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Ryan L. Schaaf is an assistant professor of educational technology at Notre Dame of Maryland University and a faculty associate for the Johns Hopkins University School of Education.

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.

Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 50 books and 200 articles.

Rebecca L. Stinson has over 20 years in education. Her roles include teacher, educational planner, and principal in the Chicago Public School System, where she has worked for the past several years.

Rebecca Stobaugh, PhD, is an assistant professor at Western Kentucky University. She teaches assessment and unit-planning courses, supervises first-year teachers, and consults with school districts on critical thinking, instructional strategies, assessment, technology integration, and other topics.

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.

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.

MaryAnn Brittingham helps educators working with students at risk. She is an instructor and supervisor of student teachers at the State University of New York at New Paltz.

Martha Kaufeldt is a professional development specialist and author. She travels internationally doing workshops and trainings on curriculum development, differentiated instruction, assessment, mindfulness, and brain-friendly strategies for teachers.

Mark Wilding creates and delivers programs that support educators to develop the capacities necessary to sustain an authentic teaching practice, engage students, support learning outcomes, and collaborate effectively with colleagues.