Authors & Presenters

Kristen Hawley Turner is a professor and chair of education at the Caspersen School of Graduate Studies at Drew University, New Jersey. Her research focuses on the intersection between technology and literacy.

Jennifer Throndsen, PhD, is an education advisor and former director of teaching and learning for the Utah State Board of Education. With over 20 years of experience, she has served as a teacher, district office specialist, instructional coach, and state literacy coordinator.

Rebekah O’Dell teaches middle school English in Richmond, Virginia. She is the co-founder of the popular blog Moving Writers and coauthor of three books on writing instruction. Rebekah leads professional development workshops to educators across the country.

Sam Futrell is a middle school social studies teacher at St. Michael’s Episcopal School in Richmond, Virginia. With over a decade of experience, she advocates for diversity, equity, and professional development in education.

JoEllen McCarthy is a literacy expert, speaker, and author dedicated to integrating academic and affective learning through inclusive mentor texts. She supports educators and students by promoting joyful, student-centered literacy practices that connect reading, writing, and life skills.

George Georgiou, a University of Alberta professor, focuses on reading and literacy development. He leads the J. P. Das Centre on Developmental and Learning Disabilities and is an award-winning scholar and Royal Society of Canada member.

Gwen J. Pauloski, EdD, is a writer and educator specializing in adolescent literacy and pedagogy. She currently teaches in the University of Houston’s educator preparation program.

Yvonna Graham, MEd, is a literacy advocate and founder of Mumbling Marmot Tutoring in Durango, Colorado. Specializing in dyslexia intervention and research-based reading instruction, she authored Dyslexia Tool Kit: What to Do When Phonics Isn’t Enough, Expanded Edition.

Victoria Francis, MEd, EdS, spent over 40 years teaching high school across Idaho, New Mexico, and Hawaii. Her work inspired a passion for working with “underdog” students—those who others felt had poor future prospects.

Felicia Wynter, EdD, is an experienced educator and professional learning expert who specializes in English language arts (ELA) instruction aligned to the science of reading. Dr. Wynter is a leader in advancing education through impactful, research-based practices.

Aimee Volk, PhD, is an assistant principal who specializes in ELA curriculum development and implementation, evidence-based and authentic literacy practices, instructional coaching, and empowering educators and learners by fostering self-efficacy and agency.

Susan B. Katz is a National Board Certified Teacher and award-winning, best-selling bilingual children’s author, known for her expertise in curriculum development for English learners. She’s also an internationally respected keynote speaker, professional development facilitator, and literacy coach.

Julie A. Taylor, PhD, is an education and curriculum consultant providing professional development, training, and coaching to educators, administrators, and leaders in nonprofit organizations and state education agencies nationwide and internationally.

Hollye Wright, PhD, has 18 years’ worth of experience in literacy education. Dr. Wright works with first-year writing students in transitioning to college-level writing and assists current and pre-service teachers in planning and delivering high-quality, research-based literacy instruction.

Abby Morris, EdD, specializes in developing effective teaching strategies and fostering a collaborative environment. She is a passionate 4th-generation educator with over 15 years of experience in Houston area public schools, specializing in literacy, instructional coaching, and school leadership.

Pati Montgomery is the founder of Schools Cubed, a school consulting firm that specializes in collaborating with school and district leadership to increase reading and educational outcomes for all students.

Angela Hanlin is a passionate leader committed to driving change in schools and classrooms. Under her guidance, Matthews Elementary achieved remarkable success, reaching a 100 percent proficiency level.

Heather Babb has served in education for almost 20 years. Through her leadership, she guided her department, school, and district through the transition to a professional learning community (PLC), ultimately resulting in being recognized as a Model PLC at Work® school.

Sheila Mulder, EdD, is an assistant professor at Dakota State University in South Dakota. She is passionate about employing high-impact, evidence-based instructional strategies, along with feedback and differentiation practices, to ensure learning for all students.

Lyndsi Smith, PhD, has served the education community for over 20 years in a variety of capacities. Throughout her career, Dr. Smith has delivered professional learning workshops, provided in-classroom instructional support, and presented at local, state, and national conferences.

Brianna Bamber, EdD, is an assistant principal at a priority high school in Sacramento with more than 20 years of classroom experience. Her focus is on literacy instruction, best grading practices, feedback strategies, teacher clarity, and classroom culture.

Kourtney Hake is an English teacher at Sparta Lincoln School in Sparta, Illinois. She is also a member of the National Council for Teachers of English (NCTE), the Illinois Reading Council (IRC), and the Illinois Association of Teachers of English (IATE) since 2014.

