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Joyce Kaser is a Senior Program Associate in the Science, Technology, Engineering, and Mathematics (STEM) Program at WestEd. She has extensive experience in program evaluation, primarily the evaluation of STEM programs. She has served as a team member for the development of two frameworks for the National Assessment of Educational Progress: Science, 2009 and Technology and Engineering Literacy, 2014.

Carla F. Shelton has 11 years of teaching experience in the special education profession. She has taught students with disabilities in Grades 2–12 in resource, self-contained, and inclusion settings. Shelton is certified in the areas of specific learning disabilities, emotional/behavior disorders, mildly intellectual disabilities, elementary grades (P-8), school counseling (P-12), and educational leadership and supervision.

As an educator who has worked in numerous educational settings: classroom teacher, substitute teacher, reading specialist, adult educator, administrator, educational consultant, teacher educator, college professor, and researcher, I have learned to respect both the teaching and learning process. One can expect culturally, linguistically, and academically diverse students in any educational setting.

Marilyn E. Gootman is founder of Gootman Education Associates, an educational consulting company that provides workshops and seminars for parents and educators, focusing on successful strategies for raising and teaching children. She has been in the teaching profession for over 25 years, and her teaching experiences range from elementary school to the university level. She holds degrees from Simmons College and Brandeis University and a doctorate from the University of Georgia.

John Hollingsworth is president of DataWORKS Educational Research, a company originally created to use real data to improve student achievement. Although DataWORKS started by analyzing learning outcomes (test scores), it soon refocused towards analyzing learning inputs (classroom instructional practices). DataWORKS now focuses mainly on providing staff development to schools on classroom instruction.

Dr. Silvia Ybarra, Ed.D., began her career in education as a physics and chemistry teacher at Roosevelt High School in Fresno, California.  Next, Silvia became principal of Wilson Middle School in Exeter, California, which under her leadership became a prestigious Distinguished School.  Silvia was then named assistant superintendent of Coalinga-Huron School District. Her focus progressed from helping one classroom to helping one school to helping an entire district.

Katherine E. Stiles is a Senior Program Associate in the STEM Program at WestEd. Katherine is Co-Director of WestEd’s National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide.

Kikanza Nuri-Robins helps people to close the gap between what they say they are and what they actually do.  Whether she is in a corporate boardroom, the fireside room of a retreat center, or a convention center auditorium, Kikanza uses her skills and insights to help people and organizations that are in transition – or ought to be.  She shares her observations and recommendations with clarit

Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford< Ohio. He previously worked at California State University, Los Angeles where he served as Professor of Educational Administration and for five years he was the Dean of the School of Eduction. His journey in education began in a public school district where he taught English to junior and senior high students;.

Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives:

Jeffrey Smith is Professor and formerly Dean of the College of Education at the University of Otago in New Zealand.  He earned his bachelor’s degree from Princeton and his PhD from the University of Chicago.

Dr. Timothy J. McNamara is a private mathematics consultant specializing in K-12 systemic improvement efforts for schools and school districts nationwide. Tim has served as both a math teacher and curriculum supervisor in western New York since 1975. He has taught students from grade seven through fourteen, at all levels of ability from remedial to gifted, and in both public and private-school settings.