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Holly Johnson is an Associate Professor in the Division of Teacher Education at the University of Cincinnati. where she teaches adolescent literacy courses for students interested in becoming middle school teachers. Her research focuses on adolescent literacy and literature, and issues of social justice. She taught middle school language arts and social studies in Kentucky and Arizona, and was an industrial arts teacher in Botswana, Africa as a Peace Corps Volunteer.

Sally Kilgore is president and CEO of Modern Red SchoolHouse Institute. Her work has appeared in Education Leadership, Harvard Education Review, and American Sociological Review. In the early 1980s, she coauthored High School Achievement with Thomas Hoffer and the noted scholar, James S. Coleman. She has served on the editorial boards of the American Education Research Journal, Sociology of Education, and Review of Research in Education.

John Luckner is a professor in the School of Special Education at the University of Northern Colorado. He has worked as a classroom teacher, teacher trainer, researcher, and author for the past three decades. His primary professional interests include teacher preparation, language and literacy development, and collaboration. He is the co-author of four books and one test, the author of several textbook chapters, and he has written more than 75 juried journal articles.

Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them.

Kim Bailey, with more than 29 years’ experience in education, has served as a special education classroom teacher, district administrator, educational consultant, and university professor. For the past eight years, she has placed her professional focus in the areas of professional development and educational leadership.

Mary Atkinson has over twenty-five years of experience in education as a teacher, curriculum consultant, and writer. She has worked both as an elementary Spanish bilingual teacher and a Spanish language teacher for grades K-12. She cowrote the Massachusetts World Languages Curriculum Framework and wrote the Texas Framework for Languages Other Than English. As a consultant to Center for Collaborative Education, Ms.

Leah Rugen, publications director, has worked at the Center for Collaborative Education since 1997 as writer, change coach, and program director of the national Turning Points network. Prior to working at CCE she worked for Expeditionary Learning Outward Bound, and the New York City Outward Bound Center. She began her education career teaching English and writing in public school in New York. She received her MAT in English from Brown University.

Cicely A. Rude teaches in the Benerd School of Education at the University of the Pacific in Stockton, California. She earned her Master’s degree in Teaching English to Speakers of Other Languages (TESOL) at the Monterey Institute of International Studies. In addition to working as a public school substitute teacher for two years, her diverse experiences include teaching English in Japan, teaching adult English as a Second Language (ESL), and teaching linguistics.

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.

Laurie Materna is a professor of nursing at Milwaukee Area Technical College. Materna’s interest in brain research includes the relationship between nutrition and learning, the use of graphic organizers to promote learning, and the development of learning styles and multiple intelligences in adult learners.

Kaia Tollefson’s career in education began in Kodiak, Alaska, in 1983. She was a middle school teacher there for nine years and worked in administration for the next five—first as a curriculum and staff development coordinator and then as an elementary school principal. She discovered a passion for teacher education while pursuing her doctoral degree in language, literacy, and sociocultural studies, awarded by the University of New Mexico in 2004.

Monica Osborn has been teaching at Puesta del Sol Elementary School in Rio Rancho, New Mexico, since 1994. She earned her bachelor's and master's degrees in education from the University of New Mexico in 1994 and 1995, respectively, and an education specialist degree in educational leadership in 2007. She is a certified Reading Recovery teacher, currently teaching grades K–2 in a multiage inclusion classroom.