years of work in the D.C. community. Ellie now supports TTP’s expansion to four schools in Chicago and assists with evaluation efforts across the two cities.
Ellie Canter is the Director of Programs at Turning the Page, an education non-profit committed to building family engagement capacity in D.C. Public Schools. She leads partnerships with eight public schools in Southeast D.C. to strengthen relationships between teachers and families that foster greater learning outcomes for students. Turning the Page has successfully partnered with over 5,000 public school families and trained over 150 parent leaders through their model that has been honed over 17 years of work in the D.C. community. Ellie now supports TTP’s expansion to four schools in Chicago and assists with evaluation efforts across the two cities.
Hadiatu Sumah, Partnership Coordinator, Turning the Page
Hadiatu Sumah coordinates family engagement programming at TTP’s two newest school partners in Ward 8. She also focuses on identifying community resources and partners for TTP families that support their children’s learning beyond the classroom. Prior to Turning the Page, she worked as a Community Support Specialist with a nonprofit in Washington, DC assisting and supporting residents from low-income communities in accessing resources to address needs ranging from housing to educational resources. She has also worked with university students and school partners in New York City to develop and coordinate disciplined based service-learning programs. As a graduate student, she interned with a Rwandan based nonprofit and assisted with a campaign to provide access to education to orphans of the Rwandan Genocide. Originally from the Washington, DC area, she graduated with a Master’s in International Communications and a Bachelor’s in Government and Politics from St. John’s University.
Hadiatu Sumah coordinates family engagement programming at TTP’s two newest school partners in Ward 8. She also focuses on identifying community resources and partners for TTP families that support their children’s learning beyond the classroom. Prior to Turning the Page, she worked as a Community Support Specialist with a nonprofit in Washington, DC assisting and supporting residents from low-income communities in accessing resources to address needs ranging from housing to educational resources. She has also worked with university students and school partners in New York City to develop and coordinate disciplined based service-learning programs. As a graduate student, she interned with a Rwandan based nonprofit and assisted with a campaign to provide access to education to orphans of the Rwandan Genocide. Originally from the Washington, DC area, she graduated with a Master’s in International Communications and a Bachelor’s in Government and Politics from St. John’s University.
Talia Hullum, Partnership Coordinator, Turning the Page
Talia Hullum supports the growth of family engagement practices at three of TTP’s partner schools. She brings a wealth of experience in mentoring programs, community development programming, and research in Health and Human Services and Education Policy. She obtained her Master’s in Social Work with a concentration in Community Organizing and Public Policy at the University of Pittsburg in 2013, after which she completed a year of English language instruction in China and received her Master’s in International Studies with a concentration in Education Development from Concordia University. She graduated from Westminster College in 2011 with a BA in History and a minor in Secondary Education.
Talia Hullum supports the growth of family engagement practices at three of TTP’s partner schools. She brings a wealth of experience in mentoring programs, community development programming, and research in Health and Human Services and Education Policy. She obtained her Master’s in Social Work with a concentration in Community Organizing and Public Policy at the University of Pittsburg in 2013, after which she completed a year of English language instruction in China and received her Master’s in International Studies with a concentration in Education Development from Concordia University. She graduated from Westminster College in 2011 with a BA in History and a minor in Secondary Education.
Ally Gasdaska, Partnership Coordinator, Turning the Page
Ally Gasdaska works with three of TTP’s partner schools to coordinate Community Night and family engagement programming. Prior to Turning the Page, Ally served two years as an AmeriCorps member working in DC’s nonprofit and education sectors. Through AmeriCorps, she worked as the Community Outreach VISTA at Fair Chance DC and as a corps member with City Year Washington, DC, tutoring and mentoring middle school students at Browne Education Campus in the Carver Terrace neighborhood of Northeast DC. Originally from Harrisburg, PA, she graduated from the University of Pennsylvania in 2012 with a BA in Philosophy, Politics, and Economics. Ally has also worked as a research/academic assistant at Penn’s School of Social Policy & Practice and The Children’s Hospital of Philadelphia, and has volunteered with numerous advocacy organizations.
Ally Gasdaska works with three of TTP’s partner schools to coordinate Community Night and family engagement programming. Prior to Turning the Page, Ally served two years as an AmeriCorps member working in DC’s nonprofit and education sectors. Through AmeriCorps, she worked as the Community Outreach VISTA at Fair Chance DC and as a corps member with City Year Washington, DC, tutoring and mentoring middle school students at Browne Education Campus in the Carver Terrace neighborhood of Northeast DC. Originally from Harrisburg, PA, she graduated from the University of Pennsylvania in 2012 with a BA in Philosophy, Politics, and Economics. Ally has also worked as a research/academic assistant at Penn’s School of Social Policy & Practice and The Children’s Hospital of Philadelphia, and has volunteered with numerous advocacy organizations.
