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Rose Reissman is Chief Academic Officer of Mind Lab and Head of the Writing Institute at the Ditmas Education Complex. She is an ongoing classroom public school educator who has successfully taught and continues to teach literacy, project-based learning, special education, gifted and talented students, and ELL students K-12.

Ellen Mandinach is a Senior Research Scientist at WestEd. Dr. Mandinach has been a leading expert in the area of data-driven decision making at the classroom, district, and state levels. Her work over the past several years has focused on understanding how educators are using data to inform practice. She has written and spoken widely on the topic, and has served on a number of technical working groups and advisory boards on data use. Dr.

Christopher Tienken, Ed.D. is an associate professor of leadership, management, and policy and education consultant. He has public school administration experience as a PK-12 assistant superintendent, middle school principal, director of curriculum and instruction, and elementary school assistant principal. He began his career in education as an elementary school teacher.

Latish Reed has a career that spans over two decades as a college admissions counselor, teacher, teacher-leader, school administrator, assistant professor of leadership, and organizational equity leader. She served as the inaugural equity administrator in a large school district, where she led equity policy development and professional learning to support district-wide improvement.

Abby Barry Bergman has been involved in the field of education for over 40 years, in both private and public educational settings. Initially a kindergarten teacher, he has taught at the university level and has filled a variety of positions in school administration. Since 2002, he has served as the Regional Science Coordinator for Putnam/Northern Westchester BOCES, a service organization for a consortium of school districts in New York State.

Having earned degrees at both Barnard College and Teachers College, Columbia University, Judy Powers began her career teaching at the elementary level for 10 years. As both a teacher and a policy board chair of a New York State Teacher Center, Judy conducted professional development courses in the areas of mathematics and classroom management.

Michael L. Pullen currently works as an elementary school principal in upstate New York—a capacity he has served in for the past six years. Prior to becoming an elementary principal, his teaching career saw him work in urban, suburban, and rural districts in upstate New York. As a principal, Michael has led several district curriculum initiatives and had made regional presentations about science curriculum development.

Mark Gura has been involved in the integration of technology across the curriculum for the past 17 years o f his 35-year career as an educator. The former director of the Office of Instructional Technology of the New York City Board of Education, he has planned, supervised, and implemented professional development for thousands of teachers.

Sharnell S. Jackson is a nationally recognized instructional leadership consultant, coach, and executive strategist for school districts, foundations, businesses, and corporations. She has more than thirty-five years of K-12 experience as a classroom teacher, teacher leader, assistant principal, state director, chief executive officer of enterprise information and e-Learning.

Ruth Swinney is a native of Colombia, S.A. She started her career as a bilingual teacher in New York City. In 1984 she founded one of the first dual language programs in New York City in PS 84, and subsequently became director of bilingual and dual language programs for a large District in NYC. In this role she supervised bilingual and ESL programs, and developed seven model dual language programs for the District.