Authors & Presenters

Hillary Woest is a presenter, staff developer, and practitioner with over 24 years of experience in public education. She specializes in supporting Professional Learning Communities at Work® and Response to Intervention at Work™ in schools by helping them assess, refine, and optimize current systems of support for special populations and challenging demographics.

Amanda Dunn, EdD, currently serves as an academic coordinator in the north Houston area. She has over 20 years of experience teaching fine arts, special populations, and English in addition to leading the professional learning communities process.

Cara Shores is coordinator of exceptional education in Bartow County Schools, a Model Professional Learning Communities at Work® district. She works with K–12 educators and students with IEPs, coordinates professional learning, oversees multitiered systems of supports, and is an instructional coach.

Rob J. Meyer, EdD, is an experienced educator currently serving as the director of secondary teaching and learning at Monona Grove School District in Wisconsin. With over 20 years in education, he previously served as a teacher of social studies, an assistant principal at the secondary level, a principal at the primary level, and a 4K–12 C&I director.

Eric Atuahene, EdD, is a dedicated educational leader known for his commitment to student achievement, instructional excellence, and collaborative school culture. Dr. Atuahene has consistently championed equity, innovation, and data-informed decision making to drive academic success. His leadership is grounded in fostering trust, accountability, and continuous growth among educators and students alike. Holding a doctorate in education, Dr. Atuahene combines scholarly expertise with practical leadership to create impactful, sustainable change in educational settings.

Jackie Ramsay-Tolman, MEd, is the director of learning and instructional impact for the Essex Westford School District in Vermont. As a former classroom teacher, special educator, and principal, she brings deep knowledge, passion, and empathy to her work.

Taryn Echols, EdD, serves as assistant superintendent of curriculum and instruction at Hot Springs School District. She oversees streamlining curricular opportunities for teachers and students to build innovative practices across the district.

Emily McClain lived and led the work of professional learning communities as an elementary school teacher, school and district instructional coach, and district literacy specialist. She continues her passion by supporting districts and schools across the nation as a coach, presenter, and author.

Heather Carter is the current secondary instructional support specialist for the Bartow County School System in Georgia. She specializes in cultivating and sustaining a PLC culture by providing support to teacher collaborative teams, leadership teams, and district stakeholders.

Vicki Wilson is an author with 30 years of experience as a public school educator, having served as a classroom teacher and a principal. Her work focuses on leveraging best practices to ensure that all students learn at high levels.

Dr. Corey Green began his tenure as superintendent of the Owego Apalachin Central School District in 2016. Before joining the team at Owego Apalachin, Dr. Green served as assistant superintendent at the Sidney Central School District for five years.

Robert Mountjoy is the former principal of West Side Elementary School in Rossville, Georgia, where he led his staff in developing a collaborative culture centered around the three big ideas of a professional learning community (PLC). He is passionate about equity, data-driven practices, and schoolwide systems.

Katy Sue Traicoff is an experienced educational leader with a deep understanding of the value of collaborative decision making within professional learning communities and a passion for fostering collaborative environments and supporting the professional development of educators.

Stephanie Discher serves as the director of elementary education for Wasatch County School District in Utah. With a sincere passion for empowering educators, she is dedicated to fostering a deep understanding of and appreciation for the professional learning community process.

Jeff Byrnes is the current assistant superintendent for teaching and learning in the St. Helens School District in St. Helens, Oregon. With over 25 years of experience in education, Jeff specializes in the implementation of professional learning communities and multitiered systems of supports. He is certified to lead in Professional Learning Communities (PLC) at Work® and Response to Intervention (RTI) at Work™. He has also served as a teacher, assistant principal, and principal in Arizona and Washington.

Luke Francois, EdD, is superintendent of Waterford Union High School in Wisconsin. He specializes in the continuous improvement process to support the work of PLCs in small rural and large suburban districts.

Blake Clark brings a wealth of experience from various educational settings, including schools, districts, and charter schools across North America. He is a firm believer that schools can achieve their fullest potential through collaborative efforts centered on intentional learning.

Erika Chapa serves as the director of intervention, Section 504, and dyslexia for Pasadena Independent School District in Texas. Erika led Pasadena ISD towards full implementation of intervention structures and supports across 68 campuses.

Mary McCorvey has worked in public education for over 20 years. As an instructional specialist, she works with K–12 teachers and administrators to support students receiving special education services in inclusive settings.