OSSE
Etai Mizrav, Manager of Education Policy, DC Office of the State Superintendent of Education, @Etai_Mizrav
Etai Mizrav is the Manager of Education Policy and Compliance at the DC Office of the State Superintendent of Education. In his role, he develops and implements policies around different issues related to school improvement and the achievement gap in DC. At the center of his efforts, he promotes teacher equity policies, and is the main writer of the DC Plan for Equitable Access to Excellent Educators. Mr. Mizrav has a masters in education policy from Georgetown University.
Etai Mizrav is the Manager of Education Policy and Compliance at the DC Office of the State Superintendent of Education. In his role, he develops and implements policies around different issues related to school improvement and the achievement gap in DC. At the center of his efforts, he promotes teacher equity policies, and is the main writer of the DC Plan for Equitable Access to Excellent Educators. Mr. Mizrav has a masters in education policy from Georgetown University.
AAUW
Jesse B Rauch, Senior Program Manager, American Association of University Women
Jesse B Rauch is Senior Program Manager for the American Association of University Women (AAUW), managing a national salary negotiation program designed to empower women to negotiate their salary. He is also a co-founder of YEP-DC and founder of District Karaoke, DC and VA's social, team-based karaoke league.
Jesse B Rauch is Senior Program Manager for the American Association of University Women (AAUW), managing a national salary negotiation program designed to empower women to negotiate their salary. He is also a co-founder of YEP-DC and founder of District Karaoke, DC and VA's social, team-based karaoke league.
TEACH FOR AMERICA
Robert T. Stephens, Director of Alumni Teacher Leadership, Teach for America
Robert T. Stephens attended Winston-Salem State University (WSSU). Upon graduation, Robert was the first student chosen for Teach for America from WSSU. He taught special education math, science, and social studies at Ranson Middle School in Charlotte, NC.
Robert left the classroom to pursue his Master of Public Policy degree from George Mason University. Upon graduation, Robert returned to Teach for America as the Manager of Community, Partnerships, & Alumni Engagement in the Dallas Fort Worth region.
While in Dallas, Robert heard about the death of Mike Brown and believing when something is wrong you are obligated to do something about it, he travelled to Ferguson, MO to organize and stand in solidarity with the people of Ferguson against systemic racism and oppression. The fight for education and human dignity has taken Robert all over the world and he is excited to share his experiences with the YEP-DC Community.
Robert T. Stephens attended Winston-Salem State University (WSSU). Upon graduation, Robert was the first student chosen for Teach for America from WSSU. He taught special education math, science, and social studies at Ranson Middle School in Charlotte, NC.
Robert left the classroom to pursue his Master of Public Policy degree from George Mason University. Upon graduation, Robert returned to Teach for America as the Manager of Community, Partnerships, & Alumni Engagement in the Dallas Fort Worth region.
While in Dallas, Robert heard about the death of Mike Brown and believing when something is wrong you are obligated to do something about it, he travelled to Ferguson, MO to organize and stand in solidarity with the people of Ferguson against systemic racism and oppression. The fight for education and human dignity has taken Robert all over the world and he is excited to share his experiences with the YEP-DC Community.
Barry Brinkley, Instructional Coach, Teach for America
Barry Brinkley is an Instructional Coach for Turnaround For Children in Washington DC. In this role, Barry coaches teachers and administrators on behavior management systems and classroom management strategies. Barry also served as the Dean of Student Support at DC Prep Academy, where he was the lead administrator for all discipline and attendance issues, parent and community engagement, and college preparation. Barry is a Teach For America-Los Angeles alumus and a former TFA –Bay Area Program Director (now MTLD) where he worked with corps members in the San Jose and Palo Alto school districts. Barry has a BA in Psychology with an emphasis on Family and Child Development from the University of North Carolina at Chapel Hill and a MA in Elementary Education from Loyola Marymount University in Los Angeles. He is also a proud member of Alpha Phi Alpha Fraternity, Incorporated.
Barry Brinkley is an Instructional Coach for Turnaround For Children in Washington DC. In this role, Barry coaches teachers and administrators on behavior management systems and classroom management strategies. Barry also served as the Dean of Student Support at DC Prep Academy, where he was the lead administrator for all discipline and attendance issues, parent and community engagement, and college preparation. Barry is a Teach For America-Los Angeles alumus and a former TFA –Bay Area Program Director (now MTLD) where he worked with corps members in the San Jose and Palo Alto school districts. Barry has a BA in Psychology with an emphasis on Family and Child Development from the University of North Carolina at Chapel Hill and a MA in Elementary Education from Loyola Marymount University in Los Angeles. He is also a proud member of Alpha Phi Alpha Fraternity, Incorporated.
