Andrew Chen, president of EduTron, was on the Common Core Standards Development Team in Mathematics. Before founding EduTron he was a professor and a principal research scientist at MIT. He is on the Advisory Board of the National Council on Teacher Quality. He is on the Mathematics and Science Advisory Council for the Massachusetts Board of Education. Dr. Chen provides high quality professional development Intensive Immersion Institutes (I3) in mathematics and science to teachers at all levels. He received a PhD in physics from Columbia University.
Kristen Ehlman has worked for more than 25 years as an educator, with expertise in school leadership and change management. Kristen began her career as an elementary and middle school teacher in Maryland. As the director of leadership, Kristen designs and conducts professional development sessions focused on school and district leadership, change management and effective implementation strategies. Most recently, Kristen served as the national director of principal support at the nonprofit New Leaders, which trains aspiring school leaders. Kristen was also the staff development specialist in Montgomery County Public Schools in Maryland, and trained teachers and administrators in the Ukraine for Step By Step, a nonprofit organization that promotes democratic education reform in newly formed democracies around the world. She is a certified facilitative leadership affiliate trainer for the Interaction Institute for Social Change in Boston.
Kate Gerson—a former high school teacher and principal—has driven the design and development of curriculum implementation and professional learning, and worked to train transformational school leaders. As Managing Partner of Programs for UnboundEd, Kate sets the vision and oversees the design, delivery and quality of all programs. Kate was the Senior Fellow for Educator Engagement at the Regents Research Fund, where she oversaw the design and development of New York State’s groundbreaking curriculum, training and professional development resources related to higher educational standards on EngageNY.org. Previously, she was executive director with the national nonprofit New Leaders and trained aspiring school leaders, and served as a principal at a turnaround high school for overaged, under-credited students in South Brooklyn, New York.
Crystal Gonzales is the executive director of the English Learner (EL) Success Forum. In this role, she partners with national experts, organizations, educators and content developers to increase the supply of quality of K-12 instructional materials that meet the needs of the growing EL population. Previously, as a program officer at the Helmsley Charitable Trust, she collaborated with K-12 organizations with a focus on teacher professional development, quality instructional materials, and advocacy for underserved communities. In this role, she worked with national EL experts to elevate the needs of ELs among grantees and her grantmaking peers. She also consults with various national education foundations and organizations on EL and equity issues. She began her career as an elementary bilingual teacher.
Crystal holds a master’s in Social Service Administration from the University of Chicago and a B.A. from the University of New Mexico. She is a proud native New Mexican and currently resides in NYC.
Luis Lima has worked in secondary mathematics education as a curriculum developer, teacher and mathematics coordinator. Luis worked for 11 years in Baltimore City Schools as a math teacher and, later, secondary math coordinator, before joining Anne Arundel Public Schools in Maryland as a secondary math coordinator. In these assignments, Luis played a pivotal role in the implementation of standards-aligned mathematics curricula in the districts, designed and professional learning experiences to faculty and leadership, and managed a team of coaches that provided direct support to the implementation of higher educational standards. Prior moving to Maryland, Luis worked in the private sector, where he designed and managed technology education programs for non-public schools. Luis’ career began in Rio de Janeiro, where he taught elementary and secondary school and served as curriculum director for K-8 mathematics. He earned a doctoral degree in Leadership Studies.
Lacey Robinson has more than 20 years in education as an educator, teacher, principal, and staff development specialist with a focus on literacy, equity and school leadership. As chief executive officer, Lacey sets the vision and oversees the design, delivery and quality of all of UnboundEd’s work, while also ensuring its overall health and sustainability. In her previous role as chief of program and engagement, Lacey was responsible for engaging with external partners to support standards-aligned, content-focused adult learning and professional development. She supported vital design and execution elements for primary external UnboundEd service offerings, the Standards Institute and the national programs. Her life’s work focuses on eradicating the student achievement gap, predictable by race, in addition to creating adult learning experiences that honor us as professionals in school system leadership, teaching, and learning.
