Rosemarie Allen, Ed.D., is an associate professor in the School of Education at Metropolitan State University of Denver. Her classes focus on ensuring teachers are aware of how issues of equity, privilege and power impact teaching practices. Allen has served in directorship roles with the Colorado Department of Human Services, where she was responsible for the state’s child care licensing program, the federal child care assistance program, the redesign of the state’s quality rating and improvement system, the implementation of the state’s professional development plan, and assisted in the creation of Colorado’s early learning guidelines.

Brittney Bills, Ed.D., is district coordinator for Grand Island Public Schools, where she coordinates the English Language Arts curriculum for grades K-5 and MTSS Academics for Pre-K-12. She previously served as a school psychologist in Iowa for six years. Dr. Bills is also a Language Essentials for Teachers of Reading and Spelling (LETRS®) facilitator and adjunct professor for Doane University. She also founded Nebraska’s “Science of Reading – What I Should Have Learned in College” Facebook Learning Community.

Sonia Cabell, Ph.D., is an assistant professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. She previously worked as a second-grade teacher and literacy coach. Dr. Cabell’s research focuses on early literacy, with a particular interest in preventing reading difficulties among children living in poverty. She has authored over 50 publications and has served as principal investigator or co-principal investigator on grant-funded projects totaling approximately $6 million dollars.

Douglas Clements, Ph.D., is a Distinguished University Professor and Kennedy Endowed Chair in Early Childhood at the University of Denver. Focusing on early education, especially mathematics education and educational technology, he has published over 166 refereed research studies, 27 books, 100 chapters and 300 additional works, and has directed more than 38 funded projects. Clements’ contributions have led to the development of new mathematics curricula, software, teaching approaches, teacher training initiatives and models of “scaling up” interventions, including the widely used professional development resource, the “Learning and Teaching with Learning Trajectories” tool. He has served on the U.S. President’s National Mathematics Advisory Panel, the Common Core State Standards committee and the National Research Council’s Committee on Early Mathematics, and is a co-author of its reports.

Stefanie Copp, Ed.D., is an assistant professor and director of the Master of Education in Reading program at the University of Lynchburg in Virginia where she holds the Elizabeth M. Forsyth Professorship. She has prior experience as an elementary school teacher, reading specialist and Title III coordinator. Her research interests include language and literacy practices in early childhood settings and promoting reflective practice in teacher education.

Chad Dumas, Ed.D., is an international educational consultant, presenter and award-winning researcher whose primary focus is collaborating to develop capacity for continuous improvement. With over two decades of successful leadership experience, Dumas has led significant improvements for both students and staff. He shares his research and knowledge in his new books, “Let’s Put the C in PLC” and “An Action Guide to Put the C in PLC,” and through consulting that includes research, stories, hands-on tools, useful knowledge and practical skills.

Jaime Harris, Ed.S., NCSP, is a school psychologist with more than 16 years of experience supporting the needs of students, parents and educators, and helping to build multi-tiered systems of support for students, with a particular interest in social-emotional learning and mental health. She was a national nominee for School Psychologist of the Year in 2014 and was awarded the Wisconsin School Psychologist of the Year in 2014. Harris co-founded eduCLIMBER, an award-winning MTSS data collaboration/visualization tool, and serves as vice president of eduCLIMBER Engagement at Illuminate Education, where she consults and trains districts across the U.S. to build capacity in their understanding of MTSS through practical data applications.

Susan Hentz is an enthusiastic and talented presenter with more than 30 years of experience as an educator, author, speaker, coach and education consultant. She works nationally with co-teachers, instructional coaches, educators, paraprofessionals and administrators to implement processes to increase their collaborative efforts to improve student achievement. Her professional development and coaching for sustaining improvement provides her with the opportunity to impact positive outcomes for not only students, but also administrators and teachers. Hentz is author of several publications, including “Engaging Students in Every Classroom ASCD Quick Reference Guide,” “Co-Teaching Essentials and Communication Strategies for Successful Co-Teaching ASCD Quick Reference Guide,” “Collaborate Smart: Practical Strategies and Tools for Educators” and “Teach Smart: Practical Strategies and Tools for Educators.”