BELLWETHER EDUCATION PARTNERS
Hailly Korman, Principal, Bellwether Education Partners
Hailly supports justice agencies and their education partners as they work to craft practices that significantly improve outcomes for justice-involved students and advocates for systemic reforms that mitigate the institutional obstacles to providing high-quality education services to youth in secure schools. Prior to joining Bellwether, Hailly was director of special projects at the Center for Educational Excellence in Alternative Settings, where she provided direct support to an emerging cohort of reform-minded education and youth justice system leaders across the country. Previous to that, she was an attorney at Morrison & Foerster LLP, where she served as pro bono counsel in Reed v. State of California, representing student plaintiffs at underperforming Los Angeles public schools challenging the constitutionality of strict reverse-seniority layoffs. In 2010, she received both Public Counsel’s Impact Litigation Award and the ACLU’s Social Justice Award for her work on that case. Before law school, Hailly spent nine years teaching primary grades; she has also taught an undergraduate seminar at UCLA on education policy and politics and a "know your rights"course at a local alternative high school. Hailly is a graduate of Brandeis University with a major in Politics and minors in Legal Studies and Education. She also holds a JD from UCLA School of Law, where she was a member of the Public Interest and Critical Race Studies programs and the Collegium of University Teaching Fellows. She is also an Education Pioneers (LA ’08) and Teach for America (LA ’02) alumna.
Hailly supports justice agencies and their education partners as they work to craft practices that significantly improve outcomes for justice-involved students and advocates for systemic reforms that mitigate the institutional obstacles to providing high-quality education services to youth in secure schools. Prior to joining Bellwether, Hailly was director of special projects at the Center for Educational Excellence in Alternative Settings, where she provided direct support to an emerging cohort of reform-minded education and youth justice system leaders across the country. Previous to that, she was an attorney at Morrison & Foerster LLP, where she served as pro bono counsel in Reed v. State of California, representing student plaintiffs at underperforming Los Angeles public schools challenging the constitutionality of strict reverse-seniority layoffs. In 2010, she received both Public Counsel’s Impact Litigation Award and the ACLU’s Social Justice Award for her work on that case. Before law school, Hailly spent nine years teaching primary grades; she has also taught an undergraduate seminar at UCLA on education policy and politics and a "know your rights"course at a local alternative high school. Hailly is a graduate of Brandeis University with a major in Politics and minors in Legal Studies and Education. She also holds a JD from UCLA School of Law, where she was a member of the Public Interest and Critical Race Studies programs and the Collegium of University Teaching Fellows. She is also an Education Pioneers (LA ’08) and Teach for America (LA ’02) alumna.
Tanya Paperny, Managing Editor, Bellwether Education Partners
Tanya Paperny is a writer, translator, and editor with a passion for literature, education, and social change. She currently serves as managing editor at Bellwether Education Partners. Her work has appeared in the Washington Post, Washington City Paper, Pacific Standard, and elsewhere. She received an M.F.A. in writing from Columbia University, and has taught writing and journalism at American University, University of Maryland, Corcoran College of Art + Design, Trinity Washington University, and Columbia University. More about Tanya at www.tpaperny.com.
Tanya Paperny is a writer, translator, and editor with a passion for literature, education, and social change. She currently serves as managing editor at Bellwether Education Partners. Her work has appeared in the Washington Post, Washington City Paper, Pacific Standard, and elsewhere. She received an M.F.A. in writing from Columbia University, and has taught writing and journalism at American University, University of Maryland, Corcoran College of Art + Design, Trinity Washington University, and Columbia University. More about Tanya at www.tpaperny.com.
Kaitlin Pennington, Analyst, Bellwether Education Partners
Kaitlin Pennington is an analyst with Bellwether Education Partners in the Policy and Thought Leadership practice area. In this role, Kaitlin is a frequent contributor to Bellwether's blog, Ahead of the Heard, and has been published in U.S. News & World Report. Before Bellwether, Kaitlin worked as an education policy analyst at the Center for American Progress and has also held policy positions at Colorado Succeeds and in the office of Colorado Sen. Mike Johnston. As a Teach For America corps member, Kaitlin taught middle school English and language arts in Washington, D.C.
Kaitlin Pennington is an analyst with Bellwether Education Partners in the Policy and Thought Leadership practice area. In this role, Kaitlin is a frequent contributor to Bellwether's blog, Ahead of the Heard, and has been published in U.S. News & World Report. Before Bellwether, Kaitlin worked as an education policy analyst at the Center for American Progress and has also held policy positions at Colorado Succeeds and in the office of Colorado Sen. Mike Johnston. As a Teach For America corps member, Kaitlin taught middle school English and language arts in Washington, D.C.