Amy Moore leads Deer Valley Unified School District’s PLC vision and mission as the professional learning manager. In May 2021, Deer Valley Unified School District was recognized as a model PLC district.

Jen Minor has over 28 years of experience in education as a principal supervisor, principal, assistant principal, PLC Coach, and teacher. Her guidance for administrators and teachers significantly contributed to the district being recognized as a Model PLC School District in May 2021. Jen supports schools throughout the country with the professional learning community and response to intervention school improvement processes.

Chris Bennett, EdD, is the executive director of middle schools and accountability for Cleveland County Schools in North Carolina. Under his leadership, Burns Middle School was designated a Model PLC School and earned Highly Effective Schools Accreditation.

Barbara Tasber is the director of learning and continuous improvement for Windsor Central School District in Windsor, New York. As an educator and leader with over 20 years of experience, she is instrumental in leading the professional learning community process throughout the district.

Doug Gee is the superintendent of Clear Lake School District in Iowa. He has been an educator for over thirty five years, also serving as principal, teacher, and coach in various size districts.

Phillip Page, EdD, is the superintendent of the Bartow County School System in Cartersville, Georgia. His experience spans more than 30 years and includes serving as a biology teacher, high school assistant principal, middle school and high school principal, and assistant superintendent.

Chad M. V. Dumas, EdD, focuses primarily on collaborating to develop capacity for continuous improvement. An international educational presenter and award-winning researcher, he has led nationally recognized improvements for both students and staff.

John D. Ewald, EdD, is a former superintendent, principal, adjunct professor, and teacher. He has been an administrator and teacher at the elementary, middle, high school, and college levels.

Michael L. McWilliams is a fierce advocate for classroom teachers, school leaders and staff members who work daily to ensure all students learn at high levels. Michael has spent the last 28 years as an educator, with 20 of those years serving as an elementary school principal. Equipping and empowering others to be the best version of themselves is his life’s mission. He specializes in developing the foundation needed for effective implementation of the Professional Learning Communities at Work® process.

Leanne Olinger is a current practitioner and instructional coach for the Fort Mill School District in South Carolina. She has served as a public educator for over 20 years and is dedicated to providing individualized learning experiences to educators and students alike.

Marsha Jones, EdD, is former executive director of curriculum and instruction at Pasadena Independent School District near Houston, Texas. Her experience includes teaching grades 1–8 and serving as elementary assistant principal, elementary principal, middle school principal, and district-level administrator. Under Marsha’s leadership, Pasadena ISD became the largest Model PLC at Work® district in North America and Canada.

Lorrie Hulbert has more than 30 years of experience as a public school teacher, interventionist, and administrator in New York State.

Kim Nichols, EdD, is former assistant superintendent in Ringgold, Georgia. Under her leadership, Catoosa County Schools was named the first Model PLC District in Georgia and twelve schools have become Model PLCs.

Joshua Ray, EdD, is an educational speaker and author who has led the Professional Learning Communities (PLC) at Work® process at the elementary, secondary, and district level. He is passionate about building healthy school cultures, the work of collaborative teams, systems of support, and educator well-being.

Karen Johnson is a full time Solution Tree Associate. She specializes in helping schools identify areas for growth and improvement as they implement and refine their PLC at Work® implementation.

Shawn Creswell, author and presenter, has over 25 years of experience in education and has served as a classroom teacher, assistant principal, principal of two campuses, and district director of curriculum, instruction, and assessment. She is currently a school board member in her community.

Emily Feltner, EdD, has over 30 years of experience at all levels in education. She works with schools and districts in the areas of leadership, literacy, and school improvement.

With a rich background in educational leadership, Jed has served as the middle school principal for the school district of Onalaska in Onalaska, Wisconsin for the last 15 years. He is passionate about enhancing the learning experience by implementing PLC at Work® and RTI at Work™ strategies.

Russell Hill is superintendent of the East Valley School District. With more than 20 years of education experience, he has served as both teacher and administrator at the elementary, middle, and high school levels.

Eddie Velez is the former principal at Kennedy High School in Fremont, California. He specializes in building leadership capacity, building PLC culture, implementing RTI, and coaching collaborative teams. He has a genuine connection and care for every school he serves and is respected for his ability to meet schools “where they are” without compromising the end goal of creating equitable opportunities for all students.

