Peter Afflerbach, Ph.D.
Peter Afflerbach, Ph.D., is Professor of Reading in the Department of Teaching and Learning, Policy, and Leadership at the University of Maryland. His research includes focus on reading comprehension strategies and processes, verbal reporting, reading in Internet and hypertext environments, and mindfulness. Peter’s work as an author or co-author includes Fostering Metacognitive and Independent Readers and Meaningful Reading Assessment. He earned his Ph.D. in Educational Psychology at the University at Albany, SUNY.
C.C. Bates, Ph.D.
C.C. Bates, Ph.D., is an Associate Professor in Literacy Education at Clemson University in South Carolina, where she also serves as the Director of the Reading Recovery and Early Literacy Center. She is a former classroom teacher and reading interventionist, and the author of Interactive Writing: Developing Readers Through Writing. C.C. earned a Ph.D. in Language and Literacy from Georgia State University.
Wiley Blevins, Ed.D.
Wiley Blevins, Ed.D., is an early reading specialist who holds an Ed.M. from Harvard University. He taught elementary school in both the United States and South America. Wiley has written and edited many phonics and reading materials and is the author of numerous best-selling professional development books. He is also a consultant for Benchmark Education Company, where he has played a key role in developing several acclaimed phonics programs.
Allison Briceño, Ed.D.
Allison Briceño, Ed.D. is a former bilingual teacher, reading specialist, and district literacy coordinator. She is an Associate Professor at San José State University, where she coordinates the Reading and Literacy Leadership Credential and MA Program. Dr. Briceño’s work centers on improving (bi)literacy instruction for multilingual students and enacting Culturally Sustaining Pedagogy in teacher education and K-12 schools.
Margarita Calderón, Ph.D.
Margarita Calderón, Ph.D., is Professor Emerita/Senior Research Scientist at Johns Hopkins University. She has worked on numerous research and development projects focusing on reading for English learners and has over 100 publications. Margarita is also an international speaker, has been invited to deliver keynote speeches at major conferences, and conducts comprehensive professional development programs nationally and internationally.
Maria Campanario has over 40 years of experience in public education, with a focus on building effective schools, project-based learning, literacy, academic language development, English Language Learners, special education, and organizational planning. She has led professional development on educational issues and policies at multiple state and local levels, and serves as the National Equity and Leadership Consultant for Benchmark Education.
Gina Cervetti, Ph.D.
Gina Cervetti, Ph.D., is a professor of literacy, language, and culture at University of Michigan's Marsal Family School of Education. She studies language and comprehension development, especially in the context of content-area and other knowledge-enriching instruction. Gina received her doctorate in educational psychology from Michigan State University.
Travis Crowder is a seventh-grade teacher in North Carolina and an active member of ILA, NCTE, and many other literacy organizations. He studied literature and language, specializing in British literature, at the University of North Carolina-Asheville. Travis is the author of Reflective Readers: The Power of Reader's Notebooks.
Cameron Carter is a first-grade teacher at Evening Street Elementary in Worthington, Ohio, the current president of the Ohio Council of Teachers of English Language Arts (OCTELA), and an active member of the National Council of Teachers of English (NCTE). He holds a Masters in Reading and Literacy from The Ohio State University.
Jill DeRosa is a second-grade teacher and a district lead teacher charged with providing professional development for her colleagues. She is also an Adjunct Professor at Long Island University, where she teaches preservice teachers. Jill has taught in both private and public schools, with a focus on Grades K-3.
Rachael Gabriel, Ph.D.
Rachael Gabriel, Ph.D., is an Associate Professor of Literacy Education at the University of Connecticut. She has authored more than 50 refereed articles, and authored or edited five books for literacy teachers, leaders and education researchers. Rachael’s research focuses on teacher preparation, development and evaluation, as well as literacy instruction, interventions, and related policies. She earned her Ph.D. in Literacy Studies from the University of Tennessee.
Vicki Gibson, Ph.D.
Vicki Gibson, Ph.D., is a national consultant, author, speaker, and trainer. A former Kindergarten teacher and learning-disability specialist, she started three of her own schools for children ages 2–12 years. Vicki earned her doctorate from Texas A&M University, where she served as a lecturer and adjunct professor for 10 years.
Jan Hasbrouck, Ph.D.
Jan Hasbrouck, Ph.D., is an educational consultant, author, and researcher who earned her B.A. and M.A. from the University of Oregon and completed her Ph.D. at Texas A&M University. Her research in areas of reading assessment, coaching, and second language learners has been published in numerous professional books and journals.
Jenn Hayhurst is a creator and co-moderator of the influential weekly Twitter chat #G2Great with Mary Howard. She is a literacy coach with a focus on Grades K-3 and has worked as an Adjunct Professor for graduate students completing their practicum at Long Island University, Riverhead.
Lynne Kulich, Ph.D.
Lynne Kulich, Ph.D., is the Director of Early Learning at NWEA and a former professor, literacy coach, director of curriculum, and a mentor in the Ohio Principal Mentoring Program. She earned a doctorate in Curriculum and Instruction from the University of Akron in 2009 and loved teaching graduate reading courses, as well as elementary students.
