Rewire will change your thinking. In a positively disruptive way.
Education is primarily a conservative and traditional institution. Learning is neither of those. In a desire to create an inspirational and empowering learning experience to meet today's educator’s needs, we present Rewire.
Rewire is a free, global learning experience for educators around the world. Sponsored by OnCourse Systems for Education, with support from the Education Foundation of Tabernacle Township, Rewire offers preeminent professional development conversations, led by top educational minds, for absolutely zero cost. Our convening is located at Kenneth R. Olson Middle School, in Tabernacle, New Jersey.
Rewire will invest in you. Since the work you do for students and the education field can’t be monetarily measured, we’re not going to charge you.
Seating is open to the first 550 attendees. People may register for one/both days. Rewire attendees receive complimentary breakfast, snacks, lunch, and giveaways. Transportation and accommodations are on your own. We're happy to provide referrals to nearby hotels.
Rewire will change your mind, recharge your heart, and fill your soul when it comes to professional development. Join your tribe on October 5th and/or 6th, 2018.
Anna E. Baldwin is an English and history teacher at Arlee High School in Arlee, Montana, located on the Flathead Indian Reservation. She is also the course developer and teacher of Native American Studies for the Montana Digital Academy, the state’s online high school. For four years Baldwin was an adjunct assistant professor teaching pre-service English teachers at the University of Montana — Missoula. Baldwin has distinguished herself through her teacher leadership, academic contributions to the profession, and her focus on the equity of her students. She is the author of a number of education-related articles and multi-media publications. Baldwin’s classroom has been the subject of several teaching videos, including an hour-long documentary produced by the Center for American Indian Policy and Applied Research. Her dissertation researched professional development providers who support teachers integrating Montana’s signature multicultural education initiative, Indian Education for All. She speaks frequently at education events and summits while using the internet as a platform to share her voice. At Arlee High School Baldwin has served as an instructional coach, college prep program instructor, freshman academy guide, and National Honor Society adviser. She is the founder and co-adviser of the Reservation Ambassadors club, which strives to break down stereotypes about reservation life by building relationships with students at off-reservation schools. She has also taught at Two Eagle River School, the tribal alternative school on the reservation where she lives. Beyond her academic publications and twenty years of teaching experience, Baldwin has served with a number of educational fellowships and teacher leadership organizations. Currently she is a P-12 policy analyst for the National Council of Teachers of English and a program evaluator for poets-in-residence under a grant from the National Endowment for the Arts. She has recently acted as a National Teacher Fellow with the Hope Street Group, collaborating with local and state leaders to address public policy challenges in teacher education. In 2015 she served as a Global Learning Fellow with the National Education Association Foundation, developing global-themed lesson plans for Peru learning expeditions. For two years she was a member of the Teaching Tolerance Advisory Board of the Southern Poverty Law Center and was the president of the Montana Association of Teachers of English Language Arts in 2001. She has also worked locally as a collective bargaining agreement negotiator for the Arlee Federation of Teachers.
Barry Saide is Director of Curriculum and Instruction for The Tabernacle Township School District, and an adjunct professor for The College of New Jersey’s Graduate School of Education. He has been in education for 17 years, Prior to becoming an administrator, Barry taught second, third, and fifth grade. Barry has built curriculum in all subjects, created and led programming, served on steering committees, and aligned assessment to meet the demands of state and national initiatives. Barry serves ASCD as a Member-at-Large on their State Executive Board, writes monthly on their digital and paper platforms, and is a 2017 ASCD Influence Leader, and 2014 ASCD Emerging Leader. He has written over 60 articles on education, and his work has been featured by ASCD, Education Week, TeachThought, The Bill and Melinda Gates Foundation, and more. Barry is a current member of the New Jersey Department of Education’s Educator Leader Cadre. He is trained on all testing modules, which he turnkeys on a state and national level. Barry served in an advisory capacity to the Bill and Melinda Gates Foundation’s Teacher Advisory Council and National Center for Teacher Quality (NCTQ). In his role as a member of the Gates Foundation TAC, Barry was as a sounding board for potential educational policy, and helped in organizing and leading national and regional Elevating and Celebrating Effective Teaching and Teachers (ECET2) convenings. In his role with NCTQ, Barry provided feedback and a thought partner for their Teacher Advisory Group. He focused on teacher prep programs, student voice, and education policy.