CHAVEZ SCHOOLS
Joan Massey, Chief Executive Officer, Chavez Schools, @joan_masseyED
Joan Massey is the CEO of Chavez Schools, in Washington, DC. Joan is an educator with more than 30 years of experience as a teacher, administrator, and school leader. She most recently served as Superintendent and Chief Academic Officer of Touchstone Education, a charter management organization in Newark, NJ, built on an innovative “blended learning” model. At Chavez Schools, Massey combines her passion for technology in the classroom with the school’s traditional emphasis on public policy to prepare students to succeed in college and beyond and empower them to become the next generation of civic leaders.
Joan Massey is the CEO of Chavez Schools, in Washington, DC. Joan is an educator with more than 30 years of experience as a teacher, administrator, and school leader. She most recently served as Superintendent and Chief Academic Officer of Touchstone Education, a charter management organization in Newark, NJ, built on an innovative “blended learning” model. At Chavez Schools, Massey combines her passion for technology in the classroom with the school’s traditional emphasis on public policy to prepare students to succeed in college and beyond and empower them to become the next generation of civic leaders.
DC PUBLIC CHARTER SCHOOL BOARD
Erin Kupferberg, School Quality and Accountability Manager, DC Public Charter School Board
Erin Kupferberg leads the Performance Management Framework team, which is PCSB’s tool for assessing and monitoring prekindergarten to grade 12, adult and alternative charter school performance. She also leads the Early Childhood/Elementary/Middle school framework and assists with qualitative assessments of school performance of public charter schools. Previously, she worked for Duval County Public Schools’ charter school authorizer in Florida. She has worked as an administrator for the educational programs at Jacksonville University and maintains her secondary science professional teaching certificate. Ms. Kupferberg holds a BS in Animal Physiology and Neuroscience from University of California, San Diego, and Masters of Arts in Teaching from Seattle Pacific University.
Erin Kupferberg leads the Performance Management Framework team, which is PCSB’s tool for assessing and monitoring prekindergarten to grade 12, adult and alternative charter school performance. She also leads the Early Childhood/Elementary/Middle school framework and assists with qualitative assessments of school performance of public charter schools. Previously, she worked for Duval County Public Schools’ charter school authorizer in Florida. She has worked as an administrator for the educational programs at Jacksonville University and maintains her secondary science professional teaching certificate. Ms. Kupferberg holds a BS in Animal Physiology and Neuroscience from University of California, San Diego, and Masters of Arts in Teaching from Seattle Pacific University.
Avni Patel Murray, Manager, Equity and Fidelity Team, DC Public Charter School Board
Avni Patel Murray leads all projects related to special education oversight and support for public charter schools. She manages the charter agreement process for newly approved charter schools and provides support to new charter schools. Ms. Murray also collaborates closely with OSSE to provide direct training to school staff as a certified Nonviolent Crisis Intervention trainer. Previously, she worked in the special education division of OSSE as a placement coordinator, collaborating with public charter schools to ensure students with disabilities were being supported. Ms. Murray earned a BA in International Relations and a minor in Business from the University of Southern California and a Master of Public Administration from the Maxwell School of Citizenship and Public Affairs at Syracuse University.
Avni Patel Murray leads all projects related to special education oversight and support for public charter schools. She manages the charter agreement process for newly approved charter schools and provides support to new charter schools. Ms. Murray also collaborates closely with OSSE to provide direct training to school staff as a certified Nonviolent Crisis Intervention trainer. Previously, she worked in the special education division of OSSE as a placement coordinator, collaborating with public charter schools to ensure students with disabilities were being supported. Ms. Murray earned a BA in International Relations and a minor in Business from the University of Southern California and a Master of Public Administration from the Maxwell School of Citizenship and Public Affairs at Syracuse University.
Nicole Newman, DC Public Charter School Board
Nicole Newman leads all community engagement activities at the DC Public Charter Board. Ms. Newman is an AmeriCorps Vista Alum, who has spent time working at local non-profits getting hands on experience in providing services, building coalitions, coordinating volunteers, working in development and most recently community organizing. She is a native of the Washington, DC area and a graduate of Trinity Washington University. She received her degree in Political Science.
Nicole Newman leads all community engagement activities at the DC Public Charter Board. Ms. Newman is an AmeriCorps Vista Alum, who has spent time working at local non-profits getting hands on experience in providing services, building coalitions, coordinating volunteers, working in development and most recently community organizing. She is a native of the Washington, DC area and a graduate of Trinity Washington University. She received her degree in Political Science.
Melodi Sampson, Strategy and Analysis Specialist, DC Public Charter School Board
Melodi Sampson supports schools to ensure accurate enrollment, attendance, and discipline data reporting. Ms. Sampson also manages the charter application review process and the internal data architecture project. Prior to joining PCSB in September 2013, Ms. Sampson worked at a DC public charter school where she directed student recruitment, enrollment, and data management efforts. Ms. Sampson holds a Bachelor of Arts in International Studies from American University.