Paige Timmerman is a high school English teacher at Salem Community High School in Salem, Illinois and a National Board Certified Teacher member since 2019. She strives to provide authentic, real-world writing opportunities that meet her students’ skills and interests.

Gloria L. Canada, EdD, is the founder of Circles of Purpose, an educational consulting company whose work focuses primarily on school leadership, family engagement, and poverty awareness.

Jennifer McCarty Plucker, EdD, is the director of learning and development and a literacy consultant at Mackin Educational Resources in Burnsville, Minnesota. Her current work with educators is grounded in an inquiry approach that puts students in the driver’s seat for learning.

Lorraine Radice, PhD, is an educator, author, and presenter. She is currently an assistant superintendent for curriculum and instruction in New York and teaches courses in childhood education and literacy at Hofstra University.

Mario Miner, a native of Hamtramck, Michigan, has been in education for nearly 20 years. As a former working-class student, Mario strives to help his scholars see themselves and their lives in his classroom by building their capacity for literacy.

Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She spent 16 years as an associate professor of childhood education at Fordham University. She has extensive experience in reading clinics, consulting with school districts, leading professional development, and advising school systems on research-based reading instruction.

Angela Williams has more than 15 years of experience in Broward County Schools, Florida. She has designed curriculum, served as a professional learning facilitator, and implemented professional learning community (PLC) plans that guide teachers in using data effectively to plan instruction.

With more than 30 years of experience in education, Tracy Nelson specializes in supporting districts, buildings, and teams in developing and implementing practices that bring clarity and focus to professional learning communities

Analexis Kennedy, EdD, is a lecturer of reading at the University of Central Florida. She spent 15 years working with K–12 students, teachers, and administrators as a classroom teacher, literacy coach, district reading specialist, and professional development coordinator.

Kimberly Almanza serves as a reading specialist in North Texas. With more than 15 years of experience, she has worked as an instructional literacy coach as well as a classroom dual language teacher.

Norene A. Bunt, EdD, is an author and former teacher, administrator, and college instructor. She is an expert on integrating the science of reading into sound high-impact literacy instruction.

Joanna Newton, PhD, is a professor of education at Notre Dame of Maryland University, where she specializes in literacy instruction. She has been an elementary classroom teacher, literacy coach, reading intervention specialist, and curriculum developer.

Martina Stovall is a seasoned teacher with more than nine years of experience in fast-paced academic settings. She has supported school and district strategic plans by designing, coordinating, and delivering literacy-focused professional development.

Lisa Tartaglia is a high school assistant principal in Loudoun County Public Schools in Virginia. She has been an educator since 1994 and has experience as an elementary classroom teacher, reading specialist, and high school literacy coach.

Dr. Katie Atkins has served in various administrative and instructional roles in public schools across Texas. She is an advocate for high levels of learning for all students and champions literacy development, practices, and processes through a spirit of collaboration.

Artia Shorter is a dedicated assistant principal at a Title I elementary school in Georgia. With extensive experience working with students living in poverty in Title I schools, Artia is passionate about guiding educators through the professional learning community process and building shared knowledge amongst professional learning teams to increase the cognitive rigor of students.

Dawn Caruso, EdD, is a former district administrator of assessment and accountability in Florida. She also served as a virtual school administrator as well as a literacy coach at the state and school level.

Mary Mazariegos has worked in a variety of education roles, including English teacher, instructional coach, ELL facilitator, secondary English curriculum coordinator, and principal. She was integral in the work at U.S. Grant High School in Oklahoma City.

Woodsen E. Plummer is a K–12 English language arts coordinator at DeKalb County School District in Georgia. Woodsen specializes in supporting implementation of literacy best practices, as well as leadership development to support the cultivation of school culture.

Amy Rasmussen is a literacy evangelist, presenter, and blogger. She specializes in supporting teachers as they embrace literacy practices that help secondary students grow in their identities as communicators.

Billy Eastman is a curriculum coordinator for secondary English language arts at Clear Creek Independent School District in Texas where he leads efforts to implement student-centered authentic literacy practices.

Ellen Linnihan is a National Board Certified English and public speaking teacher in Wisconsin. Her passion is using video to improve teaching and learning to empower students of all levels.

Lisa Cebelak is a national leader in education who is passionate about literacy as the heart of student learning. Lisa specializes in the areas of literacy, instructional coaching, and curriculum design.

Dr. Jeryl Kimbrough-Scott is a lifelong educator, who has worked to transform school culture and climate through a collaborative approach that involves staff and students. She supports schools in literacy, effective strategies for English learners, differentiation, and diversity, equity, and inclusion practices.

