Presenters
Meet Our Presenters and Keynote Speakers
Motivate and energize your staff with powerful presentations from educational experts.
Our nationally-recognized group of well-known authors combine research with practical guides every teacher can use.
Allison Roeser, M.H.S., P.C.C.
Allison Roeser, Master of Health Science (MHS) and Professional Certified Coach (PCC), is an SEL consultant and author for Teacher Created Materials (TCM). As an avid learner of mindfulness practices, Allison has seen firsthand the value of integrating self-awareness into professional and personal development.
She has almost two decades of experience working with leaders in education, child welfare, and social change. With a Masters in Health Science from Johns Hopkins University, Allison’s thesis focused on increasing effective communication for early childhood educators in disadvantaged districts.
Allison is currently the lead career success coach at SV Academy (voted one of the top education start-ups in 2020 by Fast Company) in addition to leading workshops and training courses for schools and Court Appointed Special Advocates (CASA), a program that advocates for foster care youth in San Francisco.
Almitra L. Berry, Ed.D.
Almitra L. Berry, Ed.D. is a nationally recognized speaker, author, and consultant on the topic of culturally and linguistically diverse learners in America’s K12 education system. Dr. Berry’s research focuses on equity and academic achievement for marginalized learners – particularly in majority-of-color,low-wealth, large, urban school districts. During her extensive career, Dr. Berry has worked with leaders and systems throughout the United States, Canada, and the Caribbean.
She has presented at scores of national and international conferences on equity, leadership, curriculum reform, and meeting the needs of historically underserved and disenfranchised learners. She calls upon educators and educational leaders to evaluate policy, curriculum, instruction, supervision, and professional learning with a lens focused on equity. Dr. Berry is a graduate of the University of California, Davis holding a B.A. in political science/public administration, an M.Ed. in curriculum and instruction, and an Ed.D. in educational leadership with a specialization in curriculum and instruction. She is also host of the podcast Educational Equity Emancipation and author of the book Effecting Change for Culturally and Linguistically Diverse Learners, as well as numerous other articles addressing educational equity.
Angelique Thompson, B.Ed
Angelique Thompson is a respected reading and kindergarten specialist with extensive teaching experience in the Toronto District School Board. She currently serves as an early reading coach, collaborating with multiple schools. Ms. Thompson holds a Bachelor of Education degree and a Bachelor of Arts Honors in Psychology from York University.
She has been involved in curriculum writing and editing for the Elementary Teachers Federation of Ontario. Notably, she received the Elementary Teachers of Toronto Excellence in Teaching Equity Award in 2009 and The Toronto District School Board's Celebrating Excellence in the TDSB Award for Program/Project Excellence in 2010. She is also a recipient of the Elementary Teachers Federation of Ontario Writer's Award for Women's Programs in 2019. Ms. Thompson is the co-author of Shell Education Publishing’s The Gift of Playful Learning and is known for her expertise in play-based learning as well as her commitment to promoting equity and social justice in early years classrooms.
Antonio Sacre, M.A.
Antonio Sacre, born in Boston to a Cuban father and Irish-American mother, is an internationally touring bilingual storyteller, author, and solo performance artist, based in Los Angeles. He earned a BA in English from Boston College and an MA in Theater Arts from Northwestern University.
In addition to his international tours, Mr. Sacre has led many teacher in-services and district-wide trainings sharing his knowledge of drama, storytelling, and writing in student workshops across the country. Committed to nurturing, teaching, and performing for children of all ages, Antonio is currently touring Los Angeles public schools and communities, where he does Storytelling Assemblies, Family Literacy Nights, and Writing Workshops, to help children discover and embrace their own multicultural backgrounds. When he is not touring, he works as storyteller-in-residence at the UCLA Lab School (formerly UES) on the UCLA campus in Westwood, CA.
Carrie Eicher, M.A.Ed
Carrie Eicher is a student-centered educational leader who is committed to the validation and affirmation of all students and families. Ms. Eicher started her career in education as a lower elementary teacher, then an instructional coach, the Dean of Academics and Instruction, and finally an assistant principal. After a brief hiatus where she joined TCM’s professional learning team as an academic officer, Ms. Eicher has returned to her work with Dr. Sharroky Hollie and the Center for Culturally Responsive Teaching and Learning (CCRTL) as a consultant and coach.
Working in collaboration with CCRTL, Ms. Eicher partners with educational leaders and teachers to support implementation and teacher growth in the area of culturally and linguistically responsive teaching. Ms. Eicher received a Bachelor of Science in Elementary Education as well as an Elementary teaching license for grades K–6 in all subjects from Minnesota State University. She then earned her Master of Education in Curriculum and Instruction, specializing in Integrating the Arts into the Curriculum, from Lesley University. Ms. Eicher has also earned an Educational Administration Certification and Principal Licensure for grades K–12 from Saint Mary’s University of Minnesota.
Cathy Collier, M.S.
Cathy Collier has been an educator for more than 30 years, with a variety of roles, most notedly as a kindergarten teacher and reading specialist for K-2 Title 1 and non-Title 1 schools with Chesapeake Public Schools. In the role of reading specialist, Cathy was responsible for data collection, interventions, reporting, and professional development throughout her school site and her district where she also worked with curriculum development. Cathy’s passion is curriculum and learning practices within the early childhood classroom and she has channeled that passion into her new Shell Education professional resource, The Road to Independent Reading and Writing.
Cathy has spoken at numerous state and national conferences and is a member of several leading literacy associations, including the Virginia State Literacy Association for the last 20 years where she served as Conference Chair/Vice-President, and President, and being elected to the International Literacy Association Board of Directors in 2015 where she served for three years, and was a member of the Global Literacy Committee which focused on literacy opportunities for children worldwide. Cathy has received numerous accolades for her work, most recently as a Darden Fellow at Old Dominion University (her alma mater) for her contributions to literacy.
Chase Young
Dr. Chase Young is a professor in the School of Teaching and Learning at Sam Houston State University and former elementary school teacher and literacy coach. His research primarily aims to develop fluent readers, support struggling readers, and integrate art into the science of teaching reading. Chase teaches a variety of literacy education courses, such as Identification and Correction of Reading Difficulties; Analysis, Interpretation, and Dissemination of Literacy Assessment; and Literacy Response to Intervention. He has presented to and worked with teachers around the world, and he loves it.
Dr. Young received his master’s degree in Education with an emphasis in Elementary Reading and Literacy from Walden University. He then went on to attend the University of North Texas where he earned his Ph.D. in Reading Education with a dissertation titled “Student Facilitation and Predictors of Engagement in Peer-Led Literature Circle Discussions.
Chris Shore, M.A.Ed.
Chris Shore currently serves as the Coordinator of Curriculum & Instruction for Murrieta Valley Unified School District. Prior to holding this position, Mr. Shore served as a math coach for Temecula Valley Unified School District in California.