Matthew Treadway, EdD, is the former principal of Freedom Elementary School in Shepherdsville, Kentucky, where he led his staff in developing a collaborative culture centered on the three big ideas of a professional learning community.

Breez Longwell Daniels has over 20 years of experience as a teacher, principal, and curriculum and professional learning coordinator at Hot Springs County School District #1 in Wyoming. She is a Solution Tree associate for Professional Learning Communities at Work® and Response to Intervention at Work™, with a focus on small and rural schools.

Jessica Djabrayan Hannigan, EdD, works with US schools and districts to design and implement effective social-emotional and behavioral systems. Her expertise includes RTI, PLCs, MTSS, PBIS, restorative practices, social-emotional learning, and more.

Anisa Baker-Busby, EdD, serves as an elementary school principal in middle Georgia. She has over 16 years of experience working in high-poverty schools as an elementary teacher and administrator.

Kristen Bordonaro, EdD, has served as a school- and district-level administrator for the last 15 years. She’s worked with both private and public school districts as well as special education collaboratives. Dr. Bordonaro’s passion is in uniting school teams to support the needs of all students through an “all means all” model.

Dr. Aisha Thomas has been an educator for over 20 years, serving in all levels of school leadership at the middle school and elementary levels. She has helped lead two schools to receive the National Blue Ribbon Award.

Cristi Parsons has 28 years of education experience as a teacher, counselor, principal, curriculum director, and assistant superintendent. She was named National Distinguished Principal in 2013 and has led two campuses in PLC practices to become Model PLC schools.

Cheyana Leiva is a transformational leader who understands the challenges schools are facing and the strategies necessary to improve. As a principal, she led her high-poverty school to an A rating in three years.

Dr. Amy Williams brings over 25 years of experience in education, specializing in fostering inclusive practices and systems-level change to improve student outcomes.

Bo Ryan is principal of the Ana Grace Academy of the Arts Elementary Magnet School in Bloomfield, Connecticut. He is passionate about building and sustaining professional learning communities (PLCs) and has led two different schools to Model PLC at Work® certification.

Barbara Phillips is an educational presenter and researcher from upstate New York with over 20 years of experience in public education. She specializes in effective instruction and leveraging teacher strengths to maximize student achievement and learning.

Jon-Eric Ziaer is the principal of Reedy High School in Frisco, Texas. Previously, he served as associate principal at Liberty High School in Frisco ISD, which he helped lead to Model PLC status. He was previously a curriculum director and a high school social studies teacher.

Nathaniel Provencio is associate superintendent in Prince William County, Virginia. Under his leadership, Minnieville Elementary School was recognized as a Model Professional Learning Community and was the 2019 winner of the prestigious DuFour Award.

Bob Carter is an educational leader with over 30 years of experience. As a Principal, he has led significant improvements in three schools, two of which were recognized as Model PLC at Work® schools.

Jason A. Andrews, EdD is the superintendent of Windsor Central School District and the 2019 Superintendent of the Year. Previously, he served as a high school teacher, coach, cocurricular adviser, and middle school principal.

Sascha Heckmann is the director of the American International School of Mozambique. Previously, he served as the high school principal at Shanghai American School, as well as a principal and vice-principal at several districts in California.

Casey R. Ahner is currently the coordinator of special programs at Albuquerque Bilingual Academy, and he has served as a special education teacher, counselor, assistant principal, and principal at the intermediate and elementary levels.

Michael J. Maffoni, an educator since 1987, has a diverse background that includes experience as a teacher, principal, and central administrator in a variety of districts in Colorado. He also teaches courses in educational leadership as an affiliate faculty member at Regis University.

Cindy Watters is currently the principal of Whittier Elementary School in Seattle Public Schools. With experience in large urban school districts and international schools, Cindy has worked and led in a wide variety of settings around the world.

John Hannigan, EdD, is an author and speaker who has served in education for over 20 years as a teacher, instructional coach, principal, and county office leadership coach. His expertise includes RTI at Work™, PLC at Work®, MTSS, PBIS, restorative practices, social-emotional learning, and more.

David Jones has more than 25 years of experience in education as a superintendent, principal, assistant principal, and teacher. He supports schools throughout the country with the professional learning community and response to intervention school improvement processes.