Dr. Melisha Y. Plummer is assistant principal at an urban high school in the Atlanta Public School District. With more than 20 years of experience, Dr. Plummer brings a wealth of knowledge about practical ways schools can infuse and ensure that literacy is embedded in the fabric of urban education.

Renee Tristan is an English language arts content specialist for Tomball Independent School District in Northwest Houston, TX. As an instructional leader and literacy coach, her work focuses on the implementation of standards-aligned teaching and higher levels of literacy for all students.

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.

Kate Stavish is a middle school English teacher at Loudoun Country Day School in Leesburg, Virginia. A former assistant principal, she works with instructors from all divisions to build school and classroom culture and to implement disciplinary literacy for all students.

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.

Gene M. Kerns, EdD, is a third-generation teacher with experience from elementary school to the university level, as well in K–12 administration. He has nearly 20 years of experience leading staff development.

Kathryn E. Sheridan is the early literacy and language director for Kildeer Countryside Community SD 96 in Illinois. She has previously served as a teacher, instructional coach, middle school assistant principal, and elementary principal.

Lisa May is an award-winning literacy coach at Kildeer Countryside School District 96, a Model PLC School District. With more than twenty years in the field of education, she has classroom experience ranging from kindergarten through fourth grade.

Sarah Gord is a reading specialist and literacy coach at Kildeer Countryside School District 96 in suburban Chicago. Her work focuses on the implementation of standards-aligned teaching and assessment practices.

Beth Pandolpho is an instructional coach for grades 6–12, and she has taught English at the high school and college level for over 20 years. She is passionate about engaging in work that promotes equity and access for both teachers and students.

Peg Grafwallner is an instructional coach and reading specialist in Milwaukee, Wisconsin, with nearly 30 years of experience. She supports teachers, administrators, and districts in creating real and relatable content and educational approaches that offer meaningful purpose and relevance to all students.

Maureen M. Rubenstein is a literacy coach and special education instructor in Lincolnshire, Illinois. She works with other literacy coaches to coordinate and implement book clubs, PD sessions, and coaching sessions.

Katherine Gillies is the lead architect of districtwide literacy improvement at Niles North High School in Illinois. Her work includes building a comprehensive system of intervention and support for struggling readers and developing a research-based curriculum to ensure continued literacy growth for all students. She is currently a doctoral candidate at Vanderbilt University’s Peabody College of Education in Nashville, Tennessee.

Brian Wise is an English Department chair at Deerfield High School in the suburbs of Chicago. Previously, he spent 16 years as a teacher and literacy coach at Adlai E. Stevenson High School in Lincolnshire, Illinois.

Daniel M. Argentar is a literacy coach and communication arts teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. He works with instructors from all divisions to increase disciplinary literacy for students.

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.

Jacie Maslyk, EdD has more than two decades of experience in education. She has previously served as a teacher, reading specialist, elementary principal, and assistant superintendent.

Whitney K. Freije is an elementary school principal at A.F. Palmer Elementary, a Model PLC at Work® school in the Windsor Central School District, located in upstate New York. She specializes in empowering teachers with effective instructional practices to promote high levels of literacy and mathematics.

Marie Alcock is a consultant specializing in the areas of curriculum, instruction, and assessment design. She has spent the last 20 years working in public and private education as a teacher, administrator, and public advocate.

Melissa Carli, MEd, is a project manager for several federally-funded projects at the University of Central Florida. Through the projects, Melissa supports teachers as they build their professional knowledge to support all learners.

Sandi Novak, a consultant, has more than 30 years of experience in education and has served as an assistant superintendent, principal, and teacher.

Erica Martin is a literacy specialist at Kildeer Countryside School District 96, located in the northwest suburbs of Chicago. She has experience as a district leader, reading interventionist, and classroom teacher.

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.

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.

Lindsay Yearta, PhD, is an assistant professor of education at Winthrop University in Rock Hill, South Carolina. Lindsay specializes in digital literacies, critical literacy, and the use of digital tools to meet the needs of students.

Katie Stover Kelly, PhD, is an associate professor of education at Furman University in Greenville, South Carolina. A former elementary teacher and literacy coach, her research interests include teacher preparation and development in the areas of literacy instruction and assessment.

Kathy Perez, EdD, is a professor emerita at Saint Mary’s College of California. She has extensive teaching experience as a general and special educator, literacy/ESL coach, administrator, and curriculum/staff-development coordinator.

Timothy V. Rasinski, PhD, is a professor of literacy education at Kent State University. He focuses on reading fluency and word study, reading in the elementary and middle grades, and readers who struggle.

