Presenters

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.

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.

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.

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 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.

Donnie Piercey, Kentucky’s 2021 Teacher of the Year, brings his passion for education and technology to fourth-grade students in Lexington, Kentucky. Donnie specializes in using technology to promote student inquiry, learning, and engagement, and has been teaching in Kentucky since 2007. Over the past 17 years in education, these interests have given him the unique chance to represent Kentucky and his students around the world. He is the Educational Ambassador for the Peabody Award winning company, GZMShows. He was the recipient of a National Geographic Grosvenor Teacher Fellowship to Antarctica, and he also represents Kentucky on the inaugural National Geographic Teacher Advisory Council. He is the North American lead for the Google Earth Education Experts Network, and he was the first teacher in Kentucky to become both a Google Certified Innovator and a Google Certified Trainer. In addition, he was a Featured Voice for the International Society for Technology in Education (ISTE) conference in 2024.

Donnie’s recent work in AI and Edu has gained widespread attention, earning him multiple appearances on Good Morning America, the Associated Press, and PBS. His book, 50 Strategies for Using AI in the Classroom, published by Shell Education, is written for educators looking for practical classroom approaches to using AI to revolutionize their teaching methods and enrich their students’ learning experiences. Donnie graduated from Asbury College and earned his master’s degree from Auburn University at Montgomery. While he has delivered keynotes and presentations to schools in 33 states and 5 continents, his heart remains in the Bluegrass, where he consistently leads professional development sessions for school districts across the state. His unwavering commitment to education and technology continues to impact the lives of countless students and fellow educators.

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.

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 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.

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).

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 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.

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 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 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 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 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 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.

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 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 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 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.

Dr. Kimberly Williams is currently a high school mathematics teacher and elementary math coach and has worked as a consultant for TCM since 2013. Prior to her current position, Dr. Williams spent 10 years as a university faculty member teaching elementary and secondary mathematics as well as assessment courses. 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. Dr. Williams has authored or co-authored 13 national and international publications focused on high-impact instructional practices and effective hands-on professional development. She 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.

Dr. Kimberly Williams is currently a high school mathematics teacher and elementary math coach and has worked as a consultant for TCM since 2013. Prior to her current position, Dr. Williams spent 10 years as a university faculty member teaching elementary and secondary mathematics as well as assessment courses. 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. Dr. Williams has authored or co-authored 13 national and international publications focused on high-impact instructional practices and effective hands-on professional development. She 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 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.

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 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.

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.

Mandy Manning currently works as the digital content specialist for the Washington Education Association. She has extensive experience in the classroom, working as a teacher for 22 years, most recently working specifically with new immigrant and refugee students. She specializes in teaching, communications, and writing, with expertise in the content areas of teaching English as a new language, English language arts, video production, communications, and journalism.

Mandy received her Bachelor of Arts in Electronic Media and Filmic Arts, her Master of Arts in Communications with a concentration in political, organizational, and interpersonal communications, as well as her Master of Fine Arts degree in fiction writing. She was awarded the 2017 Washington State California Casualty NEA Educator of Excellence award, the 2018 Washington State Teacher of the Year, and in 2018 became the recipient of the National Teacher of the Year award. Additionally, she currently serves as Vice President of the Spectrum Center Board in Spokane, Washington, which supports the LGBTQIA+ community.

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.

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.

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.

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 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 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 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.

Nicole Downer is currently is working within the Professional Learning Division at Teacher Created Materials. Prior to her current role, Nicole worked as a school principal where she was responsible for creating and maintaining a positive school climate, collaborating with site and district leadership, and reviewing academic and behavioral data. Her other educational roles as an assistant principal and literacy intervention specialist/coach further underscore her commitment to educational advancement. Nicole also has experience working as an elementary classroom teacher. Her areas of expertise include literacy, writing, math, differentiation, intervention, social-emotional learning, PLCs, and English language development.

Nicole attained her Bachelor of Arts in liberal arts and sciences from California State University, San Marcos, followed by the achievement of a Master of Arts in education administration from Azusa Pacific University. Alongside these academic accomplishments, Nicole possesses a variety of credentials in both education and education administration. These credentials exemplify her dedication to continuous learning and professional growth.

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.

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., 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.

Dr. Robin Pizzitola, an associate professor at Texas A&M University–Corpus Christi in the College of Education and Human Development, has been in the field of education since 1995 where she first taught 1st–4th grades, served as a curriculum coordinator for elementary instruction across all content areas and grade levels, and then began her work in higher education after earning her Doctorate in Supervision, Curriculum, and Instruction from Texas A&M University–Commerce. Her additional roles at TAMU-CC include lead site coordinator for the Islander Residency Program and field-based experience coordinator for teacher candidates beginning their senior year of clinical experiences. Additionally, Dr. Pizzitola is also a contributing author for the Exploring Reading series with Teacher Created Materials.

Dr. Pizzitola’s experience is supported by a strong background in the education field. She received her Bachelor of Science in Elementary Education with a specialization in English and Early Childhood from Baylor University. Later, she went on to earn her Master of Education in Elementary Education and her Doctor of Education with a focus on Supervision, Curriculum, and Instruction with a Cognate in Reading from Texas A&M University-Commerce. Dr. Pizzitola’s comprehensive expertise and dedication to education shine through her current roles at Texas A&M University-Corpus Christi, influencing both aspiring teachers and seasoned educators in their professional journeys.

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, 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 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 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’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 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.

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.

Valerie Ellery has dedicated 35 years to the field of education in various roles as a national board-certified teacher, curriculum specialist, mentor/coach, international educational consultant, professional developer, and best-selling author. Over a dozen of her published resources have been used internationally in classrooms and universities in the areas of literacy, self-worth, and human trafficking prevention education. Valerie is also author of the Shell Education professional resource, Creating Strategic Readers, which is celebrating its 20th year in publication.

Valerie Ellery has dedicated 35 years to the field of education in various roles as a national board-certified teacher, curriculum specialist, mentor/coach, international educational consultant, professional developer, and best-selling author. Over a dozen of her published resources have been used internationally in classrooms and universities in the areas of literacy, self-worth, and human trafficking prevention education. Valerie is also author of the Shell Education professional resource, Creating Strategic Readers, which is celebrating its 20th year in publication.