Gerald R. Williams has over 15 years’ experience implementing and supporting PLC and RTI work in schools and districts. Most recently, he served as the executive director of elementary education for the Nampa School District in Idaho.

Tammy Miller is the former director of education for the Monroe County Community School Corporation in Bloomington, Indiana. Under Tammy’s leadership, the district advanced from a state letter grade of D to an A.

Michael Roberts is an author and consultant with over two decades of experience in education. Michael has been a teacher and administrator at every level from elementary school to the district office and has worked with students from all demographics.

Rebecca Nicolas, EdD, is the principal of Fern Creek High School in Louisville, Kentucky. Her work is focused on the implementation of the PLC process and the integration of collaborative teams.

Nathan Meyer, EdD, is an assistant superintendent for accelerated improvement for Jefferson County Public Schools in Louisville, Kentucky. Previously, he served as principal and assistant principal at the DuFour Award–winning Fern Creek High School.

Jamie Nino is an area superintendent of Sanger Unified School District in California and oversees TK–12 school sites. She specializes in developing leaders at all levels, fostering strong learning cultures, and building fortified PLCs.

Michelle Marrillia, an educator since 1996, has a diverse background as an educator and a passion for training coaches in professional learning communities, developing teacher leaders, implementing response to intervention systems, and creating doable coaching programs.

Kyle Palmer, EdD, is the former principal of Lewis and Clark Elementary in Liberty, Missouri. He is a passionate believer in the power of PLCs and uses his expertise to help schools build collaborative cultures to improve student learning.

Jacqueline Heller focuses on building capacity and collective efficacy with teachers, to ensure all students learn at high levels. As a literacy teacher and coach at Mason Crest Elementary, she helped the school become the first National Model Professional Learning Community to receive the DuFour Award.

Mike Hagadone, MEd, served as the assistant superintendent of White River School District in Washington State until his retirement in 2020. With 40 years of experience, he is a former teacher, assistant principal, principal, and director of secondary education.

Brig Leane, a consultant, has over 20 years of experience in education as a teacher, assistant principal, and principal in a variety of settings.

Chris Hansen has been a teacher, principal, and a director of technology and learning in his more than 30 years of education and international experience. Currently, he works as a Solution Tree associate throughout the United States, where his passion is implementing and refining professional learning communities.

Paula Maeker is an educator, consultant, and advocate for learner-centered education. She has more than twenty-three years’ experience as an elementary teacher, literacy specialist, instructional coach, Title 1 program coordinator, campus administrator, director of elementary literacy, and director of instructional design.

Jennifer Deinhart is a K–8 mathematics specialist working as a mathematics instructional coach at Rose Hill Elementary in Virginia. A passionate educator with more than 20 years of experience working with diverse populations within Title I schools, she works collaboratively with teams of teachers to provide quality mathematics instruction.

William M. Ferriter uses his 29 years of experience as a full-time classroom teacher to design professional development sessions for educators on topics ranging from establishing professional learning communities and effective systems of intervention to integrating meaningful differentiation, extension, and student-involved assessment opportunities into classroom instruction.

Dr. Will Remmert is an author and educational presenter with over 25 years of experience as a principal, teacher, coach, and Solution Tree associate working with preK–12 and district-level educators across the country.

W. Richard Smith is former deputy superintendent of Sanger Unified School District in California. He has been involved in public education for more than 37 years.

Troy Gobble is principal of Adlai E. Stevenson High School in Illinois. He previously served as assistant principal for teaching and learning at Stevenson.

Timothy S. Stuart, EdD, is head of school for International Community School of Addis Ababa in Ethiopia. In his previous role as executive director of strategic programs at the Singapore American School, he served as the chief architect for research and development and supported strategic school reform.

Tim Brown is an internationally recognized presenter and practitioner who specializes in helping school leaders and teachers align their school improvement efforts across an entire campus and/or district.

Scott Carr has more than 30 years of experience as an educator and administrator at the middle school level. He was the principal at Heritage Middle School in Liberty, Missouri, for 21 years.

Scott A. Cunningham is principal of Orange Middle School (Olentangy Local School District) in Ohio. He has over 23 years of experience in education as a principal, assistant principal, and teacher.

Sarah Schuhl specializes in professional learning communities, mathematics, assessment, school improvement, and RTI. She has been a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist.