Bobby Dodd is the high school principal at Gahanna Lincoln High School in Ohio. He earned four degrees before determining what he wanted to do with his life...dedicate it to helping people. Dodd’s passion for helping others lead him to create new opportunities for students and staff such as digital academies, college summer camps, fabrication laboratories, Early College High School, and personalized learning environments. As an educator, Dodd actively communicates, collaborates and connects with stakeholders to help his school and the education field. He has received awards for his contributions as a connected educator, including the 2016 NASSP Digital Principal of the Year award. Dodd continues to assist others in the education field by presenting at the local, state and national levels. Dodd is a co-moderator of #ohedchat, co-founder of EdCampLeader Columbus, and hosts a blog about educational leadership and effective instructional methods. Dodd resides in Blacklick, outside of Columbus, with his wife, three daughters and schnauzer “Buzz.”
Don Wettrick is the Innovation Coordinator at Noblesville High School, and is the author of "Pure Genius: Building a Culture of Innovation and Taking 20% Time to the Next Level." Wettrick has worked as a middle school and high school teacher; educational and innovation consultant; CEO, and podcast host. He is also the founder of StartEdUp, an organization dedicated to help transform the school culture toward innovation and enable student-led entrepreneurship. Don has lectured across the US, Europe, South America and Africa about collaboration, social media use, and work environments that enable innovation. Through his travel, he has worked with hundreds of entrepreneurs from Silicon Valley to Ghana, and seeks to bring that entrepreneurial mindset into our classrooms. His podcast, StartEdUp, has featured some of the most successful entrepreneurs, authors, and thought leaders in the world- focusing on educational change. Most importantly Don works with educators, students, and entrepreneurs to bring innovation and collaborative skills into education
Eric Russo has been in education for 9 years. He has been a special education teacher, instructional coach, and assistant principal on the middle school level. Currently, Eric is in a split role, teaching high school ELA two periods, and providing instructional coaching for his colleagues the balance of the day. Eric is a 2016 ASCD Emerging Leader, and a 2014-2016 member of the Bill and Melinda Gates Teacher Advisory Council. In his role on Gates TAC, Eric provided a sounding board on potential educational policy and initiatives. His writing and speaking have been featured on multiple ASCD digital platforms.
Gayle Allen is an entrepreneur with a passion for connecting people to innovative ideas that improve their lives. She is Founder and CEO of The Innovators' Circle, a cutting-edge leadership research and development firm, and Creator and Host of Curious Minds, the leading podcast on innovation that features global leaders rethinking life and work. Gayle was Founder and Executive Director of BrightBytes Labs and Chief Learning Officer at BrightBytes, a company that’s garnered dozens of awards for improving the way the world learns. She earned her MBA in Global Innovation & Leadership from MIT and her Ed.D. from Teachers College, Columbia University. Gayle is the author of the book, The New Pillars of Modern Teaching, and her writing has been featured in MindShift, Huffington Post, She Owns It, and Offscreen Magazine.
Glenn Robbins was named as the 2016 NASSP National Digital Principal of the Year. Glenn (@GlennR1809) is the proud Superintendent of Tabernacle Township School district, in Tabernacle, NJ, where technology is a ubiquitous element of a larger culture of innovative, student-centered learning focused on the mantra “Becoming Life Ready.” He set out first to renew the district’s broadband infrastructure and create a BYOD program, supplemented by Chromebooks. The district’s hallways have been converted to “Idea Streets,” an innovative learning initiative modeled on a similar program at Stanford University d. School. The district’s Collaboratory and Imagineering rooms thrive on design thinking and projects to better the lives of others, like designing 3D-printed prosthetic hands for children, and collaborating with Thomas Jefferson University Sidney Kimmel Medical College to create projects to better the lives of children in pediatric units. In other courses, students create video games from children’s books, designed miniature golf courses, and other tech infused projects. He is a strong believer in district culture that embraces respect, empathy, trust, transparency, technology, and autonomy for staff and students. “Learning is a much more robust activity when students engage in real-world activities that serve a purpose,” Robbins says. “We firmly believe that by empowering students and staff to utilize technology each day, we are preparing them for their future, not ours.”
