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Martha Staeheli, Ph.D., is a faculty member at the Program for Recovery and Community Health in the Yale School of Medicine Department of Psychiatry and the Director of the School Mental Health Initiative for the New England Mental Health Technology Transfer Center Trained as a secondary English teacher, and with a PhD in Public Health, she has extensive experience in population hea

Meghan Wenzel, M.A., is a Researcher and Writer with the Center for Educational Improvement. With a background in developmental cognitive neuroscience and education, Meghan is interested in early brain development and its implications for learning.

Dr. Jennifer Spencer-Iiams is the Assistant Superintendent for Student Services in the West Linn-Wilsonville School District in Oregon. She has been a teacher and educational leader for 32 years. She led significant transformation in her district in the movement to a full inclusion model that honors student strengths and promotes belonging. Jennifer has served as an adjunct professor in the area of Special Education and in Emerging Bilingual Education.

Josh Flosi has been an educator for 25 years in public, private, and international schools. He currently leads Student Support Services at the International School of Tanganyika, an inclusive school in Dar es Salaam, Tanzania.

Theresa Wills, PhD, is an assistant professor of mathematics education in the School of Education at George Mason University, where she works with inservice mathematics specialists and preservice elementary and secondary teachers. Theresa has taught synchronous online classes and webinars since 2010 and researches teaching practices that are adaptable to the online environment.

Courtney Koestler is currently the Director of the OHIO Center for Equity in Mathematics and Science (OCEMS) and an Associate Professor of Instruction in the Patton College of Education at Ohio University. Courtney earned a BS in Elementary Education with a concentration in mathematics at Ohio University, an MA in Teaching at George Mason University, and a Ph.D. in Curriculum and Instruction at the University of Wisconsin.

Jennifer Ward is currently an Assistant Professor of Elementary and Early Childhood Mathematics Education  and Elementary Undergraduate Program Coordinator at Kennesaw State University. Jennifer earned a BS in Elementary and Special Education and a MA in Early Childhood Education from the State University of New York at Geneseo.

Mathew D. Felton-Koestler. I am currently an associate professor in the Department of Teacher Education at Ohio University in Athens, Ohio, where I primarily teach mathematics methods courses for future elementary and middle school teachers. Before coming to Ohio University, I was in the Department of Mathematics at The University of Arizona where I taught mathematics content courses for future teachers.

Cathery Yeh. My students, their caregivers, and the communities I have had the privilege to work with remind me daily that students’ identities and their sense of belonging shape learning. I started teaching 24 years ago, beginning my tenure in dual-language classrooms

Eva Thanheiser is a mathematics teacher educator. She is a professor of mathematics education at Portland State University in Portland, Oregon. Eva teaches mathematics content courses for elementary and middle school teachers. She contextualizes much of the mathematics content in social and political contexts.

Dr. Stepan Mekhitarian serves as the Director of Innovation, Instruction, Assessment, and Accountability for Glendale Unified School District, and he was one of the main leaders responsible for transitioning the large district to distance learning in response to the COVID-19 pandemic. Stepan previously served as the Coordinator of Data and Blended Learning in Los Angeles Unified School District.

Katie Volk, M.A., is a child development specialist with a particular focus on early childhood and families living in poverty. She has worked with hundreds of community organizations to provide training and technical assistance in the United States and Australia, particularly focused on implementing trauma-informed practices.