Mr. Shore is also the founder and editor in chief of The Math Projects Journal where he writes lessons for secondary math teachers and provides professional development. Mr. Shore has received several awards during his career, including the Presidential Award for Excellence in Mathematics and Science Teaching, and Outstanding Teacher Award for Riverside County in 2000. Finally in 2018, in partnership with Shell Education, Chris published Clothesline Math: The Master Number Sense Maker.
Claudia Rodriguez, M.S. Ed.
Claudia Rodriguez is an education consultant with extensive experience training on best educational practices, ESL/bilingual instructional practices, and classroom management.
Claudia was previously a dual language strategist, a bilingual learning team coach, a bilingual literacy strategist and a bilingual elementary teacher.
Danielle Battle, M.A.
Danielle currently serves as an Academic Officer for Teacher Created Materials, where she provides professional development and training on TCM curriculum materials and Shell Education professional resources for school districts, teachers, and school administrators. Dani has a passion for bringing joy back into the classroom for all students.
She began her education career over twenty years ago as a teaching assistant. She then taught in public and charter schools in Baltimore and the District of Columbia. She was a curriculum writer, assistant principal of mathematics, and manager of mathematics professional learning for DC Public Schools. She was a steering committee member for the Urban Mathematics Leadership Network, an International Facilitation Fellows for the Dana Center, and was featured on the program The Color of STEM.
Danny Brassell, Ph.D.
Dr. Brassell is an education consultant where he motivates audiences to create cultures that stimulate innovation through widespread reading. His topics range from literacy to technology. Dr. Brassell is a former teacher who has worked with students ranging from preschoolers to rocket scientists. In addition to publishing numerous books and articles, Dr. Brassell has published several professional resources for TCM’s Shell Education division, including The Reading Makeover, Bringing Joy Back Into the Classroom, and A Baker's Dozen: Lessons Learned from the Teaching Trenches.
In 2003, he founded the Lazy Readers’ Book Club, and he has also served as chairperson of the board of directors for BookEnds. Dr. Brassell’s extensive academic background includes a Ph.D. in Education, M.A. in Multicultural Education, B.A. in Sociology and Print Journalism, Professional Clear Multiple Subject Credential, and Cross-Cultural Language Acquisition & Development Credential.
Deborah Farmer Kris, M.Ed.
Deborah Farmer Kris is a parent educator, education journalist, children’s book author, and founder of Parenthood365. She serves as a parenting columnist and consultant for PBS KIDS, and her work has been featured in NPR’s MindShift, Oprah Daily, The Washington Post, The Boston Globe Magazine, and other national publications. Over the course of her 20+ years in education, Deborah has taught almost every grade K-12, worked as a school administrator, served as an associate scholar at the Boston University Center for Character and Social Responsibility, and presented to thousands of parents and educators around the United States. Mostly, she loves sharing nuggets of practical wisdom that can help kids and families thrive.
Deborah has a B.A. in English, a B.S. in Education, and an M.Ed. in Counseling Psychology. Deborah is the author of the “All the Time” series published through Free Spirit Publishing. These four picture books—You Have Feelings All the Time, I Love You All the Time, You Wonder All the Time, and You Are Growing All the Time—celebrate all the ways children grow and learn. Deborah and her husband live in Massachusetts with their two kids—who love to test every theory she’s ever had about child development.
Eric LeMoine, M.Ed.
Eric LeMoine is an Innovation Strategist for the Beaverton School District in Oregon. A hands-on educator for over 30 years in Title I schools, Eric is passionate about involving students and their families in the instructional cycle. He's had the opportunity to work with educators in all corners of the globe, including Canada, Germany, Italy, England, Saudi Arabia, Egypt, Lebanon, Turkey, United Arab Emirates, Puerto Rico, U.S. Virgin Islands, and 41 of the 50 states. Eric also serves as an education consultant for TCM, where he provides professional development and coaching for TCM’s curriculum materials and Shell Education professional resources for school districts, instructional leads, and teachers across the country.
Eric’s diverse instructional background allows him the expertise to train educators that span the education spectrum, including ESL specialists, reading specialists, social studies teachers, science teachers, and technology leads, just to name a few. During Eric’s tenure as an educator, he has worked as an elementary classroom teacher, a classroom coach, a district-level curriculum specialist, and has spent eleven years in a district-level position supporting K‐12 curriculum initiatives.
Erica Bowers, Ed.D.
Erica Bowers, Associate Professor at the College of Education at California State University, Fullerton, is the director of the Hazel Miller Croy Reading Center and teaches graduate courses. These graduate courses include clinical courses and leadership/professional development courses in reading.
She has published articles on academic English, English language learners, and motivation. Her main areas of research are English language learners and writing. Erica co-authored the Shell Education professional resource, Building Academic Language through Content-Area Text: Strategies to Support English Language Learners.
Erick Herrmann, M.A.
Erick Herrmann is an independent education consultant for Teacher Created Materials and the author of the Shell Education book Effective Strategies for Integrating Social Emotional Learning in Your Classroom.
Erick has a high degree of expertise in social emotional learning as well as sheltered instruction, meeting the educational needs of multilingual learners, and integrating academic language and literacy instruction into the content areas at all grade levels. He has taught Spanish at the high school level, Spanish literacy and English Language Development at the elementary level and served as a title VII grant coordinator and teacher on special assignment (TOSA).
Eugenia Mora-Flores, Ed.D.
Dr. Eugenia Mora-Flores is the Assistant Dean of Teacher Education in the Rossier School of Education at the University of Southern California (USC) where she is responsible for oversight and coordination of the teacher education degree programs. Additionally, Dr. Mora-Flores is a Professor of Clinical Education with Distinction and teaches courses on first and second language acquisition, social critical analysis, and literacy development for elementary and secondary students. Her research interests include studies on effective practices in developing the language and literacy skills of multilingual learners in grades Pre-K–12. Over the course of her 25 plus years as an educator, Dr. Mora-Flores has become a well-known and well-respected expert in the field of multilingual learner academic support. This can be seen through her many honors including being named MAT Professor of the Year in 2016 and 2018 (a title awarded by the students of USC) as well as USC’s Teaching Excellence Award in 2018. Her impact in education was recognized through the 2018 Community Achievement Award which recognizes professors who have gone above and beyond for their students and who have made meaningful contributions to the educations of students of color and/or who identify as LGBTQ.
Dr. Mora-Flores has written numerous books in the area of literacy and academic language development (ALD) for English learners, including the popular Shell Education resources Connecting Content and Language for English Language Learners and Integrated English Language Development: Supporting English Learners Across the Curriculum. She has also co-authored Shell Education’s Science for English Language Learners: Developing Academic Language through Inquiry-Based Instruction, Teaching and Supporting English Learners: A Guide to Welcoming and Engaging Newcomers, and four publications on Strategies for Connecting Content and Language for English Language Learners across the curriculum. In addition, Dr. Mora-Flores is a contributing author to TCM’s Language Power series, 1st and 2nd editions, which focuses on the four language domains to accelerate students’ English language proficiency and build their confidence.