James E. Ford is an award-winning educator and consultant on issues of equity in education. He is the former Program Director at the Public School Forum of North Carolina, an education think-tank and policy advocacy organization. Prior to this, he served as the 2014-15 North Carolina Teacher of the Year and the representative for 95,000 public school teachers throughout the state. For a full year, he traveled the state and country speaking before thousands of teachers, students, business leaders and policymakers about the importance of education. While in this position, he lobbied the state legislature to help secure the first post-recession raises for teachers and was made chair of the Governor's Teacher Advisory Committee. The Governor acknowledged Ford during his 2015 State of the State address for his hard work and recognition. In Spring 2015, He, along with 54 other state teachers were invited to the White House to be honored by President Obama in the Rose Garden during Teacher Appreciation Week. Ford taught World History at Garinger High School in Charlotte, NC starting in 2010. Ford earned a bachelor of science in mass communication from Illinois State University in 2003 and a master’s degree in teaching from Rockford University in 2009. He received his Add-On Certificate from Wingate University in 2014 and holds an NC Principals License. He is currently pursuing his PhD at UNC-Charlotte in Urban Education. Ford was recognized as Charlotte Magazine’s 2014 Charlottean of the Year, the 2014 National Alliance of Black School Educators’ Teacher of the Year and is a Carnegie Fellow. Ford is a self-professed “equity warrior” who believes education is a human right. He writes and speaks extensively on the topics of race, class, and education equity and advocates for the most disadvantaged student populations. Most notably, an article written after the Charleston shooting about the need to address racism earned him a handwritten note of praise from Secretary Arne Duncan. He writes for Education Post, EdWeek, Charlotte Magazine, Charlotte Agenda and EducationNC. His work has also appeared in Ebony and ASCD Educational Leadership magazine. He is a civic leader in Charlotte, serving as the co-chair for the Leading on Opportunity Council, an effort change the systemic barriers to economic mobility in the city. He also is the Principal at Filling the Gap Educational Consultants, LLC. Before deciding to become a teacher, Ford’s early career cemented his connection to children and youth. He worked as a truancy intervention specialist in high schools and director of a teen center that provided educational and after-school activities for youth at risk of dropping out of school. He considers his work and extension of his greater life-calling. He is an activist, writer, minister, husband and father.
Jason Falconio is a teacher, department chair, instructional coach, and robotics director at Freire Charter High School in Philadelphia, PA. As a teacher, Jason works to develop strong relationships with students and to develop curriculum that encourages them to become “students of learning.” As a teacher mentor and coach, he works with new teachers to help them find their teacher voice, develop their skills, and to learn how to make a difference for their students. Jason has been awarded the 2017 ASCD Emerging Leader, 2015 Teachers Lead Philly fellowship and in 2016 he was named to the National Association for Advancement in Teacher Education Teacher Leadership Cohort. He also sits on the Pennsylvania State Keystone Exam Committee for Biology. In the summers, he is the Site Director for the Johns Hopkins University Center for Talented Youth Summer Programs. He has a Masters in Education Leadership from Pennsylvania State University. He has presented at NSTA, ECET2, and various local educational groups, has written for ASCD, NSTA, and Edumatch, and is in his second year on the ECET2NJPA steering committee. You can connect with him on Twitter @jasonfalconio.
Josh Zagorski (@JZagorski1) is a K-12 STEM Supervisor for the Maple Shade School District (NJ). Joshua is currently leading a district initiative to analyze their current K-8 math textbook series in an effort to create authentic learning opportunities for all students and teachers. A portion of this initiative is focused in developing relevant K-4 math PD focused on the unlearning by adults and modern mathematical instructional practices that promote equity. Prior to 2016, Joshua was a middle school math teacher and three season coach(football/wrestling/track) for ten years. Along with teaching content he strongly believes in empowering our students and teaching to the whole child. Having the opportunity to build character, teach digital citizenship, and preach making good choices allows him to construct a community of caring. Joshua is an active member in, ASCD (2016 Emerging Leader), Co Director of NJASCD South, NJ Standards Advocate Math Lead , and in his third year on the steering committee for ECET2NJPA. In May, 2014 he was selected to attend the Teacher Appreciation White House Social hosted at The White House. This convening of twenty one educators from across the United States included panel discussions reflecting on student growth, student choice, and best professional development practices to achieve our goals.