Timothy Shanahan is Distinguished Professor Emeritus at the University of Illinois at Chicago, and former director of reading for the Chicago Public Schools. He is author/editor of more than 200 publications, and served on the author team of the Common Core State Standards. Professor Shanahan is past president of the International Literacy Association. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. For more information, visit his blog: www.shanahanonliteracy.com
Ramy Abdel-Nabi coaches teachers and school leaders and writes upper elementary reading curricula as a Dean of Curriculum and Instruction at Uncommon Schools. Ramy developed his passion for education as a Teach For America corps member in the Greater New Orleans region before joining Uncommon Schools as a first grade teacher at Leadership Prep Ocean Hill in Brownsville, Brooklyn. Ramy graduated from the University of Virginia with a B.A. in Foreign Affairs and received his M.A. in Teaching from the Relay Graduate School of Education.
Ms. Sonja Bloetner is the Prek-12 Supervisor of the English for Speakers of Other Languages (ESOL) program in the Montgomery County Public Schools in Maryland, where she supports the learning needs of over 23,000 ESOL students and professional learning needs of thousands of teachers and administrators. She supervises the work of specialists and teacher coaches who develop curriculum resources and provide professional development to MCPS staff. She recently published Formative Assessment Strategies for English Language Learners with Teacher Created Materials, Inc.
Ms. Margarita Bohórquez has over 15 years of teaching experience with a focus on Students with Interrupted Formal Education (SLIFE), and is currently completing her fourth year as an ESOL Instructional Specialist for Montgomery County Public Schools (MCPS) in Maryland providing instructional support and professional development opportunities. A New York City native, she lived and studied abroad before starting her teaching career in Maryland. She earned a Juris Doctorate from the D.C. School of Law and a Master’s in Secondary Education - Second Language Acquisition from George Washington University. Ms. Bohórquez also holds National Board Certification in English as a New Language (Early Adolescence through Young Adulthood ages 11-18+) in 2004.
Michele Bridgewater is the District Improvement Director and President of the Administrators Association for the City School District of Albany. She has held several administrator roles within the district that includes Assistant Director of Special Education, Interim Middle School Principal and Magnet School Administrator. She is a graduate of Georgetown University and The University at Albany, she remains driven because “our children are waiting for us to get this right.”
Anita Bright, Ph.D., is an Associate Professor in the Graduate School of Education at Portland State University. A National Board Certified Teacher with 20+ years of experience as a K-12 educator, Anita is the ESOL Program Supervisor, and teaches courses in ESOL, Social Justice, and Mathematics Education. She co-edited the book, The Common Core State Standards in Mathematics for ELLs: High School, and contributed to the English learner scaffolds for the EngageNY Curriculum.
Diana Bowles provides support for the implementation of the Nevada Academic Content Standards, the Core Knowledge curriculum, creation of instructional resources, delivery of professional learning opportunities and support of the Read by Grade Three legislation for the Washoe County School District through the Curriculum and Instruction department. Previously Diana taught kindergarten for twelve years and pre-K for four years. Diana obtained her Masters in Literacy and Early Childhood Endorsement from the University of Nevada, Reno.
Ms. Jennifer Craft is the Supervisor of Secondary Literacy for Montgomery County Public Schools in Maryland. She supervises and provides leadership for the development and implementation of curriculum, assessment, and professional learning in literacy. Ms. Craft provides leadership for supporting administrators and teachers with integrating literacy in all content areas. She is Nationally Board Certified in English Language Arts in Adolescence and Young Adulthood. She also serves as an adjunct professor at Johns Hopkins University.
Danielle Epps is a Pre K – 12 Mathematics Instructional Specialist in Montgomery County Public Schools in Maryland. She collaborates with her team to create, support, and monitor their district’s curriculum in order to ensure the implementation of equitable instructional practices that meet the needs of all students while focusing on maintaining high standards. She has a passion for supporting English Language Learners in accessing and succeeding with rigorous mathematics.
Jason Epting has been the principal/instructional leader of Harlem Village Academy West Middle School for the past 6 years. Over the course of his tenure, he has led many workshops in how to get students to love to read as well as how to create programs to support high gains in student reading comprehension. Mr. Epting prides himself on intentional and purposeful PD that his teachers can build on their already vast amount of expertise.
Christina Gonzalez is a professional development facilitator for the Standards Institute focusing on English Language Arts. Working in public education for almost twenty years, Christina's roles have included reading specialist, teacher, department lead, and currently, instructional specialist for English Language Arts. Christina also works a a curriculum writer, editor, and professional development facilitator for a curriculum publishing company. She has worked for the College of William & Mary, Amplify, and Insight Education Group. Christina is a National Board Certified Teacher who holds a Master of Science degree with a focus on curriculum and instruction from Old Dominion University and a Bachelor of Arts degree in English from the University at Buffalo.