Melodi Sampson supports schools to ensure accurate enrollment, attendance, and discipline data reporting. Ms. Sampson also manages the charter application review process and the internal data architecture project. Prior to joining PCSB in September 2013, Ms. Sampson worked at a DC public charter school where she directed student recruitment, enrollment, and data management efforts. Ms. Sampson holds a Bachelor of Arts in International Studies from American University.
THE THURSDAY NETWORK
LaTricea Adams, Vice President, The Thursday Network, Greater Washington Urban League Young Professionals
LaTricea Adams is the Manager, Data & Systems for the District of Columbia Public Schools in the Office of the Chief Operating Officer. LaTricea is the former Director of Performance Metrics in the Home Office for Cesar Chavez Public Charter Schools for Public Policy in Washington, D.C. She is in the terminal stage of completing her Ed.D. in K-12 Administration & Supervision at Tennessee State University. LaTricea is the current Vice-President of Thursday Network—Greater Washington Urban League Young Professionals. She is also a former New Leaders for New Schools Emerging Leader Cohort 2013-2014.
LaTricea Adams is the Manager, Data & Systems for the District of Columbia Public Schools in the Office of the Chief Operating Officer. LaTricea is the former Director of Performance Metrics in the Home Office for Cesar Chavez Public Charter Schools for Public Policy in Washington, D.C. She is in the terminal stage of completing her Ed.D. in K-12 Administration & Supervision at Tennessee State University. LaTricea is the current Vice-President of Thursday Network—Greater Washington Urban League Young Professionals. She is also a former New Leaders for New Schools Emerging Leader Cohort 2013-2014.
LIVE IT, LEARN IT!
Dr. Matthew Wheelock, Founder and Executive Director, Live it, Learn it!
Dr. Matthew Wheelock is the founder and Executive Director of Live It Learn It, a nonprofit organization that uses Washington, DC’s museums and memorials as an extension of the classroom for students in Title I DC Public Schools. He developed the concept for Live It Learn It while serving as a classroom teacher at Walker-Jones Elementary School. Prior to teaching, Dr. Wheelock worked in the fields of law and international relations. He has an Ed.D. from the University of Pennsylvania and a J.D. from Stanford Law School.
Dr. Matthew Wheelock is the founder and Executive Director of Live It Learn It, a nonprofit organization that uses Washington, DC’s museums and memorials as an extension of the classroom for students in Title I DC Public Schools. He developed the concept for Live It Learn It while serving as a classroom teacher at Walker-Jones Elementary School. Prior to teaching, Dr. Wheelock worked in the fields of law and international relations. He has an Ed.D. from the University of Pennsylvania and a J.D. from Stanford Law School.
Dr. Michelle Edwards, Director of the Emerging Leaders Program, New Leaders, Inc.
Dr. Michelle Edwards is the Director of the Emerging Leaders Program at New Leaders, Inc. She served as the principal of Orr ES for ten years. Michelle earned an Ed.D. from the University of Pennsylvania.
Dr. Michelle Edwards is the Director of the Emerging Leaders Program at New Leaders, Inc. She served as the principal of Orr ES for ten years. Michelle earned an Ed.D. from the University of Pennsylvania.
Hope Harrod, Teacher and 2012 D.C. Teacher of the Year, John Burroughs Elementary School, DC Public Schools
Hope Harrod is a teacher at John Burroughs ES and was the winner of the 2012 D.C. Teacher of the Year Award. Hope graduated from Kenyon College and earned a master’s degree from Boston College.
Hope Harrod is a teacher at John Burroughs ES and was the winner of the 2012 D.C. Teacher of the Year Award. Hope graduated from Kenyon College and earned a master’s degree from Boston College.
Sara Mark Lesk, Senior Educator and Manager, National Gallery of Art
Sara Mark Lesk is Senior Educator and Manager of the National Gallery of Art’s “Art Around the Corner” program. She graduated from Stanford University and earned a master’s degree from The George Washington University.
Sara Mark Lesk is Senior Educator and Manager of the National Gallery of Art’s “Art Around the Corner” program. She graduated from Stanford University and earned a master’s degree from The George Washington University.
Erica Harper, Director of Partnerships, Live it, Learn it!
Erica Harper is the Director of Partnerships at Live it, Learn It. There she has established relationships with teachers & principals, designed and delivered curriculum, conducted professional development workshops for area teachers and graduate students, and formed partnerships with museums and educational destinations. Erica earned her BA from Duke University and is a native of Memphis, TN.
Erica Harper is the Director of Partnerships at Live it, Learn It. There she has established relationships with teachers & principals, designed and delivered curriculum, conducted professional development workshops for area teachers and graduate students, and formed partnerships with museums and educational destinations. Erica earned her BA from Duke University and is a native of Memphis, TN.
Kara Winerman, Program Associate, Live it, Learn it!