Kate Baker is an English teacher at Southern Regional High School in Manahawkin, NJ, and a contributing author of Flipping 2.0: Practical Strategies for Flipping Your Classroom. With 18 years teaching experience, Kate adeptly integrates technology in her classes using flipped and blended learning strategies and has been recognized as a Jacobs Educator by the University of Indiana, PBS LearningMedia Local Digital Innovator, American Graduate Champion, InsertLearning Ambassador, National Council of Teachers of English (NCTE) Board member, and is an Edmodo Certified Trainer and Support Ambassador. Passionate about evolving authentic learning into digital formats, Kate leads by example and shares her expertise as a member of the executive board of the Flipped Learning Network and through Twitter chats, blogging, e-journals and presentations at regional, national, international conferences such as EdmodoCon 2013, Conference on English Leadership 2013-16, FlipCon 2014-2015, TeachMeetNJ 2012-2014, EdcampPhilly 2013-14, ECET2NJPA 2014-18, and the 2014-17 International Society for Technology in Education (ISTE) Conferences. You can connect with Kate on Twitter @KtBkr4 and read about her teaching techniques on her blog, Baker’s BYOD (kbakerbyodlit.blogspot.com).
Kayla Delzer is a globally awarded 3rd grade teacher and technology champion in North Dakota. In fact, The New York Times named her "one of the tech-savviest teachers in the United States". She has ten years of teaching experience in second and third grade. Kayla holds her master's degree in Elementary Education from the University of North Dakota. In September 2018, she will be receiving the University of North Dakota Sioux Award, the highest honor of achievement offered by her University. Governor Doug Burgum has recognized Kayla for her contributions to education in North Dakota, and assigned her a chair on North Dakota's Innovative Education Task Force. She has been recognized as both an "ISTE Influencer" and "HarperCollins Publishing Influencer". Additionally, in March 2018, she was named 1 of just 30 "All-Star Digital Innovators" in the United States by PBS. Kayla frequently travels around the United States and other countries as a featured and keynote speaker. She has delivered well over 100 keynotes, one of note being at Twitter Headquarters. On July 23, 2015 she delivered her first TEDx Talk, Reimagining Classrooms: Students as Leaders and Teachers as Learners. Her work with classroom redesign and flexible seating has become the standard worldwide, and she was recently selected as a recipient of the Global Hundred Award, designating her as one of the top 100 innovative educators in the world. She is currently writing a book about classroom learning spaces and flexible seating, titled FlexED: Flexible Seating for Flexible Learners, set to release during the summer of 2018. She is also a co-author of the best-selling book Education Write Now, published in December 2017.
Lisa Hollenbach currently serves as Editorial Content Manager for Teaching Channel. In this role, she engages, empowers, and supports educators to share their stories, voices, ideas, and expertise via the Tchers’ Voice blog, through social media channels, and through a weekly Tch newsletter. She collaborates and builds community as she supports Tch Laureate and Next Gen Science Squad work, the #TchLIVE Twitter Chat, Tch Talks Podcast, and Tch Tips Facebook Live video. Lisa plays a role in the development of new content and campaigns. Prior to joining Teaching Channel, Lisa was a high school Social Studies teacher for 15 years and Social Studies Department Chair in Palmyra, Pennsylvania. In this role she taught 10th – 12th grade AP Psychology, Psychology, Sociology, American History and Government, Current Events, and American Popular Culture. Lisa has experience planning and implementing professional development and designing curriculum. She is a Keystone Technology Innovator and served as a lead teacher working with the Literacy Design Collaborative framework. Additionally, Lisa is an instructor at the post-secondary level, working closely with pre-service social studies teachers and psychology and sociology students at Lebanon Valley College and the Pennsylvania State University. She currently serves as a mentor for the Teacher Leadership graduate program at Mt. Holyoke College. Lisa is a frequent presenter at regional and national conferences, presenting on blogging to empower teacher voice, educational technology integration, CCSS, the Literacy Design Collaborative framework, innovative instruction, social media for teachers and with students, redefining professional learning, strategic storytelling, and teaching and leading with an improviser’s mindset. Lisa is a co-founder, director, and writing coach for National Blogging Collaborative, an organization dedicated to helping teachers find their authentic voice, join the conversation, and contribute to the national narrative. Her work with National Blogging Collaborative has been featured on Edutalk Radio, Inspiration 4 Teachers Podcast, Teaching Partners, and Teaching Channel. She continues to engage teachers in the work of National Blogging Collaborative through the ECET2 and EdCamp communities. Lisa leads the Collaborative in engagement, social media, and storytelling. Lisa has served as a Community Manager, Editor, and Storyteller for the Redesign Challenge and as a member of the Bill and Melinda Gates Foundation 2014–2016 Teacher Advisory Council. When she’s not telling teacher stories and working hard to change the world, she can be found playing with a line-up of improv teams at the Harrisburg Improv Theatre. Connect with Lisa on Twitter: @lisa_hollenbach.