Susan Shankle Gordon provides English language instructional support and professional development to Montgomery County Public Schools, Maryland, a district with a large English learner population. Previously, she was the Staff Development Teacher at Gaithersburg High School, the school with the largest ELL and Hispanic population in the district. She has taught English language learners and worked with the MCPS immigration population for the past 15 years. Susan, a fluent Spanish speaker, is a graduate of George Washington University and Hood College, and began her education growing up in Latin America with her Foreign Service family.
Eric’s love affair with math began in the second grade and followed him through his career as a middle school math teacher, principal, and regional math leader at Uncommon Schools. He is now a Math Achievement Director at the KIPP Foundation, where he provides professional development and support for teachers and leaders. He is a proud graduate of the University of Pittsburgh (H2P!), the loudest member of #SteelerNation, and could school anybody on Golden Girls, Mean Girls, or Britney trivia. Eric and his husband are enthusiastic bikers, unremarkable CrossFitters, and constantly put in their place by their husky, FrankieLynn.
Bri Gzik-Wright teaches Precalculus and Algebra 2 at Horace Mann School, Bronx NY and is an Adjunct Secondary Math Professor at Relay Graduate School of Education. Before her current teaching role, she was the Math Department Chair and Dean of Instruction and Support at Newark Collegiate Academy, KIPP NJ. Bri is a TFA alumna who earned her BA in Mathematics from Bucknell University and her MA in Mathematics Education from Columbia University Teachers College.
Charlotte Hansen works to develop teacher capacity as an Assistant Principal at Center City Public Charter Schools in Washington, DC. Before transitioning to school leadership, Charlotte served as a classroom teacher in grades PK3 - 3. She is a Citybridge Education Innovation Fellow, and a New Leader: cohort 16. A third-generation educator, Charlotte holds a BA in Religion and Environmental Studies from the University of Puget Sound and an MA in Early Childhood Education from American University.
Dr. Tiffany Hardrick serves as Superintendent of the Forrest City School District in Forrest City, Arkansas. Prior to returning to her Alma mater, she worked as Assistant Superintendent at Newark Public Schools in New Jersey, launched an all boys charter school, taught high school mathematics, and served as Director of Distance Education at a community college. Tiffany’s formal education includes a BS in Mathematics, MBA, and PhD.
Okera Hawkins is a native Washingtonian who has worked in charter, public and private schools in Washington, DC for the last 15 years. Okera has held various titles in education ranging from a math teacher to assistant principal. He is currently the Mathematics Instructional Coach at Paul Laurence Dunbar High School. Okera holds a B.S. in Mathematics from Morehouse College and a M.S. in Management from the Catholic University of America.
Chris Hayes is a second grade teacher and Learning Strategist in Washoe County School District in Reno, Nevada. She has taught in K-3 for 22 years and has served as an Implementation Specialist for several schools. She has her Master’s Degree in Literacy and just recertified her National Boards this year.
Dr. Zipporah Hightower is currently Executive Director of Principal Quality at Chicago Public Schools (CPS). In this role, Zipporah is responsible for identifying, developing, supporting, and retaining principals and aspiring principals. She is an experienced educator having served as a teacher, principal, mentor principal, and program development for aspiring principals. She also serves as an adjunct professor at National Louis University in Chicago.
Jennifer Kim is a math instructional specialist at New Visions for Public Schools. Since 2013, she has been responsible for collaborating with high school math teacher teams and New Visions staff to produce inquiry-based curriculum aligned to the Common Core Learning Standards. Previously, she taught math to middle and high school students. She holds a bachelor's degree in economics from Barnard College and a master's degree in secondary education from Loyola Marymount University.
Kar-Hwee Koh, Ed.M. has extensive experience as a math coach to new teachers, providing support for schools and districts through TeachableMath.com. In 2014, Kar-Hwee started the Lexington Singapore School to teach math using an integrated Singapore math curriculum, leveraging her skills and experience from teaching the same curriculum in Singapore. Kar-Hwee is a graduate from Columbia University, Teachers College.