Robin Noble is an educator, author, consultant, and presenter with more than 30 years of experience in education. She is currently the director of school improvement for Santa Fe Public Schools and has served as an elementary school principal, district instructional coach, middle school English teacher, and special education teacher.

Rich Rodriguez is principal of TeWinkle Intermediate School in Newport-Mesa Unified School District (NMUSD) in California. He led the implementation of an effective reading and math intervention model.

Regina Stephens Owens, EdD is an internationally recognized presenter and practitioner who specializes in creating a culture of connectivity and collaboration while utilizing systems thinking.

Paula Rogers is an educational speaker who supports schools in the implementation of PLC and RTI. Paula retired in 2015 after a career in public education as the deputy superintendent for instruction, accountability, and human resources for Hallsville ISD, a midsize district in East Texas with five Title 1 campuses.

Paul Goldberg, EdD, is superintendent at East Prairie School District in Skokie, IL. He has led diverse, low-income schools to high levels of success.

Paul C. Farmer is a practitioner who has worked at the classroom, building, and central office levels. As principal of Joyce Kilmer Middle School, Paul was one of the first principals in Fairfax County, Virginia, to build a PLC.

Nicole Dimich works with elementary and secondary educators in presentations, trainings, and consultations that address today’s most critical issues, all in the spirit of facilitating improved support of student learning.

Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing response to intervention and professional learning communities.

Michelle Dillard is an assistant superintendent for Jefferson County Public Schools in Louisville, Kentucky, where she oversees two high schools, three middle schools, fifteen elementary schools, and three Success Pathways schools.

Mark Onuscheck is director of curriculum, instruction, and assessment at Adlai E. Stevenson High School in Illinois. He is a former English teacher and director of communication arts.

Maria Nielsen, educational speaker and author, specializes in supporting teachers and administrators in the areas of PLCs, RTI, school culture, curriculum design, the highly engaged classroom, and assessment systems. Her life’s work is to help schools build successful systems to ensure high levels of student learning.

Luis F. Cruz, PhD, is a sought-after presenter, coach, thought leader, and accomplished author with over 30 years of experience in education.

Kimberly Rodriguez Cano, a consultant with over 30 years’ experience, is a former transition specialist, special education coordinator, professional development director, and school improvement specialist for the Florida Department of Education, supporting educators in that state and across the United States.

Kim Bailey is former director of professional development and instructional support for the Capistrano Unified School District in California. She also served as an adjunct faculty member at Chapman University in California.

Katie White is an author and presenter with more than 30 years of experience in education. She has been a system leader, an administrator, a learning coach, and a K–12 classroom and online teacher.

Karen Power is an educational presenter and a former teacher, principal, superintendent, and senior advisor for professional learning and leadership. Karen has implemented the PLC process both as a principal and as a superintendent, and for several years, she has supported collaborative work in schools to meet the needs of students.

Julie A. Schmidt has served as a school psychologist, Director of Student Services, Associate Superintendent of Student Services, and recently retired from Kildeer Countryside CCSD 96 in Illinois after serving as Superintendent of Schools for 13 years. The district began its professional learning communities (PLC) journey nearly 25 years ago, and all seven schools have been recognized as Model PLC at Work^® schools. She is passionate about ensuring ALL students have an opportunity to thrive and reach their goals.

Jonathan G. Vander Els specializes in supporting teachers and administrators in schools and districts across the country in developing, sustaining, and enhancing structures to support all learners.

Jon Yost is the recently retired associate superintendent of curriculum and instruction for Sanger Unified School District in California. He has worked in public education at the elementary, secondary, and district levels.

Joseph Ianora, principal on special assignment at Campbell Union High School District, has been an educational leader for more than 35 years, guiding schools by fostering learning communities for students, staff and parents. He has been lucky enough to hold almost every position within a school site, from custodian up to principal and everything in between. He has worked with inner city schools and suburban districts, and he has K–16 experience with an emphasis on high school.

Joe Cuddemi has over 35 years of experience in education, serving as a teacher, counselor, and principal in a wide variety of educational settings, including adjunct professor at Colorado State University.

With over 30 years of experience in K–12 education, author and education expert Jeanne Spiller is an associate with Solution Tree, supporting schools and districts through workshops, coaching, and collaborative initiatives to enhance instruction, foster innovation, and promote equity.