Maureen Connolly is the co-author of Next Generation Literacy: Using the Tests (You Think) You Hate to Help the Students You Love; Getting to the to Core of English Language Arts, Grades 6-12: How to Meet the Common Core State Standards with Lessons from the Classroom; andGetting to the Core of Literacy for History/Social Studies, Science and Technical Subjects, Grades 6-12. Maureen currently works for the School of Education at The College of New Jersey. Before that, she was an English teacher at Mineola High School on Long Island, NY for fifteen years. Maureen has overseen service learning grants for the New York Metropolitan Area and collaborated on several publications related to service learning. In these roles, she has developed many standards-based initiatives that link community outreach, character education, and literacy. She has been awarded the title of Honoree for the ASCD Outstanding Young Educator of the Year and granted the LEAD Award by St. John’s University. In addition, she was selected by Teachers for the Global Classroom for an international fellowship in Morocco. Her international experience also includes volunteering to teach in India, Ghana, Peru, and Spain. Maureen has presented workshops on the Common Core State Standards, service learning, literacy, and Shakespeare at regional, national, and international conferences. She believes that at the core of her profession is the need to develop purposeful learning that opens students’ eyes to the potential for positive change in themselves and in their local, national, and global communities.
Paul is a middle school Capstone teacher in a Makerspace. His class encourages kids to wonder and become radically curious and make things that they thought were previously impossible. As lead designer, it is Paul’s job to not just plan and teach, but to learn and explore alongside his students. Prior to becoming a Capstone teacher, Paul was an Adjunct Professor at St. Joseph’s University, and a middle school social studies teacher. Paul has presented for the Library of Congress, Educon, New England League of Middle Schools Annual Conference, Northeast Regional Conference for the Social Studies, Connecticut Council for the Social Studies Annual Conference, and a host of EdCamps on the east coast.
Peter DeWitt (Ed.D) is a former K-5 teacher (11 years) and principal (8 years). He runs workshops and provides keynotes nationally and internationally focusing on collaborative leadership and fostering inclusive school climates. His work has been adopted at the state level, university level, and he works with numerous school districts and school boards on collaborative leadership around North America and the U.K, and DeWitt works as a school leadership coach in North America.
Additionally, Peter is a Visible Learning Trainer working with John Hattie. He has written with John as well as presented with him around North America. Peter worked with Jim Knight as an Instructional Coach before his Collaborative Leadership work took off.
He is the Series Editor for the Connected Educator Series (Corwin Press) and the Impact Series (Corwin Press) that include books by Viviane Robinson, Pasi Sahlberg, Yong Zhao and Michael Fullan.
His Finding Common Ground blog (Education Week) has been in circulation since 2011. He is the 2013 School Administrators Association of New York State's (SAANYS) Outstanding Educator of the Year, and the 2015 Education Blogger of the Year (Academy of Education Arts & Sciences).
Peter is the author of several books. They include:
- Dignity for All: Safeguarding LGBT Students (Corwin Press. 2012).
- School Climate Change (ASCD, co-authored with Sean Slade. 2014)
- Flipping Leadership Doesn't Mean Reinventing the Wheel (Corwin Press. 2014)
- Collaborative Leadership: 6 Influences That Matter Most (Corwin Press/Learning Forward).