Sharmaine Lewis is the Math Department Leader at Newark Collegiate Academy – KIPP NJ’s High School and an Adjunct Secondary Math Professor at Relay Graduate School of Education. She founded MATHerapy, which focuses on helping middle and high school students repair math roots and develop algebraic foundations. Sharmaine is a TFA alumna who earned her BA in Statistics & Mathematics from Rutgers University and her MAT from Montclair State University.
Nichole Lindgren is the Elementary ESOL Mathematics Instructional Support Teacher with the ESOL Office of Fairfax County Public Schools in Fairfax Virginia. In her role, she supports teachers in developing mathematics language and concepts, using appropriate supports and scaffolds, for English Learners. Nichole received her graduate degree from George Mason University with a focus on Mathematics Leadership in the K-8 Mathematics Specialist program.
Tanji Reed Marshall is a 20-year veteran currently pursuing her Ph.D. in curriculum and instruction at Virginia Polytechnic Institute and State University where she works in the Office of Academic Programs (OAP) in the School of Education. In addition to her work at Virginia Tech, Ms. Marshall works as a program evaluator for CAEP and session evaluator for AERA. Ms. Marshall consults with schools throughout the country to improve teacher practice and student literacy achievement. She has presented at state and national conferences on topics related to literacy, critical literacy, and teacher development.
Ms. Marshall’s prior experience includes over a decade of classroom instruction in English/language arts at the elementary and secondary levels. She has also served as a Literacy Coach and Specialist for the Charlotte-Mecklenburg Schools in Charlotte, North Carolina where she worked to develop curriculum and train teachers.
Matthew McCluskey is Dean of Curriculum & Instruction at North Star Academy High School in Newark, NJ (Uncommon Schools), where he has taught English for 7 years and served as Chair of the English Department. Over the past four years, Matthew has created and managed CCSS-aligned curriculum and assessments for all high schools in the Uncommon network grades 9-12. This work has led to PARCC averages 27% higher than the non-economically disadvantaged subset across grades 9-11 and 36% higher than the State average. Matthew is also an Adjunct Professor at the Relay Graduate School of Education. Matthew received his Bachelor's and Master's Degrees from the Boston College Lynch School of Education.
Karen McPherson is a high school math coach for Buncombe County Schools located in Asheville, NC. She provides professional development experiences aimed at increasing teacher content knowledge, supports teachers in implementing effective instructional practices, and identifies and develops quality resources. She is a member of the Math Leadership Team for NC Core Advocates and has facilitated numerous workshops and sessions on CCSS Math, the Instructional Shifts, and aligned instruction. Karen is a National Board Certified Teacher and is a graduate from UNC Chapel Hill and Western Carolina University.
Angie Miller is a first grade teacher. She has 20 years teaching experience in public schools. Angie has a certificate in Teacher Leadership from the University of Washington and is a National Board Certified teacher. She has facilitated numerous courses and seminars for teachers in math CCSS shifts and aligned instruction. She is the state captain for Student Achievement Partners’ Washington Core Advocate Network and she works as a math content designer for Leading Educators in their partnership with the DCPS LEAP program.
Brandy Nelson holds a Bachelor’s of Science degree in Mathematics from Salem College, a Masters in School Administration from the University of North Carolina-Greensboro, and a Doctorate of Education from North Carolina State University. Dr. Nelson has devoted 18 years of service to education. Dr. Nelson began career as a middle school and high school mathematics teacher in New York City and North Carolina. She has served as a comprehensive public high school principal in Charlotte, NC for five years. She is currently the founding principal of Harper Middle College High School, a dual-enrollment program where high school students can earn their high school diploma and an associate’s degree or two-years of college credit while still in high school. Prior to this role, she served as a Managing Director of Program for Teach For America and New Leaders. In these roles, she developed, managed, and executed coaching and support for over 160 teachers, 5 instructional coaches and almost 20 principals and assistant principals in Charlotte, NC. Since 2015, Dr. Nelson has served as a Leadership Facilitator for UnboundEd.
Judson Odell is the founder and CEO of Odell Education, where he directed the development of nationally-acclaimed literacy curriculum Developing Core Literacy Proficiencies for grades 6-12. Previously, Judson was a professor of Humanities and Dean of Students at Centro Lincoln University College, Universidad Nacional San Martín, Argentina. He also served as an English Language Specialist at The College Board and Educational Testing Service.
