Paul Bloomberg Ed.D - CEO & Founder, The Core Collaborative
The founder and Chief Learning Officer for The Core Collaborative, Paul also leads curriculum design for Spiire, a LGBT personal and professional development collaborative. Paul is an Author Consultant for Corwin Press and is one of twenty-four North American consultants for Visible Learning Plus and continues to consult for Literacy Support Systems in New York City. Prior to consulting full time, Paul was the former director of non-profit TIDES, Transformative Inquiry Design for Effective Schools and Systems and a principal and instructional leader in San Diego County. He has served as a Distinguished Professional Development Associated for the Leadership and Learning Center founded by Doug Reeves. Dr. Bloomberg has directly supported multiple, successful turn-around efforts nationally. Paul and his colleague Barb Pitchford, are co-authors of the book “Leading Impact Teams: Building a Culture of Efficacy”, a handbook for refocusing PLCs in schools and systems published by Corwin Press. Paul resides in San Diego with his family.
Barb Pitchford, Impact Team Author
Barb Pitchford is the Executive Director of Professional Learning and co-founder of The Core Collaborative. During her 30 plus years in public education, Barb has worked at all school levels - high, middle, and elementary - as a teacher, counselor, assistant principal and principal. For the past several years Barb has worked for a variety of professional development organizations including The Leadership and Learning Center where she was recognized as a Distinguished Professional Development Consultant. Barb also works with Corwin Press as a consultant specializing in Visible Learning work. Barb is most proud of the work she led as principal of her last school that was awarded state recognition as a top performing school several years running. During that time, she also worked closely with Bob Marzano during the development of state-wide standards for Colorado. Barb’s passion and commitment is around helping to ensure high-impact school leadership. Based on the research around collaboration and formative assessment, Barb specializes in developing Impact Teams to improve student and teacher learning. Barb is the co-author of the book "Leading Impact Teams: Building A Culture of Efficacy" , a handbook for refocusing PLCs in schools and systems published by Corwin Press. Barb is the proud grandmama of Robin and Poppy.
Alan J. Daly, Ph.D - UCSD, La Jolla
Chair and Professor of the Department of Education Studies at the University of California, San Diego. Alan is also the founding Executive Editor of the new Sage Journal Educational Neuroscience. Alan’s research and teaching are influenced by his 16 years of public school experience in a variety of instructional and leadership roles. His research primarily focuses on the role of leadership, educational policy, and organization structures and the relationship between those elements on the educational attainment of traditionally marginalized student populations. Alan draws on his theoretical and methodological expertise in social network theory and analysis in his work and has multiple publications and a book on the topic published by Harvard Press entitled, Social Network Theory and Educational Change. He has a second co-authored book with Springer entitled, Using Research Evidence in Schools, and a third book published by the American Educational Research Association entitled, Thinking and Acting Systemically: Improving School Districts Under Pressure.
Learn More Abour Alan's Work.....Here.
Rupa Gupta, CEO and Founder - Sown to Grow
Rupa is a cofounder and CEO of Sown To Grow, a student goal-setting and reflection tool that fosters growth mindset and student agency. Rupa spent the last several years working in the San Jose Unified School District, most recently leading a school redesign transformation to personalized learning and criterion-based grading. She loves working with teachers, school leaders and central staff to solve the complex problems that get in the way of impactful teacher-student learning interactions. Previously, she spent nearly 10 years in the private sector working for business and strategy consulting firms (Bain & Company, The Bridgespan Group) and managed large-scale projects for Fortune 500 companies.
Drew Schwartz, Director of Neurobiology and Wellness
Drew is a highly sought after speaker, consultant and coach who serves as a catalyst for schools and purpose driven organizations. He helps people tap into their potential laden power to change the world. His goal is to transform the experiences of students, teachers and other educational leaders to revolve around empowerment. Drew received his bachelors degree from Emory University in Atlanta, his Masters degree from IDC in Israel in Government and Conflict Resolution and is currently earning his doctorate from the University of California- San Diego. Additionally, he has a number of certifications which serve as fuel to help others including: Teaching certificate, Mindfulness in Schools, Executive Coaching, Cognitive Coaching, Data Based Decision Making and more.