Dr. Mora-Flores received her Master of Arts in Education with a concentration on Curriculum and Instruction from Columbia University in New York. She then went on to earn her Doctor of Education from the University of California, Los Angeles.
Fred Freking, Ph.D.
Dr. Frederick W. Freking is a Professor of Clinical Education at the USC Rossier School of Education. Dr. Freking began his career in Science Education as a Biology Major at the University of California, Santa Barbara. He earned his teaching credential at Azusa Pacific University and taught Biology and Human Anatomy and Physiology at Covina High School.
His desire to learn science at a deeper level led him to doctoral studies in neuroscience at UCLA. For the past twenty years, Freking has utilized his science teaching and science research experiences to prepare future secondary science teachers.
During the past ten years at USC, Dr. Freking has also prepared elementary teachers to implement NGSS-aligned curriculum using the 5E model. In collaboration with colleagues at the USC Rossier School of Education and the Mattel Children’s Foundation, Freking helped develop and implement Speedomety, which provides teachers and their students with meaningful opportunities to explore their scientific ideas. Dr. Freking has extensive experience preparing science teachers to use culturally relevant pedagogy, inquiry teaching practices and literacy strategies to meet the needs of all students.
Heather Brooke, M.A.
Heather Brooke currently serves as the Vice President of Professional Learning at Teacher Created Materials (TCM), where she is responsible for optimizing the quality and delivery of professional learning models offered by TCM and its imprints. With a focus on continuous improvement, she leads strategic initiatives to enhance educators' skills and ensures they receive top-tier training and support. In her role, Heather collaborates closely with various internal and external teams to support large-scale resource adoptions and implementations, as well as identifying market trends, ensuring TCM remains at the forefront of educational innovation.
With almost two decades of experience in education, Heather is dedicated to empowering educators nationwide. She oversees a team focused on delivering high-quality professional learning workshops tailored to meet the diverse needs of teachers and school districts across the country. Heather's expertise in curriculum development and instructional design, coupled with her classroom experience, uniquely positions her to support educators in their quest for student success. She holds a Master’s of Arts in Curriculum and Instruction from Concordia University in Irvine, CA, and a Bachelor of Arts in International Business from Loyola Marymount University.
Hillary Wolfe, M.A.
Working as an educator for almost 20 years, Hillary Wolfe is currently the Executive Director of College, Career, and Economic Development for Fontana Unified School District in southern California. In this position, she manages Career Technical Education curriculum and instruction; writes and manages state and federal grants; and builds and maintains strategic partnerships with local colleges, community organizations, and businesses. Prior to this position, Hillary has been a director of curriculum and instruction, a coordinator of curriculum, instruction, and assessment, a coordinator of intervention and academic supports/MTSS, as well as an ELA instructional coach. As an educator, her expertise lies in the areas of career technical education, literacy, intervention, MTSS, and school improvement.
In addition to her roles within the school community, Hillary has served as an academic officer and current education consultant for TCM, where she provides professional development and training on TCM curriculum materials and Shell Education professional resources. She is the co-author of the Shell Education publication, What the Science of Reading Says about Writing (2022), contributing author to What the Science of Reading Says about Word Recognition and editor for many other Shell Education professional resources. Hillary earned her Master of Arts in Educational Leadership from California State Polytechnic University, Pomona. She earned her Bachelor of Arts in English from UCLA, single and multiple subject teaching credentials from Azusa Pacific University, and administrative credentials from both California State Polytechnic University, Pomona (Tier 1) and California State University, Fullerton (Tier 2).
Ingrid Twyman, Ed.D.
Dr. Ingrid Twyman is an education consultant for Teacher Created Materials and owner of TwyLight Solutions, LLC. Ingrid is extremely passionate about building teacher and leader capacity to enact culturally responsive-sustaining practices and create cultures of equity so that all students receive access to a high-quality education.
She is a former middle-school teacher, principal, instructional coach, and teacher residency director who partnered with Latino students and families in northeast Los Angeles for over 16 years. She holds an Ed. D. from the University of Southern California in Urban Educational Leadership with a focus on Teacher Education in Multicultural Societies.
Dr. Twyman currently designs and facilitates professional development modules and experiences on topics such as culturally responsive-sustaining classrooms, classroom management, multilingual instruction, and Social Emotional Learning and is an adjunct faculty member at the Alder Graduate School of Education.
Jamey Acosta
Jamey Acosta is an experienced educator with a passion for supporting multilingual learners. Currently, she serves as the English Learner Teacher on Special Assignment (EL TOSA) and EL Coordinator for the Upland Unified School District. In her leadership role, Ms. Acosta develops and implements systems to support multilingual learners, including those in the Dual Language Immersion Academy; leads district-wide efforts to improve ELD implementation, the reclassification process, and professional learning for staff; plans and delivers professional development for teachers (TK-12) on effective instructional practices for multilingual learners; and provides guidance at the district and school site levels for English Learner programs and services. Prior to her current leadership position, Ms. Acosta served as a Reading Specialist at Upland Elementary School, where she nurtured a love of literacy in her students. She also brings valuable experience as an educational consultant, providing training to educators nationwide.
Jamey Acosta's strong educational background includes a Bachelor of Arts in Liberal Studies with a Literacy Option and a California Professional Clear Multiple Subject Teaching Credential. She further bolstered her expertise with a Master of Science in Education (Literacy and Reading) and an added Reading Specialist Credential. Regardless of the role, Ms. Acosta has consistently maintained her focus on being an advocate for all students.
James Butler, M.Ed.
James Butler has been teaching kindergarten and prekindergarten since 2002. He has a Bachelor of Science in education and early childhood from Indiana’s Manchester University and an Master of Education in curriculum and instruction from Grand Canyon University. He is now the SEL (social-emotional learning) mindfulness specialist for the Austin Independent School District (AISD), working with teachers, staff, administrators, parents, and grades PreK–12 students. During the 2016–2017 school year, James helped implement a mindfulness curriculum in all 130 AISD campuses. He lives in Austin, Texas.
Janice Myck-Wayne
Dr. Janice Myck-Wayne has been a professor at California State University, Fullerton since 2007. She currently serves as a professor of special education. Dr. Myck-Wayne specializes in developing curricula for early childhood students, including those learners with vision or hearing impairments. Her expertise also includes early literacy development, implementing project-based learning for young students, and supporting learners in inclusive settings.
Dr. Myck-Wayne graduated from California State University, Northridge with a Master of Arts in Special Education-Deaf Education. She then went on to earn her Doctor of Education at the University of Southern California. Dr. Myck-Wayne is currently the principal investigator for Project ABC, a U.S. Department of Education, Office of Special Education Programs grant, where she trains ECSE teachers and speech and language therapists to work collaboratively with young children. Dr. Myck-Wayne has been a member of the CTC Board of Reviewers for 20 years and the co-chair of the California Association of Professors of Early Childhood Special Education for 11 years. She has received many awards for her work in education, including the Cal-TASH: Robert Gaylord-Ross Memorial Award in 2019 and the Emma E. Holmes Faculty Fellowship from the CSU Fullerton College of Education in 2018.