Norka Padilla is a Learning & Achievement Specialist with the Office of School Support and Improvement in Montgomery County, Maryland where she collaborates with school administrators ensuring equitable access to standards-aligned instruction and programming K-12. Ms. Padilla has 30 years of experience as an instructional specialist and teacher, designing and facilitating professional development, and consulting for organizations on standards setting and policy across several states. Ms. Padilla is Nationally Board Certified as a specialist for English language learners K-12, has earned two master's degrees and administrative certification.
Joshua Parker is the 2012 Maryland Teacher of the Year. He serves the students and teachers of Paul Laurence Dunbar Senior High School (Washington, D.C. Public Schools) as an Instructional Coach. Mr. Parker is a career changer, having started off as a sports producer for Fox 45 of Baltimore before beginning his career in education. In the decade that followed, Mr. Parker has held various leadership positions from K-12 and higher education. Most recently, he was named a 2017 Lowell Milken Center Fellow. Mr. Parker is the first African-American male educator from Baltimore County to win the state award.
Janelle Pearson-Jackson holds a B.S. and M.A from New York University’s Steinhardt School of Culture, Education, and Human Development. She has permanent teaching certification from New York State and New Jersey. With over ten years of experience in the field of urban education, she has held positions of classroom teacher, mentor teacher, curriculum developer, adjunct instructor, and author. Before joining UHCS as an Instructional Leader, she served as the Summer School Director of North Star High School in Newark, NJ. And after taking an extended maternity leave from the NYC DoE, Mrs. Pearson-Jackson was a teacher, mentor teacher, and school building leader at Essex Street Academy. There is no doubt that throughout her career, Mrs. Pearson-Jackson has been dedicated to helping students and teachers experience education as something that is both meaningful and powerful and she is committed to continuing to foster opportunities for meaningful learning.
Patricia Pond is the Director of School Support for Achievement Network, where she supports school and district leadership teams in their understanding of CCSS and how to deliver data driven instruction alongside various curricula. She has worked in the field of education across 7 states—serving as a Literacy Specialist and Literacy Coach, Elementary and ELL Teacher, Special Education Teacher, and Adjunct Instructor. At the heart of all Patti’s work in education is a commitment to creating quality educational experiences that improve outcomes and opportunities for all students.
Oksana Reznikova teaches Mathematics at Brooklyn Generation, a New York City Department of Education High School. She is a Math for America Early Career Fellow. Oksana graduated from State University in Ukraine with a Masters in Applied Mathematics and earned a Masters in Mathematics Education from Teachers College, Columbia University.
Lori Taliaferro Riddick is executive director of leadership development for Cleveland Metropolitan School District. In her role she coaches principal supervisors and assesses their effectiveness. Prior to her work with CMSD, Lori was executive director of policy and practice services at New Leaders and co-authored their first two books. Lori developed and supported the implementation of leadership standards and evaluation systems for several states and districts. She received her BA and MS from the University of Pennsylvania.
Karin Ryan is a turnaround principal in a large urban elementary school in Pennsylvania. Previously, Karin has served as a Special Education teacher, English as a Second Language teacher, Kindergarten teacher, Instructional Coach, and Assistant Principal. She is a Common Core Advocate trained by Student Achievement Partners, and has facilitated sessions on Instructional Leadership, School Improvement, and Common Core Mathematics.
Dionne Aminata Samb, MBA, MSEd is a Math Content Specialist for grades K-8 at Aspire Public Schools, providing curriculum, instruction and assessment support to principals across 11 schools in Los Angeles, CA. Proudly serving inner-city youth throughout her 13-year career, Dionne previously taught elementary and middle school in South Central LA and Brooklyn, NY. She also helped others develop successful classrooms in inner-cities as an instructional coach with both NYC Teaching Fellows and Aspire. Dionne studied Sociology and Business at UCLA, has her MBA from Babson College, and her Masters in Math Education from CUNY Brooklyn College.
Julianne Scherker writes curriculum, coaches teachers, and leads professional development as a Dean of Curriculum and Instruction with Uncommon Schools in Brooklyn, New York. With a passion for educational equity, Julianne began her career as a Teach for America Corps Member in the Bronx, and continued her work in Brownsville, Brooklyn as a Founding Grade 4 Lead Teacher. She holds a BA and MA in elementary education with a specialization in literacy from the University of Florida.