Kara Winerman holds a BA in International Studies from American University and a MA in Teaching and MA in Gender/Cultural Studies from Simmons College. She taught high school for a decade, and currently works at Live It Learn It designing and teaching experiential lessons for elementary school students.
Kara Winerman holds a BA in International Studies from American University and a MA in Teaching and MA in Gender/Cultural Studies from Simmons College. She taught high school for a decade, and currently works at Live It Learn It designing and teaching experiential lessons for elementary school students.
ONE WORLD EDUCATION
Eric Goldstein, Executive Director, One World Education
Eric Goldstein expanded One World Education from a successful classroom project into a nonprofit organization in 2007. Before then, Eric was an educator in public, charter, and independent schools and earned a US Department of the Interior Partners in Education Award while teaching in Southeast Washington, DC in 2006. He has led programs for American students in Greece and Zambia and participated in educator programs in China, Turkey, Cuba, and Saudi Arabia. Eric holds a Master's in Education from the University of Vermont and Master's of International Policy from George Washington University. His career in education started after a solo, 5,000-mile, bicycle trip across the United States in 1999.
Eric Goldstein expanded One World Education from a successful classroom project into a nonprofit organization in 2007. Before then, Eric was an educator in public, charter, and independent schools and earned a US Department of the Interior Partners in Education Award while teaching in Southeast Washington, DC in 2006. He has led programs for American students in Greece and Zambia and participated in educator programs in China, Turkey, Cuba, and Saudi Arabia. Eric holds a Master's in Education from the University of Vermont and Master's of International Policy from George Washington University. His career in education started after a solo, 5,000-mile, bicycle trip across the United States in 1999.
FLAMBOYAN FOUNDATION
Sol Bee, PhD Student in Education, The Johns Hopkins School of Education
Sol Bee is a PhD Student in Education at the Johns Hopkins University School of Education. She is interested in exploring the topics of school, family, and community partnerships and system-driven factors that shape school contexts and ultimately impact student outcomes. In the future, she desires to pursue a career in academia and to conduct research that offers rigorous and credible evidence for bridging the gap between research, policy, and practice in the field of education. She holds an Ed.M. in Education Policy and Management from Harvard University and a B.A. in Public Policy Studies from Duke University.
Sol Bee is a PhD Student in Education at the Johns Hopkins University School of Education. She is interested in exploring the topics of school, family, and community partnerships and system-driven factors that shape school contexts and ultimately impact student outcomes. In the future, she desires to pursue a career in academia and to conduct research that offers rigorous and credible evidence for bridging the gap between research, policy, and practice in the field of education. She holds an Ed.M. in Education Policy and Management from Harvard University and a B.A. in Public Policy Studies from Duke University.
Austin Estes, Data Analyst, Flamboyan Foundation
Austin Estes is a Data Analyst at The Flamboyan Foundation and serves on the Data and Evaluation team. He provides support for Flamboyan’s family engagement programs by tracking family engagement data, supporting research and evaluation projects, and helping schools leverage data to reach their family engagement goals. He holds a B.A. in Psychology from Florida Atlantic University and an M.P.P. from American University.
Austin Estes is a Data Analyst at The Flamboyan Foundation and serves on the Data and Evaluation team. He provides support for Flamboyan’s family engagement programs by tracking family engagement data, supporting research and evaluation projects, and helping schools leverage data to reach their family engagement goals. He holds a B.A. in Psychology from Florida Atlantic University and an M.P.P. from American University.
Matt Robinson, Program Manager, Flamboyan Foundation
Matt Robinson is a Program Manager at Flamboyan Foundation. In his role, he supports the Innovation Team in their family engagement programming. Matt contributes to designing teacher learning opportunities, communicating with school partners, and establishing best practices to be shared among educators for the purposes of family engagement.
Matt Robinson is a Program Manager at Flamboyan Foundation. In his role, he supports the Innovation Team in their family engagement programming. Matt contributes to designing teacher learning opportunities, communicating with school partners, and establishing best practices to be shared among educators for the purposes of family engagement.
NAACP
Janel George, Senior Education Policy Counsel, NAACP Legal Defense and Educational Fund, Inc. (LDF)
Janel George is Senior Education Policy Counsel at the NAACP Legal Defense and Educational Fund, Inc. (LDF), where she uses legislative and policy advocacy to promote racial justice and quality educational opportunities. Prior to joining LDF, Ms. George served as Legislative Counsel and Legislative Assistant to a senior U.S. Senator and junior Member of the U.S. House of Representatives. In her roles, Ms. George managed health care, education, civil rights, judiciary, and other domestic policy issues.
Janel George is Senior Education Policy Counsel at the NAACP Legal Defense and Educational Fund, Inc. (LDF), where she uses legislative and policy advocacy to promote racial justice and quality educational opportunities. Prior to joining LDF, Ms. George served as Legislative Counsel and Legislative Assistant to a senior U.S. Senator and junior Member of the U.S. House of Representatives. In her roles, Ms. George managed health care, education, civil rights, judiciary, and other domestic policy issues.