Jasmine K. Kullar, EdD, is a chief school leadership officer overseeing over 100 schools in a large metropolitan school district in Georgia. She is also a faculty member in the College of Professional Studies Educational Leadership Department at a postsecondary institution outside of Atlanta, where she has been involved with the national University Principal Preparation Initiative (UPPI) in redesigning university educational leadership programs.

Janel Keating is former superintendent of the White River School District in the state of Washington. She is a former elementary and middle school teacher, elementary principal, director of student learning, and deputy superintendent.

Jamie Virga, EdD, has over 35 years of experience as a teacher, principal, professional developer, principal coach, and associate superintendent. He works to support schools and districts with implementing Professional Learning Communities at Work® and RTI at Work™ processes.

Jack Baldermann has been a passionate educational leader for over 30 years. His experience includes leading several high-poverty urban schools to significant success and supporting eight different priority or high-poverty schools to become Model PLC at Work® schools.

Heather serves as the superintendent of schools in Fox Lake District 114 in the northern Illinois suburbs. Her work focuses on ensuring learning for ALL in schools.

Greg Kushnir is an educational leader and presenter with over three decades of dedicated service in public education, specializing in oral language, reading, and writing disabilities. He is committed to enhancing educational outcomes for all students.

Geri Parscale spent 28 years in education and has worked as a classroom teacher, principal, professional development director, and finally deputy superintendent of Fort Leavenworth Schools, USD 207. Her mode of operation was always the same: learning for all kids.

Garrick Peterson helps teachers and administrators become high-functioning PLCs with a specific focus on making the connection between assessment and intervention.

François Massé is a superintendent of education for several schools and has been working in collaboration with educators to transform the culture of these institutions into professional learning communities.

Eric Twadell, PhD, is superintendent of Adlai E. Stevenson High School in Lincolnshire, Illinois. He has been a social studies teacher, curriculum director, and assistant superintendent for leadership and organizational development.

Dennis King, EdD, has focused on school improvement throughout his career, first as a practicing school administrator and now as an educational presenter. His 28 years in education include teaching in an alternative school, an urban high school, and two suburban school districts where he also served as a district administrator.

David LaRose is an education coach and presenter specializing in PLCs, RTI, leadership, and organizational culture. He is former superintendent for Culver City Unified School District in California.

Darin L. Fahrney, PhD, is the coordinator for strategic implementation and an upper school teacher at the American International School of Zagreb, Croatia. He brings a broad range of experience and expertise to his work, having previously served as a high school principal, learning support coordinator, gifted and talented coordinator, contributing author, researcher, and consultant.

Daniel Cohan retired in 2023 as chief of schools for the Jefferson County Public School District in Colorado, where he supervised elementary, middle, and high schools, K–12.

Charlie Coleman has been a principal at the high school, middle, and elementary school levels in ethnically and socioeconomically diverse communities, where he effectively decreased behavior problems and increased academic success. Creating positive learning environments for ALL continues to be a priority for Charlie, and he has experience improving school culture in many schools, K–12.

Brandon Jones, an author and consultant, works with educators to implement the Professional Learning Communities at Work® and RTI at Work™ processes. As a practitioner, he has served as a high school teacher and assistant principal, as well as a principal at the elementary, middle, and secondary level.

Bob Sonju is an award-winning educational leader, author, and speaker known for his energetic and passionate commitment to making the work of schools and teacher teams simple, doable, and impactful.

Austin Buffum, EdD, has more than 45 years of experience in public schools. His many roles include serving as former senior deputy superintendent of the Capistrano Unified School District in California.

Anthony Reibel hails from Adlai E. Stevenson High School in Illinois and is the current assistant principal for teaching and learning. Anthony is also coauthor of several books: Proficiency-Based Assessment, Proficiency-Based Instruction, Proficiency-Based Grading in the Content Areas, and Pathways to Proficiency which explore the relationship between proficiency, pedagogy, and evidence-based grading.

Angie Freese is an author and speaker with expertise in assessment, leadership, system improvement, and strategic planning. With over two decades in education, Angie brings a unique blend of experiences that include classroom teacher, building administrator, curriculum specialist, and district leader.

Aaron Hansen is an expert in Professional Learning Communities (PLC), Response to Intervention (RTI) and student empowerment. He is a highly sought-after international speaker, strategic consultant, coach, and author.