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Dr. Barbara Dubitsky, a faculty member of the Graduate School at Bank Street College of Education, is the Director of the Mathematics Leadership Program, a program she developed in collaboration with a team of colleagues. Dr. Dubitsky has been a member of the Graduate School at Bank Street College for more than 30 years, and has worked extensively in public and private schools to help teachers build their capacity to teach mathematics.

S. Joy Stephens has taught middle and high school students of all levels and abilities in differentiated science, math, and foreign language classrooms. She is a presenter and trainer in practical strategies for differentiating classrooms and inspiring students. She has a master's degree in biology.

Alicia Duncan is a consultant, program coordinator, and teacher trainer for the Waterford School District in Waterford, Michigan. She shares her expertise across the state of Michigan and throughout the nation in reaching and teaching English Language Learners, gifted students, culturally diverse learners, and inclusion students through differentiated instruction. She has a master's degree in ESL teaching methodology.

Theresa A. Deeney is associate professor of reading education and coordinator of the graduate reading program at the University of Rhode Island. After finishing her own teacher preparation in elementary and special education, she began her career as a special education teacher. She then went on to receive an MEd in educational administration, and served as a school principal.

Yohuru Rashied Williams is an associate professor of history at Fairfield University and the vice president for history education of the American Institute for History Education. He is the author of Black Politics/White Power; editor of A Constant Struggle: African-American History from 1865 to the Present; and coeditor of In Search of the Black Panther and Liberated Territory: Toward A Local History of the Black Panther Party.

Faith Rogow was the founding president of the National Association for Media Literacy Education (NAMLE), a founding advisor of Project Look Sharp, and a founding editorial board member of the Journal for Media Literacy Education. She has been a leading media literacy educator, theorist, and strategist for more than two decades, with special interest in early childhood, pedagogy, and diversity issues.

Marilyn Dunn-Bernstein’s diverse career in education spans 36 years. Along with her 20 years as a high school vice-principal, she has studied under Reuven Feuerstein and implemented the principles of structural cognitive modifiability, IE, and MLE in an extensive range of educational settings.

Martene Mentis has twenty years of experience in education and has taught at primary, secondary, and tertiary levels. Her diverse educational background includes 6 years with the Cognitive Research Centre, University of the Witwatersrand, South Africa, where she contributed to research, lectured in Instrumental Enrichment (FIE) workshops, and helped develop educational resources, including two books on Mediated Learning and Instrumental Enrichment.

Cathie Summerford has engaged learners internationally with action, movement, and music in her dynamic keynotes and workshops. Recognized as a true trailblazer and outstanding author in her field, Summerford's energetic, action-packed approach to teaching has livened up learning in countless classrooms globally.

Nicole Saginor is a former superintendent in Vermont, leading a school district through the School Improvement Grant process as directed by NCLB. She is the principal developer of the Vermont Classroom Observation Tool (VCOT), which was used by Mathematica Policy Research, Inc. in two national studies funded by the US Department of Education to measure teacher performance.

Paul C.