- School Climate: Leading With Collective Teacher Efficacy (Corwin Press/ Ontario Principals Council. 2017).
- Coach It Forward: Coaching Practices That Impact School Leadership (Corwin Press. 2018).
Peter's articles have appeared in education journals at the state, national and international level. He has presented at forums, conferences, and panel discussions at state, national and international conferences. Peter has worked with the American Association of School Administrators (AASA), Texas Association of School Administrators (TASA), the National Education Association (NEA), the National Association of Secondary School Principals (NASSP), the National Association of School Psychologists, the Association of Supervision and Curriculum Development (ASCD), l’Association des directions et directions adjointes des écoles franco-ontariennes (ADFO), the Catholic Principals’ Council of Ontario (CPCO), and the Ontario Principals’ Council (OPC), National School Climate Center, GLSEN, PBS, NPR, BAM Radio Network, ABC, and NBC's Education Nation where he sat on a school safety panel with Hoda Kotb and Goldie Hawn.
Suzy Brooks is an Instructional Technology Director for Mashpee Public Schools after 10 years as an elementary teacher. She provides professional development and hands-on workshops for educators at local, regional and national venues. Her work in blended learning, student engagement, and social media has been featured by EdWeek, NBC News’ Education Nation, Instructor Magazine, Intel, ASCD, and the NEA. Currently, Suzy is the President-Elect for the Massachusetts affiliate of ASCD and is a 2011 MassCUE Pathfinder. You can follow her on Twitter @SimplySuzy.
Tim Needles is art and film teacher at Smithtown High School and an adjunct professor at Adelphi University. He earned a M.A. with a focus in media arts from the State University of Stony Brook and a B.F.A. in photography and education from the School of Visual Arts. He is an Adobe Master Teacher and has been teaching fine art, film history, animation, and media arts for over eight years on the high school and college level. Tim is also the founder and director of The Strictly Students Film Festival. Tim has been the recipient of the Robert Rauschenberg Power of Art Award, the Suffolk County Legislature Award of Merit, and he was recently recognized by the National Foundation for the Advancement in the Arts. Tim is also a freelance artist, animator, and writer and continues to exhibit and perform regularly.
Asael has been in education for 24 years. Prior to becoming an administrator, Asael was a classroom teacher for 12 years. He is the proud Principal of Rio Hondo Middle School in Rio Hondo, Texas. While Principal at Resaca Middle School in Los Fresnos Consolidated School District, his students were one of eight selected for the Verizon Innovative App Award. Asael and his students presented their app to then President Barack Obama.
Colonel Stephen Henske, Jr. is 108th Maintenance Group Commander, 108th Wing, Joint Base McGuire/Dix/Lakehurst, NJ. He oversees the three units and staff, directing over 230 aircraft maintainers in ensuring the health of the 108th Wing’s nine KC-135 Stratotanker aircraft. He is responsible for aircraft and equipment valued at over $1.5 billion. His aircraft deploy across the globe in support of the various military and strategic national missions. Colonel Henske has deployed multiple times around the world to include Afghanistan and later served in Iraq. He began his career as a Maintenance Officer while on Active Duty, before transitioning to the the New Jersey Air National Guard. Colonel Henske is a graduate of Villanova University, earning a Bachelors of Mechanical Engineering and a graduate of St Joseph’s University, earning a Masters of Business Administration. Colonel Henske is an active parent in the Tabernacle School District, volunteering his time to numerous events and serves as the Vice President of the Education Foundation of Tabernacle Township. He is an advocate for military families in the school district.