Dr. Sharroky Hollie is a national educator who provides professional development to thousands of educators in the area of cultural responsiveness. Since 2000, Dr. Hollie has trained over 150,000 educators and worked in nearly 2,000 classrooms.

Robin J. Fogarty, PhD, has trained educators throughout the world in curriculum, instruction, and assessment strategies. She has taught at all levels, served as an administrator, and consulted with state departments and ministries of education.

Peter Hayes is the former director of Solution Tree Australia and the Asia Pacific Region. Previously he was the national director of education for the Australian Council for Education.

Patricia M. Cunningham, PhD, is a professor of education at Wake Forest University. She has been an elementary school teacher, a reading specialist, and director of reading for a county school system.

Nancy Frey, PhD, is a professor of literacy in the Department of Educational Leadership at San Diego State University. She is also a teacher leader at Health Sciences High and Middle College in San Diego.

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.

Marisol Thayre is a teacher at Health Sciences High and Middle College in California. She teaches American literature and expository writing to upper division students of varying abilities and levels.

Maria C. Grant, EdD, is a professor in secondary education at California State University, Fullerton. She has authored numerous publications centered on science literacy, formative assessment, and reading.

Dr. Margarita Espino Calderón, professor emerita at Johns Hopkins University, has worked on numerous research projects from 1990 to 2010 for JHU’s Center for Research on Education of Students Placed at Risk, Center for Data-Driven Reform, and Success for All Foundation.

LeAnn Nickelsen, an author and a former teacher, is an expert on brain research strategies, best practices in literacy, and other high-impact tools that close and prevent gaps in high-poverty schools.

Kristine E. Pytash, PhD, is assistant professor of teaching, learning, and curriculum studies at Kent State University and codirector of the secondary Integrated Language Arts Teacher Preparation Program.

Kelly Johnson, PhD, is a faculty member in teacher education at San Diego State University. She is also a classroom teacher at Health Sciences High and Middle College in San Diego.

Kathy Tuchman Glass is an accomplished author, presenter, and former classroom teacher with more than twenty-five years of experience in education.

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.

Javier Vaca is a teacher and instructional coach at Health Sciences High and Middle School in California. He previously served as an elementary school teacher and a reading intervention specialist.

Jan Rozzelle, EdD, has developed leadership programs for superintendents, principals, and teachers. She’s also provided professional development to several school districts and directs a statewide adolescent literacy project for instructional leadership teams.

James W. Cunningham, PhD, is professor emeritus of literacy studies at the University of North Carolina at Chapel Hill. He has taught at the elementary and secondary levels and served as a consultant in 25 states.

Heather Anderson boasts a rich and diverse career spanning K–12 education. As a published author and seasoned educator, her areas of specialization encompass the gradual release of responsibility, close reading methodologies, differentiated instruction, collaborative learning, formative and summative assessments, inclusive practices, and the infusion of literacy across disciplines, all aimed at fostering academic growth and equity for all learners.

Doug Lillydahl is director of communication arts at Adlai E. Stevenson High School in Illinois. He guides literacy interventions and staff development, oversees ELA assessment, and supports curricular and instructional evolution.

Diane Lapp, EdD, is a distinguished professor of education at San Diego State University and an English teacher and literacy coach at Health Sciences High and Middle College.

Carol Scearce has three major areas of focus: adolescent literacy, her most recent focus; effective teaching strategies; and team building for leadership and middle school teams.

Carol Rothenberg has worked with elementary and secondary schools through the New Arrival Center for the San Diego Unified School District, training teachers and administrators on effective programs and instruction for English learners.

Carmen Emery is a consultant and principal of a K–6 dual immersion school in California. Previously, she was a classroom teacher and data systems project specialist.

Brian M. Pete comes from a family of educators—college professors, school superintendents, teachers, and teachers of teachers. He has a rich background in professional development and has worked with adult learners.

Brad Cawn is a teacher educator, author, researcher, and trainer who specializes in helping schools and teachers integrate ambitious teaching and learning—inquiry-based instruction, disciplinary literacy, project-based learning, etc.—across the content areas.

Barbara Moss, PhD, is a professor at San Diego State University, where she teaches courses at the credential and master’s levels. She has worked as a teacher at every grade level from 1 to 12 over the course of her career.

Angela Peery, EdD, is an experienced consultant who supports educators in designing curriculum, making data-driven instructional decisions, and improving student achievement.

Allyson J. Burnett is an author, a consultant, a facilitator, and a trainer specializing in developing a schoolwide interdisciplinary approach to meet the Common Core Standards for literacy at the secondary level.