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Melinda Mitchiner is currently completing her doctoral work in Special Education at the University of Kansas, Lawrence, KS. She is also coordinating technical assistance for the national technical assistance center for inclusive schoolwide school reform. Before her arrival at the University of Kansas, Melinda spent many years teaching and providing support for students who exhibit challenging behaviors.

Stephaney Jones-Vo is president of Starfish Education, LLC focusing on equity for English Learners. With over a decade of Title III grant directing, refugee sponsorship, and K-12 ESL classroom teaching experience, she served as an English Learner and Diversity consultant at a regional state education agency supporting multiple school districts to increase English Learner achievement.

Gerald Aungst has nearly 30 years experience as a professional educator, specializing in design thinking, computer science, mathematics, gifted education, and digital technology. In his various roles as a classroom teacher, gifted support specialist, administrator, curriculum designer, and professional developer, he has worked to create a rich and vibrant learning culture.

An award winning teacher, engaging presenter, and best-selling author, Tony Frontier works with teachers and school leaders nationally and internationally to help them prioritize efforts to improve student engagement and student learning. With expertise in student engagement, formative assessment, effective instruction, and strategic planning, Frontier emphasizes a systems approach to build capacity to empower teachers to improve each student’s schooling experience.  

Dr. Edward (Eddie) Fergus is Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark. Prior to joining Rutgers University – Newark, Dr.

Dwight Carter is a nationally recognized school leader from Central OH. Because of his collaborative and innovative leadership, in 2010, he was inducted into the Jostens Renaissance Educator Hall of Fame.

Mark White is a school leadership and training consultant. Previously, he was the director of education and outreach at Mindset Digital and academic principal in the International Department of the Beijing National Day School in Beijing, China. As the superintendent of the Gahanna-Jefferson Public Schools in Gahanna, Ohio, he played a key role in the design of Clark Hall and the implementation of global skills and technology into its curriculum.

John Spencer is an assistant professor of instructional technology at George Fox University, where he is focusing on the integration of creative and connective technology with quality pedagogy. He has over a decade’s experience teaching middle school, including a year where he co-led the Twenty-First Century Classrooms, an innovative, STEM-centered, one-to-one initiative with twelve ELL classrooms.

Leanna Harris is the author of The Essential Guide for Student-Centered Coaching (Corwin, 2020) and Student-Centered Coaching:The Moves (Corwin, 2016). She has worked as a teacher, coach, and consultant across grades K-12 and currently works with Diane Sweeney Consulting to help schools and districts implement student-centered coaching.

Lotus Linton Howard, Ph.D., has taught in a variety of elementary school settings, including public, private, inner city, small town, rural and reservations schools. She created and taught for several years in a one-room country school, grades 1-8. Over forty years of teaching she has worked with children from very diverse cultural backgrounds and has observed, first-hand, how culture influences one’s perceptions, cognition, communication and attitudes.

Michelle S. Jones is Deputy Director at the Institute of Educational Leadership, UM, where she focuses upon academic development and internationalization. In 2008, she became a school effectiveness associate for the Welsh Government and subsequently a professional education adviser assisting teachers’ and principals’ professional learning in over 2,000 schools.

Dr. Jeff Zwiers was previously a senior researcher in the Stanford University Graduate School of Education and is now an educational consultant. He has taught all subjects bilingually in secondary and elementary settings. His research and work focus on collaborating with teachers to enhance instruction and assessment for multilingual students, with an emphasis on improving student–student interactions.