Jamil Maroun is currently the Principal of Roosevelt School in the Manville School District, was the former Supervisor of Science, Social Studies, and Library/Media Services in the North Plainfield School District, and was a Social Studies teacher at Sayreville War Memorial High School. He is a 2018 ASCD Emerging Leader, President of the Somerset County K-8 Principal’s Round Table Association, served on the Board of Directors of the New Jersey Social Studies Supervisors Association, and was an organizer of the Somerset County Social Studies Supervisors Round Table and the Somerset County Science Supervisor Round Table. He helped organize EdCamp Central Jersey, the AdminCamp, and the History Nerd Night, a PD workshop for history enthusiasts focused on specific themes and time periods. In all his roles, he has focused his energy on developing meaningful professional development dedicated to improving classroom practice, instructional strategies, and providing equitable educational experiences for all students. He recently published a study titled “The predictive power of out-of-school community and family level demographic factors on district level student performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy” which predicted the percentage of students Meeting Expectations or Exceeding Expectations on the 2016 PARCC Algebra 1 in 119 of the 159 (75%) school districts in the sample within the standard error of the estimate of 11.47 points and the percentage of students Meeting Expectations or Exceeding Expectations on the 2016 PARCC Grade 10 English Language Arts/Literacy in 103 of the 147 (71%) school districts in the sample within the standard error of the estimate of 13.11 points. He has presented his findings at various conferences including the Education Reform, Communities, and Social Justice: Exploring the Intersections 2018 Research Conference. Most importantly, he is married to Lisa, a high school teacher in Hazlet, NJ, and they have two sons Nassif (4) and Savino (2).
Emil Carafa retired as the principal of Washington School in Lodi(41 years) and has been actively involved in a variety of educational committees on the local, county, state, and national level. He has held the office of President on the county and state levels, representing principals, directors and supervisors on all levels. He has previously served as President of the Board of Directors of NJPSA and has served on the nominating committee for the National Association of Elementary School Principals. Emil He also served as a member Educator Leaders’ Cadre for the State of New Jersey, representing administrators at PARCC (Partnership for Assessment of Readiness for College and Careers) on the national level. Emil, working along with the Educator Leaders’ Cadre from New Jersey, is committed to working with all educators to better understand Standards and PARCC. Emil serves on the Advisory Committee on Teaching & Learning for Center Point Education Solutions and on the Board of Directors for Learning Forward NJ. Emil serves as a member of the steering committee, cohort developer and presenter for the New Jersey Leadership Academy and was named NJPSA Visionary Leader of the Year, Elementary Level Principal, in 2015. Emil works for the Foundation for Educational Administration as the Coordinator of Professional Learning. Emil adjuncts at Felician University in their graduate division.
Dr. Tammy Bowling-Jenkins began her teaching career over 25 years ago. Her experience ranges from grades Prek-8. She has worked with students, staff and families from all ethnic and socio- economic backgrounds. In the role of principal she served as principal of the first community school in Plainfield N.J. She is currently serving as principal of a National Blue Ribbon School In Hillsborough Township. Dr. Bowling- Jenkins has received both state and national recognition for her work in education and leadership. She is the recipient of the 2001 Professional Woman of the Year award. Most recently, she was named the 2017 NJPSA Visionary Principal of the Year and the 2017 National Distinguished Principal of the Year. Dr. Bowling-Jenkins has presented several workshops on a variety of topics both on the national and local circuit. She is an educational consultant as well as an adjunct faculty member at Rutgers University and Kean University. She is an author, mentor, presenter and motivational speaker. Dr. Bowling- Jenkins is a member of several professional and community organizations. She is a lifetime member of Delta Sigma Theta Inc; a public service organization. Dr. Bowling- Jenkins has dedicated her life to educating, motivating and inspiring people. Dr. Bowling- Jenkins is married and resides in Easton P.A with her family.
A lifelong educator, Patricia Wright is currently the Executive Director of the New Jersey Principals and Supervisors Association. She has held the positions of teacher, reading specialist, assistant principal, principal, and superintendent. Mrs. Wright serves as a member of the New Jersey Professional Development Advisory Committee. She also served as the chair of the New Jersey Anti-Bullying Task Force and co-authored the New Jersey Bar Foundation's Anti-Bullying Curriculum. She is the developer of the Connected Action Roadmap (CAR), a comprehensive and coherent model of school improvement, which has been endorsed by the Partnership on Collaborative Professional Learning. Most recently, she spearheaded the development of the New Jersey Leadership Academy with the NJASA, in which cohorts of superintendents, assistant superintendents, principals, assistant principals, supervisors, and directors collaborate for a yearlong experience of quality, sustained professional learning.