UNITED NEGRO COLLEGE FUND
Meredith B.L. Anderson, Ph.D., Senior Research Associate, United Negro College Fund (UNCF)
Meredith Anderson is a Senior Research Associate in the Advocacy Department and Frederick D. Patterson Research Institute at UNCF where she conducts research related to K-12 education reform for Black students. She is also an Adjunct Professor in the African American Studies Program at Georgetown University. Prior to UNCF, Meredith was a Program Evaluator for a school district. Additionally, Meredith was a postdoctoral fellow and lecturer in the School of Public Affairs at American University. Dr. Anderson’s publications/working papers focus on race, representation and equitable education reform. Meredith earned her B.A. and Ph.D. in Political Science from Texas A&M University.
Meredith Anderson is a Senior Research Associate in the Advocacy Department and Frederick D. Patterson Research Institute at UNCF where she conducts research related to K-12 education reform for Black students. She is also an Adjunct Professor in the African American Studies Program at Georgetown University. Prior to UNCF, Meredith was a Program Evaluator for a school district. Additionally, Meredith was a postdoctoral fellow and lecturer in the School of Public Affairs at American University. Dr. Anderson’s publications/working papers focus on race, representation and equitable education reform. Meredith earned her B.A. and Ph.D. in Political Science from Texas A&M University.
DUAL LANGUAGE IN THE DISTRICT
Vanessa Bertelli, Executive Director and Founder, DC Language Immersion Project
Vanessa Bertelli is the Executive Director and co-founder of DC Language Immersion Project, a not-for-profit organization of parents, educators and community members that works to improve achievement for DC and its residents by preparing a 21st century ready, linguistically and culturally competent workforce – through the systemic implementation of Dual Language Immersion programs in the schools of all eights wards of the nation’s capital. Prior to becoming engaged in education policy and advocacy, Vanessa advised private sector companies, not-for-profits and inter-governmental organizations on corporate social responsibility, management and organizational structures. She holds a law degree from Université de Lausanne, a masters of laws from University College London and an MBA from INSEAD. Vanessa speaks five languages, lived on four continents, and has three kids at Washington Yu Ying PCS.
Vanessa Bertelli is the Executive Director and co-founder of DC Language Immersion Project, a not-for-profit organization of parents, educators and community members that works to improve achievement for DC and its residents by preparing a 21st century ready, linguistically and culturally competent workforce – through the systemic implementation of Dual Language Immersion programs in the schools of all eights wards of the nation’s capital. Prior to becoming engaged in education policy and advocacy, Vanessa advised private sector companies, not-for-profits and inter-governmental organizations on corporate social responsibility, management and organizational structures. She holds a law degree from Université de Lausanne, a masters of laws from University College London and an MBA from INSEAD. Vanessa speaks five languages, lived on four continents, and has three kids at Washington Yu Ying PCS.
Alethea Bustillo, Principal, Bruce Monroe Elementary School, DC Public Schools
Alethea Bustillo has over 21 years of experience as an educator including 17 years at Bruce-Monroe. She began her career in DeWitt, Arkansas as a high school French teacher before transitioning to teach English language learners at Bruce-Monroe Elementary School in DCPS. She taught for 10 years at Bruce Monroe before being promoted to instructional coach of literacy for the school. Ms. Bustillo spent five years as the instructional coach before transitioning to the assistant principal position at the school in 2013. Ms. Bustillo holds a bachelor’s degree from Smith College and a master’s degree from New York University.
Alethea Bustillo has over 21 years of experience as an educator including 17 years at Bruce-Monroe. She began her career in DeWitt, Arkansas as a high school French teacher before transitioning to teach English language learners at Bruce-Monroe Elementary School in DCPS. She taught for 10 years at Bruce Monroe before being promoted to instructional coach of literacy for the school. Ms. Bustillo spent five years as the instructional coach before transitioning to the assistant principal position at the school in 2013. Ms. Bustillo holds a bachelor’s degree from Smith College and a master’s degree from New York University.
Amaya Garcia, Policy Analyst, New America Foundation
Amaya Garcia is a policy analyst in the Education Policy program at New America where she provides research and analysis on policies related to Dual Language Learners. She has written extensively about DLL related education issues and recently co-authored a report examining DLL education in Washington, DC. Previously, Ms. Garcia was a policy analyst at the District of Columbia State Board of Education. She has a masters degree in public policy from the University of Maryland-College Park, a masters degree in cognitive studies in education from Teachers College, Columbia University and a bachelors degree in English and Psychology from the University of Iowa.