Jasmine Davis, M.Ed
Jasmine Davis has been teaching in Chandler Unified School District in Phoenix, Arizona since 2015. During her tenure, she has filled a variety of roles including elementary and middle school teacher, equity facilitator, parent liaison, RTI coordinator, and district assessment specialist. These positions demonstrate her commitment to addressing the needs of individual students and ensuring equity and inclusivity in education. Her areas of expertise include English language development best practices, developing an opportunity mindset, and filling educational gaps through prescriptive practices. Jasmine’s passion for addressing the needs of individual students through ongoing assessment practices, increasing student achievement, and fostering self-efficacy showcases her commitment to providing a personalized and impactful educational experience for her students.
Jasmine graduated from Arizona State University where she received a Bachelor of Arts in Early Childhood Education. She then went on to Northern Arizona University earning a master’s degree in educational leadership. Jasmine is also certified in Arizona Elementary Education (1–8) and Structured English Immersion (K–12). She was nominated for Arizona Teacher of the Year in 2010 and was recognized as a Rodel Exemplary Teacher in 2012.
Jemelleh Coes, Ph.D.
Jemelleh Coes is currently the Director of Teacher Leadership Programs at Mount Holyoke College where she also develops curriculum and teaches graduate courses. Her role as Director of Teacher Leadership Programs highlights her expertise in preparing and supporting educators in leadership roles. Prior to working at the collegiate level, Jemelleh was a classroom teacher for Bulloch County Schools in Georgia and a field supervisor for the University of Georgia. One of the notable achievements in her career was being honored as Georgia’s Teacher of the Year in 2013–2014. This prestigious recognition speaks to her exceptional teaching skills, dedication, and impact on students’ lives.
Jemelleh has a strong educational background earning a bachelor’s degree and master’s degree from Georgia Southern University and a Doctor of Philosophy in Educational Theory and Practice from the University of Georgia. Throughout her college years and her time teaching, Jemelleh has been an active member of the community by serving in several advisory positions, such as a board member on the Georgia Partnership for Excellence in Education Advisory, an academic oversight chair on the Georgia Cyber Academy Board of Directors and a co-chair on the NAACP State of Georgia Education Committee.
Jennifer (Jenn) Bogard, Ph.D.
Jennifer M. Bogard, Ph.D., is an educator and author. She teaches courses in literacy and integrating the arts for Lesley University. Dr. Bogard taught elementary school and is a former literacy coach.
She presents for schools and professional organizations and writes books, journal articles, and literature guides for educators. In addition to writing books for children, Dr. Bogard is co-author of Shell Education’s popular Integrating the Arts Across the Curriculum, 2nd Edition series.
Jennifer Jump, M.A.
Jennifer Jump is an Academic Officer for Teacher Created Materials. In this role, Ms. Jump provides professional development and training on TCM curriculum materials and Shell Education professional resources for districts, teachers, and educational trainers.
Jen is a passionate educator, who has spent more than twenty years in various roles dedicated to student achievement. Before joining TCM she contributed curriculum and professional development support to the fastest growing urban school district, the public school system in Washington D.C. She led the curriculum work, providing teachers with organized, content-rich, text set curriculum for ELA in grades K-5.
She also provided professional learning for both large groups of teachers and individual teaching through coaching to improve the literacy outcomes in the district.
Jennifer Perkins
Jennifer Perkins is an experienced elementary math specialist at San Antonio Independent School District in San Antonio, Texas. She works with K–5 teachers, principals, math coaches, and other stakeholders to provide best practices in mathematics education. Since beginning her career in education in 2005, Ms. Perkins has had the opportunity to experience both rural and inner-city school settings. Her wide variety of skillsets include providing professional development, planning with teachers, modeling in classrooms, and working with students.
Ms. Perkins received her bachelor’s degree in Interdisciplinary Studies from the University of Texas at San Antonio and her master’s degree in Educational Leadership from St. Mary’s University. Additionally, Ms. Perkins has earned Texas Educator Certificates in early childhood (grade 4), math and science (grades 4–8), and as a principal. She is also a Level 1 Google Certified Educator and a member of the National Council of Teachers of Mathematics.
Jordana Benone, M.Ed.
Jordana Benone has over 20 years of educational experience both in and out of the classroom and is currently an English Teacher at Santa Monica High School in California. She is thrilled to be teaching in her own backyard, enjoying the shared experiences and sense of community that comes from being a part of your neighborhood school. Jordana has been part of the Teacher Created Materials team since 2013 as an Academic Officer and Educational Consultant.
She has developed national presentations and provided customized professional development for TCM curriculum resources and Shell Education professional resources that are inclusive of the most current educational research and best practices. She holds a Masters of Arts in Curriculum and Instruction from Lesley University, as well as Masters of Arts in Educational Administration from Concordia University.
Judith Goodman, M.Ed.
Judith Goodman is currently an education consultant for Teacher Created Materials where she provides teachers and administrators nationally with high-quality professional development trainings, covering all content areas and grade spans.
Additionally, Ms. Goodman is the author of Strategies for Interactive Notetaking, published by Shell Education. Ms. Goodman has spent over 30 years in education, spending the majority of that time in the classroom teaching all levels of students across multiple content areas.
Kara Ball, M.S.
Kara Ball currently works as an academic officer for Teacher Created Materials and specializes in science and STEAM education. Additionally, Kara provides professional development in the content areas of math, ELA, science, special education, early childhood, and social studies for schools, districts, teachers, and educational trainers. Prior to joining TCM, Kara served as a district elementary STEM education specialist for Baltimore City Public Schools where she was responsible for curriculum development, training, evaluation, and resource management across 131 schools.
Kara received a Bachelor of Science in Elementary and Special Education from Towson University and a Master of Science in Curriculum, Instruction, and Assessment from Walden University. Currently, she is a Ph.D. candidate in Innovative Education at Walden University. Kara is also a national board-certified teacher in early childhood and has been a part of the NBCT organization since 2014.
Karie Gladis, M.S.Ed.
Karie Gladis is an independent academic officer for Teacher Created Materials who has extensive professional development training experience with administrators and teachers across all content areas.
Karie is the author and editor of several mathematics and language development resources and provides extensive professional development around the guided math framework of teaching mathematics. During the course of her teaching career, Ms. Gladis taught multiple subjects for 5th and 6th grade.
Karie has conducted various workshops at conferences and works closely with key stakeholders all over the United States to design and deliver customized professional development solutions.
Kim Carlton, M.Ed.
Kim Carlton currently serves as an Academic Officer for Teacher Created Materials, where she works with teachers in a variety of areas including literacy and writing instruction to help teachers infuse reading and writing instruction into their daily instruction.
Ms.Carlton provides professional development and training on TCM curriculum materials, Shell Education professional resources, and best instructional practices for districts, teachers, and educational trainers. Ms.Carlton's extensive teaching background includes ten years as a classroom teacher, an instructional coach, a literacy coach, and a curriculum director.
