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Ruth Culham, EdD, is a pioneering researcher in the traits of writing field. Her areas of expertise include instructional strategies of the six-trait writing assessment model.

Robin J. Fogarty, PhD, has trained educators throughout the world in curriculum, instruction, and assessment strategies. She has taught at all levels, served as an administrator, and consulted with state departments and ministries of education.

Peter Hayes is the former director of Solution Tree Australia and the Asia Pacific Region. Previously he was the national director of education for the Australian Council for Education.

Patricia M. Cunningham, PhD, is a professor of education at Wake Forest University. She has been an elementary school teacher, a reading specialist, and director of reading for a county school system.

Nancy Frey, PhD, is a professor of literacy in the Department of Educational Leadership at San Diego State University. She is also a teacher leader at Health Sciences High and Middle College in San Diego.

Mark Onuscheck is director of curriculum, instruction, and assessment at Adlai E. Stevenson High School in Illinois. He is a former English teacher and director of communication arts.

Marisol Thayre is a teacher at Health Sciences High and Middle College in California. She teaches American literature and expository writing to upper division students of varying abilities and levels.

Maria C. Grant, EdD, is a professor in secondary education at California State University, Fullerton. She has authored numerous publications centered on science literacy, formative assessment, and reading.

Dr. Margarita Espino Calderón, professor emerita at Johns Hopkins University, has worked on numerous research projects from 1990 to 2010 for JHU’s Center for Research on Education of Students Placed at Risk, Center for Data-Driven Reform, and Success for All Foundation.

LeAnn Nickelsen, an author and a former teacher, is an expert on brain research strategies, best practices in literacy, and other high-impact tools that close and prevent gaps in high-poverty schools.