Alex Sczesnak teaches Algebra 1, Special Education, and Yoga at Lower East Side Prep HS, a transfer high school for international students. He is also a Math for America Master Teacher and facilitates MfA's "Math and Equity" Book Club. Previously, he was a co-writer for EngageNY’s Algebra 1 modules and he has also collaborated with Student Achievement Partners on Common Core implementation issues.
Mariama Sesay-St. Paul is a Vice-Principal of Curriculum & Instruction at Science Park HS in the Newark Public School district. She began her career as an educator in 2000 as a Teach For America corps member. Over the past 17 years, Mariama has assumed the roles of high school English teacher, Teacher Coach, Department Chairperson and Supervisor of Language Arts Literacy in the district Curriculum office. Originally from Park Forest, Il, Mariama now resides in New Jersey. She is a graduate of Florida A& M University, Rutgers University-Newark and William Paterson University.
Sheryl Sewell, an educator of 30 years began her teaching career as a first grade teacher in Brooklyn, New York. Through her educational expedition, she has taught many grade levels. She holds a Master's degree in Administration from American InterContinental University and a Bachelor of Arts degree in Education with a concentration in Spanish from Eastern University.
Driven by an ardent desire to help teachers, she served in Newark, the largest city in the state of New Jersey, as a Central Office Teacher Coach for 16 years. This role afforded her the privilege to provide professional development sessions and one-on-one coaching for literacy teachers in Newark Public Schools. She has mentored countless elementary and secondary teachers. Sheryl presently leads the literacy efforts as a Teacher Coach at Eagle Academy for Young Men in the Newark Public Schools. She is passionate about empowering and nurturing other teachers to refine their teaching practices to ultimately impact student achievement.
Jalinda Soto has over 12 years of experience as a public-school educator. She is a former Elementary Education and Special Education Teacher. She has served as an Elementary Principal of a school in transformation and currently serves as the Principal for Special Education programs for middle school students in Upstate New York.
She received her Bachelor’s Degree in English and Dual Masters from the University at Albany, State University of New York. She is currently enrolled in the Doctorate of Education in Educational Leadership Program at The Sage Colleges.
Erin Sylves is the ESOL Instructional Support Teacher for Secondary Mathematics for Fairfax County Public Schools, where she works in partnership with mathematics teachers to make their classes more accessible for English learners. Previously, Erin spent 10 years teaching middle and high school mathematics. She has given numerous presentations at the local, state, and national level at various conferences, including TESOL and NCTM.
Tammy Tuck supports college and career-ready standards implementation with organizations like Student Achievement Partners, Learnzillion and SchoolKit. She has designed and delivered professional development for graduate schools of education, multi-district learning communities, and individual districts and schools. A National Board Certified Teacher, Tammy spent 14 years as an elementary teacher, instructional coach, and district leader in PK-12 urban schools and was a founding staff member at E.L. Haynes Public Charter School in Washington, D.C.
Tara Warren is a teacher in the Santa Monica – Malibu Unified School District in Southern California. She received her BS in Biology and MA in Early Childhood Education. She has experience as a teacher, instructional coach, intervention specialist, Kagan district coach, as well as a district math PLC leader. Currently, she is a classroom teacher, school-wide math coach, school professional development leader, and serves on the math curriculum team. Tara has been engaged in the work of the standards and how to raise student achievement for over 6 years. She has had the pleasure to work with students, teachers, principals, district leads, and state representatives. She is extremely excited to share what she has learned and how she implements the standards to raise achievement in her class, school, and district.
Dr. Amy Weber-Salgo currently consults with teachers and districts as they work to improve their mathematics instruction. She was the founding Director of Mathematics Reviews for EdReports.org. Prior to that Amy was a regional PD provider and enjoyed 18 years as a K-8 classroom teacher. For her Educational Doctorate, her research focused on differentiating professional learning for teachers of mathematics in order to meet the needs of the teachers she serves.
Andrea Zayas provides consulting to school systems through her firm Upstream Education on the toughest problems to solve: turnaround, academic systems implementation, change management, startup, building equitable spaces and executive coaching. Previously, Andrea founded La Cima, a successful K-5 charter school in Brooklyn, NY. She also worked as a turnaround superintendent in Camden, NJ and for the NYCDOE as a charter authorizer. Andrea earned her BA at Rutgers University, Ed.M. at Harvard University Graduate School of Education, and is pursuing her Ed.D in Educational Leadership at Xavier University of Louisiana in New Orleans where she resides.