She is a Diamond-Level Abydos Writing Trainer, the 2005 Secondary Teacher of the Year for her district, and contributed an article to Teacher Magazine.
Kimberly Saguilan, Ed.D.
Kimberly Saguilan currently serves as an adjunct professor at the University of Southern California and an educational consultant, whose focus is to empower students by honoring their funds of knowledge and building on their assets. At the University of Southern California, Dr. Saguilan provides courses to pre-service teachers in Integrated Language Development Across the Curriculum and veteran teachers in the Reading and Literacy Added Authorization Program. With regard to her role as a consultant, a significant portion of her responsibilities revolve around two primary areas: implementing data-driven instruction and supporting teachers of multilingual learners. Dr. Saguilan assists educational institutions nationwide in establishing a structured procedure for analyzing student data, aiming to identify areas requiring attention and develop customized professional development strategies for her clients.
This approach ensures that data-driven choices are prioritized to foster student achievement. Her dedication to supporting teachers of multilingual learners is matched by her own experience as a second language learner, demonstrating an equal level of passion. Dr. Saguilan received her Bachelor of Arts in Art History and Chicano Latino Studies from the University of California, Irvine. She then earned her Multiple Subject Teaching Credential and Master of Arts in Teaching from the University of Southern California. She passed the CPACE for Preliminary Administrative Services Credential in 2017, and in the following year went on to earn her Educational Doctorate in K-12 and Higher Education Leadership from the University of Southern California.
Kimberly Sinclair, Ed.D.
Kimberly Sinclair is the Director of Interventions for Aldine Independent School District in Houston, Texas. She oversees the Multi-Tier System of Support MTSS for campus Student Support Teams and supports both the campus Dyslexia Specialists and Response to Intervention Teachers.
Dr. Sinclair provides realistic research-based methods that are ready to implement in the classroom and strategies that will benefit students in special education, emergent bilinguals, students with dyslexia, and any student that is struggling academically. Dr. Sinclair holds a Doctorate in reading and a Master of Arts in Teaching in Urban Curriculum and Instruction with an emphasis in reading and writing. Kimberly is a long-time education consultant for Teacher Created Materials and trainer for dyslexia specialists.
Kimberly Williams, Ed.D.
Dr. Kimberly Williams, an Associate Professor at the University of Tennessee at Martin, has worked as an Independent Consultant for TCM since 2013. Prior to her current position, Dr. Williams spent over a decade as a secondary mathematics teacher as well as a campus and district-level administrator. Dr. Williams’ research interests are primarily mathematics-focused in the areas of differentiated instructional practices, technology integration, virtual and hands-on manipulatives, developing conceptual understanding, higher-level questioning strategies, and trauma-informed instruction.
She has authored or co-authored 13 national and international publications focused on high-impact instructional practices and effective hands-on professional development. Dr. Williams has received several awards throughout her career, including the 2018 UT Alumni Association Outstanding Teacher and 2017 Outstanding Scholarship Award for the College of Education, Health, and Behavioral Sciences.
Kristine Quinn
Kristine Quinn boasts 28 years of teaching experience across various educational levels, from elementary to university. Her notable journey includes an impressive 22-year stint at Cal State University, Fullerton, where she mentors pre-service multiple subject credential students. Her expertise lies in seamlessly blending the arts, social studies, and science in education. Kristine has presented her insights at state and national conferences, contributing to the discourse on effective teaching practices. Her research focuses on leveraging arts integration for authentic learning and inclusive education.
Kristine attained her Bachelor of Arts in psychology from California State University, San Bernardino. She then went on to earn her Master of Science in curriculum and instruction from California State University, Fullerton where she also received the Edwin Carr Fellowship Award. For 25 years, Kristine has been equipping classroom teachers with arts integration skills through professional development workshops. Beyond academics, she actively engages with community- based arts organizations, further enriching her connection between education and the arts. Kristine’s legacy shines through her multifaceted contributions to education and the arts.
Laura Hancock, Ph.D.
In addition to being a TCM Education Consultant, Dr. Laura Hancock has extensive experience in K-12 and post-secondary teaching, presenting, mentoring, and coaching within both low and high socioeconomic communities. She has also presented on the topics of vocabulary, comprehension, and reading intervention to diverse international educators from countries such as Puerto Rico, Saudi Arabia, Russia, and The Bahamas. Dr. Hancock earned her Ph.D. from Claremont Graduate University, California, in Education with an emphasis on Literacy and Social Justice.
Laura Keisler, Ed.D.
Laura Keisler is an assistant professor at California State University, Fullerton in the Department of Literacy and Reading Education. She currently teaches in the Graduate program preparing K-12 educators to become reading specialists and literacy leaders. In addition, she teaches undergraduate courses in critical reading and critical thinking. Her teaching and research primarily focus on K-12 literacy and teacher preparation. Dr. Keisler has over 20 years of experience in education, working as a classroom teacher, literacy coach, professional developer, and university educator.
Dr. Keisler co-authored the Shell Education - a division of Teacher Created Materials - professional resource, Building Academic Language through Content-Area Text: Strategies to Support English Language Learners, and has published several articles on a variety of literacy topics.
LaVonna Roth, M.S.Ed.
LaVonna Roth is an internationally known author, keynote speaker, and consultant. She presents very interactive and engaging seminars and has done so across three continents.
Ms. Roth is the author of the Shell Education book, Brain-Powered Strategies to Engage All Learners. Her passion is bridging neuroscience and education. Thousands of educators and students have benefited from her abundance of practical, applicable, and down-to-earth strategies for the most common and frustrating issues in education.
Lisa Callahan, M.A.
Lisa Callahan, Education Consultant for Teacher Created Materials, provides professional development training for teachers across the country. Lisa has 20 years of experience in the educational field. She completed her years in public education as the Director of K–12 Literacy for Community Unit School District 200 in Wheaton, Illinois.
Prior to being an administrator, Ms. Callahan was a third grade teacher, Title I teacher, reading specialist, and curriculum leader and served on many school improvement committees.
Lisa Donovan, Ph.D.
Lisa Donovan, Ph.D., is currently Associate Professor in the Fine and Performing Arts Department at the Massachusetts College of Liberal Arts. Most recently she served as Associate Professor of Education and former director of the Creative Arts in Learning Division at Lesley University. A theater artist, educator, and researcher, she has taught internationally in Japan and Israel, and throughout the United States.
Her research interests include the impact of arts integration in education, and the role of the arts in developing a sense of voice and identity. Dr. Donovan has also co-authored the Shell Education professional resource Integrating the Arts Across the Content Areas as well as co-authoring and consulting in the Strategies to Integrate the Arts content-area specific series.
Lori Oczkus, M.A.
Lori Oczkus, is an accomplished educator, keynote speaker, and author. She has inspired many teachers through her motivating workshops and best-selling books. Lori has authored several books including Just the Facts: Close Reading and Comprehension of Informational Text and Close Reading with Paired Texts, published by Shell Education.