Adria F. Klein, Ph.D.
Adria F. Klein, Ph.D., is an educational speaker, author, and expert in literacy instruction; author of children’s books; and director of a center focused on early literacy intervention at Saint Mary’s College of California. She earned her doctorate in Reading and ESL from the University of New Mexico.
Diana Leddy, M.Ed.
Diana Leddy, M.Ed. is a nationally known consultant and expert on standards-based writing curriculum and instruction. She was a classroom teacher for over 25 years, and a former National State Teacher of the Year for Vermont. Diana is one of the founders of the Vermont Writing Collaborative, a core developer of the Writing for Understanding approach, and the author of many books and articles about teaching writing.
David Liben has taught in public and private elementary, middle, and high schools, as well as community college and teacher preparation courses. He founded two innovative model schools in New York City and developed the Family Academy curriculum, which he has presented to educators at workshops nationwide. David received a Masters in Educational Administration from Columbia University.
Patty McGee, M.Ed.
Patty McGee, M.Ed., is a New Jersey-based educator and literacy leader who envisions learning environments where teachers and students discover their true potential and power. She has received the Milken Educator Award (2002), and is a sought-after speaker at ILA, NCTE, ASCD, Learning Forward, and other national conferences. Patty received her M.Ed. in Teacher Leadership through Montclair State University.
Laura Robb is a teacher, coach, international speaker, and the author of more than 35 books on reading and writing, including Schools Full of Readers: Tools for Teachers, Coaches, and Leaders to Support Students. She has received NCTE’s Richard W. Halle Award for outstanding middle level educator, and mentors many emerging authors and teachers.
Claudia Rodriguez-Mojica, Ph.D.
Claudia Rodriguez-Mojica, Ph.D., is a former bilingual teacher and is an Associate Professor at Santa Clara University in California. She coordinates the bilingual authorization program at Santa Clara University and teaches bilingual teacher preparation and language arts methods courses. Dr. Rodriguez-Mojica’s research focuses on the classroom instruction of bilingual children in public schools and the intersections among language, race, ethnicity, gender and culture as they relate to the teaching and learning of multilingual learners.
Timothy Rasinski, Ph.D.
Timothy Rasinski, Ph.D., is a professor of literacy education at Kent State University and the author, co-author or editor of over 50 books or curriculum programs. In 2010 he was elected to the International Reading Hall of Fame. In 2020 Timothy received the William S. Gray Citation of Merit by the International Literacy Association, the highest award given by the prestigious organization. Tim earned his doctorate at The Ohio State University.
Christine Taylor-Butler is the author of more than 80 books and short stories for children, including The Get-Together from Reycraft Books. A graduate of MIT, she holds degrees in Civil Engineering and Art and Design. Christine has two daughters and lives in Kansas City with her husband, Ken, a tank of fish, and a cat who thinks she is both servant and head of the pride.
Jessica Velasco, M.Ed.
Jessica Velasco, M.Ed., is a diversity, equity, and inclusion consultant, educator, facilitator, and speaker. She is on the board of directors for the Filipino Youth Leaders Program (FYLPRO), a network of high-performing, next-generation leaders advancing the Philippine and Fil-Am community through advocacy and expertise in various industries. Jessica received her M.Ed in General and Special Education from Touro College, NY.
Julie Wright is a teacher, instructional coach, and educational consultant with over 25 years of experience in rural, suburban, and urban settings. She holds National Board Certification as well as a B.S. in education, a Masters in language arts and reading, a reading endorsement, and extensive school leadership post-graduate work.
Nancy Young, Ed.D.
Nancy Young, Ed.D., is a longtime proponent of differentiated instruction and creator of ‘The Ladder of Reading & Writing’ infographic. A Canadian educator, Nancy has taught children with a wide range of learning challenges and needs. She provides professional development across Canada and internationally, focusing on instructional needs for dyslexia, ADHD, and students advanced in reading (AIR).
Luvelle Brown, Ed.D.
Luvelle Brown, Ed.D., is an experienced educator and leader who has held positions as a teacher, assistant principal, principal, school CIO, and Superintendent of Schools. He has earned four degrees from the University of Virginia, including a doctorate in education. Currently, Luvelle serves as Superintendent of the Ithaca City School District (ICSD) in Ithaca, New York.
Steve Fiedeldey is the founder of Fiedeldey Consulting, which supports school districts, educators, families, advocates, and agencies in identifying, developing, and deploying quality professional support. He was an adjunct psychology professor at Montclair State University for 12 years. Steve holds a BA in Psychology, MA in Educational Psychology, and MA in Educational Leadership, and certificates as a school psychologist, principal, and in restorative practices.
Daniella Lukashok, M.D.
Daniella Lukashok, M.D., is a psychiatrist in New York, New York. She received her medical degree from Albany Medical College and has been in practice for more than 20 years.
Lena Schmidt has experience teaching yoga, outdoor education, college writing, social justice, K-12, ESL, dance, and gymnastics. She is a Teaching Assistant for the Dimensions of Culture Program at UC San Diego, as well as a writer. Lena finds that the physical and spiritual aspects of yoga aid in the never-ending search for peace, calm, and positivity within.