Amaya Garcia is a policy analyst in the Education Policy program at New America where she provides research and analysis on policies related to Dual Language Learners. She has written extensively about DLL related education issues and recently co-authored a report examining DLL education in Washington, DC. Previously, Ms. Garcia was a policy analyst at the District of Columbia State Board of Education. She has a masters degree in public policy from the University of Maryland-College Park, a masters degree in cognitive studies in education from Teachers College, Columbia University and a bachelors degree in English and Psychology from the University of Iowa.
URBAN TEACHERS
Laken Detchemendy, Clinical Faculty, Urban Teachers - DC
Before joining Urban Teachers, Laken taught Early Childhood Elementary in Prince George’s County, Maryland before making the leap to teach Middle School Language Arts in Durham, North Carolina. After several years in the classroom, she became an Instructional Specialist supporting teachers across the state of North Carolina with their literacy instruction. Laken holds a Masters of Education, with a concentration Literacy, from Meredith College in Raleigh, North Carolina.
Before joining Urban Teachers, Laken taught Early Childhood Elementary in Prince George’s County, Maryland before making the leap to teach Middle School Language Arts in Durham, North Carolina. After several years in the classroom, she became an Instructional Specialist supporting teachers across the state of North Carolina with their literacy instruction. Laken holds a Masters of Education, with a concentration Literacy, from Meredith College in Raleigh, North Carolina.
Allison Turner Gunter, Clinical Faculty, Urban Teachers-DC
Allison Turner Gunter is a clinical faculty member for Urban Teachers. Allison has over 15 years of experience working with children and youth in varied settings in Maryland, DC, Virginia, and North Carolina. Allison has served as an adjunct professor and university supervisor for various universities in the area. Her training, work experiences, and research have focused on placement decisions for students with special needs, understanding and supporting CLD children and youth with or at-risk for disabilities, equality, and opportunity in education and effective practices in teacher preparation programs to improve outcomes for children and families. In her current role as clinical faculty for Urban Teachers, Allison provides support to Residents and Fellows in their clinical settings and is also a part of the special education faculty serving as instructor for courses in special education program of study. Allison is a current doctoral candidate in Special Education and Disability Studies at The George Washington University with a concentration in cultural and linguistic diversity. Allison also holds master’s degrees in early childhood special education, and administration, and a bachelor’s degree in speech and language pathology.
Allison Turner Gunter is a clinical faculty member for Urban Teachers. Allison has over 15 years of experience working with children and youth in varied settings in Maryland, DC, Virginia, and North Carolina. Allison has served as an adjunct professor and university supervisor for various universities in the area. Her training, work experiences, and research have focused on placement decisions for students with special needs, understanding and supporting CLD children and youth with or at-risk for disabilities, equality, and opportunity in education and effective practices in teacher preparation programs to improve outcomes for children and families. In her current role as clinical faculty for Urban Teachers, Allison provides support to Residents and Fellows in their clinical settings and is also a part of the special education faculty serving as instructor for courses in special education program of study. Allison is a current doctoral candidate in Special Education and Disability Studies at The George Washington University with a concentration in cultural and linguistic diversity. Allison also holds master’s degrees in early childhood special education, and administration, and a bachelor’s degree in speech and language pathology.
Jacqueline Greer, Executive Director, Urban Teachers - DC
Jacqueline Greer is currently the Executive Director of Urban Teachers’ DC program. In this role, she has worked to ensure that all DC students have effective teachers – a reform she believes will accelerate student achievement. She began this role after nearly a decade in education reform, specifically in human capital transformation. Prior to joining UTC, Jacqueline worked as Director of Talent and Strategic Partnerships at Center City PCS, recruiting talent and building pipelines for six charter schools. She has also worked in professional staffing and educational consulting. Jacqueline worked in the DC Public Schools twice, in human capital for central office and in recruiting teachers. While in graduate school, she was an Education Pioneers Fellow in the Boston Public Schools. In 2015 Jacqueline was an inaugural Emerging Human Capital Leadership Institute (EHCLI) Fellow. Jacqueline earned her B.A from the University of Chicago and her M.P.P. from Harvard University.
Jacqueline Greer is currently the Executive Director of Urban Teachers’ DC program. In this role, she has worked to ensure that all DC students have effective teachers – a reform she believes will accelerate student achievement. She began this role after nearly a decade in education reform, specifically in human capital transformation. Prior to joining UTC, Jacqueline worked as Director of Talent and Strategic Partnerships at Center City PCS, recruiting talent and building pipelines for six charter schools. She has also worked in professional staffing and educational consulting. Jacqueline worked in the DC Public Schools twice, in human capital for central office and in recruiting teachers. While in graduate school, she was an Education Pioneers Fellow in the Boston Public Schools. In 2015 Jacqueline was an inaugural Emerging Human Capital Leadership Institute (EHCLI) Fellow. Jacqueline earned her B.A from the University of Chicago and her M.P.P. from Harvard University.