Ms. Oczkus is an experienced bilingual elementary teacher, reading intervention specialist, staff developer, and literacy coach. She spends time in classrooms and helps teachers refine their reading instruction. Lori has been inducted in the California Reading Association Hall of Fame for her many contributions to the field of reading.
Marc Pioch, M.A.Ed.
Marc Pioch has served in the education field for the past 25 years. Most recently, Marc worked with Da Vinci Schools in El Segundo, California where he was a founding teacher, assistant principal and then principal for Da Vinci Connect. He helped design, create, and then build the school, which is one of five schools in the Da Vinci family. Prior to Da Vinci, Marc was also a high school social studies teacher as well as ELD coordinator and curriculum coordinator and coach.
Marc has also served as an adjunct professor at the University of Southern California (USC) where he taught social studies methods. Additionally, Marc was an editor and contributing author for various Shell Education titles including the second edition of Teaching Social Studies Today and Document-Based Assessment Activities. Currently, Marc is an Academic Officer for TCM, where he provides professional development and training on TCM curriculum materials and Shell Education professional resources for school districts, teachers, and educational trainers across the content areas and grade levels.
Marva Cappello, Ph.D.
Marva Cappello currently serves as a tenured and full professor of teacher education at San Diego State University in California, where she teaches credential, masters, and doctoral level courses in literacy and education research methods.
Dr. Cappello is also the graduate advisor for all of the university reading programs including the Reading and Literacy Added Authorization, Reading and Literacy Leadership Credential, and M.A. programs. Marva is the Director of the Center for Visual Literacies, which focuses on improving student learning through visually integrated teaching practices and exploring the potential of visuals as data and for data analysis in qualitative inquiry.
Dr. Cappello is also co-author of the Shell Education professional resource, Get the Picture: Visual Literacy in Content-Area Instruction.
Mary Buck, M.Ed.
Mary Buck, Education Consultant for Teacher Created Materials, provides job-embedded professional development, modeling, and consulting for teachers, school administrators, and district personnel.
She has taught mathematics in the middle grades and high school, served as a curriculum support specialist in the Office of Curriculum and Instruction's Division of Mathematics, and was a middle school assistant principal. Mary has authored a STEM Project and mathematical textbook, and was the editor for the Mathematics Experience.
Mary Jo Fresch, Ph.D.
Dr. Mary Jo Fresch is professor emeritus from the Department of Teaching and Learning at The Ohio State University and holds the title of University Academy Professor. Her current responsibilities include overseeing the development of a mentoring program for new faculty at Ohio State.
Mary Jo’s area of focus is in literacy and children, where she provides expertise in literacy methods-particularly in word study. In addition to authoring the Shell Education professional resource, Strategies for Effective Balanced Literacy, Dr. Fresch belongs to the International Literacy Association (ILA), Ohio Council of ILA, National Council for Teachers of English (NCTE), and the Literacy Research Association (LRA). Dr. Fresch’s extensive professional background is supported with a strong educational foundation.
Melinda Pierson
Dr. Melinda R. Pierson has worked as the Chair of the Department of Special Education at California State University, Fullerton (CSUF) since 2008 and as a professor since 1999. She has over 140 published articles and book chapters, over 200 invited presentations, and over 150 peer-reviewed presentations. In addition, she has written five funded grants. She also works directly with schools as a literacy and behavior coach. While Dr. Pierson has taught all grade levels, her expertise is at the secondary level, focusing on sixth through twelfth grade.
Dr. Pierson received her bachelor’s degree in English from Westmont College in Santa Barbara and her master’s degree in Education with an emphasis in special education from CSUF. She then went on to attend the University of California, Riverside where she earned her Ph.D. in Education with an emphasis in special education, with a dissertation titled “Self-Concept: Differences Among Gender, Class Placement, and Rank Within Placement Among Adolescents.” Alongside these qualifications, she obtained a Cross-cultural Language and Academic Development (CLAD) certificate from the University of San Diego as well as the Clear Specialist Instruction credential in Special Education: Learning Handicapped from CSUF.
Michelle Mikes, Ed.S.
Dr. Michelle Mikes, K-12 Mathematics Supervisor with Cobb County Public Schools in Marietta, Georgia, supervises the mathematics program for the district and collaborates with counselors, administrators, and departments such as ESOL, Title 1, Personalized Learning, Assessment, and Special Education. Michelle provides professional learning for administrators and teachers, develops mathematics resources, and acts as a liaison between Cobb County Schools and the State of Georgia Mathematics Department.
Dr. Mikes has presented on numerous occasions at the state-wide level Georgia Council of Teachers of Mathematics conference and at the National Council of Teachers of Mathematics annual conference. She has served as President of the Georgia Council of Supervisors of Mathematics and Secretary and NCTM Liaison for the Georgia Council of Teachers of Mathematics. Michelle has served in many capacities on Math Advisory committees for local, universities and state levels. She is also a published author and long-time education consultant for TCM.
Mitzi Stover, M.A.
Mitzi Stover has over 27 years of experience teaching English and Speech at the high school and community college level. She is currently serving as a high school College and Career Coordinator where she is doing what she loves--working with students in finding their paths after high school. Mitzi was one of the forerunners in online education and was the first teacher in her district to offer a fully-online English class in 2010.
She has continued to be an advocate of using technology to support student learning and works to humanize the online experience in order to reach students. Mitzi holds a BA in Speech Education, a California Single-Subject Teaching Credential in English, an MA in English, and an Adult Education Credential in English, ESL, and Spanish. She is also part of the TED Innovative Educator program and continues to work on projects for TED in collaboration with educators around the world.
Monique Johnson, Ed. D.
Monique Johnson is a dedicated educator currently employed with the Houston Independent School District (HISD) in Texas. Since April 2015, she has served as the manager of elementary social studies curriculum, overseeing the development and implementation of social studies programs for elementary schools within the district. In addition, she manages the dual language curriculum, which involves creating curriculum resources for bilingual and dual language programs. Prior to her role at HISD, Monique worked as a K–12 district social studies specialist. In addition to her work in the school district, Monique serves as an adjunct professor at the University of Houston Clear Lake. This role allows her to share her expertise and knowledge with aspiring educators, contributing to the preparation of future teachers in the field.
Monique’s educational journey began with a Bachelor of Arts degree in Political Science from Howard University. She then received a master's degree in education from the University of Phoenix, further deepening her understanding of instructional practices and pedagogical approaches. She also holds a doctoral degree in teacher leadership and curriculum instruction from Walden University, highlighting her commitment to advancing her knowledge and skills in educational leadership and curriculum development.
Nadia Kenisha Bynoe, M.Ed
Nadia Kenisha Bynoe is an experienced educator in the Toronto District School Board, having taught in French Immersion Kindergarten and currently as an Early Reading Coach for multiple schools. In addition to her teaching role, Ms. Bynoe instructs the Kindergarten and Reading Additional Qualification course at York University and the Elementary Teacher Federation of Ontario. In addition to co-authoring The Gift of Playful Learning from Shell Education Publishing.
