Dr. Ingrid Twyman is a partner consultant with the Core Collaborative. Ingrid is extremely passionate about building teacher and leader capacity to enact culturally responsive practices and create cultures of equity so that all students receive access to a high quality education. She is a former middle-school teacher, principal, instructional coach, and teacher residency director who served Latino students and families in Los Angeles for over 16 years. She holds an Ed. D. from the University of Southern California in Urban Educational Leadership with a focus on Teacher Education in Multicultural Societies.
Ingrid co-founded the urban teacher residency, the Alumni Teach Project, creating a strategic partnership with Loyola Marymount University as the institute of higher education. The focus of this teacher residency was to increase the number of teachers of color by intentionally recruiting and preparing Latino teacher candidates who were alumni from the communities in which they would ultimately serve. Through innovation and leveraging best practices learned as a network partner with the National Center for Teacher Residencies, the Alumni Teach Project has proudly graduated and placed over 60 Latino teachers in the same schools they attended as children so that the current students could have more teachers who looked like them.
As an independent education consultant, Dr. Twyman currently designs and facilitates professional development modules and experiences on topics such as culturally responsive classrooms, classroom management, and Social Emotional Learning. Also an adjunct faculty member at the Alder Graduate School of Education, Ingrid's coursework includes Language Use in Multilingual Classrooms, Elementary Literacy and Methods, Action Research, and Data-Based Decision Making.
Ingrid believes in shared ownership and enjoys encouraging and empowering key players to work together and find solutions. She strives to help schools and organizations optimize their strengths while finding ways to work around obstacles as they transform into communities that embody equitable practices.