Dr. Kimberley Giles began her teaching career over 20 years ago in New Jersey. Her passion is educating, inspiring, and motivating the lives of the students and staff she serves. She enjoys working with students and families from various ethnic and socio-economic backgrounds. Currently, she serves as the principal of a National School of Character and PTA National School of Excellence. Dr. Giles has presented workshops on a variety of topics both on the national and local circuit. She is an author, educational consultant and presenter. In addition, she is an adjunct professor at Liberty University. She holds membership in several community, professional, and public service organizations including Alpha Kappa Alpha Sorority, Inc. She is the recipient of the Outstanding Women of Distinction award from a national organization. Dr. Giles is married and resides in Central New Jersey with her husband and three daughters.
Ira Socol is a former Chief Technology and Innovation Officer in Virginia public schools. He has been recognized by the Center for Digital Education for its annual award to the nation’s 2017 top 30 Technologists, Transformers and Trailblazers. He is the author of numerous journal articles in national education and school architectural journals. During doctoral studies at Michigan State, he became a leading national expert in the use of accessibility technology and Universal Design for Learning where he also developed Toolbelt Theory, an equity lens for all learners. He also co-authored the just released book Timeless Learning with Pam Moran. Pam and Ira have keynoted and workshopped together at national and state conferences. Pam and Ira have helped develop in their former school district and with other districts some of the most contemporary learning spaces in the United States, represented by a commitment to a “search, connect, communicate and make” model for unleashing the lifelong learning potential of young people across rural, suburban and urban environments. They are well known for their work to infuse active learning across the curricula through initiatives to redesign learning spaces. This has increased opportunities in every school for learners to research, design, build, engineer, and “make to learn” as well as “learn to make” using a variety of old and new technologies accessible in libraries, mechatronics labs, media labs, arts studios, multi-age spaces, maker spaces, and informal learning settings created throughout schools.
Dr. Pam Moran, recently retired superintendent of thirteen years also has worked as a teacher, staff developer, elementary principal, and assistant superintendent. She was the 2010 president of the Virginia Association of School Superintendents and the 2016 Virginia Superintendent of the Year, one of four finalists for the national superintendent of the year. She authored articles and posts for Education Week, School Administrator, EdSurge, the Alliance for Excellent Education and has presented several Tedx Talks across the U.S. Pam and Ira have helped develop in their former school district and with other districts some of the most contemporary learning spaces in the United States, represented by a commitment to a “search, connect, communicate and make” model for unleashing the lifelong learning potential of young people across rural, suburban and urban environments. They are well known for their work to infuse active learning across the curricula through initiatives to redesign learning spaces. This has increased opportunities in every school for learners to research, design, build, engineer, and “make to learn” as well as “learn to make” using a variety of old and new technologies accessible in libraries, mechatronics labs, media labs, arts studios, multi-age spaces, maker spaces, and informal learning settings created throughout schools.
MeMe Ratliff is a teacher engagement guru with ties to several state and national educational organizations specializing in applying the Diffusion of Innovation Theory to specific populations to promote engagement, learning and collaboration. She brings 20 years of experience as a physical and health educator, and is currently a Teacher Engagement Resource Specialist at the Jefferson County, Kentucky district level. Her passion is connecting and engaging with educators to foster their leadership capacity and grow their professional learning networks.
Trish’s passion lies in cultivating success in others and empowering individuals and organizations to build strong professional relationships. She has advanced this passion using her own exceptional communications skills and an international network of clients and contacts. Trish’s understanding of the power of communication began, first, as a classroom teacher and later as a thought leader in American education. Her ability to create nationally recognized training programs led to careers with the U.S. Department of Education as a staff/program developer and USA TodayED as National Writing Consultant. Her passion for creating connections led her to author Trish Rubin’s New York Minute on Networking. Her newest book, BrandED, with respected global tech educator, Eric Sheninger, brings the concept of branding to a new audience of educational leaders as a tool for professional development in a social and digital age.
Missy Callaway is a Goal Clarity Coach at Butler Traditional High School, in Taylorsville, Kentucky. She is a founding member of JCPSForward and KYEdvolution, and a doctoral student at the University of Louisville studying Educational Leadership and Organizational Development, with a focus on the impact of Professional Networks for personalized Professional Development on teacher efficacy, self-advocacy, and student achievement.