Ms. Bynoe is also a published author of children's books. These books address important topics related to social justice, specifically delving into the nuanced aspects of skin complexion and shadeism, thereby promoting a deeper understanding of diversity. She holds a Master of Education (M.Ed.) from the Ontario Institute of Studies in Education and a Bachelor of Education (B.Ed.) with a focus on Urban Education and Native Studies from Windsor University. Ms. Bynoe is passionate about fostering equity and anti-bias approaches to teaching and learning, particularly in the early years.
Nancy Walker, Ph.D.
Dr. Nancy Walker is a full faculty professor in the College of Education and Organizational Leadership at the University of La Verne.
In addition to being an education consultant for TCM, Dr. Walker is co-author of the Shell Education professional resource, Get the Picture: Visual Literacy in Content-Area Instruction, and author of When Textbooks Fall Short (Heinemann). Nancy has spent the past 21 years overseeing the teacher education (K-12) reading faculty and courses and holds memberships in many educational organizations including AERA, NCTE, ILA, and LRA.
Peter Yackus, M.Ed.
Peter Yackus has served as the Coordinator of Technology Integration for Fort Bend Independent School District for over 4 years. In this position, he works with K-12 teachers to help integrate technology, coding, and robotics into their content areas in a meaningful way.
Before working in technology, Peter was a coordinator for social studies for 13 years where he developed and trained on best practices related to social studies. He also serves as an education consultant for Teacher Created Materials.
Rebecca Palacios, Ph.D.
Dr. Rebecca A. Palacios is a National Teacher Hall of Fame inductee, National Board Certified Teacher, and leading expert in early childhood education. With over four decades of experience, she is a pioneer in the field of dual language learning and specializes in curriculum planning and instructional design. She is a Senior Curriculum Advisor for ABCmouse.com. In addition to being a founding director of The National Board for Professional Teaching Standards and formerly serving as its vice-chairperson, she is also a co-founder of the Texas National Board Coalition for Teaching and serves as its Treasurer. Dr. Palacios serves as a Curriculum Board Member for Age of Learning, the leading education technology company that created ABCmouse.com Early Learning Academy.
Dr. Palacios has presented at the local, state, national and international levels on teacher standards, early childhood, STEAM and dual language/bilingual education. She served on the initial ELL cadre through the American Federation of Teachers that helped produce the Colorín Colorado website. Dr. Palacios is the author of Shell Education’s (a division of TCM) family engagement book, Being Your Child's Most Important Teacher: A Guide for Families with Young Children. In addition to being Corpus Christi Independent School District’s first Teacher of the Year (1987), Dr. Palacios was the first Latina to be inducted into the National Teacher Hall of Fame (2014). Most recently, Dr. Palacios received the prestigious James A. Kelly Award for Advancing Accomplished Teaching, which is the highest award bestowed by the National Board for Professional Teaching Standards.
Reka Barton, M.A.T.
Reka Barton is a Literacy and Dual Language Specialist and currently serves as a lecturer for San Diego State University in California, teaching reading and language arts in the elementary classroom, to teacher credential candidates. Additionally, Ms. Barton serves as a research assistant for several professors at SDSU, collaborating on educational equity research projects around issues of binational students, equity in STEM courses, and equitable teaching and schooling practices for students of color.
Ms. Barton has held many positions in PreK-12 and higher education, including classroom teaching positions in grades TK-5, District Literacy Leader, Biliteracy Curriculum Writer, Professional Development Facilitator, Dual Language Coach, University Supervisor, and Adjunct Professor. The majority of her classroom experience was as an elementary school dual language teacher.
In this role, Ms. Barton wrote curriculum for biliteracy programs in the district and provided professional development and coaching for dual language teachers. Ms. Barton has presented her work at numerous national and regional conferences including La Cosecha and the California Association for Bilingual Education (CABE).
Rick Jetter, Ph.D.
Rick Jetter, Ph.D., is an educator, school leader, author, speaker, and national education consultant. He has worked in the field of education for over 25 years and has held the positions of: Alternative Education Teacher, English Teacher, Assistant Principal, Principal, Assistant Superintendent, Assistant Head of Schools, Superintendent, and Adjunct Professor.
Dr. Jetter is currently the Assistant Head of Schools at Western NY Maritime Charter School and the Co-Founder of Pushing Boundaries Consulting. He has written 10 books for teachers and school leaders and is proud to serve as an Education Consultant with Teacher Created Materials focusing on topical areas, such as differentiation, UDL, equity and inclusion, and best practices for literacy instruction.
Robin Johnson, Ed.D.
Dr. Robin Johnson, an Assistant Professor at Texas A&M University-Corpus Christi in the College of Education and Human Development, has been in the field of education for more than 23 years.
Dr. Johnson has been the School-University Partnerships Coordinator for the Department of Curriculum, Instruction, and Learning Services and the Program Director for Barrio Writers with Texas A&M University-Corpus Christi for 4 years. In this position, she teaches early childhood on oral language development, assessment and evaluation, and Early Childhood - 6 Professional Roles and Pedagogy to pre-service teachers during their field-based experiences in their final year of college.
Additionally, Dr. Johnson serves as an education consultant and contributing author for the Exploring Readingseries with Teacher Created Materials.
Ryan O'Donnell, M.A.
Ryan O’Donnell is a former social studies and technology teacher and current Technology Teacher on Special Assignment at Rocklin Unified School District in Rocklin, California. As a social studies teacher he taught AP World History and Geography and in technology he has taught Web Design and Broadcasting.
In his current role as a TOSA, Ryan works with the teachers in his district to provide trainings and direction with their implementation of technology tools and pedagogy. Along with presenting, Ryan is the Vice President of the CapCUE organization; the Sacramento affiliate of CUE.org which is an organization which focuses on infusing technology and developing leadership.
Ryan also is the co-host of several education podcasts; "Check This Out" about educational technology strategies and “Talking Social Studies” which focuses on ideas and inspiration for social studies teachers.
Sally Creel, Ph.D.
Sally Creel, K-12 STEM & Innovation Supervisor for Cobb County Schools in Georgia, has spent the last 28 years as an educator, science and STEM administrator working with leaders, teachers, and K–12 students. She has served as the President of the Georgia Science Supervisors Association and Science Teaching Association. Sally also works as an educational consultant for Teacher Created Materials as well as several other organizations including the National Science Teaching Association, Georgia DOE, Kennesaw State University, Picture Perfect Science, and various federal grants.
In addition, Sally has served as a consultant and contributing author on a number of publications including TCM’s Smithsonian STEAM Readers series. Dr. Creel earned a Bachelor of Science in Childhood Education from Shorter College in Georgia, a Master of Education in Early Childhood Education from Piedmont College in Georgia, and her doctorate in Teacher Leadership from Kennesaw State University.
Sam Williams, M.A.
Sam Williams has been a PreK-5 educator for more than 20 years. He has served in many positions from classroom teacher, literacy coach, District Resource Trainer in the 7th largest school district in the country, and Dean of Academics. Throughout these various roles, he has always known that his heart belongs in the classroom with students and fellow educators.