His greatest achievement has been helping other people transform their lives- transform their communities. Drew's video courses have received rave reviews from educators revolutionizing their schools by embedding approaches like mindfulness, trauma informed practices, restorative practices and empowerment. From U.S. and International Schools of all levels, collaborating with Harvard University, or being featured in major media on 2 continents with multiple organizations, he is a non-stop force for creating positive lasting change.
John Krownapple, Author, IncludED Thought Leader
John Krownapple specializes in facilitating professional learning and organizational development focused on social justice, equity, diversity and inclusion. Since 2007 he has led the development and implementation of one of the first and most comprehensive Cultural Proficiency programs in the United States. John continues to administer this program for the Howard County Public School System (Maryland), where he has guided movement toward inclusion and equity for a variety of teams and groups: school and district leaders, staff members, partners, government officials, students, and families. In his book Guiding Teams to Excellence with Equity: Culturally Proficient Facilitation, he offers professional development leaders knowledge, skills, and dispositions for leading equity-focused professional learning. His goal is simple: To make the journey to excellence with equity easier for schools so they can make the transformations supportive of a diverse and inclusive democratic society. As an educator for two decades, John has served as a district office administrator, professional development facilitator, curriculum specialist, and elementary teacher. He is also an adjunct professor at Johns Hopkins University and McDaniel College.
Floyd Cobb, Author and IncludED Thought Leader
Adjunct faculty member with the Morgridge College of Education at the University of Denver. His coursework focuses on teaching methods along with the intersections of race, class, power and privilege. He has held a district-wide leadership role in issues related to educational equity for ten years and has also served as a central offcie leader responsible for curriculum and instruction. Floyd holds a Ph.D. in Curriculum and Instruction and is the author of the book, Leading While Black (2017) and co-author of the book, Interrogating Whiteness Relinquishing Power. He has also co-authored the article Meritocracy or complexity: problematizing racial disparities in mathematics assessment within the context of curricular structures, practices, and discourse (2015) and Navigating the Space between: Obama and the Postracial Myth (2013).
Connie Hamilton Ed.S., Author, Partner Consultant
Connie has 25 years experience in education as a teacher, instructional coach, elementary/secondary principal, and K-12 district administrator. She is currently the curriculum director in Saranac Community Schools, is an international educational consultant and presenter, and the author of Hacking Homewark. Teachers describe her workshops as meaningful and engaging as she models quality instructional methods that can be used in the classroom tomorrow. She applies her deep understanding of pedagogy in workshops such as Questioning, Gradual Release of Responsibility, Student Engagement, Feedback and more. Connie spends most of her year facilitating classroom observations in a collaborative setting so teachers can learn from one another as they implement new strategies with students. She brings these experiences to her workshops to help teachers put research into practice in ways that make sense.
Trent Day Hall, IncludED Thoughtleader
For the past 8 years Trent Hall has been facilitating conversations on contentious topics as a Penn State Facilitator and Trainer. With an audience of wide demographics primarily made of young adults, conversations during Trent’s experience facilitating are centered in the realm of identity with a special focus on race, culture, and gender dynamics. The time spent during these trainings focus on learning and teaching conflict management, empathy, socratic inquiry, and active listening.
In 2017, Trent moved into a facilitator role at the Department of Community Resources and Services with Howard County Executive Office under the #OneHoward initiative. #OneHoward is an initiative of Howard County, Maryland. Executive Allan H. Kittleman designed to promote community dialogue and reinforce the county’s shared goals of diversity and inclusiveness through a series of community conversations and educational events.
Dr. Katie Martin, AltSchool Head of Partnerships
Katie Martin, Ph.D. is the head of partnerships for the West at AltSchool and the former director of district leadership for the Buck Institute of Education. She holds a bachelor’s and master’s degree in middle school education, and her doctoral studies focused on new teacher induction. A leader, teacher and speaker, Martin’s experience continues to guide her belief that if we want to change how students learn, we must change how educators learn.