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William A. Platt is currently a Principle Instructional Designer for Concurrent Technologies Corporation, in Johnstown, Pennsylvania, and was previously the Program Manager for Evaluation in the Office of Technical Training and Evaluation in the Veterans Benefits Administration. He is a member of the American Evaluation Association. He has consulted for the defense industry in the area of simulation and training and has pre­sented professional papers on task analysis and instructional design.

Lauren P. Hoffman is Assistant Professor of Education at Lewis University. After a 27 year career as a practicing speech and language specialist, supervisor, professional development specialist, and assistant director of special education in two large suburban Chicago cooperatives, Dr. Hoffman joined the faculty at Lewis University and also serves as an Visiting Professor at Indiana University.

Lynn E. Murray is the Principal Investigator on an Instructional Leadership and Comprehensive School Reform project and the former Co-director of the Vermont Teacher Quality Project both housed at the Vermont Institutes in Montpelier, Vermont. She recently collaborated with her colleagues in the Teacher Quality Project in the publication of the Vermont Field Guide to Educator Mentoring.

Richard Hooley is the Superintendent of the Valley Central Schools in the Hudson Valley of New York.  Although his advancement was fairly traditional, he was interested in those who reached high administrative posts by nontraditional routes.  In his research of this topic, the assistant principal was identified as an often pivotal position.  Having worked as an administrator in the southeast, the northeast and the southwest, his fascination continues even as the assistant principa

Karen Hawley Miles is executive director and founder of Education Resource Strategies, a nonprofit organization in Boston, Massachusetts, that specializes in strategic planning, organization, and resource allocation in urban public school districts.

Stephen Frank is the cofounder of Education Resource Strategies, a nonprofit corporation that works with urban superintendents across the country to improve student performance through more effective use of resources. He has worked as a consultant with school systems in New York City, Los Angeles, Chicago, Atlanta, Washington DC, Baltimore, Rochester, Albuquerque, and Oakland, among others.

Dr. Randolph E. Ward’s teaching career spans more than two decades. Fluent in Spanish and English, he has been a teacher in schools in North and South America, including two one-year stints in Colombia and Venezuela. Before becoming the fifth state appointed administrator for the Compton Unified School District in 1996, Dr. Ward was an elementary school principal and an area superintendent for the Long Beach Unified School District.

Sarah J. McNary is currently teaching a credit recov-ery program for the San Dieguito Union High School District in Southern California, where she is also the district’s consultant for special education working with the Beginning Teacher Support and Assessment (BTSA)/Induction program. She is a faculty member in the Masters of Education program for the University of Phoenix.

Diane Mierzwik currently teaches seventh and eighth grade English at Parkview Middle School for the Yucaipa-Calimesa Joint Unified School District in California. In her 16 years of teaching, she has had experience with first- through 12th graders. She has been Gifted And Talented Education coordinator, Leadership team member, Department Head, a mentor teacher, completed the Inland Empire Writing Project, and served as a Language Arts consultant for the California Language Arts Project.

Charles M. Jaksec III has served as a school social worker in The Hillsborough County School District for 21 years and has been a member of the district’s crisis intervention team for 18 years. He serves as the chairperson of the district’s Bullying Committee and is a member of the district’s Violence Prevention Committee.

Paul Young, PhD, a retired elementary principal, is currently the Executive Director of the West After School Center in Lancaster, Ohio. He began his career as a high school band director and then retrained to become a fourth grade teacher before advancing to an elementary principalship in 1986.

In Jesness' twenty-five year career as an educator, he has worked with English learners in a number of environments. He has taught ESL in public middle and high schools, special education for bilingual children at the elementary level, and language arts and social studies in classes that included both English learners and regular education students. Jesness has also taught students privately, ranging from preschoolers to top executives of multinational corporations.