This passion is showcased during his lively presentations featuring engaging, interactive, hands-on strategies and modeling. In addition to sharing his practical classroom strategies with educators throughout the United States and Central America, Mr. Williams is a published author of several children’s books and is currently working on more.
Sara Johnson, M.S.Ed.
Sara Johnson joined Teacher Created Materials to help create professional resources and curriculum for students worldwide. After overseeing the Shell Education imprint of TCM for nearly 6 years, she joined the Marketing team where she supported the department as the voice of the educator and led their philanthropic outreach efforts.
She now serves as an education consultant, supporting teachers through professional development and coaching across disciplines. Prior to joining TCM, Ms. Johnson was an elementary school teacher in North Carolina.
Sara McDaniel, M.S.E.
Sara McDaniel’s lifelong commitment to education is evident in her accomplishments in her career. She has served as a 4th grade teacher for Bossier Parish Schools in Benton, Louisiana and a 3rd grade teacher for El Dorado Public Schools in Arkansas.
At the district level, she served as Assistant Principal and Education Technology Director, as well as Adjunct Faculty at South Arkansas Community College. Later, she expanded her love of education to become an Account Executive for both Compass Learning and McGraw Hill Education.
Sara McDaniel joined TCM in 2012 as the sales consultant in Louisiana and parts of Texas, and transitioned into an education consultant in 2018, specializing in education technology, in-classroom coaching, and is a generalist for grades K-5.
Semeka Samuels, Ed.S.
Semeka Samuels is an experienced educator and leader currently serving as the Youth Summit and Prince George County Site Director at Mikva Challenge. She supports teachers in Prince George County through professional development and implements the Mikva Challenge curriculum. She organizes a youth summit in Washington, D.C., engaging 100 students in action civics programming. Before joining Mikva Challenge, Semeka worked as an assistant principal and K–12 educator in Atlanta, Georgia.
Her background in education spans various levels, from childhood education to instructional technology to educational leadership. Her areas of expertise include early childhood education, reading instruction, and K–12 social studies and civics. Semeka holds degrees in Sociology, Early Childhood Education, Instructional Technology, and Educational Leadership. She is also a proud U.S. Army veteran, committed to making a positive impact in her community.
Sharroky Hollie, Ph.D.
Dr. Sharroky Hollie is the author of numerous publications and professional resources and executive director of the Center for Culturally Responsive Teaching and Learning, a non-profit organization dedicated to educators desiring to become culturally responsive.
Shell Education is proud to have a partnership with Dr. Hollie in working toward the dual goals of making his theory of Cultural and Linguistic Responsiveness (CLR) palatable for teachers in the classroom and creating exemplary classroom models for what CLR classroom instruction looks like.
To that end, in collaboration with TCM's Shell Education division, Dr. Hollie has authored several best selling professional resources including Culturally and Linguistically Responsive Teaching and Learning as well as the Strategies for Culturally and Linguistically Responsive Teaching and Learning resource to support it. Dr. Hollie also curated the collections of culturally authentic literature and informational texts found in TCM's Culturally Authentic and Responsive Texts.
Dr. Hollie provides extensive professional development workshops and keynotes for school districts, administrators, and educators nationwide.
Stacey Kockler, M.Ed.
Stacey Kockler is an independent education consultant and advocate for social studies education. She works with school districts across the country to improve instruction in social studies, including integration with language arts and technology.
As the former social studies curriculum coordinator for Denton Independent School District in Texas, she trained teachers in Denton and across the country in best practices for the social studies classroom. Prior to the role, Stacey was an elementary teacher and is a current member of ASCD, MSSSA, TSSSA, TCSS, and NCSS.
Stephanie Dewing, Ph.D.
Dr. Stephanie Dewing is an Assistant Professor of Clinical Education at the University of Southern California’s Rossier School of Education. In this role, Dr. Dewing supports teacher candidates’ knowledge of language and literacy development across all grade levels and content areas through her “Integrated Language Development Across the Curriculum” course and subsequent guided practice (student teaching).
In addition to her professorship, Dr. Dewing is the chair of USC’s Bilingual Authorization Advisory Board and an active member of the MAT and TESOL governance committees. After beginning her career teaching social studies and English at a bilingual school in Quito, Ecuador, Dr. Dewing transitioned into higher education at the University of Colorado in Colorado Springs by developing their Masters of TESOL program and by teaching a variety of courses to both pre-service and in-service teachers in the TESOL program.
In addition to her teaching credential in Spanish (K-12) and Linguistically Diverse Education (K-12), Dr. Dewing has both a Bachelor of Arts in Teaching of Spanish and a Master of Arts in Teaching of English to Speakers of Other Languages from the University of Illinois, Urbana-Champaign, as well as a Ph.D. in Educational Leadership and Innovation from the University of Colorado, Denver. Additionally, Dr. Dewing is co-author of Shell Education’s 2022 release of Teaching and Supporting English Learners: A Guide to Welcoming and Engaging Newcomers.
Timothy Rasinski, Ph.D.
Dr. Timothy Rasinski is a professor emeritus of literary education at Kent State University and was previously director of its award-winning reading clinic. Dr. Rasinski is the author of numerous best-selling books, articles, and curriculum programs on literacy education and has co-authored many resources for Shell Education including, but not limited to, Greek & Latin Roots: Keys to Building Vocabulary, Starting with Prefixes and Suffixes, Practice with Prefixes, Vocabulary Ladders: Understanding Word Nuances series, Getting to the Roots of Content-Area Vocabulary series, Idioms and Other English Expressions series, Close Reading with Paired Texts series, Rhymes for the Times: Literacy Strategies through Social Studies, as well as TCM’s curriculum resource Building Vocabulary series
Dr. Rasinski is a frequent, well-known presenter nationwide and in 2021 and 2023 was named one of the top 2% most-citied scientists in the world. His scholarly interests include reading fluency, word study, reading in the elementary and middle grades, and readers who struggle. Dr. Rasinski served a three-year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world’s most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is a former president of the College Reading Association and has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected to the International Reading Hall of Fame, and in 2019 Dr. Rasinski was recipient of the International Literacy Association’s highest honor—the William S. Gray Citation of Merit—for his contributions to the field of literacy.
Trisha DiFazio, M.Ed.
Trisha DiFazio is an education consultant, speaker, and co-author of Social-Emotional Learning Starts with Us: Empowering Teachers to Support Students. She is a former classroom teacher and adjunct professor in the Rossier School of Education at the University of Southern California (USC).
Ms. DiFazio holds a Bachelor of Arts degree from Lake Forest College with a double concentration in English and Spanish, a Master of Arts in Teaching from National Louis University, an ESL Endorsement from Dominican University, and International TEFL Certification from the International Teaching Center in Madrid, Spain. Trisha was a contributing author for TCM’s Language Power: Building Language Proficiency. She is passionate about empowering teachers, parents, and students.
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