Celeste Malone, Ph.D., is an associate professor and coordinator of the school psychology program at Howard University. She holds a master’s degree in school counseling from Johns Hopkins University, a doctorate in school psychology from Temple University, and completed a postdoctoral fellowship in child clinical and pediatric psychology at the Johns Hopkins University School of Medicine. Dr. Malone’s research focuses on multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, her work addresses the need to develop multicultural competence through education and training, diversify the school psychology profession, and strengthen the relationship between culturally responsive practice and PK-12 student outcomes. Dr. Malone serves on the National Association of School Psychologists (NASP) Board of Directors as the strategic liaison for the social justice strategic goal and is an elected member of the American Psychological Association Board of Educational Affairs. Dr. Malone was recently elected NASP President-Elect and will serve as the 2022-2023 NASP President. Notably, she is the second person of color to ever serve in this role.

Jen McNally, LIMHP, CCTP-II, is a director of mental health and wellness, psychotherapist and a national speaker who has dedicated her career to helping empower others. Her work emphasizes the importance of maintaining productive mental health holistically, both inside and out of the workplace. She consults nationally by helping private and public institutions implement effective strategies to promote engagement in the workplace and minimize professional burnout. She has been providing mental health services, psychoeducation, and administration for nearly 20 years to children and families in a variety of settings, including residential treatment facilities, outpatient treatment and schools. Having previously served on Nebraska’s Children’s Commission (LB821), Jen was appointed as Nebraska’s Psychotropic Medication Committee’s chairperson. She currently works as a director of mental health and wellness, employing trauma-focused cognitive-behavioral therapy (TF-CBT) and CBT, among other modalities. She also provides training for school districts on suicide awareness as a QPR Institute instructor. Jen presents across the country on trauma-informed care, mental wellness, self-care strategies, and empowerment for public and private institutions.

H. Richard Milner IV, Ph.D., is Cornelius Vanderbilt Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Education and Human Development at Vanderbilt University. Dr. Milner holds a master’s degree in English education from South Carolina State University, and a master’s degree and doctorate in educational policy and leadership from The Ohio State University. His research, teaching and policy interests concern urban education, teacher education, African American literature and social context in education. Centering on equity and diversity, his research examines practices and policies that support teacher effectiveness in urban schools. Dr. Milner is president-elect of the American Educational Research Association (AERA), the largest educational research organization in the world. He is also an AERA Fellow and an elected member of the National Academy of Education. Dr. Milner’s work has appeared in numerous journals and he has published seven books, including, “Start Where You Are But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms” (Harvard Education Press, 2010 and 2020, Second Edition), “Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms” (Harvard Education Press, 2015) and “These Kids Are Out of Control: Why We Must Reimagine Classroom Management for Equity” (Corwin Press, 2018).

John SanGiovanni, M. Ed., is a nationally recognized leader in mathematics education. He serves as elementary mathematics coordinator for the Howard County Public School System in Maryland, where he leads design and development of mathematics curriculum, digital learning, assessment and professional learning. SanGiovanni also works as a graduate program coordinator for mathematics leadership at McDaniel College in Maryland. He has authored more than two dozen books and is a national consultant for curriculum development and professional learning. SanGiovanni is active in professional organizations, currently on the Board of Directors for the National Council of Teachers of Mathematics.

Dominique Smith, Ed.D., is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, Calif. He is passionate about creating school cultures that honor students and build their confidence and competence. Dr. Smith’s research and instruction focus on restorative practices, classroom management, growth mindset and the culture of achievement. In addition to his school leadership responsibilities, Smith provides professional learning to K–12 teachers on many topics that address classroom and school climate and organization. Dr. Smith holds a doctorate in educational leadership from San Diego State University with a focus on equity and a master’s degree in social work from the University of Southern California. He also holds credentials from San Diego State University in administrative services, child welfare, PPS and attendance, and was awarded the 2014 National School Safety Award from the School Safety Advocacy Council. His publications include, “All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond” (ASCD, 2018), “Building Equity: Policies and Practices to Empower All Learners” (ASCD, 2017), and “Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management” (ASCD, 2014). Dr. Smith has contributed numerous articles for the Association for Supervision and Curriculum Development’s Educational Leadership® magazine, including “Tear Down Your Behavior Chart!” He delivered a 2018 TED Talk about building relationships between students and teachers.

Bob Sonju is an award-winning educational leader and consultant recognized for his energetic commitment to building effective teams, developing RTI structures that support teachers and students, and creating effective school cultures committed to student learning. He is currently executive director of learning and development for Washington County (Utah) School District and a former adjunct professor of education at Dixie State University. Sonju was formerly the principal of the nationally recognized Fossil Ridge Intermediate School and also served as a high school administrator and special education teacher.